Project Tiger

This I Believe research paper

2009-01-06T20:10:00.000-05:00

Mrs. Newmark
English III
Research paper

This I Believe

Background and Task:
What do you believe in? The answer to this question is personal. As we have seen, hundreds of Americans have written essays to “This I Believe,” a program from National Public Radio. Their ideas and opinions vary to every extreme, but they all agree on one idea; when we express our beliefs, we become a stronger and more liberated people.

Find an American issue that you believe in and write a well researched, persuasive paper that explains what you believe in, why you believe as you do, and why others ought to believe as you do. The persuasion needs to come in the form of research using articles, interviews, data bases, books, approved internet sites, and other primary sources. You will need 6-8 sources for this paper, which will be 8-10 pages in length, including (the) Works Cited page(s), however keep in mind, you are writing this paper in sections, one section supporting your stance, another supporting the opposing side’s argument, and a third reflecting on what you have learned.

Process:
Brainstorm:
We have brainstormed a number of topics in class, but you are not limited to this list. Narrow your topic down to three choices, and then write an “I Believe” essay in class on one of the three choices. **Visit the “This I Believe” website for more ideas. All topics must be approved.

Find Credible Sources:
Library days- January 6th and January 9th (for section 1 of the paper)
You will need 3-4 sources for each section of your research paper. You must use Noodletools for the creation of your working bibliography, due on January 9th (Friday).

Notes:
40-50 notes are required in total, with 20-25 for each section. Notes for section 1 will be due on Tuesday, January 13.

Thesis Statement and the Topic Sentence Outline:
Writing a powerful, focused thesis will be a key element in creating a successful research paper. Along with a thesis proposal, due January 14th (Wednesday), you will need to write a topic sentence outline, also due January 14th. There will be a thesis writing workshop. A topic sentence outline will be modeled.

Draft:
Using your topic sentence outline, approved thesis statement, and notes, write a draft of your paper. Drafts are due January 20th (Tuesday).
_________________________________________________________________________________

Due dates

Topic proposal: Monday, 12/22

Sources: Friday, 01/09

Notes: Tuesday, 01/13

Working Thesis Statement: Wednesday, 01/14

Topic Sentence Outline: Wednesday, 01/14

Draft: Tuesday, 01/20

______________________________________________________________________________
Minimum Requirements and Suggestions (for entire paper!)
a. Two or more book sources
-four or more databases (OPAC Bookbag and subscription databases)
-no more than two outside Internet sources (after teacher approval)
b. Start your search from home. Remember that there is a world beyond Google. Sites like Wikipedia are unreliable and unacceptable. The online databases (that you can access from home!) are a great source.
c. Use your library days wisely. You must either conduct research or take notes on library days.
d. Choose sources that will focus your paper and support your thesis (what you believe!).
e. Take notes that will inform your paper. You need specific details! Each body paragraph should have at least one direct quotation, as well as multiple citations.
f. Proofread EVERYTHING!
___________________________________________________________________________________
Assessment
This research project is worth 200 points. The process is worth 100 points. Note: No late work will be accepted for the process part of the grade. The paper is also worth 100 points. The process points are awarded based on the following:

“This I Believe” in-class essay 20
Working Bibliography of 3-4 sources for each section 5 x 2
20-25 notes for each section 15x2
TSO for each section 5 x 2
Rough Draft for each section 15x2

The paper will be graded using the RHS writing rubric.

This I Believe

2008-03-27T12:06:00.000-04:00

Mrs. Newmark
English III
Research paper 2008

This I Believe

Background and Task:
What do you believe in? The answer to this question is personal. As we have seen, hundreds of Americans have written essays to “This I Believe,” a program from National Public Radio. Their ideas and opinions vary to every extreme, but they all agree on one idea; when we express our beliefs, we become a stronger and more liberated people.

Find an American issue that you believe in and write a well researched, persuasive paper that explains what you believe in, why you believe as you do, and why others ought to believe as you do. The persuasion needs to come in the form of research using articles, interviews, data bases, books, approved internet sites, and other primary sources. This paper will be 5-7 pages in length, including the Works Cited page.

Process:
Brainstorm:
We have brainstormed a number of topics in class, but you are not limited to this list. Narrow your topic down to three choices, and then write an “I Believe” essay in class on one of the three choices. **Visit the “This I Believe” website for more ideas. All topics must be approved.

Find Credible Sources:
Library days- March 27, 28, 31 April 1, 2, 3
You will need 6-8 sources for your research paper. You must use Noodletools for the creation of your working bibliography, due on April 3 (Thursday).

Notes:
40-50 notes are required. All notes will be recorded in Noodletools as shown in the library presentation. Notes will be printed and turned in on April 11 (Friday).

Thesis Statement and the Topic Sentence Outline:
Writing a powerful, focused thesis will be a key element in creating a successful research paper. Along with a thesis proposal, due April 4 (Friday) you will need to write a topic sentence outline, due April 24 (Thursday). There will be a thesis writing workshop. A topic sentence outline will be modeled.

Draft:
Using your topic sentence outline, approved thesis statement, and notes from Noodletools, write a draft of your paper. Drafts are due May 5 (Monday).

6. Conference:
A writing conference is required. At this time you will have the opportunity to receive feedback and discuss the strengths and weaknesses of the draft. A final due date will be determined by you and the teacher at the conference.

Final Paper/ Oral Presentation:
After your final paper is turned in, you will present on the issue you researched. The presentation will include what you believe and why others ought to believe as you do. A brief excerpt from your paper must be included.

_________________________________________________________________________________

Due dates

Topic proposal: Thursday, 03/20/08

Sources: Thursday, 04/03/08

Working Thesis Statement: Friday, 04/04/08

Notes: Friday, 04/11/08

Topic Sentence Outline: Thursday, 04/24/08

Draft: Monday, 05/05/08

Final Paper: determined at conference

Presentation: determined at conference (same date final draft is due)
______________________________________________________________________________
Minimum Requirements and Suggestions
a.Two or more book sources
-four or more databases (OPAC Bookbag and subscription databases)
-no more than two outside Internet sources (after teacher approval)
b.. Start your search from home. Remember that there is a world beyond Google. Sites like Wikipedia are unreliable and unacceptable. The online databases (that you can access from home!) are a great source.
c. Use your library days wisely. You must either conduct research or take notes on library days.
d. Choose sources that will focus your paper and support your thesis (what you believe!).
e. Take notes that will inform your paper. You need specific details! Each body paragraph should have at least one direct quotation, as well as multiple citations.
f. Proofread EVERYTHING!
___________________________________________________________________________________
Assessment
This research project is worth 200 points. The process is worth 100 points. Note: No late work will be accepted for the process part of the grade. The paper is also worth 100 points. The process points are awarded based on the following:

“This I Believe” in-class essay 20
Working Bibliography of 6-8 sources 15
40-50 Noodletool notes 20
Topic Sentence Outline 20
Rough Draft 25

The paper will be graded using the RHS writing rubric.
2007-2008 11th Grade Research Topics period 1

