U.S. History
Unit: Slavery – Research Project
C. Corning / 1st Semester 2011
READ ALL PARTS OF THIS ASSIGNMENT PACKET CAREFULLY BEFORE YOU
BEGIN THIS PROJECT!
Over the course of this semester you will be investigating a topic about slavery in North America
and writing a research paper. This paper will be based on a historical question found in History
in Dispute: Volume 13 – Slavery in the Western Hemisphere. To choose your question, click on
the link in our class blog to read a short summary of the topic. You may create your own
historical question if you wish to cover a different topic about slavery; however you must work
closely with me to develop such a question and may only proceed to the second step with my
approval. Once you have chosen your question, then you may start with your Plan of
Investigation.
Your final paper will ultimately include the following sections:
 Title Page with Historical Question: Choose one from the list of questions below, or
create your own with my guidance.
 Introduction – a Plan of Investigation will be the basis for your Introduction (around 200
words)
 Body of Paper and Conclusion (900-1100 words)
 Works Cited Page in MLA format (not included in word count)
Requirements:
 Title Page: see MLA requirements
 Total length: 1100-1300 words
 Spacing: Double
 Font: Times New Roman, 12 point
 Margins: 1 inch
 Parenthetical citations – MLA format
 Sources: Minimum of five sources, at least two of them books. The others can be
database articles or certain pre-approved websites. You may consult encyclopedias for
general knowledge, but otherwise no encyclopedia should be used unless it is an
encyclopedia of a specialized field of study (like World Slavery or World Leaders, etc.).
NO BOOKS MAY BE CHECKED OUT OF THE LIBRARY! Our librarian will
have the books I chose set aside for your use. Please be considerate of your classmates.
You should be prepared to photocopy sections in books and/or take notes if there are only
a few points that the book will provide.
 You will need to hand in your notes. Notes can be on note cards or note-taking forms
(see blog for templates). Make sure the first thing you do is record your source with all
the necessary information to create proper in-text citations and Works Cited entry.
DUE DATES
September 19/20
Introduce Project/Begin Research
September 29/30
PART A: Historical Question and Plan of
Investigation with Preliminary Works Cited
Page (10 points)
October 18/19
PART B: Detailed Outline for body of paper
PLUS Preliminary Notes (20 points)
November 10/11
PART C: First Draft for peer editing (10 points)
November 22/23
PART C: Second Draft – Writer’s Workshop
November 28/29
FINAL DRAFT: Include Title Page, Essay, and
Works Cited Page, with ALL notes and earlier
drafts (65 points + additional 10 pts for notes).
Total Points for Research Project: 115 pts
Library Research Dates
September 19/20
October 3/4
October 11/12
PART A. HISTORICAL QUESTION AND PLAN OF INVESTIGATION.
A1. THE HISTORICAL QUESTION: This part is easy because it is simply a matter of choosing
your question from the list of debates below, understanding the introduction to the debate and setting out
the question in its historical context. This will form the first part of your Plan of Investigation. Please
check the rubric that follows for how this will be graded. You can formulate your own questions from the
list of possible topics at the bottom of this page but only with my approval and consultation. Possible
questions: To what extent …
1. Were African slaves sustain their cultures in North America?
2. Were conditions of slavery worse in the English colonies than in the Spanish
and/or Portuguese colonies?
3. Were abolitionists effective in their opposition to slavery?
4. Did slaves effectively resist their enslavement?
5. Were slave rebellions less successful in North America than in Latin America or
the Caribbean?
6. Were maroon communities an effective means of resistance to slavery?
7. Were slave rebellions effective in the struggle for abolition?
8. Did Christianity provide an effective defense of slavery?
9. Was slavery as widespread in the Northern colonies/states as in the Southern
colonies/states/
10. Did slavery cause racism?
11. Did slavery have a lasting effect on the viability of the African-American
community?
12. Was the transatlantic slave trade profitable?
13. Did the American Revolution weaken the institution of slavery?
14. Did slavery negatively impact the economy of the American South?
15. Did emancipation improve the conditions of former slaves in the United States?
16. Did the African slaves develop a new culture in North America?
A2. THE PLAN OF INVESTIGATION: Around 200 words. This step will summarize, in a
single well-structured paragraph, your strategy for answering the historical question you have
chosen. You should begin with a statement of the background of the question itself, putting it
into its historical context and then state your thesis. Then you should discuss briefly some of the
resources you are planning to use (which also should be listed on the Works Cited page). When
it comes time for writing your paper, this Plan of Investigation will be the basis of your
introduction. Perhaps the best way of understanding what is required for this step is to look at
models that students have written for IB classes.
Two models for your Plan of Investigation
Question: To what extent was the Bolshevik Revolution of November, 1917 a coup d’etat
or a popular uprising?
