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Debunking Mythology 10th Grade Research Project

Overview
In a 3-page paper, you will be examining and arguing on the potential of legends and
myths to be based on real events that have been twisted into stories, or if they were simply
invented as stories for fun and that is all they are. Examples of these would be; Atlantis,
mermaids, vampires, dragons, tales of King Arthur, etc. Approval for your topic will be needed
from the teacher.
You will be examining each side of this argument and presenting the facts from both.
Once you have researched each side, you will then find another source and take a stand on which
you believe to be the more valid argument. This is a three-source minimum project. You will be
developing a thesis, or claim, about which side has more valid claim. You are not writing to
prove one side wrong, just to prove that your side has more valid points.

This paper will be done through milestones. You will turn in an outline, a research log, a zero
draft, workshop reflection, and then your final draft.

This paper needs to be typed in Times New Roman 12 point font, double spaced.

Suggested Resources:
● Ebscohost
● Point of View Reference
● Google Scholar
● Reputable science institutions (National Geographic, Smithsonian, etc.)
● BBC or PBS Articles
● Computer/Laptop to type
● Printer

Pacing Guide
● Day 1- Brainstorming and Outlining
● Day 2- Research
● Day 3- Zero Draft
● Day 4- Workshop
● Day 5- Revisons and Final Draft
Most work will be done in class, but assignments will not be due until the beginning
of the class period the next day so students can continue for homework.

Standards Addressed by this assignment:


● ELA.10.20
○ Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
■ Introduce precise, knowledgeable claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes
clear relationships among claim(s), counterclaims, reasons, and evidence.
■ Develop claim(s) and counterclaims fairly, supplying relevant evidence
for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level and concerns.
■ Use a variety of words, phrases, and clauses to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence and between claim(s) and
counterclaims.
■ Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline.
■ Provide a concluding statement or section that follows from and supports
the argument presented.
● ELA.10.24
○ 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. (Editing for conventions should
demonstrate command of all Language standards up to and including grade 10.)
● ELA.10.26
○ 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.