Research Methods:

Comparing 20th Century Issues to the

Modern World
Grade 10 Humanities
Mr. Marshall
Those who do not remember the past are condemned to repeat it.
George Santayana

I.
Overview
Students often wonder how history relates to their lives, or why it is necessary to
study history at all. One answer is that learning from lessons of the past helps build a
brighter future. The world is changing at an exponential rate, and future generations
cannot afford to repeat the mistakes that have already been made. One of the most
important ways to continue to develop and improve society is to appreciate the lessons of
past generations and learn from them as we address 21st century problems. Drawing
comparisons between modern and historical issues helps to broaden our perspective to
make more informed decisions about the future.
This course will investigate various themes in history that have proven to remain
important in the modern world. Students will be exposed to a number of comparisons
between historical and current issues. The topics we will discuss over the course of the
semester will be focused on the United States and will cover Immigration Policy, Social
Movements, and the socio-economic implications of the Food Industry. By focusing on a
range of topics, students will be exposed to the idea that learning from the past applies to
different subjects rather than concentrating on a content area in isolation. These particular
topics will be used as a tool to help students see how comparisons between 20th and 21st
century issues can be made, and will help model their own research projects.
While grappling with the theme of the course, students will also learn how to
effectively use research methods to investigate their own topic and create a presentation
for the class. This interdisciplinary course will combine ELA standards with Social
Studies content, teaching students the necessary skills to use online academic databases
to collect reliable and relevant research, develop a thesis to support an opinion, and create
a final project to share with their peers. Different steps of the research process will be
modeled depending on the unit that we are studying, and students will work to create a
long-term project that will steadily progress throughout the semester. Each student will
produce a written rough draft, but final presentations can take a variety of forms. Students
will also compile their work throughout the semester into a portfolio that will highlight
each step of the research process.

II.
Essential Questions

How does the past help us make more informed decisions about the future?
Is the United States still the land of opportunity for immigrants? (Unit 1)
Do Social Movements have the power to bring about real change in the 21st
century? (Unit 2)
How does the food industry impact social and economic welfare in the United
States and how has this relationship developed over time? (Unit 3)

III.
Standards
MLR Social Studies:
A1 Researching and Developing Positions on Current Social Studies Issues
a. Develop research questions related to a current social studies issue.
b. Select and apply research methods that are appropriate for the purpose of the
inquiry.
f. Create or present a coherent set of findings that integrate paraphrasing,
quotations, and citations.
g. Develop a clear well-supported position
A2 Making Decision Using Social Studies Knowledge and Skills
a. Develop individual and collaborative decisions/plans by considering multiple
points of view, weighing pros and cons, building on the ideas of others, and
sharing information in an attempt to sway the opinions of others.
C2 Individual, Cultural, International, and Global Connections in Economics
c. Analyze wealth, poverty, resource distribution, and other economic factors of
diverse cultures, including Maine and other Native Americans, various
historical and recent immigrant groups in Maine and the United States, and
various world cultures.
E1 Historical Knowledge, Concepts, Themes, and Patterns
b. Analyze and critique major historical eras, major enduring themes, turning
points, events, consequences, and people in the history of the United States
and world and the implications for the present and future.
Common Core Reading:
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

Common Core Writing:

CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
CCSS.ELA-LITERACY.W.9-10.7
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.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format
for citation.
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Common Core Speaking and Listening:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
NGSS Standards:
HS-ESS3-2.
Evaluate competing design solutions for developing, managing, and utilizing
energy and mineral resources based on cost-benefit ratios.

IV.
Enduring Understandings
1. Students will understand that it is important to learn from the past, and that
comparing modern issues to historical issues expands our perspective and allows
us to make more informed decisions about the future.
2. Students will understand that there is an effective research method that allows
scholars to present findings in a persuasive, organized manner.
Course Learning Targets

Students will compare the population growth, economic opportunities, and social
norms of the 20th century with modern figures to make decisions about
immigration policy in the United States.

Students will learn what factors led to large-scale immigration in the early 20th
century and make comparisons to modern immigration policies in the U.S.

Students will learn about the changes that were brought about in the United States
through Social Movements during the Progressive Era.

Students will learn about different tactics that were used by protesters during the
Civil Rights Movement and Vietnam War.

Students will make comparisons between modern Social Movements and

influential movements of the 20th century.

Students will learn about the history of processed food in the United States.

Students will learn about the effects that the food industry has on social and
economic issues.

Students will use information from the 20th century food industry policies to make
decisions about the future of the industry in the U.S.

Students will learn and practice using the steps of the research process to create a
persuasive, semester-long project and presentation.

