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World History Thesis Paper

STUDENT NAME: _____________________________________________

World History Research Assignment

All students enrolled in a World History class are required to write a research paper and complete a creative component that follows the theme, “The Individual in History: Actions and Legacies.”

Research Paper specifics are as follows:

Paper Length: College Prep: 2--3 pages

College Prep Advanced: 4--5 pages

Honors: 5--6 pages

Sources: College Prep: 2 minimum

College Prep Advanced: 3 minimum

Honors: 4 minimum

Format: Times New Roman, 12 point font, 1 inch margins, double-spaced

Encyclopedias and Textbooks should be consulted for background information as you narrow the focus of your research. These MAY NOT be used to fulfill the above source requirements. Any online sources must have an author, and be affiliated with a reputable organization, i.e. a college or university website.

Breakdown of Research Assignment:

COMPONENT: DUE:

A. Topic Chosen (By End of Class) Monday December 9, 2019

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B. Bibliography (Chicago Turabian Format) (By End of Class) Thursday December 12, 2019

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C. First 10 Note Cards (By Start of Class) Friday December 13, 2019

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D. All Note Cards (CP-20, CPA-30, H-40 minimum) (By Start of Class) Thursday December 19, 2019

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E. Outline (By Start of Class) Friday December 20, 2019

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F. Final Draft By 7:00AM Monday January 6, 2020 on Turnitin &

Print Copy to be turned in at the start of class

On Monday January 6, 2020

Late papers and/or projects will not be accepted.

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This assignment is required for the successful completion of World History and accounts for 10% of the final grade.

Before we begin . . . Noodle tools and



Once you set up your Noodle tools account, you can create your bibliography, complete your notecards and finalize your thesis—all online!

1. Using Google Chome- Sign In to your TANTASQUA Google Account (leave the tab open)

2. Open a New Tab Using Google Chome and go to the Tantasqua High School Library Website

3. Click on Noodletools

4. In the upper right hand corner Click Log In

5. On the Right Hand Side Enter your TANTASQUA EMAIL ADDRESS and Click Sign In With Google

6. Choose your Tantasqua Google Account when prompted

7. Select Tantasqua Regional Senior High School and Select your Year of Graduation

8. Click Save Profile

9. Click New Project, which you will name: “YOUR LAST NAME RESEARCH”

10. For your New Project Click Citation Style: Chicago Turabian & Citation Level: Advanced

11. In your Project, Scroll down and Click Share project with a teacher’s drop box

12. Begin Typing LaFortune A-Block World History OR LaFortune C-Block World History (as the case may be). The correct class should appear in a drop-down as you begin typing- be sure to click the correct one!)



Step 1: Go to:

Step 2:

a) Sign into your existing Tantasqua Senior High School Turnitin account

OR

b) If you do not have an existing Turnitin account, create one using a NON-TANTASQUA EMAIL ACCOUNT and filling in the required information. Using a non-school email account is important in case you forget your password. The Tantasqua emails block the re-set password emails coming from Turnitin.

Step 3: Connect to my classroom- click add and type in the Class ID & Enrollment Key for your class.

LaFortune A-Block World History:

Class ID – 23187580

Enrollment Code- LAFORTUNE

LaFortune C-Block World History:

Class ID – 23187584

Enrollment Code- LAFORTUNE

PART ONE: TOPIC CHOSEN

To select a topic you first must understand the theme for this assignment:

The Individual in History: Actions and Legacies

A combination of the right person at the right time in history has powerful outcomes which can be both inspiring and catastrophic as illustrated by the lives of such figures as Winston Churchill, Mahatma Gandhi, Cesar Chavez, or Idi Amin Dada and Adolf Hitler. Inspirational individuals ask difficult questions of society and themselves and believe passionately in an issue. Examples of individuals who cared deeply about a cause and nudged history forward are Eleanor Roosevelt in her quest for human rights, John Peter Zenger and the fight for freedom of the press, and Walter Reed in his quest for a cure for yellow fever. The list can extend exponentially. Individuals who were activists, world leaders, scientists, or artists followed their fervor and focused their life’s work that eventually became a catalyst for events to unfold in history. In each case the decisions and the route that the individual followed ignited a change.

