1. Inequalities in America
Democracy Project
Inequalities in America

2. Purpose of the Project
Each student will complete an investigation into a topic of their choice
Demonstrates the application of skills and knowledge, and allows for the pursuit of personal interests
Think of this as a introduction to High School

3. Guidance and authenticity
Must be the student’s own work – from beginning (topic selection) to end (final draft)!
Students encouraged to initiate discussions with the teacher to obtain advice and information
Authenticity checked by discussion/written feedback on the content of the work, and scrutiny of the following…
The student’s proposal
The references cited
The style of writing compared with work known to be that of the student
The analysis of the work by a web-based plagiarism-detection service

4. Historical Investigation
Duration: 20 hours
Section 1: Identification and evaluation of topic
Section 2: Investigation
Section 3:
Reflection

5. Topic selection
Students have a free choice of topic for their investigation;
We will brainstorm several together. You may choose one of these or choose your own
Feel free to use your topic from the great debates.
Topic and question for investigation must be approved before work is started—it is crucial that there are sufficient sources to support the investigation

6. Title of project
1. Titles should start out with the general topic: “An investigation….”
2. Titles should end with a more specific question.
Example: An investigation into the modern wage gap: Have women made progress in the last one hundred years in closing the wage gap with men and what can be done next?

7. Choosing an appropriate title will lead to an appropriate investigation
Which title is probably easier to investigate and discuss effectively?
TITLE A: An investigation into voting : What is voter suppression?
TITLE B: An investigation into America’s history of the democratic election process: How have people of color faced unequal struggles while trying to participate in the voting process?

8. So important it gets its own slide…
Make sure the title is focused and narrow enough to ensure your discussion is not superficial

9. Due Dates Your Topic and Title are due by:
BEFORE YOU LEAVE CLASS ON WEDNESDAY , March 27,2019
I will need to read your topics and provide feedback/approval before you get to work
FINAL PROJECT IS DUE Monday April 22, 2019
ADD TO YOUR CALENDAR

10. Section 1: Identification and evaluation
This section is an introduction of sorts
Students should clearly state the question they have chosen to investigate (this must be stated as a question) with a brief justification as to why it is worthwhile
Should not be a simple yes or no
Should not be list-type answer
Should (or at the very least could) be a question scholars’ debate
Refers to time and place of your investigation--must include “date range”

11. Section 1: Identification and evaluation of sources
Sources can be either primary or secondary sources. In this section students must:
include a brief explanation of the nature of the two sources they have selected for detailed analysis, including an explanation of their relevance to the investigation
analyze three sources in detail—reference to the origins, purpose and content, the student should analyze the value and limitations of the two sources in relation to the investigation
DO NOT write about where you physically went to find your sources
If there is a source that does not contribute to a more complete answer to your research question, ditch it

12. Section 2: Investigation
This section of the project consists of the actual investigation
Needs to be focused on the historical topic or theme chosen using a variety of written sources.
The investigation must be clearly and effectively organized
While there is no prescribed format for how this section must be structured…
it must contain critical analysis that is focused clearly on the question being investigated
it must also include the conclusion that the student draws from their analysis.
In this section, students must use a range of evidence to support their argument

13. Section 2: Investigation
Claim—states your position on the issue you have chosen to write about
Evidence—supports your claim; you must support your claim with facts; an unsupported claim is merely an assertion.
Commentary (Warrant/Analysis)—interprets the data and shows how it supports your claim; explains why and how the data proves the claim
YOU BUILD THIS UP UNTIL YOU REACH A CONCLUSION = THESIS = ANSWER TO RESEARCH QUESTION

14. “SIMPLE” OUTLINE
INTRO – Reintroduce topic and possibly question if it helps with clarity with depth and make any necessary definitions so the reader can follow development of argument –
CLAIMS/EVIDENCES/ANALYSES – This is the bulk of Section 2 where you walk your reader through your research showing them the evidence you’ve collected, the analysis of the evidence, and the claims that your analyzed evidence helped you reach
CONCLUSION – This is where you put your final thoughts = main arguments = make sure this answers your research question!

15. Section 3: Reflection
Reflect on what undertaking the investigation highlighted to them about the methods used by, and the challenges facing, the historian
Complete the reflection sheet included in your packet