Research Action Plan Template

Research question:

How does the idea of monotheism change the Roman Empire?

Sub-question 1: (if needed): Nope

Statement of Inquiry:

New beliefs bring about societal change as well as conflict.

Key concept:

Change

Related concepts: 

Identity, Conflict

Judaism

Monotheism

 Jesus

 Gospels

Parables

 Christianity

 Roman Empire

 Polytheism

 Disciple

Roman Religions

Source Name:

Evidence:

facts, dates, examples, quotes, etc

Summarise in my words:

Support for / Against my thesis (quotes, ideas, statements) TAKE ALL NOTES HERE

Date read

 Roman Religion

• First  was polytheistic and at last was monotheistic

 This source supports for my thesis because it talks about how the Romans switched from polytheism to monotheism. It talks about why they switched from polytheism to monotheism and the effects that this change have for the Romans.

 12/5/16

Monotheism

• Belief of a single god
• Established from polytheism

This source supports for my research question because it talks about monotheism and did not state any of its bad points. However, I would like to acknowledge that this source only gives information about monotheism, so it is unsure that it is really supporting for or against my thesis.

 12/5/16

BBC History

• Christians were first targeted and crucified
• Some ways of deaths/torture include: torn apart by dogs, burning alive, and crucifixion

• At last Christianity was the main religion in the Roman Empire

This source supports my research question because it talks about how Christianity, a monotheistic religion, first started and flourished in the Roman Empire.

12/10/16

Textbook

• Monotheism and Polytheism
• Romans
• Christianity and Judaism

This source supports my research question because it tells me how Roman Religion change from the beginning to the very end, from Polytheism to Monotheism.

12/10/16

Source

Analysis OPVL

Textbook:

Origin: Published in 2016 American, author are american.

Purpose: Textbook written for MS students; General public:written to teach student about ancient history.

Value: Thoroughly researched, new evidence and wide range of sources.

Limitation: Book cover a wide range of topics information is limited to most important.

Ancient History Encyclopedia

Origin: Founded in 2009 by Jan van der Crabben.

Purpose: Improve history education worldwide by creating the most complete, freely accessible and reliable history resource in the world.

Value: All content is reviewed by our team of expert editors, ensuring highest quality. Trusted by teachers around the world as set reading for their students.

Limitation: Website covers a wide range of topics, and information is somehow limited to the most important.

BBC History

Origin - Originated in England. BBC has been funded since 1971

Purpose -  For students of history and for the general public interested in history. Written to help students learn about ancient history.

Value - Based on a wide range of sources; organized chronologically, summarizes the information, gives the highlights and main points, defines vocabulary, explains events in relation to other events.

Limitations: Website only covers a biased view, however, some information is somehow limited to the most important.

Question: (copy here)

How does the idea of monotheism change the Roman Empire?

As the empire expanded, the Romans refrained from imposing their own religious beliefs upon those they conquered, however, this inclusion must not be misinterpreted as tolerance, this can be seen with their early reaction to the Jewish and Christian population. Eventually, all of their gods would be washed away, gradually replaced by Christianity, and in the eyes of some, this change brought about the decline of the western empire. At first, the Roman Empire started with polytheism, they did not accept monotheism as their type of religion. They thought that monotheism was peculiarly weird: why not just worship lots of gods who have different functions so it is more helpful to them. Judaism was the beginning of all monotheistic religions in the Roman Empire. It established Christianity, however, Judaism, as one of the oldest monotheistic religions in the Roman Empire, was not really in favor of the Romans because of their beliefs on a single God. The Christianity population grew and grew until the Romans realized their religion is losing, and viewed Christianity as a threat. The Romans then killed Jesus because this can be a warning to the Christians that if you become Christians maybe you will die. However, after Jesus’s death, some Jewish people started converting themselves to Christianity. One messenger of Christianity, Paul of Tarsus, tried to spread the idea of Christianity in foreign countries, he traveled to many places, but Paul was beheaded in 65 CE by the Romans, by 380 CE, after the Edict of Milan in 313 CE, Christianity was made the official religion of the Roman Empire by the emperor Constantine.

