Outstanding 5 Proficient 4 Below Expectations 3 Unacceptable (0-2) Core Requirem

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Outstanding
5
Proficient
4
Below Expectations
3
Unacceptable
(0-2)
Core Requirements
Project satisfies all core requirements: Uses at least five sources, well-edited, and accurately uses Chicago Manual of Style
Project satisfies 2 of the 3 core requirements: Uses at least five sources, well-edited, and accurately uses Chicago Manual of Style
Project satisfies 1 of the 3 core requirements: Uses at least five sources, well-edited, and accurately uses Chicago Manual of Style
Project satisfies 0 core requirements: Uses at least five sources, well-edited, and accurately uses Chicago Manual of Style
Thesis
Thesis is exceptionally well-designed and concisely conveys project’s argument
Thesis is understandable and argues a position
Thesis is simplistic, vague, or confusing
No thesis is Present
Organization
Project is easy to follow with an introduction that clearly conveys the argument and a logical structure that directs the audience through the project’s reasoning and progression of ideas.
Project contains key elements of effective organization (clear introduction, transitions, logical arrangement of ideas) with minor inconsistencies
Project contains some elements of effective organization yet other aspects of organization are inconsistent or lacking
Project makes attempts at organization yet is largely unfocused, confusing, or difficult to follow and understand
Critical
Thought
and
Analysis
Project consistently scrutinizes its evidence and provides a complex analysis of historical issues; project shows substantial depth, fullness, and complexity of thought
Project provides frequent interrogation of sources and analysis of historical issues
Critical thought is present yet is often cut short by lack of analysis, reflection, or substantiation of project’s claims and ideas
Project’s analysis is largely superficial and characterized by incomplete development and minimal support
Quality of Sources
Totality of research uses highest quality evidence pulled from a diversity of applicable primary and secondary sources
Project uses a variety of quality primary and secondary sources
Project relies on secondary sources that may also contain limited perspectives, credibility or relevance
Inconsistent or non-existent use of historical evidence
The Cambodian Genocide lasted from 1975-to 1979, and more than 1.8 people lost their lives. This was articulated to be 20% of the country’s total population. This took place during the four-year rule of the Khmer Rouge, a communist group headed by Pol Pot. It was a result of social engineering project by the Khmer Rouge in an attempt to have a classless agrarian community. The Cambodian Genocide was the worst human tragedy and caused a lot of panic among the rest of the Cambodians. Although the Genocide lasted four years, its impact has been felt ever since, and campaigns have been implemented to ensure the lives of the individuals who lost their lives are respected and honored in the right way.
Most of the surviving leaders of the Khmer Rouge regime have been convicted and are serving their sentences after some died in prison. The Cambodian Genocide was an explosion of mass violence by the communist group. The group had come into power after the Cambodian Civil War. The killings were systematic and planned by the communist group to make Cambodia a self-sufficient agrarian socialist society. Rouge received foreign aid from China, which helped them conduct their operations successfully. Rouge emptied the cities and forced people to go to the labor camps in the countryside, where forced labor, malnutrition, physical abuse, and mass executions were carried out. Khmer Rouge renamed Cambodia to Democratic Kampuchea in 1976. However, the regime collapsed when the Vietnamese invaded and established an occupation that lasted more than a decade in 1978. The Cambodian Genocide creates attention to the society about the leadership styles that could lead to mass killings and the creation of revolutionary groups along with the association of allies that can support a particular group in sweeping a community.
References
Jacobs, R. P. (2019). Organizing the Revolutionary State: Governance and Mass Death in Cambodia under the Khmer Rouge. The University of Wisconsin-Madison. https://www.proquest.com/openview/6421770404b5d9b3a7513cf59a7e6a94/1?pq-origsite=gscholar&cbl=18750&diss=y
Tyner, J. A., & Molana, H. H. (2020). Ideologies of Khmer Rouge family policy: Contextualizing sexual and gender-based violence during the Cambodian Genocide. Genocide Studies International, 13(2), 168-189. https://www.utpjournals.press/doi/abs/10.3138/gsi.13.2.03
Kiernan, B. (2012). The Cambodian Genocide, 1975-1979. Centur. Genocide Essays Eyewitn. Acc, 10, 317-354.
The University of Minnesota. (2016). Cambodia. College of Liberal Arts | University of Minnesota; university of Minnesota. https://cla.umn.edu/chgs/holocaust-genocide-education/resource-guides/cambodia

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