Health in US
Gun control
Gay marriage
Stem cell research
Abortion
Violence in entertainment
Immigration
Violence in schools
Steroid use in professional sports
Drug abuse
Global warming
Oil drilling
(World) travel restrictions
ADD diagnoses
School diversity
Racism
Sexism
Religion in schools/government
Iraq War
Birth control
Economic recession
Educational system
Foreign policies/relations
Social security
Health care
Death penalty
Pollution
Endangered species
Vietnam War
Animal abuse
Terrorism
Lobbyists/Politics
Human trafficking
Pandemics/Epidemics
Genetically altering meat
NCLB/standardized testing

2007-2008 11th Grade Research Topics period 2
Domestic violence
Child labor/child extortion
Gambling
Standardized testing/NCLB
Prison system
Nuclear warfare/arms
Gun control
American image (eating disorders, mental illness)
Excessive pressures in educ’l system
Genocide
Stereotyping/diversity in social classes
World power
Healthcare/obesity
War veterans
Gay rights
Court system (controversial laws)
Industrialization
Pollution
Taxes
Police brutality
Racism
Mentally challenged
Animal abuse
Poverty/welfare
Immigration
US borders
Sexual abuse
Military behavior
Abortion
Stem cell
Marijuana
Global warming
Alternative energies
Iraq war
Gas/oil
Censorship
Religion in educ’l system/politics
Meat industry
Foreign relations/policies
Trade policies
Terrorism
Teen pregnancy
Alcoholism
Treatment of elderly
Gang violence
Communism
Drinking age

American Studies Research Project

2008-02-25T12:40:00.000-05:00

American Studies
Research Project

Background and task
You get to decide your topic for your American Studies research project. Your topic does not have to relate directly to an American author, but it does have to focus on some aspect of American culture. Think about the subject areas that most interest you (film, politics, government, history, war, music, visual arts, sports, justice, etc…) and then brainstorm more narrow topics that could become your focus. Remember the importance of cultural myths or frames with respect to examining our position and agency in American society. Research frequently reevaluates events, trends, policies, etc. in order to reveal new perspectives, consequences, lessons, etc.

Before you spring into a topic with confidence, remember that you’ll need to find credible, published sources—that can become difficult if you choose a topic that is very contemporary, especially when it comes to pop music. Once you have some narrow ideas, ask yourself how this topic represents some aspect of American society, culture, etc. at a specific time in our history. Your final paper should be 5-7 pages (MLA format) and should refer to at least 6 credible sources.

Process—early stages
At this stage, you must develop an essential question that will help to guide your own research. Keep in mind that in order for your paper to be more than a rewrite (research is not rewriting!) of the facts that you find, you need to develop an essential question, which will help you develop an argument. If written correctly and thoughtfully, the essential question will ensure that you critically and creatively process the information you find. Be aware that your essential question might change as you conduct your research. Be willing to revise your question as research leads you to understand your topic in a more informed way.

Developing Essential Questions For an English Project
As you consider moving from a topic to a thesis for research, consider these “template” questions to help you develop your own thoughtful question to explore. Your topic or person of interest goes in the blank. Try these questions on and see which one fits!
“How” questions:
How does your topic help us understand ___________ event/issue/aspect of American society?
How does your topic relate to the American Dream?
How has your topic led to any societal reforms?
How did one area of culture lead to this event? (For instance, how did the Reconstruction era influence Mark Twain? How did technology influence Ray Bradbury?)
How has your topic changed the way Americans perceive themselves?
How does your topic play a role in the evolution of the ______ century (or decade)?
How does _______ Cultural movement (Realism, Beat Period, Civil Rights…) relate to your topic?
“Why” questions
Why did _________________ storyteller behave or respond to _____________ event/issue/aspect of American society as he/she did during________?
Why did __________ storyteller choose to address a particular event/issue/aspect of American society?
Why did __________ storyteller choose to use satire/Romance/ Realism/Impressionism/etc. to tell his/her story?
Task: Using the prompts above, answer the following statements to help develop a focus for your paper. I will read your ideas and give you feedback. Teacher has final approval over topic. Topics will be finalized by _____________ ; library research days begin on Feb. 27th
·

· How will you benefit from each project? What will you learn from it? Why do you want to learn more about it? REMEMBER: A research paper should help you to answer questions you have about your topic of interest!

ESSENTIAL QUESTION

English III American Storytellers

2008-02-13T12:03:00.001-05:00

English IIIH
Research Project
Assignment Sheet and Assessment

Task:
In a well researched, persuasive essay, examine a particular American storyteller and both analyze and evaluate his or her representation or critique of American culture or society. To achieve this objective, you must present sufficient background about your person and his/her storytelling craft; also include sources that support your evaluation of how this person has represented some aspect of American society at a specific time in our history. Your paper will address three specific areas (writing about 2 pages per section): 1) how his/her life impacted his writing 2) a critical assessment of his/her texts and 3) use of secondary sources to address the “So What?” or How this person’s writing critiques American culture. ***Note all work is expected to follow MLA guidelines!

Procedure:
Research
1. Review the rubric
2. Develop your essential question (see separate sheet—to be completed by __2/8__).
3. Begin research on topic. Remember the three components of your paper: biography, primary sources and critical reviews. Library days: ______2/19, 21 and 22______.
4. Revise your essential question based on the information you’ve gathered. Consider THESIS statement. How does this writer comment on American culture?
5. Choose 2 primary sources—two stories—that will focus your paper. (Second Quarter IRP is one, THIRD Quarter IRP can be the other!) AND TAKE NOTE CARDS ON THESE SOURCES AS THEY RELATE TO THESIS.
6. Read or view the stories/texts—be sure to take notes that will inform your paper. You need specific details from the story for examples in your paper!
7. Review instructions on note cards (see separate sheet) and carefully document ALL of YOUR sources and important information on the cards.
8. Repeat steps 1 through 7 as many times as necessary!

Pre-Writing and Drafting
1. Draft a thesis; outline your main ideas. Follow MLA format for an outline (see MLA Handbook). Include source citations IN your outline.
2. Draft your paper, considering the three parts. USE Chronology to frame ideas!
3. Revise your thesis to reflect your fully developed argument.
4. Revise your paper based on the following two “meetings:”
A. Peer-editing conference in class. MUST have complete draft and Works Cited/Consult.
B. Student-Teacher writing conference. 30 minute during lunch/free or before/after school!
Publishing
1. Edit/revise paper based on feedback from teacher and peers.
2. Bring project to class for research party day.
Due Dates/Points: All of the following are considered paper/project grades!
Research:
Library reflection (10 points): 2/25
Works consulted page (with 12 possible sources) (20 points): Tuesday 2/26
40 note cards and preliminary thesis (40 points): Friday, March 7
40 note cards (40 points) due: Friday, March 14
Outline with thesis (20 points): Tuesday, March 18
Rough Draft: (50 points): Monday, March 24 (will count for third quarter)
Conference (10 points): March 24-28
Published Paper (100 points): Monday, April 4/7 all papers due! (will count for fourth quarter)

English I Research Project Biography

2008-02-13T12:01:00.000-05:00

English I Name_____________________
Research project: Biography

Background and task
The 9th grade English curriculum revolves around the theme of IDENTITY: What shapes our personalities, the way others see us, and the way we see ourselves? For your research project, you will examine a few things that have shaped the identity of someone you know. Your biographical project will begin with an oral interview in which you try to determine 2-3 events (or cultural movements, role models, or experiences with the arts, etc.) that have shaped your subject’s identity. You will then research those events to better understand each event. Your interview and research notes will eventually take shape into a 3 to 5 page typed, double-spaced research paper, complete with MLA citations and Works Cited and Consulted pages.

