Rights and Responsibilities in American History

Rights and Responsibilities in American History

What is a right? What is a responsibility?

What kinds of rights does everyone deserve? Do some people deserve rights that others don’t?

How much and what kinds of responsibility does the government have to its people?

How much responsibility do people have for themselves? How much responsibility do people have to each other?

Step 1: Pick a Specific Topic

ô  Start with a broad area you are interested in (use page 2 to help)

ô  As you peruse and brainstorm on your interest area, a general topic related to the theme should arise

ô  Find one occurrence of the general topic, that is your project’s specific topic

ô  Identify the rights and responsibilities involved

ô  Clear topic with Ms. Thorne

Rights & Responsibilities + Music = Protest Music à Anti-Vietnam protest songs
Project Theme Interest Area General Topic Specific Topic
Rights / Responsibilities

Step 2: Gather and Record Factual Information from Secondary Sources

ô  Start with a provided US History textbook for basic facts

ô  Next, gather more detailed information from a trustworthy online source (see list on page 3)

ô  Locate a book provides in-depth information on your specific your topic from the school or public library

ô  Take notes using provided graphic organizers

ô  Record leads for primary sources

ô  Create a MLA citation for each source, saving them to a Word document

Step 3: Gather and Analyze Primary Sources

ô  Locate and read/watch/listen to related primary documents

ô  Copy and paste documents into a Word document and/or print documents for easier use

ô  Complete a HIPPO analysis for each source

ô  Create a MLA citation for each source, saving them to a Word document

Step 4: Construct Question, Decide Position, Create Outline

ô  Write a question your essay will answer that asks about the balance of rights and responsibilities of your topic

ô  Decide your position and write your thesis

ô  Compile your research into the outline graphic organizer

ô  Reflect on your topic with a meaningful conclusion

Step 5: Write//Type Essay

ô  Using your outline and your sources, type your essay in proper MLA format

ô  Format your MLA citations for all 8 of your sources into a Works Cited page

Step 6: Submit Your Final Draft

ô  Email your essay with included works cited to me at

ô  Turn in this research / outline packet

General Topic Ideas

Rights of people / Responsibilities of the government / Responsibilities of citizens
·  Citizenship, voting
·  Freedom of religion, speech, press, assembly, petition
·  Equal/fair/humane treatment
·  Access to resources (education, health services, low-income aid, recreation)
·  Safety protection (natural disasters, consumer goods, food/drug, building codes, police/fire)
·  Rights when accused of a crime / ·  Participating in government
·  Respecting rights of others
·  Protecting environment, wildlife
·  Planning/providing for future generations
·  Creating and using technology, scientific discoveries

Food

·  Foods safety, unhealthy foods, knowledge of food ingredients and processing

Medical

·  Advancement, discovery, drug/surgery, ethnical questions raised

Communication, Transportation

·  Technological advancements, social or economic impact, ethnical questions raised

Natural disaster, Accidents

·  Changes in prevention/handling, laws, safety regulations, immediate/long-term aid

Political Policy (Domestic or Foreign)

·  Interactions with other countries, changing role in government’s handling of its people, new programs

Protests/Revolts

·  Social movements, key leaders, changes to government brought on by citizens

Race/ethnic group rights, equality

·  Laws, voting, social equality, economic equality, education, key leaders

Retail/Shopping/Consumerism

·  Safety features, regulations, knowledge of materials

Television, Radio, Music, Movies

·  Specific programs, role media plays in daily life, regulations of media

War

·  Decisions made, weaponry/technology

Women’s rights, equality

·  laws, voting, workplace equality, social equality, education, key leaders

Your Topic

Rights & Responsibilities + ______= ______à ______
Project Theme Interest Area General Topic Specific Topic
Rights / Responsibilities
Free Speech
Be safe, protected
Education / Protect
Educate
Model good citizenship
Welcome

Secondary Source Requirements

3 Secondary Sources

·  Textbook (provided by Ms. Thorne)

·  Reputable online source (listed below, or approved by Ms. Thorne)

·  Book (acquired from school or public library)

Primary Source Requirements

5 Primary Sources, which should be a variety of types, possibilities include:

·  Photo collections of events

·  Artwork, songs, poems, or political cartoons created during event

·  Laws or court decisions

·  Speeches, either written text, audio/video recording

·  Essays, articles, or news stories written during event

·  Interviews or memoir excerpts, either written text, audio/video recording

·  Audio or video news clips from event

Reputable Online Resources

Digital History (http://www.digitalhistory.uh.edu)

