Monday, 4 April

Night essays were turned in; before turning them in students were asked to complete the following self-evaluation activities.

1) Check for an interesting title
2) Using a pencil A) draw a single line under the introduction to each quote B) draw two lines underneath each explanation for each quote C) ensure that a page citation is used
3) Make a table that lists strengths and weaknesses of your  essay with specific examples
4) On lined paper respond to the following: What did you do better on this essay than on previous essays (include all examples)? Why?
5) Assign a grade to the essay and provide a rationale.

Class then began our Research unit. In this unit students will be researching a genocide. As background to all genocides we began by watching a short documentary on Raphael Lemkin. the video that explains that the term had to be created. Facing History: Raphael Lemkin and the Crime of Genocide

Students then did some background reading from various examples of genocide in the 20th Century.

Next class will meet in Lab #16 and include expert teaching in research by Ms. Battle.


Next class handout:

Sophomore Research Project

Name ________________________________________________ Date _____________________ Period ________

Over the next several weeks you will be working independently and in-class (some) to research a topic related to Genocide. The purpose of the research is to write a 4-6 page paper that explains the facts of an atrocity. At a minimum your expository essay should explain the journalistic “Ws” (who, what, when, where, how – ok it’s an H, and Why, but it should also go further, providing an analysis of the key events. Your essay should identify the victims/ targets; the perpetrators; bystanders; and any allies who tried to prevent or end the genocide. When it is possible your essay should identify the motivation of the perpetrators. You may also discover that the perpetrators claimed one motivation, but experts believe that there was something else in play.

As we have discussed, the emotional and political energy, surrounding genocide makes it particularly important to carefully evaluate the reliability and validity of your sources of information. As part of this you will be required to submit four (4) annotated bibliographic entries. Your annotations will describe the resource; the nature of the information available from the resource; the author(s) of the information; and the sponsors of the resource. The annotation will also state your confidence in the resource and the reason for your confidence in the resource.

You will be asked to turn in a set of note cards. There will be two main types of note cards: Bibliography Cards and Note Cards.

-        Bibliography cards should be made for EVERY source you study; it should include: Publican information for your Works Cited page: author(s), article title in quotes,  web address; magazine title, publication date/ date of visit, and page numbers.

-         

-        Note cards contain discrete bits of information that might help you:  paraphrases of  ideas, direct quotes from the article, and thoughts/ideas you come up with based on reading a source.

Due Dates	Work product that is due	Notes
11 April	One (1) Annotated Bibliographic Entry (due at start of class)
13 April	Research Topic
15 April	Five (5) note cards One (1) Additional Annotated Bibliographic Entry (2 total now)
19 April	Fifteen (15) Total note cards Four (4) total Annotated Bibliographic Entries

We have listed in class a number of infamous genocides; Wikipedia provides to lists appropriate to remind yourself.  

The first lists recent genocides by numbers murdered: https://en.wikipedia.org/wiki/List_of_genocides_by_death_toll

The second lists genocide by time:

https://en.wikipedia.org/wiki/Genocides_in_history