Research Paper—Genocide Odd Classes – Due June 2nd; Even Classes – Due June 3rd



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Research Paper—Genocide

Odd Classes – Due June 2nd; Even Classes – Due June 3rd

In 1941, Raphael Lemkin, a Polish writer and attorney, coined the word genocide by combining the Greek word 'genos' (race) with the Latin word 'cide' (killing). Genocide, as defined by the United Nations in 1948, means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnic, racial or religious group, including: (a) killing members of the group (b) causing serious bodily or mental harm to members of the group (c) deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part (d) imposing measures intended to prevent births within the group (e) forcibly transferring children of the group to another group. (http://www.historyplace.com/worldhistory/genocide/index.html)



Task:

Your task is to become an expert on one example of genocide and explain how and why this event occurred. Your evidence will also allow you to argue WHY genocide still happens today OR HOW people gain enough power to inspire a genocide like the Holocaust. You will locate at least 3 types of sources and use 5 sources total.


An example outline of your paper could be:

  1. Introduction

    1. Attention Grabber

    2. Context (could be simply a definition of genocide)

    3. Thesis that provides an argument to one of the two questions presented in the task

      1. WHY genocide still happens today

      2. HOW people gain enough power to inspire a genocide

  2. Body Paragraphs (This may be divided into anywhere between 2 to 5 paragraphs depending on your research.)

    1. History/Context of your Genocide (Like background information)

      1. Explain all parties involved

      2. Explain who the victims were and why

      3. Explain the stereotypes associated with the victims

      4. Explain how the victims were captured, housed, treated, and finally murdered

      5. Explain the relevance to what you already know about the Holocaust during World War II

        1. Are politically weaker groups murdered?

        2. Are groups used as scapegoats?

        3. What was the world’s response?

        4. What became of the perpetrators?

    2. Your argument to your thesis

      1. Evidence to support – quotes and/or paraphrase sources

      2. Explanations for each quote and/or paraphrase [At least 4 or 5 pieces of evidence]

        1. You may need to actually explain the quote or paraphrase first so your reader understands it

        2. Link or explain how this evidence helps prove your thesis

  3. Conclusion

    1. Restate your thesis

    2. End with a thought provoker (tied to your intro)

Your job as a researcher is to gather evidence to support your claim (thesis). Use source materials to prove your theory of why genocide happens today or how people gain enough power to inspire genocide.


Possible Genocides to research:

  1. Armenian Genocide, 1915-18

  2. Rwandan Genocide, 1994

  3. Cambodian Genocide, Pol Pot, 1975-79

  4. Bosnian Genocide, 1992-95

  5. Stalin’s Forced Famine on Ukrainians, 1932-33

  6. Iraq: Saddam Hussein’s Campaign in Kurdistan, 1987-88

Timeline:

  1. Select an example of genocide – Will be done in class – at RANDOM

  2. Find at least 3 types of sources such as newspaper or magazine articles, books, videos, documentaries, interviews, and reputable websites. 5 sources total. For example 2 websites, 1 book, 1 magazine.

    1. Newspaper Articles – Use google news to help focus

    2. Books – Actually go to a library or use google books

    3. Documentaries/Videos – Research on your own and you can find reputable videos from BBC, ABC News, PBS; if not on youtube, some documentaries will play on school computers

    4. Google Scholar – a great place to find scholarly articles on genocides

    5. Websites – must be reputable (see cheat sheet to help you determine that)

  3. Create a note sheet for each source you use

    1. Source Information – Remember to use easybib.com to help you format your source citations

    2. Read your research information and note key facts, details, or examples that you want to use in your paper or that you find interesting or relevant. If you are working from a book (even an e-book), in parenthesis put the page number for the paraphrase and/or quote

      1. Summary – describe main points of an information source

      2. Paraphrase – thoughts of the author into your own words

      3. Quote – copying word for word

  4. Use one of the outline organizers provided to outline your paper. Fill in the appropriate information. Remember to write the source number in parenthesis to refer to when creating your citations in your paper.