The individual you select may illustrate important values, such as courage in the face of great opposition or in striking out in a new direction; selflessness in helping others during a time of disaster; ingenuity in founding or building an institution; patriotism in time of national crisis; or leadership in a cooperative effort to protect human rights or improve the community.

Whether the individual was a diplomat, a politician, or an everyday person, the plight of the individual affects us all. You need to consider how your individual changed history—and you need not focus on political history. For example:

• Students might investigate not only the effect of an individual on scientific knowledge, technological development, and societal change, but also the impact of science and technology on the individual. In what way was Galileo’s discovery controversial? What impact did his discovery have? What were the consequences of his work? How did his work influence history?

• Can art influence history? Students might examine the influence photography has had on history. How did Mathew Brady’s photographs of the Civil War inform and influence the nation’s perception of war between the north and south? Students might follow Lewis Hine’s photos of child labor leading to the Keating-Owen Act or Dorothea Lange’s famous photographs of the migrants during the Dust Bowl.

Adapted from National History Day Theme Description 2009

Where to begin:

Reflect on your study of World History so far. Which units have been your favorite? Which are you most looking forward to? Do you prefer to focus on the arts? The military? Political change? Social change? Consider your answers to these questions as you choose your topic.

Sample Topics

1. Eleanor of Aquitaine: The Second Crusade

2. Catherine the Great: Westernization

3. Mary Wollstonecraft: A Vindication of the Rights of Women

4. John Locke: The Social Contract Theory

5. Martin Luther: Religious Reformer

6. Mohandas Gandhi: Change through Peaceful Activism

7. Adam Smith: Free Trade

8. John Maynard Keynes: The World Economics Conference

9. Galileo Galilei: The Scientific Revolution

10. Albert Einstein: Theory of Relativity

11. Ponce de Leon: Transatlantic Travel and the Gulf Stream

12. Genghis Khan: Uniting the Confederation

13. Christopher Columbus: Charting New Territories

14. Emperor Meiji: Responding to Western Demands

15. Marco Polo: The Silk Road

16. Prince Henry the Navigator: The School of Navigation

17. Vincent Van Gogh: Developing Expressionism

18. Charles Dickens: Writing to Illuminate the Class System

19. Picasso: Defining Modern Art

20. Virginia Woolf: Bloomsbury Group

21. Joseph Stalin: The Lion at Yalta

22. Winston Churchill: Gifted Orator

23. William the Conqueror: The Normandy Conquest

24. Ayatollah Khomeini: The Islamic Revolution

25. Ho Chi Minh: National Liberation Front

26. Simon Bolivar: Latin American Independence

27. Jose Marti: Cuba’s War for Independence

28. Jonas Savimbi: The Angolan Revolutionary

29. William Wallace: Battle of Stirling Bridge

30. Nelson Mandela: Congress of the People

31. Fidel Alejandro Castro Ruz: Bay of Pigs

32. Charlemagne: Conquest and Impact

33. Mikhail Gorbechev: Leading Struggling Nation out of the Cold War

34. Yoga Bonita: How Brazil led a Soccer Revolution

35. Pancho Villa: Leading Northern Mexico

36. Nelson Mandela: Fight for Equality in South Africa

37. Olaudah Equiano: Exposing Horrors of Middle Passage

38. Vladimir Lenin: Leading Russian Revolution

39. Napoleon Bonaparte: Napoleonic Code

40. Marie Curie: Radiation

41. Isaac Newton: The Scientific Revolution

42. Charles Darwin: The Theory of Evolution

43. Henry VIII: Break with Catholic Church

44. John Locke: Right to Revolution

THIS LIST IS TO HELP YOU GET STARTED – YOU ARE ENCOURAGED TO SELECT SOMETHING THAT INTERESTS YOU & THAT MAY NOT BE ON THIS LIST.

PART TWO: BIBLIOGRAPHY

To complete this part of the pre-writing process, you will need to locate the sources you plan to use to conduct your research and create a properly formatted bibliography (see sample).