Factual and Conceptual Knowledge:

Students will be introduced to three different topics throughout the semester that
will act as models for their learning. While learning about the research process, we will
be covering three units that share the theme of comparing current social issues in the
United States to how they were addressed in the 20th century. From immigration policy,
to social movements, to the food industry, students will learn the importance of making
comparisons to the past to make informed decisions about the present and future.
Students will be asked to write 2-3 page responses at the end of the each unit using
whatever research methods we have covered to help them with their answer.
Each student will also be choosing an individual topic that relates to the theme of
comparative policies that they will be researching on their own throughout the semester.
Students will steadily be working towards creating a persuasive presentation for their
classmates at the end of the course.
Procedural Knowledge:
While the content that students will be learning is important, that main focus of
this course is to give each student a thorough understanding of the research process and
be able to apply the steps to whatever topic they are researching, no matter the subject.
Students will learn how to effectively conduct pre-search, generate open and close ended
questions, gather reliable and relevant research, create interesting thesis statements, use
topic sentences to enhance organization and development, produce an accurate
bibliography, and edit a rough draft through peer review to create a polished, final
product that they will present to the class. There will be target dates for when each step
should be completed, and I will use formative, personal communication assessments to
check-in with each student on their progress throughout the semester. Students will
compile these target assignments to create a portfolio to hand in with their final project.

V.
Assessments
Here is an example of a summative assessment from Unit 1:
Extended Response Unit Assessment:
Using the research questions that you have developed, as well as the sources that
you have gathered, write a 2-3 page essay comparing the complexities of modern United
States immigration policy to that of a century ago. Use an original research question that
you wrote and pull information from at least two of the academic sources you have
found.

MLR Social Studies

E1
b. Analyze and
critique major
historical eras, major
enduring themes,
turning points, events,
consequences, and
people in the history of
the United States and
world and the
implications for the
present and future.
CCSS.ELALITERACY.W.9-10.7
Conduct short as well
as more sustained
research projects to
answer a question
(including a selfgenerated 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.

I can define
20th century
immigration
policy in the
United States.

I can
summarize
20th century
immigration
policy in the
United States
and its
implications
for the present
and future.

I can analyze
and critique
20th century
immigration
policy in the
United States
and its
implications for
the present and
future.

I can produce a
persuasive
argument that
evaluates early
20th century
immigration
policy in the
United States
and its
implications for
the present and
future.

I can identify
information to
answer a
reproduced
research
question,
showing an
ability to
recognize
information
about United
States
immigration
policy.

I can report a
short research
project to
answer a selfgenerated
question,
showing an
ability to
summarize
United States
immigration
policy.

I can conduct a
short research
project to
answer a selfgenerated
question,
demonstrating
an
understanding
of United States
immigration
policy.

I can conduct a
short research
project to
evaluate a selfgenerated
question,
demonstrating
an ability to
interpret
information of
United States
immigration
policy.

Here is the form I will use to track student progress through regular formative
assessments, with an example of a rubric that will go along with each of the target areas
for their summative portfolio:

Rough Draft
MLR SS: E1 Historical Knowledge,
Concepts, Themes, and Patterns

Bibliography
CCSS.ELA-LITERACY.W.9-10.8

Preparing an Outline
CCSS.ELA-LITERACY.W.9-10.5

Using Quotes Effectively

CCSS.ELA-LITERACY.W.9-10.2.B

Thesis Statement/Topic Sentences

CCSS.ELA-LITERACY.W.9-10.1

Note-taking/Digital Annotation
CCSS.ELA-LITERACY.W.9-10.9

Reliable and Relevant Sources

CCSS.ELA-LITERACY.RI.9-10.1

Class List

Research Questions
CCSS.ELA-LITERACY.W.9-10.7

Personal Communication Check-ins:

Through regular check-ins about progress, I will keep track of how students are
doing with their projects. Workdays will be an opportunity to conference with each
student and take notes about how they are doing for each step of the research process.
There are target dates for where students should be for each step of the way, and I will
give written and oral feedback about each target. The records I keep will help me track
student progress throughout the semester and will give me a reference point for when I
grade their portfolio.

Student A
Student B
Student C

Each standard will have a rubric that will be used as part of their summative
assessment portfolio at the end of the course. For example:
Thesis Statements/Topic
Sentences
CCSS.ELALITERACY.W.9-10.1
Write arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.

I can write
statements to
describe
information in
a summary of
topics or
texts.

I can write
arguments to
illustrate
claims in a
summary of
topics or
texts, using
limited
reasoning
and evidence.