    1. Thesis statement to focus your paper

    2. Topic sentences for paragraphs (with transition)

    3. Evidence- summary, paraphrase and/or quotes

  5. Learn to write a works cited page and create in-text citations

  6. Write rough draft

  7. Peer Edit (Bring a full rough draft to class)

  8. Revise and Edit

  9. Create a google document and type your final draft including Works Cited page

  10. Proofread final draft

  11. Make revisions and share with me (hcmoorehouse@cps.edu)


Requirements

  1. Note sheet for each source with appropriate and accurate citation (minimum of five).

  2. This assignment should be 1 ½ - 2 ½ pages long, typed, double spaced. If you fail to meet the 1 ½ page requirement you may only receive half of the grade.

  3. Rough Draft (Optional)

  4. ARGUABLE THESIS STATEMENT!!! (Your thesis statement is like a hypothesis in science. It’s an educated guess that you have to prove is true.)

  5. Your final paper should clearly prove and support your thesis.

  6. Good introduction with an attention grabber.

  7. Good conclusion--restating thesis and ending with a thought provoker (tie to intro).

  8. Well organized and developed body of paper which provides examples, evidence, explanations, and details.

  9. MLA format with works cited page and in-text citations. (If this isn’t done don’t turn it in)


Deadlines

  • Research Notes - Due




  • Outline - Due




  • Final Draft - Due


Research Project Rubric





5

4

3

2

1

Note Sheets

(x5)

5 sheets- source info written in MLA citation format; Notes for sources; 10 viable pieces of evidence from each source with page or paragraph numbers [2 per source]


4 sheets- source info written in MLA citation format; Notes for sources; 8 viable pieces of evidence with page or paragraph numbers

3 sheets – source info written in MLA citation format; Notes for sources; 4-6 viable pieces of evidence with page or paragraph numbers

2 sheets — source info written in MLA format; Notes for sources; 3 or less viable pieces of evidence with page or paragraph numbers OR missing citations

1 sheet— source info written in MLA format; Notes for source; 2 or less viable pieces of evidence with page or paragraph numbers OR sheets are missing MLA format and hard to read

Thesis

(x2)

Arguable, detailed, thesis statement

Arguable thesis statement but lacking some depth.

Thesis rambles or is an incomplete sentence but is still somewhat arguable.

Thesis is not arguable

Thesis statement is missing

Introduction

Introduction has an attention grabber and thesis statement which successfully leads into the paper.

Introduction contains thesis statement and leads into the paper but attention grabber is weak.


Introduction contains thesis but has no attention grabber

Introduction is missing thesis statement and has trouble leading into the paper.

Introduction rambles and does not contain thesis statement or attention grabber.

Conclusion

Conclusion restates the thesis in new words and ends with a thought provoker. It also ties into the introduction.

Conclusion restates thesis in new words but thought provoker is weak. Ties into the introduction.


Conclusion restates thesis (exactly) but thought provoker is weak. Ties into the introduction.

Conclusion is missing thesis OR thought provoker AND does not tie into the introduction.

Conclusion is missing thesis AND thought provoker.

Body

(x9)

Well organized and developed body of paper which provides ample examples, evidence, explanations and details that clearly support and prove the thesis, while providing a complete story of chosen genocide

Well organized body of paper which provides adequate examples, evidence, explanation and details to prove the thesis, while providing a mostly complete story of chosen genocide

Well organized body of paper which provides adequate examples, evidence, explanation and details to mostly support thesis while providing story of chosen genocide (though may miss 1-2 components)

Lacks organization OR evidence. Evidence is used without focus or reasoning is a weak. Somewhat supports thesis statement while providing summary of genocide though lacking major details

Lacks organization AND evidence. Uses own opinion in excess. Reasoning is weak and does not prove or support thesis. Incomplete story of genocide

Works Cited & In-text citations

(x2)

No errors in Works Cited;

title centered, double spaced, hanging indent, alphabetical order, all elements of citation done included correct punctuation; NO errors on in-text citations



1-2 errors in format on Works cited page; 1-2 errors on in-text citations

3-4 errors in format on works cited page; 3-4 errors on in-text citations

5-6 errors in format on works cited page; 5-6 errors on in-text citations

7 or more errors in format on works cited page; 7 or more error on in-text citations

NOTE SHEET

Source #1:


Notes:







































































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