The INQUIRY PROJECT (“IP”)
World History Spring Semester, 2014
Mr. Michel
Nonnegotiable and Final due date: March 28, 2014 by 12:00 pm
PURPOSE- This is an opportunity for you to explore and gain an informed, evidence based and
in-depth perspective on a meaningful current issue of your choice.
The Inquiry Project (IP) is designed to help you develop an informed position which is a critical skill component of Washington State graduation requirements as well as National Common Core standards. Through direct large group instruction, modeling, individual feedback, and practice toward mastering the essential writing and research skills. An Essential Question (EQ) each student will form to structure your inquiry.
DIRECTIONS- Over the next weeks, you will accumulate, analyze and stylistically report a
body of relevant research from a variety of credible sources as you pursue a highly informed position in answer to your “Essential [research] Question” (EQ).
Topics are self-selected, unique from all other peers (teacher and possibly parent approval
necessary) and must have these attributes and/or meet these expectations:
Be “Global” in nature (significant connections made to countries/regions beyond the local area) with a connection to your life
Have an historical thread (connection to past events) but have current and future
elements as well
All scholarly research is formally structures and cited according to MLA style elements Be a sophisticated, stylistically precise, honest, and meaningful inquiry into a
substantive topic
Are the accumulation of skill development and a clear and in-depth understanding of your learning over the given time period rather than a “cram” at the last moment
Clearly demonstrate new learning in a concise and sophisticated manner
Much of the writing/research will occur outside scheduled class time but regular in-school lab time checkpoints are scheduled where students have one-on-one sessions to document your progress and assist your skill development
These “Article Analysis Checks” occur on pre-announced intervals and are designed to hold you responsible, encourage regular progress, and check for understanding
REQUIRED PROJECT STAGES: [see timeline for due-dates]
Topic/theme selection (distinct in content and direction from any peer) Formation of a complete “essential” research question
Regular and stylistically correct analysis of researched information applied towards answering your EQ
Research/fact accumulation and on-going precise citations (Works Consulted)
Creation of Concise, Formal, Stylistically Precise and Evidence based Position Statement Organization into final format with precise attributions
“PROCESS” SPECIFICS
1.) Form a research Essential Question investigating a topical news event/issue fully covered in current and dated magazine, newspaper or electronic news sources (ideas include:
presidential politics, military and global affairs, constitutional issues, security issues, population growth, gun control, international incidents, war, peace efforts, religious strife and/or other associated topics, scientific breakthroughs, technology, ecology, economic issues...).
2.) During the duration of this assignment period you will locate and formally analyze 5 substantive, expert, evidence based “articles” (see notes on what constitutes articles) that directly relate to your topic/question. Vary your sources for the widest expert
perspective/information you can get on the issue. Use “ebooks”, selected data bases, periodicals, newspaper, well documented expert Internet, book and/or additional
academically credible sources.
3.) It must be emphasized that articles are analyzed not simply summarized! Analysis means that you actually dive into the implications of the facts presented in the researched article and don’t simply parrot the facts (as in a basic summary). Discuss how facts discussed in the selected article directly relate back to your “Essential Question.”
4.) Your “Essential Question” is a strict guide that structures your research and functions as a “thesis” statement. Real effort must be spent researching and scanning articles to ensure that they truly do relate to your topic and assist you in forming an informed position and
answering your “Question.”
5.) All work is to be word-processed using standard-writing conventions, and is bound in a formal and organized style without the use sheet of protectors.
6.) Standard citations for all articles must appear in a separate “Works Consulted” section following precise MLA style.
7.) Arrange your analyses (and associated “articles”) chronologically in the order you produced them. It is absolutely appropriate to leave analyses with teacher corrections as long as
8.) After analysis of accumulated information, develop an informed perspective to provide as complete an answer to your “Essential Question” as possible. This should be organized, well thought out, and convincing. The form should be a Position Statement including the creation of your thesis. (See alternative below)
Library Time- Generally Thursday (A schedule classes) or Friday (B classes) for the duration
of the project, library time will be provided for research and individual progress meetings.
EVALUATION
Skill mastery is demonstrated and credit earned based on three evaluative areas: Product,
Process and Content (Process evaluated through documented on-going research progress).
Assignments given to guide you through the project will also earn credit.
Product- [use the following guides while developing and completing your project]
All required elements are included (do you have 5 separate, meaningful and relevant “articles” with the required accompanying analyses…?)
Citation information is clearly presented for each source in MLA style
Information presented in a neat, organized and logical way so that any independent audience member could easily follow your organization, learn from your research and understand your compelling position [your audience is a literate, interested, educated,
generally well informed who is aware but not an expert on your topic]
Proper writing conventions are followed throughout (your writing must be precisely edited!)
It represents a solid effort clearly demonstrating time spent, interest, new learning and truly individual work!
Process-
Keeping up with all due dates (analyses are due at the beginning of the period on submission dates). Any analyses finished during a given lab work day will not earn
credit for that day (but could be turned in for credit on the next due date)
Having the finished and complete number of articles and/or required tasks
Developing materials in MLA style with a high level of conventions and content polish Maintaining a work environment conducive to student learning in both the Labs and
classroom (keep yourself focused and use your time wisely!) Note the time for lab use is short, so focus is critical when Lab time is available.
Content-
Unique topic/EQ from all peers in this course (there will be a sign-up to avoid copies of topics/EQ’s across all three World History programs and separate sections)
Articles, quotes and other inclusions are deep in terms of information provided (not just the shortest 5 you could complete quickly) and relevant to the topic/EQ
All articles strengthen your formation of an informed position on your EQ
Individual analyses and position statement demonstrate original thought and depth of discussion
Each article analysis is a meaningful and concise piece of writing demonstrating original thought in the following ways:
You clearly understand the theme and discussion in the article You can strongly connect information in the article to your EQ You show clear evidence of applying the information beyond simple
summarization. How do the facts further your understanding of the topic and/or help you in formulating a much more informed position?
Your position is clearly defined, substantiated and evidence based
Your final product shows evidence you have used all class time and outside class time to your advantage
HINTS- Start early; be first to sign-up for a topic; look for unique topics; this is not an
assignment that can wait until the last minute; pick a topic you're truly interested in; reread the direction more than one time; get outside editing; this is an independent assignment; ask me for help in places to search for information; think globally and find issues that might have the most readily available information; expand your reference sources (Internet, Public, Whatcom and Western's library). ATTACK THIS WITH PASSION AND YOU'LL EXCEL!
Critically Important:
All IP Dates (all article analyses are due at BEGINNING of the PERIOD of the SPECIFIC DAY ASSIGNED)
Project Check Points
3.28.2014
Inquiry Project to be turned in by 12:00 pm on the assigned due date.The INQUIRY PROJECT (“IP”)
World History Spring Semester, 2014
Mr. Michel
Nonnegotiable and Final due date: March 28, 2014 by 12:00 pm
PARENT/GUARDIAN SIGNATURE: Your signature demonstrates that you are aware of the expectations and time frame of this long-term sophisticated research project and how elements of it significantly impact your son/daughters skill development, evidence of research, analysis, and writing toward developing their scholarly paper.
Student Name: ________________________________________________________________
Parent/Guardian(s) Name Printed: _______________________________________________
_________________________________________________
Signature(s): __________________________________________________________________ ___________________________________________________________________