I can write
arguments to
support
claims in an
analysis of
substantive
topics or
texts, using
valid
reasoning and

I can compose
original
arguments to
make claims in
an
interpretative
analysis of
substantive
topics or texts,
using valid

relevant and
sufficient
evidence.

reasoning and
relevant and
sufficient
evidence.

Here is the assignment for their final project, which will supplement their portfolio:
Final Performance Assessment Project:
Over the course of the semester, we have been working through the various steps
of the research process. You have developed open and close ended research questions,
gathered reliable and relevant sources, taken effective notes, created unique thesis
statements, used appropriate quotes, created an outline, and produced an extensive
bibliography. The final piece of the project is to put all of these skills together to create a
final, persuasive presentation for the class! In addition to the standards that will be
assessed in your portfolio through all of the pieces that are mentioned above, the
following will contribute to your final grade.
1

MLR Social Studies E1

b. Analyze and critique
major historical eras,
major enduring themes,
turning points, events,
consequences, and people
in the history of the
United States and world
and the implications for
the present and future.

I can identify
major historical
eras, themes,
turning points,
events,
consequences,
or people in the
history of the
United States.

I can summarize
major historical
eras, themes,
turning points,
events,
consequences, or
people in the
history of the
United Stated with
limited
implications for
the present and
future.

I can analyze and

critique major
historical eras,
major enduring
themes, turning
points, events,
consequences, and
people in the
history of the
United States and
the implications
for the present and
future.

CCSS.ELALITERACY.SL.9-10.4
Present information,
findings, and supporting
evidence clearly,
concisely, and logically

I can present
information with
limited
organization or
development.

I can present a
summary of
information
clearly such that
listeners can
follow the line of

I can present
information,
findings, and
supporting
evidence clearly,
concisely, and

I can produce a
persuasive
argument that
evaluates and
critiques major
historical eras,
major enduring
themes, turning
points, events,
consequences, and
people in the
history of the
United States and
the implications
and consequences
for the present and
future.
I can present
unique information,
new findings, and
strong supporting
evidence clearly,
concisely, and

such that listeners can

follow the line of
reasoning and the
organization,
development, substance,
and style are appropriate
to purpose, audience, and
task.

reasoning and that

organization and
style are
appropriate to the
purpose, audience,
and task.

logically such that

listeners can
follow the line of
reasoning and the
organization,
development,
substance, and
style are
appropriate to
purpose, audience,
and task.

logically such that

listeners can easily
follow the line of
reasoning and the
organization,
development,
substance, and style
are appropriate to
the purpose,
audience, and task.

VI.
Key Elements for Differentiated Learning
While this class will cover some content that students will all being studying,
there is a significant amount of choice built into the course. Even within the content units,
students will have the ability to develop this own research and lead their own learning.
For example, the first summative assessment asks students to show their understanding of
immigration policy in the United States, but it does not ask them to regurgitate any
information. Students will apply the research skills that they have learned for the
beginning steps of a project and apply them to this assessment. Since one of the first steps
of the research process is to generate open and close ended questions, students will use
one of their own questions that they have formed to guide their 2-3 page essay. This will
not only show their ability to use research skills, but it will allow them the opportunity to
choose a question that they are interested in.
Likewise, the long-term project for this course is completely student-driven. Each
student will choose their own topic to study, with the only guidelines being that it needs
to be a comparative piece between a 20th century and modern issue. The way that they
choose to present their information, too, is completely up to them. This will amount for a
more interesting and personal experience for the entire class.

VII.
Community and Material Resources Needed
Unit
1

Materials
Research Methods:
Maine Virtual Library Academic Search Complete
Content:

Selections from
Guarding the Golden Door: American Immigration Policy and
Immigrants since 1882 - Roger Daniels
Research Methods:
Diigolet Digital Annotation Tool
Purdue Online Writing Lab Tips and Examples for Writing
Thesis Statements
Content:
Selections from
A Fierce Discontent: The Rise and Fall of the Progressive
Movement in America, 1870-1920 Michael McGerr
The Civil Rights Movement & Vietnam: 1960-1976- Graphic U.S.
History) Saddleback Educational Publishing
Research Methods:
Purdue Online Writing Lab MLA Formatting Quotations
Purdue Online Writing Lab Works Cited Page
Content:
Selections from
Introduction to the US Food System: Public Health, Environment,
and Equity Roni Neff

VIII.
Unit Sketches

Unit Curriculum Components

Essential Questions:

CCSS, MLR, or Standards Targets

Unit Sketch #1
Topic: Immigration Policy
Time Frame: 4 weeks
Is the United States still the land of
opportunity for immigrants?
MLR Social Studies:
A1 Researching and Developing Positions on Current
Social Studies Issues
a. Develop research questions related to a current
social studies issue.
b. Select and apply research methods that are
appropriate for the purpose of the inquiry.