Process
We will work through the following steps to keep this project manageable. Refer to the attached timeline for due dates and point values. Also, be aware that all of your work for this project should be kept in a research folder (a simple pocket folder will work just fine). When you hand in your final draft, your readers should be able to look back at your interview notes, research, drafts, etc.

THE STEPS:
1. Choose your interviewee. Think of a friend, grandparent, neighbor, or member of your extended family who inspires you. The older this person is, the easier it will be to do your research. Your subject MUST be a high school graduate or older. Be sure to choose a person who has a strong identity, or whose background inspires your interest. Also, choose someone who you can contact and meet with easily. (Your great uncle who lives in Australia probably would not be a good choice). Do not choose a parent or sibling.

2. Schedule an interview time with your subject. Be clear about your mission: A biographical research project that explores 2-3 identity-shaping experiences in your subject’s life. These experiences should include at least one cultural movement, an historical event, and/or an experience with the arts. Give your subject some time to think about what they want to share with you.

3. Prepare questions for your interview. Your subject should do most of the talking, but it is your job to ask for events and details that will help you focus your research. Think about how you can “draw out” interesting information and be ready to ask other questions as you feel necessary during the interview.

4. Conduct the interview. TAKE GREAT NOTES. Bring a tape recorder if possible, but know that you will need to turn in written notes. Don’t be afraid to ask your subject to repeat information. Ask follow-up questions. Make sure you can read your own writing. Bring your interview notes to class on Tuesday, February 5!

5. On ____: Free write after the interview. We’ll do this in class.

6. Begin your research. We will go to the Library Media Center twice so that you can secure your sources. NOTE: You should begin your Internet search at home. You will not be allowed to use a LMC computer until you show that you have printed out at least 2 useful articles on your own. Your LMC time will be best spent looking for your hard copy sources. Remember that you can access the useful on-line databases line GALENET, EBSCO and PROQUEST from home (via the library folder on the RHS Web site). You will hand in an MLA-style working bibliography soon after our library trips.

7. Take notes on your research. We will begin this process in class. Follow the format guidelines modeled for you in class. You should have at least 6 cards for each source (including 5 paraphrases and 5 direct quotations). NOTE: THAT means AT LEAST 48 notecards.
8. Begin pre-writing. We will start mapping your ideas out in class. For each event, try to map out the following information: What happened (according to your interviewee)? How did it shape your subject’s identity then? Can your subject articulate any lasting impressions? Did it have any impact on your subject’s immediate and/or extended community? What happened (according to your research)?

9. You will then write a formal outline. NOTE: In each class, whoever has the best research notes will be the example for an in-class model outline. That person will receive an A+ on the outline, plus five extra credit points (not to mention, have the outline completed in class).

10. Use your outline to write a first draft. This draft may be rough. It must be readable, though, as your research partner will be your first reader/editor.

11. Use your peer editor’s notes to write draft #2. This should be a very solid working draft, including proper MLA citations and your Works Cited page.

12. Schedule a writing conference. We’ll meet and discuss final revisions. Use this information to complete your final draft. You may also want to meet with your subject and gratefully accept their feedback and revision suggestions.

13. Hand in two copies of your perfect final draft (and ALL other drafts and notes) in publishable form. We’ll send one copy to your subject.

***NOTE:
A) YOU MUST SCHEDULE AND ATTEND A WRITING CONFERENCE ON THIS PAPER BEFORE YOU TURN IN THE FINAL DRAFT!!!! You will lose 10% on your final paper if you do not do so.

THE TIMELINE:

1. Interviewee chosen. Turn in rough draft of research questions. (10 points) Due Monday 2/4
2. Hand in typed interview questions, signed interview contract. (20 points) Due
3. Complete interview. Hand in notes and in-class free write. (30 points) Due
4. Bring in 2+print-outs of on-line sources you found from your home computer. Use LMC time efficiently to find sources and begin reading. (20 points)
LMC dates . Additional days for LMC on and .
5. Hand in MLA-style Works Cited page with sources listed. (15 points) Due .
6. Hand in 20+ properly formatted research note cards. (20 points) Due
7. Hand in pre-write mapping and final notecards (all 48+) (30 points) Due
8. Hand in typed formal outline (20 points) Due .
9. Bring in draft #1 typed, ready for peer edit. (30 points) Due .
10. Complete peer edit workshop project. (15 points) Due .
11. Writing conference (? Points) Due BY Bring to each conference your full folder with: FULL DRAFT and Works Cited list!
12. Hand in final draft. Whew! (100 points) All papers are due !! NO EXCEPTIONS!

***If at any point in this process you are struggling, it is your responsibility to come to me for help, well in advance of the final due date, 6/16. I will be available for help before and after school, as well as periods 2,4, 7, and 8 as needed! Please avail yourself of these opportunities and be pro-active! See me or e-mail me before any due date so that we can work through the problem and not ignore the process.

THE RESEARCH CONTRACT***

For students:

I have read the attached research assignment and timeline. I understand that I must complete each step of the process to earn a passing grade on the project.

I have chosen ____________________________(subject name) to be my interviewee.
I chose this person because _________________________________________________.
I told the subject about my project and have scheduled an interview for______________.

I understand that I must complete my research with utmost integrity and with careful attention to MLA documentation. I understand that any act of plagiarism, or presenting another author’s work as my own, will result in a failing grade for the project. To avoid this heinous act of intellectual theft, I will ask my teacher for help if I have any questions about research procedures until I am certain that I understand.

_____________________________ _______________________
(student signature) (date)

For parent/guardian:

I have read the attached research assignment and understand that my child will be expected to put a great deal of time into this project. I agree that the subject my child has chosen for the project is appropriate and accessible. I understand that MLA documentation and proper research procedures will be taught and that strict consequences for any act of plagiarism will be enforced.

____________________________ ____________________________
(parent/guardian signature) (date)

Freshmen project Nonconformists

2008-01-28T13:31:00.000-05:00

Non-Conformist Research Paper
English I H

General Information
You will spend the next few months working on a long-term project, the research paper. This will not, however, represent the only work you will be doing during this time. Please make a calendar for yourselves that represents the dates below so that you are able to plan properly. Note the various deadlines, and be alert for possible changes. We will spend a number of days in the library; however, you will also be expected to go to the school library on your own, access databases from home, and make visits to the public library if necessary.

The Topic
A majority of people follow expectations set by their society or group, but there are others who decide to ignore the common path and strike out on their own—whether it be in thought or deed. These are the people who start companies, new art movements or musical trends; invent products; change the ways that people think or do things. What is it that makes a non-conformist? Is it experiences that the person has or just a certain something that from an early age drives her/him to think or act “outside the box”?