Types of sources you need:

1. At least one primary source (this may also be located within a secondary source)

a. This may be located online

b. You may find excerpts from documents in print sources

2. At least 2 print sources (book, journal article, newspaper article, magazine article, etc.)

a. These sources may be located via internet

b. These sources cannot be a website (see teacher if you are unsure)

3. You may use a website if you have met the above requirements

a. Reminder – Wikipedia and other similar sources are not valid sources

b. Make sure you check the validity of the webpage you plan to use

Frequently Asked Question:

Q: Do I have to keep a source if it turns out I can not find anything in it?

A: No. If a source turns out not to be helpful to you, eliminate it and get a new source.

Q: Do I have to use every source on my bibliography?

A: Yes. If it shows up in your bibliography then you should have used it in your paper, therefore you need to give that source credit for the information you used.

Q: Can I use one source for most of my citations?

A: NO! You want to have a balanced approach to your research and demonstrate that you considered several sources to reach your conclusion.

Create Bibliography Using Noodle tools

Once you have one you have found a source, you will use Noodle tools to create your bibliography.

1. Once you’ve logged in to Noodle tools, click on Projects at the top of the page.

2. Under “My Projects” you should now see “LAST NAME RESEARCH.” Click on it.

3. At the top of the page, click on Bibliography.

4. Choose the correct citation type for your source, and follow the prompts!

(Repeat this process until you have your minimum number of sources. You can always add and delete sources as needed throughout the research process.

PART THREE: THESIS AND NOTECARDS

Thesis Statement:

Your thesis is a sentence that clearly defines what you will prove in your research paper. This statement must directly address the theme.

Example:

1. Although some condemn Harry Truman for dropping atomic bombs on Japan during World War II, his decision to do so saved American lives, ended World War II, and ushered in the Nuclear Era that has impacted the global community since 1945.

Notecards

Noodle tools will guide you through gathering and organizing your information (details to be discussed in class). Remember, minimum notecard requirements are as follows:

College Prep = 20 College Prep Advanced = 30 Honors = 40

*Most of you will need more than the minimum required number of note cards!

Create Notecards using Noodle tools

Once you’re ready to begin gathering information from a source, see the instructions below to begin your notecards:

1. Be sure you have clicked on “LAST NAME RESEARCH” in your project list.

2. Click on Bibliography at the top of the page.

3. Locate the source you plan to use (you should have already created the citation—see step 2 if necessary!)

4. Beneath the “Notecards” column on the right, click on new.

5. Use the “Title” box for your subtitle—this can be completed later if necessary.

6. Notice the source is already complete for you! Decide if you are going to copy a direct quote or paraphrase information and use the appropriate box for your info. You may also use the “My Ideas” box to record thoughts/reflections as they occur to you.

7. Once all of your info is complete, click save.

8. You’re back to your Bibliography—repeat as needed!

(Ignore the URL, “My Tags, “Tags, “ and “Pile” boxes . . . unless you want to experiment!

You WILL be able to print out and/or organize your notecards online when it comes time to write—we’ll look at that later on in the process.

PART FOUR: ROUGH DRAFT OR OUTLINE

ROUGH DRAFT or OUTLINE:

You will be required to create either a rough draft or detailed outline (per teacher instructions) before beginning your final draft. MR. LAFORTUNE’S CLASSES WILL CREATE AN OUTLINE.

Requirements for your Rough Draft or Outline:

1. The page requirement outlined for you level is met.

2. Clean copy of Bibliography included.

3. Chicago Turabian formatted paper (size 12 Times New Roman font, 1” margins all around, cover page).

4. Footnote/Endnote citations (size 10 font) are properly formatted throughout your essay/outline as you include information from your notecards.

5. Keep an eye on your originality report—it should NOT be above 25%!

6. At least 1 quote from your primary source, in addition to properly cited references from a variety of other sources.

CITATION GUIDE

What do I cite????

• Direct quotes

• Facts or statistics that are not common knowledge (esp. numbers, dates, etc.)

o Everyone knows that Roosevelt was president during World War II and that the earth orbits the sun (Right?). But does everyone know the percentage of women under 35 who vote? The number of sea turtle nests observed on North Carolina beaches in 1987?

