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PD HS 9th Grade Asian History Research Project: Mao's Legacy Project Guide

Mao's Legacy

Project Description -DATES TBA

Mao's Legacy

Essential Question:

  • What were the forces that shaped the history of China during 1949-1976?

Project Driving Question:

  •  Analyze the key effects (PECS) of a significant facet of Mao’s tenure from 1949-1976?
  •  Identify the most important effects (PECS) and provide justification for a significant facet of Mao’s tenure from 1949-1976. 

 

Image I Citation

(Mao Zedong . Fine Art. Encyclopædia Britannica ImageQuest. Web. 3 Mar 2016. 
http://quest.eb.com/search/108_244339/1/108_244339/cite


Project Description:

Students will be investigating the impact of Mao’s policies by analyzing the political, economic, cultural and social effects of his policies during the 1949-1976. Based on the analysis, students will evaluate the effects of Mao’s decisions that left a lasting legacy on Chinese history.

  • Summative assessment (Annotated Bibliography) - TBA
  • Summative assessment (Research Paper, created, written, and graded in tandem with English) TBA

Learning Outcomes & Requirements:

You must show evidence of the following skills:

Critical Thinking Skills

  • Cause/effect analysis
  • Identify the most important effects (PECS) and provide justification

Communication Skills

  • Forming a main claim and sub-claim, supported by evidence
  • Selecting relevant evidence and demonstrating how the evidence supports the sub-claims
  • Addressing and refuting counter claims

Independent Inquiry Skills:

  • Selecting relevant sources of information using a library database
  • Determining the credibility of sources (CRAAP)
  • Selecting relevant pieces of information (note-taking skills)
  • Synthesizing information to form a main claim and sub-claims

Technical Requirements:

  • An annotated bibliography with MLA citations and analysis of the sources.
  • MLA formatting throughout the research paper

Research Options:

Early years, (1950-1953)

Five Year Plan, 1953-1957 Great Leap Forward Cultural Revolution Foreign Relations
  1. Agrarian Reform Law 1950
  2. Speak Bitterness Campaign
  3. Thought Reform
  4. Marriage Law
  1. Cooperatives
  2. Hundred Flowers Campaign
  1. Propaganda campaigns
  2. Backyard steel campaign
  3. Farming Crisis of 1960-63
  1. Cult of Mao
  2. Socialist Education Movement
  3. Propaganda (creation & use)
  4. Formation of the Red Guards
  5. Migration
  • Korean War
  • Sino-Soviet Split
  • China’s relations with USA (post Mao)

Outline of Project Process: - All Notes/Sources will be developed using NoodleTools

THE INQUIRY PHASE

WHAT I WILL DO

 

 

MY OUTCOME

IMMERSE

(Background)

 

 

  • Build background knowledge about my area.
  • Explore my chosen theme.
  • Identify ideas that interest me.

 

Select a topic.

Ie. Cultural Revolution, specifically Cult of Mao.

 

 

  • Select 3 areas of interest.
  • Consider 3 possible research questions “hereafter claim” I can ask and sub-questions (need to know) to answer it.
  • Gather useful sources.

 

Initial background research.

Sub-questions “need to know” to drive my research.

 

RESEARCH QUESTION

 

 

  • Create my focused claim and sub- questions.

 

 

 

I have my claim and sub-questions ready to go.

COLLECT

 

 

 

  • Identify credible sources
  • Gather information directly relevant to my claim and sub-questions.
  • Take notes
  • Explain the relevance of the information to the claim

 

 

 

 

I have recorded my notes in Noodle Tools.

 

RESEARCH CHECK
 

  • Plan my answer to my claim.
  • Do I need more information?
  • Do I have the required number of sources?
  • Have I answered my claim and sub-questions?

 

 

 

Answers to the Sub-Questions

ANNOTATED BIBLIOGRAPHY

March 23-24

  • Credibility of sources (CRAAP)
  • Do you have enough sources?
  • How does this source address the claim & sub-questions?
  • Have I used MLA format correctly?

Annotated Bibliography

 

CREATE AN ANSWER

 

  • Answer the claim.

 

 

Outline & Essay (English)

 

Annotated Bibliography Rubric

Criteria            

Limited

Developing

Proficient

Exemplary

Research Proposal

The work does not reach a standard described to the right. 

A question for investigation has been stated.

- An general question for investigation is clearly stated

- an attempt has been made to break it down into sub-questions.

- An appropriate, specific question for investigation is clearly stated

- broken down into appropriate sub-questions.

MLA Conventions

The work does not reach a standard described to the right. 

Citations lack sufficient information or are only generally consistent with MLA.

Citations are mostly consistent with MLA.

Citations are consistent with MLA.

Variety of sources

The work does not reach a standard described to the right. 

Limited attempt to show range or few sources are appropriate.

Attempts to include a range of appropriate sources.

 

Includes a range of appropriate sources

  • different types
  • varied perspectives.

Connection

The work does not reach a standard described to the right.

Vague or inaccurate explanation of how the sources are connected to the research question.

General explanation describing how the sources are connected to the research question.

Clear explanation detailing how the sources are connected to the research question.

Evaluating

Validity

(CRAAP)

The work does not reach a standard described to the right.

- Describes elements of the source related to validity.

- General evaluation of the sources’ validity

- attempts to address both the value and limitations

- Clear, detailed analysis and evaluation of the sources’ validity

- Clear discussion of the value and limitations of the source.

SAS Pudong Secondary Library - 9th Asian History - Mao Project

The SAS Pudong Secondary Library - 9th Asian History Mao Project - Resource List

 

Student 1516 Task List