The Task
You will spend the next several months researching a non-conformist and writing about her/his life and what made her/him a non-conformist. Here are some questions to help with your thinking, but do not feel confined to these:

What about your target person made/makes her/him a non-conformist?

When did this tendency/ability to “think outside the box” become apparent?

Describe the society/community in which s/he found her/himself; did s/he “fit” there?

How did the target person’s nonconformity affect her/him growing up?

What was the attitude of others in the target person’s community toward her/him?

How did the target person deal with the attitude of others?

What did the target person accomplish in her/his life?

Did her/his nonconformity help, hinder, or have no effect on her/his life?

How did what this person do affect others?

The Requirements
A minimum of 5 sources, three of which must be from a reputable printed source: included here are newspaper and magazine articles, as well as books. These may be either hard copies or those found through online databases; e-books are also acceptable. Websites must be reputable! Please consult with me or the media specialists to ascertain acceptability. Any material found online must be printed off and submitted with the essay. A card for each source must also be prepared and submitted.
50 correctly prepared and legible note cards, submitted and checked; these can also be prepared online through NoodleTools and printed off.
A minimum of 10 citations (one of which must be in block form) and a works cited page in correct MLA format
Pre-writing, including any in-class work, peer reader sheets, brainstorming, and a topic sentence outline
Typed self-assessment, including strengths, weaknesses, and goals of the paper
Strict adherence to the due dates
Correct MLA format for all components will be expected

The Important Dates and Deadlines
January 28 – preliminary library research day (introduction of topic; preliminary suggestions); useful databases
January 29 – library research day; introduction of NoodleTools note cards; sheet on legitimate websites
February 4 – library research day; research subject identified
February 13 – source cards due
February 14 – library research day
March 14 – 50 note cards due in proper format
March 21 – topic sentence outline due
March 31 – first draft due; your draft is due whether or not you are in school
April 7 – final draft with all components due. Your paper is due whether or not you are in school, or it will be marked late.

Sophomore Research Social Justice

2008-01-28T13:30:00.000-05:00

Sophomore Research Project:
Issues in Social Justice

Mrs. Phillips/Dr. Gaumer
English IIH
Winter-Spring 2008

Objectives: Students will learn and demonstrate mastery of the research process with the review and citation of primary and secondary sources, use of a written outline and note cards, the interview of an expert, and production of a finished fivepage research paper.

Writing a research paper is a time consuming task. However, the satisfaction of a job well done is immense. For this assignment you will be choosing a topic of interest to you, relating to an issue of social justice. You will be doing research in the library and outside of class. Expect to spend a significant amount of your own time on this project. Additionally, you are required to contact one expert in your field of interest and interview that person. The request for an interview must be done in writing, and this, plus your interview notes, will become part of your research paper grade. You will be required to submit a typed outline; a minimum of 60 note cards and 8 source cards; 5 Works Cited; your written request for an interview; at least two drafts; and a separate, one page, written reflection. A writing conference is required. Due dates will be set as we move through the project.

Topic: Social Justice is the study of systemic and cultural biases that lead to individual or widespread oppression. In short, social justice advocates support for humans to reach their potentials as happy people and productive members of society.

Choose a topic relating to social justice. Any topic of interest to you is acceptable. Possible topics include third world health concerns, aids, health, human rights, apartheid, Darfour, poverty and economic inequality, racism and bigotry, hate crimes, our prison system, or literally anything that you consider to be a concern in our world. To begin, ask yourself these questions:
~ What are some problems in our culture?
~What seems to you to be the worst of those problems?
As you explore your topic of interest, you will ask additional questions:
~What causes the problem?
~What have experts suggested as solutions to the problem?
~Have the experts’ solutions been implemented?
~If the experts’ solutions have been implemented, why does the problem still exist?
~What do you think might solve the problem?
~What would you solution cost? (Think in social, political, and monetary terms.)
~How would your raise money and, or awareness for your solution?
~What might be a detailed plan for your solution?

Getting Started:
Along the way, be sure you understand each stage of the assignment. If you have questions, ask!
Your research project will be done in a series of stages, beginning with the end in mind. You should organize your time accordingly. A significant amount of class time will be dedicated to this project, either in our classroom or the library. I suggest you use this time well. The more you do in school with the guidance of me or the librarians, the easier your at-home tasks will be.
Selecting a General Topic:
Begin with a general topic which will later become more specific as you gather information and start to form your thesis. Initially, you will be reading a lot of information that may or may not make it into your final paper. You will be required to take notes as you gather information that you believe will be useful to you. These notes will be written on note cards. By keeping note cards and not writing out whole paragraphs into your note book, you are less likely to plagiarize. (Please be forewarned that plagiarism, whether intentional or accidental, is taken very seriously at RHS and the penalties for committing this error in judgment are severe.)

After considering a topic, ask yourself the following questions:

Is my topic…..too broad?
too narrow?
interesting to my audience? (peers, parents, teachers, policy
administrators)
too technical?
Scholarly enough?
of interest to me personally?

The general topic that I am considering is

_____________________________________

I understand that this project will take a significant amount of my time, both in and out of class. I also understand that in order to receive full credit for this project, the following criteria must me met:

5 page final paper (MLA Format throughout, including works cited)
Minimum of 2 drafts with evidence of significant revision
Interview with an expert in this field (In person, phone and or e-mail questions are acceptable after initial written request)
Outline
Copies or print-outs of text from which information is cited.
Writing conference.
Note cards for both research and works cited (You will need two different colored note cards)
Reflection (one page)
It is highly recommended that you obtain a 1” loose-leaf binder in which to contain and organize your project. You may also use a folder with pockets.

Research Paper Thesis Proposal

General topic

Question posed by the student about the topic:

Answer to question (posed as a declarative sentence):

Ideas About Note Taking and Citing Sources

Note Taking

Taking notes should be more than just copying common knowledge, facts, or ideas from others. In addition to the note taking from sources such as books, web sites, journals and texts, you should add your own ideas and opinions about the information. Jamie McKenzie calls this “green ink” or fresh thinking (McKenzie, 2000). You should also use electronic means whenever possible to take and store notes. This makes notes easily accessible and searchable, as well as allowing for ease of revising, amending, and creating a final product or paper (McKenzie, 2000).

Note taking tips:
1 Paraphrase: Don't copy and paste huge blocks of text. If you need the information from a large amount of text, paraphrase it. Paraphrasing is appropriate for supporting information, biographical information, predictions, hypothesis, and drawing conclusions. You will put the information into your own words. This type of note taking must be cited (giving credit to its source).

2 Summarize (read a large section for overall meaning and summarize it into one or two sentences). Summarizing is typically used for beginning research, i.e., general explanatory material. It must be cited unless the information contains common facts and knowledge.

3 Copy and paste small portions of text such as specific details, facts, definitions, and statistics.

4 Direct quotes. Quotations are reserved for one or two sentence statements that prove a point or reveal an attitude. Don't use quotations to make your point, just to back it up. They are especially appropriate for primary sources such as diaries, journals, speeches, interviews, letters, memos, manuscripts, memoirs, and autobiographies. You need to use quotation marks and ALWAYS include your source citation, ex: (Stripling and Pitts, 1988).