·  Browse by time period, topic, or group of people

·  Includes a wide variety of primary documents

Spartacus Educational (http://spartacus-educational.com/USA.htm

·  Browse by time period or topic

·  Includes short excerpts of primary documents

History Channel (http://www.history.com)

·  Search topics using search bar

·  Includes video and audio files primary and secondary sources

Primary Sources Databases

·  National Archives (http://archives.gov)

·  Library of Congress (http://www.loc.gov)

·  UW Digital Archives (http://content.lib.washington.edu)

·  Newberry Library (http://www.newberry.org)

Citation Creation Tools

·  Easybib (http://www.easybib.com)

·  Bibme (http://www.bibme.org)

Secondary Sources Research

US History Textbook:

Facts, statistics, examples, names, primary source ideas

Reputable Online Resource:

Facts, statistics, examples,
names, primary source ideas

Book:

Facts, statistics, examples,
names, primary source ideas

Primary Sources Research

Source 1:

Inference / Evidence
Historical Context
Intended Audience
Point of View
Purpose
So what? / This shows the right(s) / responsibility(ies) of….

Source 2:

Inference / Evidence
Historical Context
Intended Audience
Point of View
Purpose
So what? / This shows the right(s) / responsibility(ies) of….

Source 3:

Inference / Evidence
Historical Context
Intended Audience
Point of View
Purpose
So what? / This shows the right(s) / responsibility(ies) of….

Source 4:

Inference / Evidence
Historical Context
Intended Audience
Point of View
Purpose
So what? / This shows the right(s) / responsibility(ies) of….

Source 5:

Inference / Evidence
Historical Context
Intended Audience
Point of View
Purpose
So what? / This shows the right(s) / responsibility(ies) of….

Question

To what extent did the right/responsibility of… outweigh the right/responsibility of…

To what extent did ….. change/uphold the right/responsibility of…

To what extent did …. honor his/her/their responsibility of…

In what ways was the right/responsibility of…. not upheld in…

How did….. forever change the right/responsibility of… in regards to…

______

Thesis

Even though ______X______, ______A______and ______B______therefore…

______

______

Outline for Body Paragraphs

History and Background / Then issue of ….. has …. since…..
· 
· 
· 
· 
· 
X- Counterclaim
______/ While, …..
· 
· 
· 
· 
A- Strongest claim
______/ However, …..
· 
· 
· 
· 
· 
B- Supporting claim
______/ Additionally, …..
· 
· 
· 
· 
· 
Effects since / Ever since this…..
· 
· 
· 
· 
· 

Conclusion

How do you feel about this event? Its impact on the United States? On today?

Are you grateful, sad, inspired, disappointed?

Has this event taught you something you can use in your life?

______

Formatting

************** First Page **************

Betsy Brave

Ms. Thorne

US History, period 1

June 1 2016

To what extent did the Little Rock School District fulfill its responsibility to protect and educate all its students?

Even though the Little Rock School District did have some sort of facility for its African American students and did have the National Guard present after ordered to desegregate, they did not fulfill its responsibility to protect the Little Rock Nine nor educate them equally, causing a national outcry and the national government to step in to protect these rights.

Segregation and racism were not new…..

************** Sources Page **************

Works Cited

Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.

************** General Formatting **************

Every part of your research paper needs to be:

·  Times New Roman font

·  Size 12

·  Left-justified, except for title

·  Double-spaced

·  Page number and last name in the upper left corner, expect the first page

Rights & Responsibilities: Grading Rubrics

Name: ______

Knowledge of Topic, Use of Evidence (Common Core Social Studies 1, 7)

Exceeding / Meeting / Approaching / Beginning
Cites specific, diverse, and multiple pieces of evidence from at least 3 secondary and at least 5 primary sources to support a solid and rich analysis of the topic; shows insights gained from specific evidence in a well-rounded answer to a thought-provoking question. / Cites specific and multiple pieces of evidence from 3 secondary and 5 primary sources to support a solid analysis of the topic; shows insights gained from evidence in a developed answer to a specific question. / Cites few specific and multiple pieces of evidence from less than 3 secondary and less than 5 primary sources to support limited analysis of the topic; shows limited insights gained from evidence in a limitedly developed answer to a general or simplistic question. / Cites very few specific and multiple pieces of evidence from very few secondary and primary sources to support very limited analysis of the topic; shows very limited insights gained from evidence in a very limitedly developed answer to a very general or simplistic question.

