Name: ___________________

Culminating Task: Historical Inquiry Project

Task: For your Culminating Task, you will conduct a historical inquiry into a topic related to the civilizations that
we studied during this course. The goal of this project is to either question popular beliefs and determine
whether they are true or if the truth has been distorted by time or to compare civilizations based on a theme.
To help frame your work, look to consult the historical thinking concepts.

Steps for Success:

1. Choose a theme to to guide your inquiry:
Geographic conditions shaped the emergence of civilizations.
Possible topics: importance of environment in building successful civilizations; what role does
geography play in the location of civilizations; rise and fall of a civilization focused on physical
environment
Religious and cultural practices that emerged during this period have endured and continue to
influence people.
Possible topics: what led to the spread of Christianity; importance of religion in everyday life; influence
of religion on law and government; significance (importance) of a cultural contribution (see below); rise
and fall of a civilization focused on religion and/or cultural practices
Culture – writing and number systems (language), philosophy, education, religion and spirituality,
visual arts, drama, architecture, timekeeping
Possible topics: what factors influence the unique cultures of civilizations, how art reflects values
Increasingly complex societies required new systems of law and government.
Possible topics: politics and the influence of famous leaders; good or bad leaders; rise and fall of a
civilization focused on good or bad leadership; gender roles; social hierarchies
Economic specialization and trade networks can lead to conflict and cooperation between
societies.
Possible topics: trade between civilizations (cause and effect); causes and resolutions to wars;
advanced technology; rise and fall of a civilization focused on good or bad connections to other
civilizations
2. Choose a civilization(s)
Once you’ve selected a theme, you need to select some civilizations who you will be examining the
themes through. The idea is to consider how these unique civilizations are both similar and different,
despite occurring in different times and places. For example, if you selected gender roles, you might
compare how the roles and status of genders differ across Asian, African and Native American
societies. If you choose to question a popular belief, you can just focus on one civilization.
3. Conduct your research and create a works cited page
A major aspect of this assignment will be conducting research. You will have an opportunity to see
how to access scholarly resources (peer-reviewed journals from academic publications). You should
be consulting at least three resources for this assignment. Once you’ve selected your resources I will
approve them before making a works cited page. These resources and works cited page are must be
done by the start of class Monday, April 4th and are worth 2% of your final grade. Once you’ve found
your resources, you will have to make research notes using the template provided. In point form, you
must jot down any information you borrow from the resource accompanied by the page number. This
should include qualitative (words) and quantitative (numbers) evidence. These pieces of information
will ultimately become the evidence for your body SEEEEC paragraphs (you will need at least 6 pieces
of evidence, 2 for each body paragraph. The research notes will be due by the start of class Tuesday,
April 5th and are worth 3% of your final grade.
 Name: ___________________
4. Create an Outline
Once you have your research notes completed, you will begin constructing an outline for your research
paper using the template provided. The outline is like a skeleton of your essay and will be used to guide
your essay once it’s time to write it. The outline will be due by the start of class Wednesday, April 6th
and is worth 5% of your final grade.
5. Writing a rough draft
Using your outline as a guide, begin writing a rough draft of your essay. This will come easier than
usual as you will have an outline to work with instead of manifesting an essay from thin air. The
structure is as follows: Introduction, Body Paragraph 1, Body Paragraph 2, Body Paragraph 3,
Conclusion. The word count is 1000-1250 words. The rough draft will be due by the start of class,
Monday, April 11th.
6. Proofread
You will select a classmate to trade papers with then proofread each other’s work. This is a crucial part
of the editing process.
7. Write your good copy
After your work has been proofread, you should complete your good copy with all revisions from your
classmate. The good copy will be due by the end of class Monday April 11th and is worth 15% of
your final grade.
8. Prepare a visual for your presentation
Whether it is a Google Slides presentation, infographic or a video, you should prepare a presentation
that covers the main points from your essay to be presented or shown to the class. You should aim for
5-8 minutes to go over your topic. These will be due by the end of class Tuesday, April 12th and is
worth 5% of your final grade. They will be presented/shown to the class on the last two days of the
course, Wednesday, April 13th and Thursday, April 14th.

Suggested topics:

1. Why were the pyramids built?

2. Was Ancient Greece really the model of democracy we think it to be?
3. Was Cleopatra guilty of ending the Roman Republic by seducing Caesar and Marc Antony, or is she a
feminist icon and victim of one-sided history and misoginy?
4. Was Augustus a great and visionary leader who guaranteed Rome’s place in history, or a tyrant who
destroyed its core values?
5. Did the Islamic Golden Age produce the most influential discoveries of all time?
6. How did Mansa Musa, a relatively unknown African king, become the richest person in history?
7. Was Genghis Khan a vicious barbarian or a unifier who paved the way for the modern world?
8. Were non-european civilizations the ‘barbarians’ European colonists made them out to be? Did they
ultimately benefit from European contact or would they have made the same progress on their own?
9. Could The Plague ultimately be considered to be a good thing?
10. Considering world issues today, which event in ancient history was the most impactful?

