Ernesto “Che” Guevara was a Marxist revolutionary. He was a major figure in the Cuban revolution and a guerilla fighter in Bolivia, where he was executed. In his death he is revered by many and reviled by some. People believe that Guevara was “an inspiration for every human being” while others see him as “a man full of hatred.” Although he was a sympathetic practitioner of medicine, he didn’t hesitate to kill his enemies. He wanted a utopian policy, but advocated violence in doing so. He fought for the freedom of many and yet some still remember his executions of Cuban prisoners without trial. There is no doubt by many that Guevara stood for equality for all, but did he have limits in achieving this? Should Che Guevara be revered or reviled now, over forty-five years after his death?
My plan is to analyze primary and secondary sources that both support and oppose Guevara. After doing this I will reduce my list of sources to the most reliable and relevant. With an unbiased eye I will look at everyones grievances and admirations of him. I will look at his life from the eyes of a person that supports him and what he stood for and from those of someone that believe he was impractical. After scrutinizing his life from every probable angle I will attempt to come to a conclusion as to where Guevara stood in his life, what his limits were and whether – from an ethical standard – we should revere or revile him today.
Part B is the Summary of Evidence. It needs to be presented in a continuous prose/format and organized with subtitles. It must provide succinct evidence that shows thorough research and avoids lengthy explanations. Any illustrations, documents or other relevant evidence should be included in the appendix and will not be part of the word count. Factual material must be drawn from sources that are scholarly for the investigation. Sources must be sufficient to provide an in-depth understanding of the topic and clearly related to the question under investigation (evidence must support the thesis). It needs to be correctly and consistently cited/referenced (footnotes for history). Organized chronologically or thematically. This part kind of needs to look like a Wikipedia page, almost EVERYTHING must be cited/referenced.
Part C is the Evaluation of Sources. The TWO sources that are going to be referenced most often needs to be evaluated here. Internet, encyclopedic and unknown sources should be avoided. The purpose of this section is to assess the usefulness of the sources to the investigation, not just the content or nature of the source. There should be explicit reference to the ORIGIN, PURPOSE, VALUES and LIMITATIONS of the sources. In regard to value and limitation, the focus should be on evaluating the validity or reliability of the source. If a source is deemed to be of great value it should be stated why/how is it of such value.
Part D is the analysis. Here the evidence is applied to the research question. What does the evidence tell about the topic. You need to break down complex issues for analysis in order to bring out the essential elements of the historical topic. Present an understanding of the historical topic/issue in its broader historical context. You should discuss different historical interpretations of your topic. Also discuss any historiographical problems with the topic such as propaganda and/or censorship in providing a balanced perspective. An awareness of the significant sources accessed/used, especially the sources evaluated in part C. Information should be correctly and consistently referenced/cited (footnoted for history).
Part E is the Conclusion. Requires an answer to the research question, based on the evidence presented. The conclusion must be clearly stated, consistent with the evidence presented and relevant to the question under evaluation.
Part F is the List of Sources. There should be accurate and consistent referencing throughout the investigation. All sources, whether written or otherwise (such as interviews) must be listed correctly.
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