Use this link if you are IN SCHOOL:
1. SIRS Researcher (Phase 1 & 2)
2. Opposing Viewpoints (Phase 2)
Use this link if you are AT HOME:
1. SIRS Researcher (Phase 1 & 2)
2. Opposing Viewpoints (Phase 2)
HA 3/4 ASSESSMENT
Directions: Thus far in the semester, you have learned all about the foundations of government, the key elements in the constitution, how to identify the elements of a source, extract its key information/argument, and analyze its currency and limitations. Next semester, we will be diving into the issue of rights in the criminal justice system, conducting your own ‘passion project’ research on an issue of your choosing, and more, and working to create change in our community by being active civic participants. To bridge us between this semester and next semester, you will be taking the skills you practiced in semester 1 to compile your own DBQ (document based question) assessment.
This is a hands-on project-based summative assessment which will be broken down into three phase
The topic proposal phase
In this phase, you will conduct some initial research to discover what current-day issues (rooted in the interpretation/analysis of the constitution) you are interested in learning more about. We will spend the first half of Friday, December 09 doing initial research to narrow down our topics of interest.
In order to find available topics, you will first go to the controversial issues database and browse the provided issues for ideas. Then, you will begin looking up current-day news articles pertaining to how this issue is affecting the real world today and gauge your interest in the issue. Then, you will submit your top three options to the teacher in order to receive your assigned topic.
The ‘compiling the documents’ phase
After you are assigned your topic, you will go to the controversial issues database and click on your specific topic/issue. You will look at the provided research question and resources, which include articles, a timeline, images, etc.
In this phase, we will spend approximately two blocks’ worth of class time analysing sources for their credibility, reliability, and value.
Firstly, you are looking for one article reporting on how this issue affects us today “IRL.” This will preferably be a news article.
Then, each SIRS topic/issue homepage provides you with a question, two opposing claims, and multiple sources for each side of the argument. You must choose two articles from each side of this controversy. You may find your own sources OR you may choose from the preselected articles. Your goal is to provide an overview of BOTH sides of the controversy through your document analysis.
The ‘putting it all together’ phase:
On the last block of work, you will take your notes on your sources and synthesise them all together by filling out the Argument Planner (scroll to see the planner).
PHASE 1: NARROWING DOWN A RESEARCH QUESTION:
Today, you will be conducting some preliminary research in order to find feasible research topics that you will provide to your teacher for review / approval. Review the SIRS database for possible topics. Begin exploring current events through the database and trustworthy news sources (review the media bias chart as needed!) As you discover issues you may be interested in, keep track of them below (add more boxes as needed by right clicking on the last row and selecting “add row”):
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What is the issue? |
What is the issue’s provided question on the SIRS database? |
Provide links to any articles you saw that caused you to be interested in this issue. |
From your list of possible issues above, select the three you are most interest in and fill out the chart below (in order of preference):
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What is the issue? |
Why are you interested in this issue? |
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Issue 1: |
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Issue 2: |
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Issue 3: |
PHASE 2: COMPILING THE DOCUMENTS
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Research Question: |
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Background information: |
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Once you click on an issue, you will be redirected to the issue’s background information. Be sure to click “Read full summary” at the top to view the background information. |
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Paraphrase the issue based on the source: (3-4 sentences : What is the problem? Why should people care?) |
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Source List: |
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Source 1 (NEWS ARTICLE) MLA citation: |
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Paraphrase the main ideas of the source: (6-8 sentences : Describe what the source tells us) |
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Source 2 MLA citation: |
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Paraphrase the main ideas of the source: (6-8 sentences : Describe what the source tells us) |
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What makes the author’s argument convincing? |
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Source 3 MLA citation: |
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Paraphrase the main ideas of the source: (6-8 sentences : Describe what the source tells us) |
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What makes the author’s argument convincing? |
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Source 4 MLA citation: |
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Paraphrase the main ideas of the source: (6-8 sentences : Describe what the source tells us) |
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What makes the author’s argument convincing? |
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Source 5 MLA citation: |
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Paraphrase the main ideas of the source: (6-8 sentences : Describe what the source tells us) |
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What makes the author’s argument convincing? |
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PHASE 3: PUTTING IT ALL TOGETHER - ARGUMENT PLANNER PHASE
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Prompt: |
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Body Paragraph 1 subclaim (position #1) |
Body Paragraph 2 subclaim (position #2) |
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On the one hand, [paraphrase the claim] |
However, [paraphrase the claim] |
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Document Evidence: (Include source attribution, paraphrased pieces of evidence, and parenthetical citation) |
Analysis: (How does this specific piece of evidence prove your claim?) |
Document Evidence: (Include source attribution, paraphrased pieces of evidence, and parenthetical citation) |
Analysis: (How does this specific piece of evidence prove your claim?) |
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Wrap up by telling us what YOU think: [4-5 sentences] |
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While both sides ________, the more convincing argument is ______________, because _____________….. |
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