Use these links if you are AT SCHOOL:
2. U.S./World History in Context
3. eLibrary
Use these links if you are AT HOME:
2. U.S./World History in Context
3. eLibrary
Name:_________________________________________________________ Junior Research Project
Block:_________ Q3 2025
Junior Research Project (JRP):
Self-Made and the American Dream
Project Overview:
How does equality factor into the American Dream? What is success? How does one achieve it? What does it mean to be self-made? What is the American Dream? How does being self-made connect to the American Dream? How does age, race, gender, ethnicity, citizenship, socioeconomic status impact a person’s success or journey to the American Dream?
What you are doing for this project, in a nutshell:
You are going to select a topic/American figure who could be considered successful
Research the broader context or story that your topic is a part of, and
Share your learning and your own opinions in a formal research paper.
The final paper will be 3-5 pages in length, and divided into FIVE sections:
INTRODUCTION & CONTEXT: What is success? What does it mean to be self made? What is the American Dream? Who is the cultural or historical figure you’re researching? Write your Thesis statement (the WHY should be included in the stance you are taking about this person being self-made or not)
BACKGROUND OF FIGURE: Who is this American figure? Provide a brief biography of your chosen individual, including their early life, education, and the challenges they faced.
ARGUMENT FOR OR AGAINST THE AMERICAN DREAM: Is this person a reflection of the American Dream? Which American Dream? Consider their background and how their goals may be somewhat different from another person’s goals. What qualities or actions showcase this ideal? Argue if their story aligns with or challenges traditional narratives of the American Dream.
ARGUMENT FOR OR AGAINST SELF-MADE: Is this person self-made or not? How do you know? What arguments could you make for or against this person being self-made? If this person is self-made, what are some counter arguments that people could make about this person’s status as “self-made”? If this person is NOT self-made, how does their success compare to someone who is self-made? Consider factors of: education, race, opportunity, time period they live in, socioeconomic status, citizenship, etc. How do these factors affect your American figure and their success? Use evidence from Frederick Douglass’ speech, “Self-Made Men” to ground your arguments.
REFLECTION: How does this person’s success impact the world, America, etc? Do you think this person is doing more harm or good in the world? How does their story impact our understanding of equality in the American Dream?
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Jan 6 3rd Quarter begins |
7 |
8 |
9 Intro research project |
10 Part 1: Planning |
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13 How to write proposals |
14 Pre-writing due |
15 |
16 Project proposal due Thesis statements due |
17 |
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20 NO SCHOOL |
21 Part 2: Research Library |
22 Library |
23 Library Annotated bib and outlines due |
24 Library |
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27 Part 3: Drafting |
28 |
29 |
30 First draft of essay due |
31 |
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Feb 3 Part 4: Self & Peer Revising |
4 Peer reviews/ work day |
5 |
6 Work day |
7 Work day Final Papers due |
Project/Workshop Overview:
Prewriting: Brainstorm topics; form research question(s); conduct research; paraphrase, quote, summarize
Outlining: organize ideas; create topic sentences; structure essay
Drafting: mini-lessons will include CER paragraphing, MLA style, transitions
Revision/Editing: improve writing through use of checklists and conferencing
Publishing/Sharing: create clean final copy; share ideas through discussion
Graded Assignments:
(1) Project proposal (formative)
(2) Thesis statement (formative)
(3) Outline (formative)
(4) Essay draft (formative)
(5) Annotated bibliography (formative)
(5) Final paper (summative)
Standards:
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