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A1 use a range of terminology in context

  Your score: 7

The student does not reach a standard described by any of the descriptors below.

makes limited use of terminology

makes limited use of terminology

uses some terminology accurately

uses some terminology accurately

uses considerable and relevant terminology accurately

uses considerable and relevant terminology accurately

consistently uses a range of terminology accurately

consistently uses a range of terminology accurately

A2 demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.

  Your score: 6

The student does not reach a standard described by any of the descriptors below.

demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.

demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.

demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.

demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.

demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.

demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.

demonstrates excellent knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.

demonstrates excellent knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.

B1 formulate/choose a clear and focused research question, explaining its relevance

  Your score: 5

The student does not reach a standard described by any of the descriptors below.

identifies a research question that is clear, focused and relevant

identifies a research question that is clear, focused and relevant

formulates/chooses a research question that is clear and focused and describes its relevance

formulates/chooses a research question that is clear and focused and describes its relevance

formulates/chooses a clear and focused research question and describes its relevance in detail

formulates/chooses a clear and focused research question and describes its relevance in detail

formulates/chooses a clear and focused research question and explains its relevance

formulates/chooses a clear and focused research question and explains its relevance

B2 formulate and follow an action plan to investigate a research question

  Your score: 6

The student does not reach a standard described by any of the descriptors below.

formulates a limited action plan or does not follow a plan

formulates a limited action plan or does not follow a plan

formulates and occasionally follows a partial action plan to investigate a research question

formulates and occasionally follows a partial action plan to investigate a research question

formulates and mostly follows a sufficiently developed action plan to investigate a research question

formulates and mostly follows a sufficiently developed action plan to investigate a research question

formulates and effectively follows a consistent action plan to investigate a research question

formulates and effectively follows a consistent action plan to investigate a research question

B3 use methods to collect and record relevant information

  Your score: 5

The student does not reach a standard described by any of the descriptors below.

collects and records limited or sometimes irrelevant information

collects and records limited or sometimes irrelevant information

uses a method(s) to collect and record some relevant information

uses a method(s) to collect and record some relevant information

uses methods to collect and record appropriate relevant information

uses methods to collect and record appropriate relevant information

uses methods to collect and record appropriate and varied relevant information

uses methods to collect and record appropriate and varied relevant information

B4 evaluate the process and results of the investigation, with guidance.

  Your score: 5

The student does not reach a standard described by any of the descriptors below.

with guidance, reflects on the research process and results in a limited way.

with guidance, reflects on the research process and results in a limited way.

with guidance, reflects on the research process and results.

with guidance, reflects on the research process and results.

with guidance, evaluates on the research process and results.

with guidance, evaluates on the research process and results.

with guidance, provides a detailed evaluation of the research process and results.

with guidance, provides a detailed evaluation of the research process and results.

C3 create a reference list and cite sources of information.

  Your score: 5

The student does not reach a standard described by any of the descriptors below.

lists sources of information inconsistently.

lists sources of information inconsistently.

creates an adequate reference list and sometimes cites sources.

creates an adequate reference list and sometimes cites sources.

creates an adequate reference list and usually cites sources.

creates an adequate reference list and usually cites sources.

creates a complete reference list and always cites sources.

creates a complete reference list and always cites sources.

D3 analyse a range of sources/data in terms of origin and purpose, recognizing value and limitations

  Your score: 7

The student does not reach a standard described by any of the descriptors below.

recognizes the origin and purpose of few sources/data as well as nominal value and limitations of sources/data

recognizes the origin and purpose of few sources/data as well as nominal value and limitations of sources/data

analyses sources/data in terms of origin and purpose, recognizing some value and limitations

analyses sources/data in terms of origin and purpose, recognizing some value and limitations

analyses sources/data in terms of origin and purpose, usually recognizing value and limitations

analyses sources/data in terms of origin and purpose, usually recognizing value and limitations

effectively analyses a range of sources/data in terms of origin and purpose, consistently recognizing value and limitations

effectively analyses a range of sources/data in terms of origin and purpose, consistently recognizing value and limitations