A. Plan of Investigation
After the Tsar abdicated in March of 1917, Russia unexpectedly found herself without a
government, and a shaky dual leadership of the Provisional Government and the Petrograd
Soviet filled that void. The new system was often challenged throughout 1917 until the
Bolshevik party, representing a new majority on the Petrograd Soviet, rose to power in
November. The purpose of this investigation is to determine whether that second revolution was
a coup d’etat carried out against the people’s wishes or whether it was a popular revolution of the
people. (Question) Focusing on the popular revolts of June and July, the events of Bolshevik
ascension in early November, and the first actions taken by the new government, (Evidence) this
paper will analyze the extent to which average people were involved in the events and which of
the parties involved best represented and met their concerns. (Thesis – criteria for judging.) To
further clarify the debate, two historians’ views will be examined, the traditional view presented
by Richard Pipes and the revisionist view presented by Stephen Lee, as well as primary sources
such as Lenin’s explanations for creating the Cheka and dissolving the Constituent Assembly.
(Sources and historical views – total 186 words)
Question: To what extent did Fidel Castro succeed in achieving his stated social and
economic goals of the Revolution?
A. Plan of Investigation
Fidel Castro was an audacious and charismatic figure that first challenged Fulgencio Batista’s
regime in the 1953 attack on the Moncada Garerison at Santiago de Cuba. With the attack’s
failure, Castro was arrested and delivered his defense speech “History Will Absolve Me,” which
soon made him a national hero. When, in 1959, the Batista dictatorship collapsed, Fidel
ascended to power and succeeded in bringing the Cuban Revolution. The intent of this
investigation is to analyze Fidel Castro’s social and economical stated goals of the Revolution,
(Question) which involves exploring his speech “History Will Absolve Me” and his proposed
programs in the July 26th Movement, and evaluating to what extent he succeeded in
accomplishing these goals in the 1960 ’s and 1970’s. (Thesis) In addition, the research will
briefly cover Cuba’s social and economical scenario prior to Castro’s rule, (Evidence) so these
two epochs can be compared. Most of the research will be from secondary sources and a few
primary sources will be used, such as Castro’s own speech. (OK, but not as good as above –
why not?)
GRADING RUBRIC FOR PART A.
Thesis and Plan of Investigation
(10 points).
0 points
1.
Thesis
2. Plan of
Investigation
1-2 points
3 points
Demonstrates little or no
Demonstrates some
Demonstrates
understanding of the
understanding of the
sophisticated
significance or context of the context and significance
understanding of the
historical question
of the historical question context and significance
of the historical question
0-2 points
3-4 points
Plan for
investigating
topic is unclear
and unfocused.
Plan needs further
development.
Little sense of
analytical
approach, likely to
yield narrative
rather than
analytical result
5-6 points
7 points
Analysis is inherent in A strong plan for
the question but not how to develop an
developed fully in Plan. analytical argument
Needs more direction with a good sense
but provides a sense of of how evidence
where to go for
will provide its
evidence
support
PART B. DETAILED OUTLINE and NOTES
This should be your answer to the Historical Question in outline form, with
ANALYTICAL topic sentences that tie directly to your Historical Question. Details should
include evidence from your sources. Wherever you have evidence from your sources, there
should be a parenthetical citation. Parenthetical citations should refer to the first word on
your Works Cited Page. Your outline should look like this:
I. Introduction – with clearly worded thesis statement
II. This will be the topic sentence for your first paragraph, and it analyzes some aspect of your
Historical Question.
A. Evidence from your sources will support the analytical point made in topic sentence.
1. Detail from source (Brown 21)
2. Detail from another source (Smith 306)
B. Another point with supporting evidence and analysis
1. Detail from source (Jones 75)
2. Detail from another source (Brown 28)
C. Yet another point with supporting evidence and analysis
1. Detail from source (Smith 201)
2. Detail from a different source (Sponski 1021)
III. – IV. Here is another topic sentence that directly relates to your Historical Question and
follows from the last point in Paragraph I.
V. Conclusion
GRADING RUBRIC FOR PART B
Notes and Detailed Outline (20 points)
1. NOTES:
0 -2 points
Notes
are inadequate in
(Preliminary grade)
3 – 5 points
6- 7 points
Too few notes and/or Adequate amount of information
number and/or note-taking some problems with
in note form. Generally good
technique and information note-taking technique or
technique, with relevant
researched.
information
information demonstrating
potential mastery of the topic
2. Outline
0-4 point
Does not provide a
good sense of the
shape of a paper.
Inadequate analytical
content and/or
supporting evidence,
without sufficient
reference to sources.
Does not address
historical question or
provide appropriate
ties to the question.
5-7 points
8-10 points
11-13 points
Outline form fair, but Good outline form. Very good in all of
little sense of analysis Some analysis,
the criteria:
in topic sentences.
though perhaps
Outline format;
Insufficient evidence inconsistent. Topic analytical topic
to support analysis.
sentences
sentences providing
Some reference to
demonstrate an
reference to
sources but at times attempt to tie to historical question;
information is
analysis to
appropriate detail
inadequately cited. historical question. to support analysis;
Good historical
parenthetical
detail with
citations throughout
adequate reference
to sources.
PART C: ROUGH DRAFT FOR PEER EDITING (10 points).
This should be a TYPED preliminary version of your final paper. Please note that this stage
weighs ten points which you can only receive if you have it in class on the day that it is due.