Tip to avoid plagiarism: Add quotation marks around text that is extracted directly from the source, and add brackets or some other notation to information that you summarize or paraphrase as soon as you write, type, or paste the notes in the note taking form (see below). Do this so you won't forget whether or not it is a direct quote or paraphrased when you are using the information in a paper. You will include the quotation marks around a direct quote in your final paper. You do not need to put quotation marks around a paraphrase or summary, but you do need to cite either.

Note Cards Sophomore Research/Phillips

Source Code and
Card Number Key Word
A1 Hate crimes

“Increase in media violence has resulted in greater insensitivity to hate crimes.”

237

Information

Page Number
Note Card Rules:
One note per card
No complete sentences on note cards unless a direct quote.
Direct quotes must have quotation marks

Content (Check)
Information
Source code
Card Number
Key Word
Page number
Name on back of card

A

Pitt, William Hate Crimes in the
Twentieth Century. New York:
Oxford U.P., 2005Works Cited Card

Source Code

Set up exactly as you would on your Works Cited page (Check MLA format)
Source Code must correspond to information card source codes
Your name and my name on back of every card (VERY important to prevent permanent loss).

Earnest A.. Grade
Mrs. Phillips
English II H
20 February 2008

Title:

Introduction including thesis

I. Background/History

II. Problems associated with topic

III. Interview with expert

IV. Current solutions

V. Proposal to resolve improve issue

Conclusion
Earnest A. Grade

Mrs. Phillips
English II H
20 February 2008
Title:

Introduction:

Opening Sentence:

Thesis:

I.
A.
1.
a.
(1)
(a)
(b)
(2)
b.
2.
B.

II.

Logic requires that there be a II to complement a I, a B to complement an A, and so forth.

Conclusion: Restate thesis in original manner. Include interesting information from miscellaneous note cards and offer your final thoughts. What is it that you want to leave your audience remembering?
20 February 2007

Dr. Frank H. Smythe, Associate Director
Department of Housing and Urban Development
1234 Pennsylvania Ave.
Washington, DC 45731
smythefh@hud.gov
Phone: 201-256-7890
FAX: 201-256-7891

Dear Dr. Smythe:

My name is Avery Goodreader, and I am a student at Ridgefield High School doing research on ……………………….. Because of your work with …………………………….. and because part of my solution to the problem of …………. is a suggestion that ..………………………………, I am writing to request an interview with you.

My questions will be few and brief, requiring only a minimal amount of your time. If you or a member of your staff would agree to an interview, I would greatly appreciate it. I will directly and accurately quote you as a source in my paper, and happily send the essay to you when it is completed. If it would be convenient for you, I would prefer to conduct the interview in e-mail to insure the accurate duplication of your answers.

Thank you for your time and consideration of this matter.

Sincerely,

Avery Goodreader
agoodreader@aol.com

NOT hotticket296@aol.com (Beware- use appropriate e-mail address)

c/o Mrs. W. Phillips
English Department
Ridgefield High School
700 N. Salem Road
Ridgefield, CT 06877
203-438-3785, ext. 1285

Works Cited

Below you will find sample entries for your Works Cited page and source note cards. These are the most types of sources used. However, be advised that there are many more types of entries. If you are unsure, check the MLA website and/or the MLA Handbook (See me for handbook) Note: If an entry goes to two lines the second line is indented 5 Double space.
Use of NoodleTools is REQUIRED for your works cited.

Books by a single author:
Author’s last name, first name. Book Title. City of publication: Publishing company, publication date.
Sidhu, Julie. The Secrets of a High School Freshman. London: McMorran Press, 2006.

Book by more than one author:
Phillips, Wendy, Courtenay Snellings, and Emily Gray. The Secrets of A High

School Teacher. New York: Simon and Schuster, 2007.

Book with an editor, but no single author:
Jaslow, Jeffrey, ed. The Art of High School Administration. Ilium: Ridgefield

Press. 2006.

An interview:
Gaumer, Jean. “Research Methods” Telephone Interview. 2nd Mar. 2006.

An article from a monthly magazine:
Author’s last name, first name. “Article Title.” Periodical Title Date: inclusive pages.

Sweet, Lily. “How to Write an “A” Paper.” Cosmopolitan February 2006: 55-60.

An article from a newspaper:
Smart, Felicity. “The Future of College Admissions.” The New York Times 14 Feb.

2006: A1.

Information from an electronic text and/or reference database:
“Students Who Have it All.” Proquest Nov. 2005. SIRS Researcher. 2 Feb. 2006.

http://www.proquestk12.com/
Brightkid 6

Works Cited

Dixon, Phillip. The Secrets of a High School Sophomore. London: McMorran Press,

2006.

Gaumer, Jean. “Research Methods” Telephone Interview. 2nd Mar. 2006.

Happily, Penelope. Why I Love to Write. Honolulu: Beach House Press. 2000.

Jaslow, Jeffrey, ed. The Art of High School Administration. Ilium: Ridgefield

Press. 2006.

Phillips, Wendy, Courtenay Snellings, and Emily Gray. The Secrets of A High

School Teacher. New York: Simon and Schuster, 2007.

Smart, Felicity. “The Future of College Admissions.” The New York Times 14 Feb.

2006: A1.

Sweet, Lily. “How to Write an “A” Paper.” Cosmopolitan February 2006: 55-60.

“Women Who Rule the World.” Proquest Nov. 2005. SIRS Researcher. 2 Feb. 2006.

http://www.proquestk12.com/

Research Paper Timeline:

MLA format is to be used for drafts, note cards, and source cards.

Due Completed Points
Library Productivity _________ ________ 10

Note card Check x 15 _________ ________ 10
2 Source Cards

Outline _________ ________ 20

Thesis _________ ________ 10

Introductory Paragraph __________ _________ 10

Interview letter __________ _________ 10

Works Consulted (to date) Page _________ _________ 10
(Works Cited format)

Note Card Check x 40
4 Source Cards __________ _________ 20

Note Card Check x 60 _________ _________ 20
8 Source Cards

First Draft for Peer Edit
Paper should
look like a finished product) _________ ________ 20

Writing Conference _________ ________ 10

Final Paper _________ ________ 100

TOTAL PROCESS POINTS: _________ ________ 250

Sources in final paper must include at least one from each category. Minimum of five sources in total:
Books
Database Scholarly Articles (through the RHS library)
New York Times articles
Personal Interviews

IIH Research Assessment Checklist

Process
___On time
___Evidence of prewriting and revision
___Conference notes are addressed (if applicable)

Mechanics/Grammar/Format
___Perfect MLA format throughout, including heading, running header, margins, Works
Cited, parentheticals
___Perfect spelling
___Perfect punctuation
___ Agreement (e.g. number, person, tense)
___ Entire paper is spaced correctly (double only); 12 point font is used.

