Final Project Ideas

1.The Amish community- How is practicing Rumschpringe a form of displacement?
2. Adoption- What role does the government play in the adoption system and how does being an adopted child affect  the mental and physical development of the child?
3. Parenthood- How does the abandonment of a child by a parent affect the child’s social environment and his/her relationship with others ?

Final Project Topics

Adjustment to the armed forces- How does working within the army affect the mindset of a soldier?

Space Exploration- What are the benefits of exploring outside of our home planet and how does it affect an explorer’s wellbeing?

Immigration – What is the change from traveling from the US to the Dominican Republic?

Final Project Topics:

1.) For the first topic I chose the topic we discussed in class. The topic was addicts (drug abuse) and the displacement they go thru. I will want to address in my research paper the displacement where they loose everything that a common refugee can. Such as home, loved ones, money and more. This topic is focused on the impacts in which drugs has on someone, however, talking about the things that change around them. (Also, I am going to look into that thing about the psychology part of the displacement that drugs have control of.)

  • How can drug abuse change your surroundings and everyday routines?

2.) My second topic is the gender and displacement. I want to establish a looking mirror on the displacement in which the LGBT community goes through. Also, pinpointing ways in which they are displaced.

  • How can gay bashing be considering a form of inducing displacement?

3.) My third choice is the Syrian Refugees. That topic talks for itself, however, I want to put emphasis on the things in which they are being displaced (forcefully).

  • How can we help?

Final Project Ideas

For my first topic, I chose the adjustment to the armed forces. I decided to focus on veterans from the Vietnam war or simply soldiers in Afghanistan/Iraq today. My question would be how do these soldiers cope with living safely back home when coming back from always being constantly in danger/fear. Or I could ask how regular citizens( college students etc.) reacted when drafted into the Vietnam War.

I chose the experience of Jewish refugees in WWII next. Specifically, the journey Jewish people encountered when they were ripped away from their homes by the nazi’s and sent to concentration camps. My question would then be how a Jewish refugee adapted to this imprisoned environment when living freely beforehand.

Lastly, I chose nursing homes. Many families are unable to care for their elderly because they are too busy with work or school etc. Therefore , they are sent to nursing homes to live out the rest of their lives. This is an entirely new environment since a person’s freedom is now more restricted than if they lived with their family members. My question would be how is life different for an elderly person confined in a nursing home rather than living alone or with family members.

Final Project


Your final project for this course will consist of three parts:

  1. An 8-10 minute oral presentation on a topic of your choosing.
  2. A brief research summary describing your findings.
  3. An annotated bibliography of sources consulted about your topic.


Selecting a Topic and Creating a Research Question: Your first step is to select a topic you’d like to explore for your final project.  Your topic must be connected to our course theme, displacement.  You may choose a topic from the list provided, keeping in mind that all the topics on the list are broad and would need to be narrowed substantially, or you can feel free to come up with your own topic, provided you receive verbal approval from your professor.  Choose a topic that genuinely interests you!  Once you’ve chosen your topic, craft a research question about your topic that will guide your work.


Submit Topic Ideas: By 11 o’clock pm on Sunday, April 17th, post three ideas for topics to our course blog.  Try to narrow your topic and express it in the form of a question.


Topic Approval: By Wednesday, April 20th (our last session before Spring Break), you should have come to an agreement with Professor Sylvor about your topic.


Researching Your Topic: You will consult a minimum of four (4) sources in researching your topic. At least one of your sources must be a scholarly source!


Planning Your Presentation: The format of your presentation should be fairly straightforward, comprised of three parts:  What question was I hoping to answer about my topic?  What did I discover through my research? What conclusions can I draw on the basis of this research?  You are welcome to use visual aids and the technology available in the classroom during your presentation, but keep in mind that I am more interested in the quality of your ideas than in any fancy bells and whistles!  You may use notes when delivering your presentation, but you may NOT read from a prepared text or script.


Presentation Schedule: Presentations will take place on May 11th, May 16th, and May 18th in class and should be around 8-10 minutes long.  We will be pulling numbers from a hat to determine the order of our presentations.  You are welcome to trade numbers with a classmate as long as you inform me of the change.


Research Summary: Your research summary should be 5-6 pages long and should follow the format of your presentation.  Begin with a description of your research project.  What question or questions were you hoping to answer?  What did you learn through your research?  What conclusions can you draw on the basis of your research?  What surprises did your research yield?  What questions are you left with?


Annotated Bibliography: You will be preparing and submitting an annotated bibliography of all the sources you used in preparing your presentation. See handout titled “What Is an Annotated Bibliography?” for guidance.  Bibliographies and Research Summaries should be uploaded to as a single file by 11pm on Friday, May 20th. Late submissions will not be accepted.




Displacement Topic Ideas

Anything related to immigration:

Immigration from a particular place at a particular time

A particular aspect of the immigrant experience – immigration during childhood,   for       example.

Immigrant labor

Experience of being an illegal immigrant

Something historic

Immigrant neighborhoods in NYC

Immigration as issue in current presidential race

Anything related to topic of refugees:

Experience of Jewish refugees in WWII

Life in contemporary refugee camps

America’s role in current refugee crisis

Refugees adjusting to life in Europe

Moral/ethical dilemmas raised by issue

Social media and current refugee crisis


Experiences of moving that aren’t related to immigration – what does it mean to start somewhere new?