• Paraphrases

o A paraphrase is a restatement of another person’s thoughts or ideas in your own words, using your own sentence structure. A paraphrase is normally about the same length as the original. Although you don’t need to use quotation marks when you paraphrase, you absolutely do need to cite the source.

How do I cite???

Students of history are expected to use the Chicago/Turabian for citation of footnotes and bibliography. (Noodle tools will do most of this for you).

Footnotes:

• Use the “first note” form the first time the work is cited in your paper.

1. M. A. R. Habib, A History of Literary Criticism and Theory: From Plato to the Present (Malden, MA: Blackwell, 2008), 201.

• Use an abbreviated form for the same source the second time a source is used and later in your paper.

6. Habib, Literary Criticism, 208

• Simply use “Ibid.” if you are citing from the same source consecutively. If you are citing from a different page in the same source, add a page number:

2. Ibid., 68.

Remember, footnote and bibliography formatting will be different (but Noodle tools will make this easy)

Example: Book

First note: 1. M. A. R. Habib, A History of Literary Criticism and Theory: From Plato to the Present (Malden, MA: Blackwell, 2008), 201.

Bibliography: Habib, M. A. R. A History of Literary Criticism and Theory: From Plato to the Present. Malden, MA: Blackwell, 2008.

SAMPLE CHICAGO PAPER

Nazi Aggression and the Start of WWII:

Neville Chamberlain’s Appeasement of Adolf Hitler

Harry Potter

United States History I

Professor Dumbledore

August 8, 2017

Potter 1

In a Chicago paper, there are no headings or subheadings, and there is no need to write the title at the top of the page since there is already a title page. As with most papers, Chicago papers should be written in third-person unless otherwise indicated by your instructor. Avoid using first person or second person language. Chicago papers should be written in size 12 Times New Roman font and should be double spaced. Margins should be one inch on each side, and the first sentence of each new paragraph should be indented.

Chicago papers do not use in-text citations like the ones found in MLA, but instead use either footnotes or endnotes.[1] When inserting a footnote, one should make sure the footnote directly follows the period.[2] Inserting a footnote will take you to the bottom of the page where you will include the information about the source. If instead your teacher has requested endnotes, inserting the number will bring you to the last page of you to the last page of your paper where all the sources are compiled as a comprehensive list. The footnotes and endnotes resemble bibliographic entries, but the formatting is different.[3]

When quoting something in your Chicago paper, you can simply “use regular in-sentence quotation marks,” so long as your quote is three lines long or less.[4] If your direct quote is four lines or more you will need to use a block quote. The sentence before a block quote should end with a colon, and there should be one space between this sentence and the block quote itself:

A block quote should be one space below the previous sentence, however, the

Block quote itself should be single spaced. There should be no quotation marks

Around the block quote, as the fact that it is in this format already implies that

It is a quote. The entire block quote should be intended. There should also be

One line between the end of the block quote and the continuation of the paper.[5]

After that one space one can carry on writing the paper. If you have any questions or need help just ask your teacher for assistance or search online.

Potter 6

Bibliography

Baratheon, Robert. Account of the Conquest of the Southern Kingdom. New York: Penguin, 1996.

Smith, John. “Time and Relative Dimensions in Space.” Journal of Astrophysics 283, no. 5 (2000):

597-630.

Watercutter, Angela. “Feminist Take on Games Draws Crude Ridicule, Massive Support.” Wired. Last

modified June 14, 2012. .

PART FIVE: PROJECT COMPONENT

PROJECT PROPOSAL:

Submit project proposal to your teacher per classroom instructions, keeping the following in mind:

Project/Presentation Guidelines

• Projects may be an Individual Exhibit, Performance, Speech, Documentary, Historical Parody Song, Diorama, etc.

• Presentation should be at least 3 (no longer than 6) minutes.

• You should present in an ENGAGING SPEAKING VOICE—do not read to us!

• You may have notes in front of you to refer to periodically.

