Researching Multiple Perspectives to Develop a Position
Link: Module 11.3
In Module 11.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 11.1 and 12.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper. The research-based argument paper synthesizes and articulates several claims using valid reasoning and relevant and sufficient evidence to support the claims. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.
Module Focus Skills & Habits
- Read closely for textual details
- Annotate texts to support comprehension and analysis
- Engage in productive evidence-based conversations about text
- Conduct independent searches and assess sources for credibility, relevance, and accessibility
- Develop, refine, and select inquiry questions for independent research
- Collect and organize evidence from research to support analysis in writing
- Identify and evaluate arguments and claims in a text
- Generate an evidence-based perspective from research
- Revise writing
- Utilize rubrics for self-assessment and peer review of writing
- Craft a research-based argument paper
In Module 11.3, students engage in an inquiry-based, iterative research process. Students examine Elie Wiesel’s Nobel Peace Prize Lecture, “Hope, Despair and Memory,” as a springboard for potential research topics. Using evidence-based analysis to explore topics that support multiple positions and perspectives, students generate a written evidence-based perspective. Students use this perspective as the early foundation of a written research-based argument paper. Students read, vet, and analyze sources to gather additional information and evidence, and develop and strengthen their writing by revising and editing. Student learning culminates in a research-based argument paper that includes several claims supported by valid reasoning and relevant and sufficient evidence. Students use this paper as the basis for a short video in which they distill and reorganize their arguments to make strategic use of the digital format.
Texts: (Many available HERE)
Unit 1:
Wiesel, Elie. “Hope, Despair and Memory.” The Nobel Peace Prize Lecture, December 11, 1986.
Unit 2: Student research sources will vary. Students choose texts for research based on their individual research question/problem. Model Research Sources:
“When the U.N. Fails, We All Do” by Fareed Zakaria (Source #1)
“Why Genocide?” by Fred Edwords (Source #2)
“After Rwanda’s Genocide” by The New York Times Editorial Board (Source #3)
“Bodies Count; A definition of genocide that makes sense of history.” by Aaron Rothstein (Source #4)
“The Only Way to Prevent Genocide” by Tod Lindberg (Source #5)
“Convention for the Prevention and Punishment of Genocide” by William A. Schabas (Source #6)
“Convention on the Prevention and Punishment of the Crime of Genocide” by The U.N. (Source #7)
“The Ten Stages of Genocide.” By Gregory Stanton (Source #8)
“Why Do We Look the Other Way?” By Gregory Stanton (Source #9)
“Would you vote in favor of a treaty allowing individual prosecution for war crimes if it meant an American citizen might be a defendant?” by the University of Nebraska Lincoln (Source #10) Unit 3:
Student research sources will vary. By Unit 3, students have chosen texts for research based on their individual research question/problem.
Descriptions Adapted From EngageNY
Updated 1/5/15 (KBW)
Link: Module 11.3
In Module 11.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 11.1 and 12.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper. The research-based argument paper synthesizes and articulates several claims using valid reasoning and relevant and sufficient evidence to support the claims. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.
Module Focus Skills & Habits
- Read closely for textual details
- Annotate texts to support comprehension and analysis
- Engage in productive evidence-based conversations about text
- Conduct independent searches and assess sources for credibility, relevance, and accessibility
- Develop, refine, and select inquiry questions for independent research
- Collect and organize evidence from research to support analysis in writing
- Identify and evaluate arguments and claims in a text
- Generate an evidence-based perspective from research
- Revise writing
- Utilize rubrics for self-assessment and peer review of writing
- Craft a research-based argument paper
In Module 11.3, students engage in an inquiry-based, iterative research process. Students examine Elie Wiesel’s Nobel Peace Prize Lecture, “Hope, Despair and Memory,” as a springboard for potential research topics. Using evidence-based analysis to explore topics that support multiple positions and perspectives, students generate a written evidence-based perspective. Students use this perspective as the early foundation of a written research-based argument paper. Students read, vet, and analyze sources to gather additional information and evidence, and develop and strengthen their writing by revising and editing. Student learning culminates in a research-based argument paper that includes several claims supported by valid reasoning and relevant and sufficient evidence. Students use this paper as the basis for a short video in which they distill and reorganize their arguments to make strategic use of the digital format.
Texts: (Many available HERE)
Unit 1:
Wiesel, Elie. “Hope, Despair and Memory.” The Nobel Peace Prize Lecture, December 11, 1986.
Unit 2: Student research sources will vary. Students choose texts for research based on their individual research question/problem. Model Research Sources:
“When the U.N. Fails, We All Do” by Fareed Zakaria (Source #1)
“Why Genocide?” by Fred Edwords (Source #2)
“After Rwanda’s Genocide” by The New York Times Editorial Board (Source #3)
“Bodies Count; A definition of genocide that makes sense of history.” by Aaron Rothstein (Source #4)
“The Only Way to Prevent Genocide” by Tod Lindberg (Source #5)
“Convention for the Prevention and Punishment of Genocide” by William A. Schabas (Source #6)
“Convention on the Prevention and Punishment of the Crime of Genocide” by The U.N. (Source #7)
“The Ten Stages of Genocide.” By Gregory Stanton (Source #8)
“Why Do We Look the Other Way?” By Gregory Stanton (Source #9)
“Would you vote in favor of a treaty allowing individual prosecution for war crimes if it meant an American citizen might be a defendant?” by the University of Nebraska Lincoln (Source #10) Unit 3:
Student research sources will vary. By Unit 3, students have chosen texts for research based on their individual research question/problem.
Descriptions Adapted From EngageNY
Updated 1/5/15 (KBW)