There will be no points awarded for late rough drafts. If for any reason you are not in school on
that day you MUST email me the draft or you will get a zero on this part. Your rough draft will
include all of the parts of the final draft (list below). As you do your peer editing, I will spotcheck your progress and give a possible two points for each completed section, A-E for a total of
ten points.
A.
B.
C.
D.
E.
Thesis and Introduction
Body of the paper with parenthetical citations
Conclusion
Works Cited Page
Final Notes either on note cards or on note-taking form
FINAL PAPER
REMEMBER THESE REQUIREMENTS:
Length of paper:
1100-1300 words
Spacing:
Double
Font:
Times New Roman 12
Sources:
Five minimum
Citations:
Parenthetical – MLA Format
INCLUDE THE FOLLOWING SECTIONS IN YOUR PAPER:
Title Page:
With Historical Question, Name and Word Count (see MLA format)
Final paper:
All parts, including
Introduction
Body of Paper
Conclusion
Works Cited Page
The following items should be in a folder (to be submitted with the final paper):
Parts A, B, and C
Include all parts already graded, including peer editing sheet
Notes
Either note cards or note sheets
GRADING RUBRIC FOR SLAVERY RESEARCH PAPER
0
1-2
3-4
5
Introduction with
thesis statement
Offers little or no potential
for analysis of historical
question.
Question is about a historical issue but
needs context. Plan is not fully developed,
may yield narrative rather than analytical
result. Offers little or no structure for
argument.
Question is set out adequately into
historical context but may need
more analytical development in plan
of investigation. Offers some sense
of structure of argument.
Strong understanding of historical
question and how it lends itself to
interesting analysis. Plan offers
good sense of how evidence will
provide support for argument
Researched
Evidence
Researched evidence is
irrelevant or inadequate
Some accurate and relevant research, but
content is general and lacking in specificity
or clarity. Does not provide enough
evidence to support argument.
Paper uses accurate and relevant
evidence which is specific and
consistent throughout. Provides
adequate support for argument.
Analysis
Little or no understanding
of question demonstrated.
Analysis is inconsistent, may not follow
from the evidence, or may be unclear,
unconvincing, or unrelated to the question.
May not address counterpoints.
Conclusion is weak,
unsupported or nonexistent.
Conclusion does not fully address the
historical question or is unsupported by
evidence.
Little or no sense of
organization in the paper.
Some attempt at creating coherent structure,
but paper does not flow from one point to
another. Paragraphs not connected by
transitions
Uses parenthetical citations, but
infrequently or at times incorrectly, and
unreflective of sources in bibliography.
Analysis is generally justifiable and
supported by facts, but perhaps
unclear or inconsistent in places.
May stray on occasion from
question at hand. May not
adequately address counterpoints
Conclusion attempts to answer
historical question and provides
some sense of overall significance
of question. Generally follows from
evidence
There is a coherent structure and
flow to the paper, which is
reasonably organized and set up in
logical framework.
Parenthetical citations are adequate
but may be incorrectly applied.
Generally reflect sources in
bibliography
Adequate sources, appropriate in
type and number and in generally
correct MLA format
Words are the student’s. Some
mistakes in language mechanics but
meaning is clear and sentences flow
from one to the next.
Uses accurate and relevant
evidence which is thorough,
specific and consistent throughout
as well as clear, concise and
sophisticated.
Convincing analysis, relates well
to historical question and explores
potential debate on the topic.
Conclusion
Organization
Parenthetical
Citations (MLA
format)
Works Cited Page
(MLA format)
Language
(Paraphrasing,
Grammar, Spelling,
Sentence Structure
Other requirements
(word count, font,
spacing, all drafts,
etc PLUS NOTES –
10 pts.)
TOTAL
Little use or incorrect
application of
parenthetical citations
Little or no attempt to
include adequate sources
in correct format.
Extremely poor language
use or consistent use of
words directly from
source.
Sources may not be adequate, MLA format
is attempted but may not be correct
Pays little or no
attention to
requirements of the
paper. No notes
included.
Parts of requirements are missing
and/or ignored. Notes included –
missing several sources cited.
Words are the student’s, but little attention
to language mechanics. Consistent
mistakes throughout paper get in the way of
expression.
Fairly consistently conforms to
requirements of paper. Notes
included – missing only one
cited source.
Conclusion is fully supported by
evidence, clearly and thoroughly
articulated. Ends the paper
stating the significance of the
question in a larger picture.
There is a coherent structure and
flow to the paper, which is well
organized and set up in a logical
framework.
Sources are cited consistently and
correctly. Citations reflect
sources in bibliography.
Bibliography is appropriate for
the paper, with excellent sources
in proper MLA format
Excellent use of language.
Student’s voice is evident
throughout, and meaning is
clearly articulated with excellent
flow and expression.
Requirements are complied
with in all or almost all
respects. Notes included – all
cited sources included.
____/5
____/5
X3
____/5
X3
____/5
____/5
____/5
____/5
____/5
____/5
____/10
____/75