• Your presentation should essentially be an overview/outline of your paper—NOT just a description of your project.

Research Project Component Rubric

| | | | | | |

| | |The project includes |The project includes |The project includes |

| | |the material that was |some of the material |little material used |

|CONTENT |used in the research |that was used in the |in the research |

| | |paper. Content is |research paper.Most |paper. Most content |

| | |relevant to paper. |content is relevant to |is not relevant to |

| | | | |paper. |

| | |a clear connection |connection to their |not make a |

|CONNECTION |to their research in |research in the |connection to their |

| | |the project. |project, the |research in the |

| | | | |connection may not |project. | |

| | | | |be clear. |

| | |like time and effort |some effort was put |to be thrown together |

|PRIDE | |were put into it. |into it. It is colorful |It is not creative, |

| | | | |and creative. It may |neat, or colorful. |

| | | | |look thrown together | | |

| | | | |in some places. | | |

| | |The project is original |The project is |The project is not |

| | |and imaginative. |somewhat original |original or imaginative |

|CREATIVITY | | |and imaginative. | | |

| | | | | |

| | | | | |

| | | | | | |

| | | |

|Monday December 9, 2019 |Library Computers |Topic Selection Topic Selection Due Orally to Teacher by End |

|Unit IV Test |A-Left |of Class (No Need to Print) |

| |C- Back | |

|Tuesday December 10, 2019 |Library Computers |Signed Research Acknowledgment Form (Packet Page 18) Due at |

|Research Day 1 |A-Left & U-Shape |Start of Class, Noodle Tools Registration, & Turnitin |

| |C- Back & U-Shape |Registration Due by the end of class |

|Wednesday December 11, 2019 |Library Computers |Continue Finding & Entering Sources in Noodle Tools ALSO Begin|

|Research Day 2 |A-Left |Making Note Cards on Readings in Noodle Tools |

| |C- Back | |

|Thursday December 12, 2019 |Library Computers |Bibliography Due by the End of Class on Google Classroom |

|Research Day 3 |A-Left |Under: “Research Bibliography” (No Need to Print) |

| |C- Back | |

|Friday December 13, 2019 |Library Computers |First 10 Note Cards Due by Start of Class on Noodle Tools (No |

|Research Day 4 |A-Left |Need to Print) |

| |C- Right | |

|Monday December 16, 2019 |Regular Non-Research Class Session |Continue Reading Sources and Making Note Cards on Noodle Tools|

|Regular Class Session | | |

|Tuesday December 17, 2019 |C & D Blocks |Continue Reading Sources and Making Note Cards on Noodle Tools|

|Regular Class Session |Library Computers Back | |

|Wednesday December 18, 2019 |Library Computers |Continue Reading Sources and Making Note Cards on Noodle Tools|

|Research Day 5 |A-Left | |

| |C- Right | |

|Thursday December 19, 2019 |Library Computers |All Note Cards Due by Start of Class on Noodle Tools (No Need |

|Research Day 6 |A-Left & U-Shape |to Print) |

| |C- Back & U-Shape | |

|Friday December 20, 2019 |Library Computers |Outline Due by Start of Class on Noodle Tools (No Need to |

|Research Day 7 |A-Left |Print) |

| |C-Third Floor Computer Lab | |

|Thursday January 2 & 3 2020 |Regular Non-Research Class Session (THERE WILL BE |Work on Final Draft (at home or library on your own time) |

|Regular Class Sessions |NO CLASS TIME ON THE RESEARCH PROJECT AFTER FRIDAY | |

| |DECEMBER 20) | |

|Monday January 6, 2020 |Regular Non-Research Class Session (THERE WILL BE |Final Draft of Research Paper Due (1) by 7:00 AM on January 6,|

|Regular Class Session |NO CLASS TIME ON THE RESEARCH PROJECT AFTER FRIDAY |2020 on Turnitin, AND (2) Hard Copy to Mr. LaFortune at Start |

| |DECEMBER 20) |of Class on Monday January 6, 2020. BOTH submissions are |

| | |REQUIRED and must include: (a) Student Title Page, (b) |

| |*** No Class Time for Printing*** |Research Paper with Footnotes, & (c) Bibliography (stapled in |