Craft of Argument (Common Core Writing 1)

Exceeding / Meeting / Approaching / Beginning
Introduces a precise, knowledgeable thesis; uses ample and clear transitions to link sections; maintains a formal style; provides a thoughtful concluding statement appropriate to the argument made. / Introduces a knowledgeable thesis; uses clear transitions to link sections; maintains a formal style; provides a concluding statement appropriate to the argument made. / Introduces a basic thesis; uses limited transitions to link sections; maintains a limitedly formal style; provides a generic concluding statement for the argument made. / Introduces a very basic thesis; uses very limited transitions to link sections; maintains a very limitedly formal style; provides a very generic concluding statement for the argument made.

Professional Publishing (Common Core Writing 4, 6)

Exceeding / Meeting / Approaching / Beginning
Creates a completely properly MLA formatted essay and works cited that contains very few grammatical, spelling, or punctuation errors. / Creates a generally properly MLA formatted essay and works cited that contains few grammatical, spelling, or punctuation errors. / Creates a limitedly MLA formatted essay and works cited that contains multiple grammatical, spelling, or punctuation errors. / Creates a very limitedly MLA formatted essay and works cited that contains several grammatical, spelling, or punctuation errors.

Research Packet: Evaluation of Sources, Outline (Common Core Writing 7, 8)

Exceeding / Meeting / Approaching / Beginning
Brainstorms topic thoughtfully; note takes and analyzes richly the 8 required sources; extensively drafts question, thesis, and conclusion; outlines essay with rich detail. / Brainstorms topic; note takes and analyzes appropriately the 8 required sources; drafts the question, thesis, and conclusion; outlines essay with detail. / Brainstorms topic limitedly; note takes and analyzes appropriately fewer than the 8 required sources; drafts limitedly the question, thesis, and conclusion; outlines essay with limited detail. / Brainstorms topic very limitedly; note takes and analyzes appropriately far fewer than the 8 required sources; drafts very limitedly the question, thesis, and conclusion; outlines essay with very limited detail.

Comments:

Secondary Sources

Textbook: US History: Modern America, pages 472-3

Book: Little Rock Girl 1957: How one photograph changed the fight for integration

Online: Brave Hearts: Remembering the Little Rock Nine

By Ben Cosgrove Sept. 23, 2012 for Time Magazine
URL http://time.com/3874341/little-rock-nine-1957-photos/

Six decades after nine courageous teens integrated Little Rock Central High School, LIFE.com presents pictures -- many of which never ran in LIFE magazine -- from those ugly and, ultimately, inspiring days.

Beyond religion, beyond class, beyond politics and ideology, for centuries race been the single most contentious, corrosive question in America’s national dialogue. Nothing has illuminated our failings as a people as harshly as our handling of racial strife; nothing has more clearly shown us at our best and our bravest as the victories won by the men and women in the great struggles of the Civil Rights Movement.

For generations who have grown up in a country where blatant segregation is (technically, at least) illegal, it’s beyond bizarre to think that within living memory African-American children once needed armed soldiers to escort them safely to school. But just six decades ago, the president of the United States was compelled to call on combat troops to ensure that nine teenagers in Little Rock, Ark., were protected from the enmity of their classmates and neighbors.

The Little Rock Nine, as the teens came to be known, were black students who sought to attend Little Rock Central High School in the fall of 1957. The Supreme Court had ruled segregated schools unconstitutional in its landmark 1954 Brown v. Board of Education ruling; three years later, states in the South finally began to face the reality of federally mandated integration. It was historic, and dramatic—and for weeks on end, it was profoundly ugly.

Reporters and photographers from across the country traveled to Little Rock, expecting to chronicle the cultural poison unleashed in the South each time strides were made toward full desegregation. In Little Rock, on Sept. 4, 1957 — on the first day of school — the media recorded the scene as 15-year-old Elizabeth Eckford, the first of the nine to arrive, was waved off of school grounds by Arkansas National Guardsmen, their rifles raised.

Arkansas governor Orval Faubus had ordered this armed intervention by guardsmen under the pretense of preventing bloodshed — a scenario, LIFE noted at the time, that many Arkansans felt was unlikely to come to pass. Still, Faubus’s actions proved a successful, if temporary, roadblock.

A profile of Faubus published in the next week’s issue of LIFE noted that the governor spent several days holed up in his Little Rock mansion. Photographer Grey Villet and correspondent Paul Welch were with Faubus during his “self-imposed confinement,” noting in words and photos the man’s routines, which included answering letters from hundreds of segregationists sending cash and letters of support for his anti-integration resolve.