These are just some suggestions. I encourage you to formulate your own inquiry questions based off your
interests.
 Name: ___________________
Works Cited Rubric
/10 marks

Achievement Level One Level Two Level Three Level Four

Categories (50-59%) (60-69%) (70-79%) (80-100%)
Knowledge/ Resources selected are Resources selected are Resources selected are Resources selected are
Understanding not accurate somewhat accurate accurate of accurate and thorough

Accuracy of
resources
/2
Thinking/Inquiry Resources selected are Resources selected are of Resources selected are of Resources selected are
of poor quality satisfactory quality good quality of excellent quality
Quality of sources
selected
/3
Communication Works cited does not Works cited somewhat Works cited follows proper Works cited follows
follow proper form follows proper form form proper form
Understanding of
form

/3
Application Works cited consults only Works cited consults only Works cited consults 3 Works cited consults 4-5
Number of sources 1 source 2 sources sources sources
/2

Research Notes

Source Notes Page #

 Name: ___________________

Research Notes Rubric

/20 marks

Achievement Level One Level Two Level Three Level Four

Categories (50-59%) (60-69%) (70-79%) (80-100%)
 Name: ___________________
Knowledge/ - demonstrates limited - demonstrates some - demonstrates considerable - demonstrates a high
Understanding understanding of topic understanding of topic understanding of topic degree of understanding
of topic
-knowledge of topic -shows limited -shows some -shows considerable
-understanding of understanding of required understanding of required understanding of required -shows thorough
form form form form understanding of required
/4 form
Thinking/Inquiry -insufficient supporting -sufficient supporting -sufficient specific supporting -sufficient specific and
details: vague details: only some specific details relevant supporting details

-supporting details
/6
Communication -evidence of organization, -organization is simple or -organization is generally -organization is logical
but lapses distract mechanical; lapses do not logical but somewhat simple and coherent
-Organization distract or mechanical
-uses appropriate -uses appropriate
-Language and language and voice with -uses appropriate -uses appropriate language language and voice with a
voice limited effectiveness and language and voice with and voice with considerable high degree of
consistency some effectiveness and effectiveness and consistency effectiveness and
-Language consistency consistency
Conventions -applies grammar, usage, -applies grammar, usage,
spelling and punctuation -applies grammar, usage, spelling and punctuation with -applies grammar, usage,
-adherence to word with limited accuracy and spelling and punctuation considerable accuracy and spelling and punctuation
count effectiveness with some accuracy and effectiveness with a high degree of
effectiveness accuracy and
-student misses word Student misses word count by effectiveness
count by more than 100 -student misses word by 0-50 words
words. 50-100 words Student meets word count
/6
Application Demonstrates limited Demonstrates some Demonstrates considerable Demonstrates high degree
Big 6 Historical understanding of Big 6 understanding of Big 6 understanding of Big 6 of understanding of Big 6
Thinking Concepts Historical Thinking Historical Thinking Historical Thinking Concepts Historical Thinking
/4 Concepts Concepts Concepts

Essay Outline

Paragraph #1 Start with a general statement. Then answer the question using words from the
question. Then briefly state your 3 reasons.5-6 sentences

Introduction

Paragraph #2 Statement:
 Name: ___________________
Body Paragraph Evidence:
#1
(SEEEEC #1) Explanation:

Evidence:

Explanation:

Concluding statement:

“Therefore…/In conclusion…/To conclude…”

Paragraph #3 Statement:

Body Paragraph Evidence:

#2
(SEEC #2)
Explanation:

Evidence:

Explanation:

Concluding statement:

“Therefore…/In conclusion…/To conclude…”

Statement:
Paragraph #4
Evidence:
Body Paragraph
#3
(SEEC #3) Explanation:

Evidence:

Explanation:

Concluding statement:

“Therefore…/In conclusion…/To conclude…”

Briefly re-state your opinion and topic and 3 main arguments. Your conclusion should
Paragraph #5 echo your introduction and reveal no new information. 5-6 sentences.