| |PLAN ACCORDINGLY (at home, at library, before |that order). |

| |school, at lunch- BUT YOU MUST RESPECT THE | |

| |DEADLINE) | |

Name: _______________________ Date: January 6, 2020 Block: _____

Research Paper Final Draft Grading Rubric

Final Paper Criteria: Content (40%)

|Accuracy of Research |Potential Points 10 |Earned: |

|Use of Supporting Details |Potential Points 10 |Earned: |

|Student’s Comprehension of Material |Potential Points 5 |Earned: |

|Valid & Correctly Placed Thesis |Potential Points 5 |Earned: |

|Thesis is Sufficiently Proven |Potential Points 10 |Earned: |

Final Paper Criteria: Citation/Sources (35%)

|Appropriate & Sufficient Material Cited |Potential Points 10 |Earned: |

|Source Integration (H: 4; CPA: 3; CP: 2) |Potential Points 5 |Earned: |

|A Variety of Sources Used |Potential Points 5 |Earned |

|Proper Chicago/Turabian Citation Form |Potential Points 5 |Earned: |

|At Least 2 Relevant Print Sources Used |Potential Points 5 |Earned: |

|At Least 1 Correctly Used Direct Quote |Potential Points 5 |Earned: |

|Accurate & Updated Bibliography Page |Potential Points 5 |Earned: |

Final Paper Criteria: Writing Style & Mechanics (15%)

|Logical Flow, Tone, & Word Choice |Potential Points 5 |Earned: |

|Spelling |Potential Points 5 |Earned: |

|Grammar |Potential Points 5 |Earned: |

Final Paper Criteria: Overall Directions (10%)

|Proper Font, Spacing, & Margins |Potential Points 3 |Earned: |

|Proper Length (H: 5-6; CPA: 4-5; CP 2-3) |Potential Points 3 |Earned: |

|Cover Page is included |Potential Points 2 |Earned: |

|Paper is on Time |Potential Points 2 |Earned: |

|Total Final Draft Research Paper Grade: |Potential Points Total Up To 100 |Earned: |

Acknowledgement Form

Must be signed and returned to your teacher by Monday December 9, 2019

Student Acknowledgement

Your signature indicates that you understand the terms, expectations and weight of the paper.

Student Name: ________________________________________________________________

Student Signature____________________________________________ Date: ______________

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Parent/Guardian Acknowledgement

Your signature indicates that you have read and understand the terms, expectations and weight of the paper for your child’s United States History I course outlined in the attached Research Paper Packet.

Parent/Guardian Name: _________________________________________

Parent/Guardian Signature ______________________________________ Date: ____________

Questions/Comments:

[pic]

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[1] Robert Baratheon, Account of the Conquest of the Southern Kingdom (New York: Penguin, 1996), 99-100.

[2] Baratheon, Account of the Conquest, 55.

[3] Ibid, 443.

[4] Ibid.

[5] Ibid.

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Chicago papers start with a title page. The title of the paper should be 1/3 of the way down the page and centered. If there is a title and subtitle, the two should be on different lines, separated by a colon.

About 2/3 of the way down the page should contain your name, the date, and any other information required by your instructor. Typically it will be the name and section of your class, and perhaps the name of your teacher.

Page numbers should be at the top of the page on the right side.

1 is an example of a book written in the correct footnote format A full footnote is only necessary the first time a source is used in the paper. After that, a shortened form should be used as shown in 2.

If the same source is used for two or more consecutive footnotes write “Ibid” followed by a comma, space, the page number, and another period. If two or more consecutive footnotes have both source and page in common, simply write Ibid followed by a period.

Whether you use footnotes or endnotes, the paper will still need an additional bibliography at the end of the paper. Each citation should be single spaced with one line in between each entry. Each citation should have a hanging indent if over one line, and should be alphabetized by author last name. Also make sure to note that bibliography entries are formatted differently than footnote/endnote citations. While the bibliography page is numbered, it does NOT count as a page of text in your length requirements.

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