Migrant workers

Gender and Displacement – Is being transgender a form of displacement?

Language and Displacement – bilingualism, language and education

Nursing Homes (the elderly and displacement)

Amish practice of Rumschpringen

Space exploration

Experience of field anthropologists

School integration


Convents, Monasteries, and other forms of escaping the secular world

Siblings and psychological displacement

Adjustment to the armed forces


What Is An Annotated Bibliography?


An annotated bibliography is a list of all of the sources consulted in your research, but unlike regular bibliographies, an annotated bibliography includes a brief description of each work consulted (approx.150 words.)

When writing your annotation, the complete citation should always come first and the annotation follows. The citation format will follow the MLA 2009 guidelines.   You can find detailed instructions about the MLA citation guidelines in your Little, Brown handbook, if you have one.  They are also available online.


Your description of the work cited should include the following:

  1. The purpose of the work
  2. A summary of its content
  3. For what type of audience the work is written
  4. Its relevance to your topic
  5. Any special or unique features about the material


Sample Entries:

Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced   Composition 12.1 (1992): 151-67. Print.


This article works from the assumption that reading and writing inform each other, particularly in the matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations when       reading with a sense of authorship. Considerations for what can be mined include language, structure, and context, all of which can be useful depending upon the writer’s goals. The article provides some practical methods that complement Doug Brent’s ideas about reading as invention.


Murray, Donald M. Read to Write: A Writing Process Reader. Fort Worth: Holt, Rinehart, and Winston, 1987. Print.


Murray’s book deals more specifically with the ways writers read other writers, particularly the ways in which writers read themselves. Read to Write provides a view of drafting and revising, focusing on the way a piece of writing evolves as an author takes the time to read and criticize his or her own work. Moreover, the book spotlights some excellent examples of professional writing and displays each writer’s own comments on his/her own creations, in effect allowing the student reader to learn (by reading) the art of rereading and rewriting as exemplified by famous authors.


Newell, George E. “The Effects of Between-Draft Responses on Students’            Writing and Reasoning About Literature.” Written Communication 11.3 (1994): 311-47. Print.


This study reflects the advantage of teacher responses on student papers. When reflected upon as “dialogue” questions to the student, these      comments can lead to further interpretation and deeper understanding of a text. Newell found that responses which prompted students to work from their initial drafts brought about more final papers than teacher responses that led them away from their initial drafts with “directive” remarks.


Refugee Article

“Macedonian Police Use Tear Gas to Stop Migrants at Border” written by Liz Alderman ( The article is written about what’s happening at the boarders of Greece. After the shutdown of boarders many Refugees have tried to either sneak pass the boarders set up by countries or live just outside of the boarders. Living just outside the boarders provides the people with a sense of security because the people who want to kill them will not likely follow them to another countries boarder. However in many countries have begun to shut themselves off from the refugees out of Syria due to fear of taking in so many people at once. The article shows how Macedonian police have chose to deal with the increasing numbers of refugees, they’ve started using tear gas so that the refugees will leave their camps which are right outside the boarder. Refugees have also begun to protest in many countries in in heat of such a subject the article highlights Ilias Kasidiaris who says “We cannot accept that we will become a minority in our homeland” and “Whether you call them refugees or illegals, there’s no difference — we want them out” he also said he aligns with Donald J Trump’s belief in barring Muslims from their respective countries amd said it would be a nice change if he were elected president.

Humans of New York

Humans of New York

“Six months ago my father disappeared. He left one morning and didn’t come home. That morning he answered the phone one time, and he said: ‘I’m fine, Aya. I’ll be home soon.’ And he never answered the phone again. You can’t imagine what this has done to my mind. I don’t know if he is dead. I don’t know if he remarried. I know nothing. All day and night I must imagine what has happened. I haven’t even told my younger sisters. I tell them that Daddy went to Istanbul to work but he will be home. They wouldn’t be able to take it. I still post old photos to his Facebook page so it seems like he exists. But it’s been six months, and they want to know why he hasn’t called. I promise he’s a good person, really. I love him so much. He loved me too. He always told me that he was proud of me and I was going to be something in life. But how could he leave me like this? How could he leave all of this on my shoulders? I’m twenty years old. I can’t handle all of this by myself. I don’t need him to work, or make money, but I need him. I need my Daddy. I can’t do this alone much longer. I’m getting tired. I’m a warrior and I’m strong and I’ve fought so much but even warriors get tired. I’ve been having crazy thoughts lately. I don’t want to do it. I’ve been through so much. I wanted to go to school and be something in life. But I can’t do this much longer. I’m alone here and I’m in a very bad place. I feel very scared. I never wanted to be the traditional Arabic girl who marries her cousin and spends all day in the house. I’ve worked so hard to escape it all. And I know it’s dangerous. But if things don’t change for me, I think I’ll have to go back to Iraq.”


I choose this photograph/narrative because I find it interesting that her father left her and hasn’t come back in six months yet she believes he may come back and that hes such a good person, but she’s posting photos on his Facebook to make others believe he’s still around.  It’s almost as if she believes deep down that he left on his own will or died and she’s doing this for herself.