Content
___Engaging title
___Engaging first line
___Clearly articulated, arguable thesis
___Sufficient evidence to support topic sentences
___Sufficient analysis to connect evidence back to topic of paragraph
with clear connection to thesis
___All Works Cited sources are cited parenthetically.
___All parenthetically cited sources are included on Works Cited
___ Quotations are sufficiently set up and interpreted
___ Quotations are incorporated into writer’s prose; not simply “dropped in”

Structure
___Well-developed introduction
___Well-developed paragraphs
___Focused topic sentence for every paragraph
___Effective transition to next idea or paragraph
___Well developed conclusion that leaves the reader with a sense of
the purpose of the paper and enlarges the thesis to invite further consideration
___Paragraphs are neither too short (1-2 sentences) or too long (eg. more than 75-100
words)

Style
___Sophisticated vocabulary used correctly
___Graceful, varied sentence structure
___Embedded evidence preceded by contextual set-up and followed by
clearly articulated analysis; the purpose of each piece of evidence is obvious
___3rd person; formal voice
___Absence of excessive repetition (ideas, words)
___Active construction
___ Sentences are complete

Social Changes research paper

2007-12-03T16:11:00.000-05:00

Dr. Jean Gaumer
Moral Issues in Literature (H)
Research Paper – MLA Form (7-10 pages)
Social or Moral Changes in Society
Senior class honors

Due Dates:
Wednesday, December 5 – Working Thesis, Outline of Paper; Works Consulted
Friday, December 21 – Finished Paper (7-10 citations from 5 or more sources)

Grading Rationale:
Outline (10 points)
Annotated Hardcopies, Student Notes and Note Cards (15 points)
Citations in Paper – number, quality, accuracy, appropriateness to topic, and alignment with Works Cited Page (25 points)
Paper with Works Cited Page and Bibliography (50 points)

Directions:
1. Choose a social custom or tradition that has changed over a period of time (no more than 100 years).

2. Find as many sources as you can on the subject, from print and electronic sources. Read broadly on your topic to gain general knowledge. Note different points of view.

3. Narrow your topic to some aspect of your subject.

4. Decide on your thesis statement. You might begin with a question, one that you would like to know the answer to, and then reword that into a statement.

5. Go back over your research and take notes on books and magazines and annotate hard copies of electronic sources.

6. Work on outline. Use phrases or sentences for the outline, not single words.

7. Write paper.

NOTE: Please ask for whatever help you need. If our schedules conflict, e-mail me at jgaumer@AOL.com.

Organization of Paper
Introduction – Do not summarize what the body of the paper is going to develop. Consider these ways to begin: Is there some story or anecdote that will grab the reader’s interest in the topic? Is there an historical perspective that would help the reader understand why the topic is important? What is the significance of this topic? What will your research show about our society or culture? What attracted your interest?
At the end of the introduction, write your thesis statement and include the estimated span of time that your research addresses.

Body – There are two ways to develop your thesis. One way is to do a comparison of two periods of time to show how the custom or belief or tradition has changed. The other way is to show the gradual changes that occurred over an extended period of time. Either way, chronological order is probably best.
Support your ideas with examples and references (paraphrased and direct quotations) to your research sources throughout the paper. Be sure to use MLA parenthetical documentation to credit both the material you paraphrase as well as quote. If you do not know, ask, but do not guess.
Conclusion – Do not summarize paper. Write a commentary about what you have come to learn or observe about human nature or our society or culture regarding the changes you have just described. This paragraph is your answer to the big “SO WHAT?” question that gives your research importance.

Global Studies II Salon Project

2007-09-24T15:28:00.000-04:00

Global Studies II
Mrs. Murphy

An 18th Century Salon

Background
Madame de Geoffrin has invited you to attend her weekly salon in Paris. Only “witty, intelligent, and well read” guests are invited. Her salons are famous for the thinkers, musicians, artists, writers, and leaders they attract from all over Europe.

Task
You will become a historical figure of the Enlightenment period, a personality who influenced the Enlightenment or someone who was influenced by Enlightenment ideas. You will be expected to converse as the character would have.

Purpose
The purpose of the salon is to exchange ideas in an intelligent, informed, conversational style as would have taken place at Madame de Geoffrin’s during the 18th century.

Procedure
Madam de Geoffrin is expected to be familiar with all her guests’ talents. She will initiate conversational topics and make sure all the guests have an equal opportunity to converse.
Each guest must have a placard with your name large enough to be seen from all parts of the room. It should not simply be your name written on a note card but should demonstrate thought and creativity.
Each guest will have 30 seconds to introduce him/herself. Your introduction should be interesting and witty. You should explain briefly why you are famous? How has your work changed people’s views about your area of expertise? Do not recite your biography. I don’t care what year you were born and who your mother is. Give the guests an insight into your contributions and make your introduction sparkle and make your guests remember you.
Once the guests are known to each other Madame de Geoffrin will introduce a topic of conversation. You must participate as your historical figure would have either supporting the topic or attacking the topic with historical evidence supporting the ideas presented. You must be familiar with the background reading of the time period and have basic knowledge of who the guests are.

Due Friday, October 5th

Guests
Philosophers
Thomas Hobbes
John Locke
Baron de Montesquieu
Voltaire (Francois Marie Arouet)
Denis Diderot
Adam Smith
Thomas Jefferson
Mary Wollstonecraft
James Madison
Germaine de Stael
Benjamin Franklin

Musicians
Johann Sebastian Bach
George Frederick Handel
Wolfgang Amadeus Mozart
Franz Joseph Haydn

Artists
Josiah Wedgwood
Rembrandt
Thomas Gainsborough
John Singleton Copley
Literature
Daniel Defoe
Jonathan Swift
Thomas Paine

Enlightened Monarch
Catherine the Great
Maria Theresa
Joseph II

Resources

Text pages 38-49
Minimum of three sources other than your text. TWO OF THESE MUST BE BOOKS.
Use of a primary source, visual or music where appropriate is e highly suggested.

SALON: Evaluation
Global Studies II
Mrs. Murphy

Name ___________________________________ Period __________

Character_________________________________

PART I: Oral Presentation
Possible Points
Points Earned

1. Speaking Skills (eye contact, volume, pronun- 10 ______
ciation, appropriate language, and body language)

2. Support of generalizations (reference to specific 20 ______
Facts or quotes, statements demonstrate research)

3. ability to respond to comments or questions 20 ______
ability to respond to other members of the salon

4. Creative and Unique introduction 5 ______

5. Name tag, visible, clear, and creative 5 ______

Total Points 40 ______

PART II Research Note Cards

35 ______
Completed using Noodle Tools, extensive evidence
of Research specific to the Enlightenment,
Variety of notes (facts, questions, thought statements,
Quotes, neat and legible

PART IV
Follow Up News Article 15 ______

FINAL GRADE _____

A Reception History of the '60s and '70s

2007-06-05T19:14:00.000-04:00

Teacher: B. Tann
Grade: 11
Subject: US History
Source Requirements: print/database/fiche
Dates: 6/4 – 6/11

“It Was In All The Papers!”
A Reception History of the ‘60s and ‘70s

Background:
Throughout the course of study thus year, we have studied history as a collection of multiple events, people, and stories that have impacted the development and growth of America and its history. We have studied the major issues, conflicts and contradictions of history through examining multiple viewpoints, positions, and historical perspectives, all the while seeking to understand how our American history has impacted us in multiple and varied ways.
As presented at the beginning of the year, history is a collection of stories told by numerous storytellers with endless perspectives and possibilities. But one of the most important “stories” of an event’s history is found right after the event has occurred, how was the event received and perceived by society when it happened. This is called reception history and it is key to understanding how an event will go down in history and be remembered. For it is through an events reception history that we get society’s initial reaction to the event, filled with raw emotion and reaction. We also gain a sense of the strength of the event in terms of its initial impact on society in order to change its power to change and impact society and history. Finally, we see first hand the development of the major opposing forces and interpretation of the event.