Conclusion
On separate
page, include a
works cited
page

Outline Rubric
/20 marks
Achievement Level One Level Two Level Three Level Four
Categories (50-59%) (60-69%) (70-79%) (80-100%)
 Name: ___________________
Knowledge/ - demonstrates limited - demonstrates some - demonstrates considerable - demonstrates a high
Understanding understanding of topic understanding of topic understanding of topic degree of understanding
of topic
-knowledge of topic -shows limited -shows some -shows considerable
-understanding of understanding of required understanding of required understanding of required -shows thorough
form form form form understanding of required
/4 form
Thinking/Inquiry -insufficient supporting -sufficient supporting -sufficient specific supporting -sufficient specific and
details: vague details: only some specific details relevant supporting details

-supporting details
/8
Communication -evidence of organization, -organization is simple or -organization is generally -organization is logical
but lapses distract mechanical; lapses do not logical but somewhat simple and coherent
-Organization distract or mechanical

/8
Application Demonstrates limited Demonstrates some Demonstrates considerable Demonstrates high degree
Big 6 Historical understanding of Big 6 understanding of Big 6 understanding of Big 6 of understanding of Big 6
Thinking Concepts Historical Thinking Historical Thinking Historical Thinking Concepts Historical Thinking
/4 Concepts Concepts Concepts

Presentation Rubric
/20 marks

Achievement Level One Level Two Level Three Level Four

Categories (50-59%) (60-69%) (70-79%) (80-100%)
Knowledge/ - demonstrates limited - demonstrates some - demonstrates considerable - demonstrates a high
Understanding understanding of topic understanding of topic understanding of topic degree of understanding
of topic
 Name: ___________________
-knowledge of topic -shows limited -shows some -shows considerable
-understanding of understanding of required understanding of required understanding of required -shows thorough
form form form form understanding of required
/4 form
Thinking/Inquiry -insufficient supporting -sufficient supporting -sufficient specific supporting -sufficient specific and
details: vague details: only some specific details relevant supporting details

-supporting details
/8
Communication -evidence of organization, -organization is simple or -organization is generally -organization is logical
but lapses distract mechanical; lapses do not logical but somewhat simple and coherent
-Organization distract or mechanical
-uses appropriate -uses appropriate
-Language and language and voice with -uses appropriate -uses appropriate language language and voice with a
voice limited effectiveness and language and voice with and voice with considerable high degree of
consistency some effectiveness and effectiveness and consistency effectiveness and
-Tone and pace consistency consistency
Student does not apply -applies appropriate tone and
-adherence to time appropriate tone and Tone and pace somewhat pace -applies effective tone and
limit pace off pace
Student misses time limit by
-student misses time limit -student misses time limit 1-2 minute Student meets time limit
by 5 or more minutes by 2-3 minutes

/8
Application Visuals are bland, not Visuals are somewhat Visuals are appealing Visuals are highly
/4 appealing appealing appealing

Essay Rubric
/40 marks

Achievement Level One Level Two Level Three Level Four

Categories (50-59%) (60-69%) (70-79%) (80-100%)
Knowledge/ - demonstrates limited - demonstrates some - demonstrates considerable - demonstrates a high
Understanding understanding of topic understanding of topic understanding of topic degree of understanding
of topic
-knowledge of topic -shows limited -shows some -shows considerable
-understanding of understanding of required understanding of required understanding of required -shows thorough
form form form form understanding of required
/8 form
 Name: ___________________
Thinking/Inquiry -insufficient supporting -sufficient supporting -sufficient specific supporting -sufficient specific and
details: vague details: only some specific details relevant supporting details

-supporting details
/12
Communication -evidence of organization, -organization is simple or -organization is generally -organization is logical
but lapses distract mechanical; lapses do not logical but somewhat simple and coherent
-Organization distract or mechanical
-uses appropriate -uses appropriate
-Language and language and voice with -uses appropriate -uses appropriate language language and voice with a
voice limited effectiveness and language and voice with and voice with considerable high degree of
consistency some effectiveness and effectiveness and consistency effectiveness and
-Language consistency consistency
Conventions -applies grammar, usage, -applies grammar, usage,
spelling and punctuation -applies grammar, usage, spelling and punctuation with -applies grammar, usage,
-adherence to word with limited accuracy and spelling and punctuation considerable accuracy and spelling and punctuation
count effectiveness with some accuracy and effectiveness with a high degree of
effectiveness accuracy and
-student misses word Student misses word count by effectiveness
count by more than 100 -student misses word by 0-50 words
words. 50-100 words Student meets word count
/12
Application Demonstrates limited Demonstrates some Demonstrates considerable Demonstrates high degree
Big 6 Historical understanding of Big 6 understanding of Big 6 understanding of Big 6 of understanding of Big 6
Thinking Concepts Historical Thinking Historical Thinking Historical Thinking Concepts Historical Thinking
/8 Concepts Concepts Concepts