C2 Individual, Cultural, International, and Global
Connections in Economics

Enduring Content Understandings

(Big Ideas, Themes)

Targeted Content Knowledge & Skills

Major Assessments

c. Analyze wealth, poverty, resource distribution, and

other economic factors of diverse cultures, including
Maine and other Native Americans, various historical
and recent immigrant groups in Maine and the United
States, and various world cultures.

E1 Historical Knowledge, Concepts, Themes, and
Patterns
b. Analyze and critique major historical eras, major
enduring themes, turning points, events,
consequences, and people in the history of the United
States and world and the implications for the present
and future.

Common Core ELA:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated 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.

CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.

- Students will understand that there are
many factors that lead to United States
immigration policy.
- Develop Research Questions
- Gather Relevant and Reliable Resources
Extended Written Response:
Immigration Comparison

Essential Questions:

CCSS, MLR, or Standards Targets

Unit Sketch #2
Topic: Social Movements
Time Frame: 4 weeks
Do Social Movements have the power to
bring about real change in the 21st century?
MLR Social Studies:

Enduring Content Understandings

(Big Ideas, Themes)

Targeted Content Knowledge & Skills

Major Assessments

A1 Researching and Developing Positions on Current

Social Studies Issues
g. Develop a clear well-supported position

E1 Historical Knowledge, Concepts, Themes, and
Patterns
b. Analyze and critique major historical eras, major
enduring themes, turning points, events,
consequences, and people in the history of the United
States and world and the implications for the present
and future.

Common Core ELA:
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research.

- Students will understand that there are
certain factors that lead to the success or
failure of social movements.
- Note-taking and Digital Annotation
- Thesis Statements and Topic Sentences
Extended Written Response:
Social Movements Comparison

Essential Questions:

CCSS, MLR, or Standards Targets

Unit Sketch #3
Topic: Food Industry
Time Frame: 4 weeks
How does the food industry impact social and economic
welfare in the United States and how has this relationship
developed over time?
MLR Social Studies:
A1 Researching and Developing Positions on Current
Social Studies Issues
f. Create or present a coherent set of findings that
integrate paraphrasing, quotations, and citations.

Enduring Content Understandings

(Big Ideas, Themes)

C2 Individual, Cultural, International, and Global
Connections in Economics
c. Analyze wealth, poverty, resource distribution, and
other economic factors of diverse cultures, including
Maine and other Native Americans, various historical
and recent immigrant groups in Maine and the United
States, and various world cultures.

E1 Historical Knowledge, Concepts, Themes, and
Patterns
b. Analyze and critique major historical eras, major
enduring themes, turning points, events,
consequences, and people in the history of the United
States and world and the implications for the present
and future.

Common Core ELA:
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience's knowledge of the topic.

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a
standard format for citation.

NGSS Standards:
HS-ESS3-2.
Evaluate competing design solutions for developing,
managing, and utilizing energy and mineral resources
based on cost-benefit ratios.

- Students will understand that there are
economic factors that have created a
correlation between the food industry and
public health.

Targeted Content Knowledge & Skills

Major Assessments

Using Quotes Effectively

Preparing an Outline
Bibliography
Extended Written Response:
Food Industry Comparison

Weekly Outline and Interdisciplinary Connection

Schedule

Week 1

ELA

Social Studies

Writing - what is your background with Making connections what are some
writing? What have other classes
enduring historic themes? Brainstorm
expected?
Comparative Historical Topics

Week 2

Develop research questions

(open and close ended questions)

Week 3

Develop research questions

(open and close ended questions)

Week 4

Relevant and reliable sources

Week 5

Relevant and reliable sources

Week 6

Note taking / Digital annotation

Week 7

Note taking / Digital annotation

Week 8

Thesis Statement / Topic Sentences

Unit 1:
Is the United States still the land of
opportunity for immigrants?

Unit 2:
Do Social Movements have the power to
bring about real change in the 21st
century?

Week 9

How to support an argument

Week 10

Using quotes effectively

Week 11

Outline

Week 12

Bibliography

Week 13

Rough Draft

Unit 3:
How does the food industry impact social
and economic welfare in the United States
and how has this relationship developed
over time?

Week 14

Portfolio / Peer Review

Week 15

Edit / Presentations

Week 16

Final Presentations / Reflections