Task:
For this assignment, you will choose a major event from either the ‘60s or the ‘70s. You and a partner will be researching the reception history of the event and then draw conclusions from your research about the impact, history, and legacy of the event. You will be presenting your research in the form of a tri-fold museum exhibit. IN addition, you need to create 4 open-ended questions that students will be able to answer from your tri-fold and presentation.

Process:
Topic presentation
Reception history
Opposing viewpoints
Research – Sources
Articles and editorials from ProQuest Historical newspapers
Political cartoons
Magazine articles from time period
Historical interpretation
Research questions
Need to answer within project
Create for classmates
Visual component
AP pictures
Magazines covers
Political cartoons

Project Topics

Civil Rights
Brown v. Board of Ed. Topeka
School desegregation – Little Rock Nine
Rosa Parks and the Montgomery Bus Boycott
SNCC & Greensboro Sit In
Freedom Summer
MLK & march on Washington
Malcolm X & Black Panthers

‘60s & Vietnam
Counterculture movement – Summer of Love & hippies
war in Vietnam escalation & winning the war
Vietnam t home – war protest and the draft
LBJ and the Great Society
The space race and new frontier
Warren Court – Miranda v. Arizona
Warren court – Tinker v. Des Moines School District
Vietnamization – withdrawal, fall of Saigon, and soldiers reception at home

1970s
women’s rights – feminism & ERA
Abortion issue Roe v. Wade
Kent State shootings
Nixon and Watergate
Integration of school busing – Swann v. Charlotte-Mecklenburg Board of Ed.
Camp David accords
Iran hostage crisis

The 1950s – An American Family Conversation

2007-05-30T12:36:00.000-04:00

TEACHER: DeJulio, Jen
EMAIL: jdejulio@ridgfield.org
GRADE LEVEL: 11
SUBJECT: US History
SOURCE REQUIREMENTS: 2 print, various

As a way of examining American culture in the decade of the 1950s you will be asked to create a five-minute play in which your group recreates a conversation that may have taken place around a typical American dining room table during one specific year in the 1950s. You should try to create a typical nuclear family consisting of two parents and two children. You will be provided with materials to assist you in your task and given class time, May 28th, to research your topic.

Topics:

Music Literature
Politics Popular Expressions
Clothing and hairstyles Automobiles
New Technology National Events
Entertainment World News
(Television, Radio, Movies, Plays)

Years to choose from:

1950 1953 1955 1957

Possible Internet Sources

American History – 1950-1959
REF E169.1A471872 America in the 20th century 1950-1959 is covered in volume 6…
S9733 Culture as History: The Transformation of American Society in the…
Kclibrary.nhmccd.edu/decade50.html – Cached – Similar Pages
The literature and Culture of the American 1950s
A compilation of articles relating to issues relevant to life in the US in that era.
Writing.upenn.edu/~afilreis/50s/home.html – 45k – Cached – Similar Pages
SEMIOLOGY: BEATS VS. BEATNIKS IN 1950S AMERICAN CULTURE
By Grant L. Allen. Transition from beat idea to beatnik myth distorted the original almost beyond recognition
Rant.bizland.com/beatnik.html – 9k – Cached – Similar pages
Pittsburgh teachers Institute
American culture in the 1950s. Revisiting the Fabulous 50s; The Emergence of the Anti-Hero in the 1950s; Taking a stand for high school literacy…
www.chatham.edu/pti/curriculumA.htm - 18k - Cached – Similar pages
Edinburgh University press
Add to basket, American Culture in the 1950s Martin Haliliwell
Chronology of 1950s American Culture. Bibliographies for each chapter…
www.eup.ed.ac.uk/edition_details.aspx?id=11357 – 35k – Cached – Similar pages
1950s – Wikipedia, the free encyclopedia
The 1950s is often mistakenly painted as the pinnacle of American prosperity…The
1950s week-by-week includes news, trends, and pop culture…
En.wikipedia.org/wiki/1950s – 112k – Cached – Similar pages
American pie – Wikipedia, the free encyclopedia
Given McLean’s characterization of the 1950s American culture in the second verse, the line likely alludes to the title of the 1955 song “The Bible Tells Me So”
En.wikipedia.org/wiki/American_Pie(song) – 116 k – Cached – Similar pages
United States Culture – MSN Encarta
Education is fundamental to American culture in more ways than providing…follow abstract expressionism was the pop art movement that began in the 1950s…
Encarta.msn.com/encyclopedia_1741500820_4/united_states_culture.html – 62k – Cached – Similar pages
HONR269J: The Beat Begins: America in the 1950s
Roughly speaking, this course on American in the 1950s covers the period from the …as well as to substantial books about American culture in the 1950s…
50s America Lesson Plan
US citizens saw Commmunism as treasonousand the American Communist Party, along with anyone affiliated with the Soviet…1950s Culture and Society…
Balrog.sdsu.edu/-putnam/410b/50samericanpln.htm – 24k – cached – similar pages

Junior Vietnam War Research project

2007-04-25T12:49:00.000-04:00

Your job is to do some heavy research - that means books , magazines and NO Wikipedia – on an aspect of the Vietnam War. If you would like to explore the wars in Afghanistan and Iraq instead, that is acceptable. No matter what area of research you investigate, however, you must eventually come up with a thesis that you will prove.

1. Start with the websites listed at the bottom of this post. You need to read not hit the print button. WRITE DOWN THE BIBLIOGRAPHIC INFO AS SOON AS YOU TOUCH OR YOUR EYES TOUCH THE INFORMATION. As you continue reading, you should start to find some topic (role of US women in war in Iraq, for example) that interests you. Your reading about Vietnam may spark your interest; it may lead you to the present conflicts.
2. By our third day in the library you need to have a research topic/area. If not, Ms. Kichler will assign you one. If you are absent, email me your choice by 2:15 to me at vkichler@yahoo.com. If you haven’t, I will assign you a topic/area.
3. A large portion of your job is to inundate yourself in material (not literally, of course). Sift through “the stuff” and don’t think that a handful of sources is adequate.
4. A minimum of 15 sources (that means books, speeches, magazines articles, pages of a website) is required for your working bibliography. Your final Works Cited will probably be shorter.
5. At the third day in the library I will inform you of the remaining schedule for the research.
6. You will be graded on amount AND quality of your research, your paper (a clear thesis with adequate proof) and your adherence to MLA style (I will go over this with you.)

A Country Study: Vietnam, from the Library of Congress
http://lcweb2.loc.gov/frd/cs/vntoc.html

A Letter to My Wife
http://www.vietvet.org/SHletter.htm

American Experience: Daughter from Danang
http://www.pbs.org/wgbh/amex/honor/

American Experience: return with Honor
http://www.pbs.org/wgbh/amex/honor/

Battlefield: Vietnam
http://www.pbs.org/battlefieldvietnam/

Experiencing War: Stories from the Veteran History Project
http://www.loc.gov/folklife/vets/stories/ex-war-home.html

Frontline World – Vietnam: Looking for Home
http://www.pbs.org/frontlineworld/stories/vietnam/

Interviews with people who were in Vietnam
http://www.spartacus.schoolnet.co.uk/vietinterview.htm

May 4 Collection, Kent State University
http://speccoll.library.kent.edu/4may70/

One Day in Vietnam
http://members.aol.com/jimm844224/catex01/polloc03.html

P.O.V. Stories Since the War
http://www.pbs.org/pov/stories/

Personal Legacy: The Healing of a Nation
http://photo2.si.edu/legacy.html

Pete Peterson – Assignment Hanoi
http://www.pbs.org/hanoi/

Precious Cargo
http://www.pbs.org/itvs/preciouscargo/

Recalling the Vietnam War
http://globetrotter.berkely.edu/Pubed/research/vietnam.html

The American Experience: Vietnam Online
http://www.pbs.org/wgbh/amex/vietnam/

The Psychedelic 60s: Literary Tradition and Social Change
http://www.lib.virginia.edu/small/exhibits/sixties/index.html

The Vietnam Center – Internet Resources
http://www.vietnam.ttu.edu/teachers/internetresources.htm

The Vietnam War
http://www.vietnampix.com/index.html

The War in Vietnam – A Story in Photographs
http://www.archives.gov/education/lessons/vietnam-photos/

The Wars for Viet Nam: 1945 to 1975
http://vietnam.vassar.edu/

Early 20th century biographical essay - sophomores

2007-04-24T13:44:00.000-04:00

Cultural Changes of the Early 1900’s

As we explore history and our world in Global Studies we are always asking ourselves, “How have individuals impacted the course of human history?”

You will be researching an individual from the Early 20th Century and creating a biographical essay of them. You will be assigned one of the people listed below and you must follow the Template of questions provided to you, including a works cited of resources that you used in your research.

· Marie Curie
· Albert Einstein
· Sigmund Freud
· Virginia Woolf
· James Joyce
· Louis Armstrong
· Duke Ellington
· Henri Matisse
· Pablo Picasso
· Paul Klee
· Vasily Kandinsky
· Salvador Dali

Assess who is this person? List important biographical information that you find, such as birth date, birthplace, parents, childhood experiences, schooling, marriage, etc;
Rate this person as being either a hero or role model or neither? To what extent is this person one or the other?
Propose what this person’s major accomplishment was? If you were developing a symbolic representation for this person, what would you include?
Measure how this person demonstrated perseverance?
Criticize how this person became famous?
Value what character traits you most admire in this person?
Determine what you learned from this person’s life?
Hypothesize ways you can connect your personal experiences with this person’s experiences.
Assess what kind of impact this person had on the 20th Century.
Infer what legacy this person might have had on the world. Can you link this person’s life to specific examples from fictional stories that you have read? Can you relate qualities in this person or aspects of this person’s experience to other people you have read about in literature and history? If so, whom?
Measure how successful you were in finding many sources of knowledge for your research. What sources have you used to find these facts? Include a works cited of books, articles, journals, etc; that you have used for your information.
The Essay will be due on May 4.

__________________________________________________________________

Mr. Tann's class - research on the 1920's

2007-04-05T10:58:00.000-04:00

A 1920s Happening:
A Rooftop Dinner Party

Background:
The Roaring ‘20s!! A time of vibrant mix of characters and change that produced an era unlike any other in American history. Flappers, speakeasies, gangsters, “The Lost Generation”, jazz, the Harlem Renaissance, the emergence of Hollywood and motion pictures, and the automobile, were just a few of the events that produced tremendous changes in America. It was an era of prosperity, adventure, excitement, energy, and exuberance in all aspects of American life.

Task:
Parties and social gatherings were all the rage in the ‘20s. From rooftop dinner parties to speakeasies to the jazz club, it was all about entertaining and being entertained. Parties and social gatherings provided formal and informal opportunities to interact and mingle with others and explore and learn about the greater society of the ‘20s.
Your task is to participate in a reenactment of a 1920s dinner party through assuming the role of a famous and influential historical figure of the 1920s. Through interaction and discussion at the party, you will be teaching your classmates about your historical figure, how they were representative of the 1920s and the themes of this unit, and their impact on ‘20s society and American history.

Audience:
Your audience will be your fellow famous partygoers and your host, Mr. B.P. Tann. They are all interested in getting to know you and your famous exploits.

Purpose:
Your purpose is to present yourself in your appropriate character and to interact informally as a participant in the evenings’ festivities, discussing your exploits, issues and events of the 1920s, and your impact on ‘20s society and American history.

Procedure and Requirements:
1) Characters and Artifacts
a. Study the list of guests and choose 3 characters you might want to be.
b. Gain final approval of choice from Mr. Tann. Be sure to select roles that are a good fit for your own abilities and interests. Wednesday, April 4th.
c. You will be assigned an artifact that you need to research and bring in on the day of the party. The artifact must be representative of the ‘20s and ‘20s society. Assigned on Wednesday, April 4th. Due on April 12th.
2) Research and Writing
a. Using the Internet and Library research your character and artifact. Work Cited due on April 12th.
i. Need minimum of 4 sources for this project: 2 for character, 2 for artifact. One of the four needs to be a primary source.
1. 2- Internet
2. 2- Book, Journal Article, or Magazine (Must be historical)
b. Based on research, write a character sketch using the attached graphic organizer and oral presentation sheet.
c. Research and select a costume and/or props appropriate to your character. This will be brought in and worn on the day of the party.
d. Research the artifact about the culture of the 1920s that you have been assigned and bring tit in on the day of the party.
e. Participate in the party on the date assigned in class. Be sure to turn in your character sketch, artifact sketch, oral presentation sheet, conversation cards, citations, and self-assessment.

1920s Happening: A Rooftop Dinner Party
Guest Character Sketch Research Questions

1. What is your character’s name?
2. What do you do for a living?
3. What is there in your history/background that is important or interesting?
4. What do you like best and least about the 1920s?
5. What notable accomplishments have you made famous or infamous in the 1920s?
6. How do you see yourself impacting the society and culture of the 1920s?
7. How are you representative of the boom, bust, or conflict of the 1920?
8. What do you think is the most important issue(s) of the 1920s?
9. How do you think you are going to be remembered in 2007?
10. Based on your life and role in the 1920s, what do you see as the legacy of the 1920s and how should this decade be remembered in American history?

1920s Happening: A Rooftop Dinner Party
Artifact Research Questions

1. What specific artifact are you bringing to the party?
2. What are some general characteristics that categorize your artifact’s genre? (1920s food, art, music, or poetry/ literature.)
3. What conclusions can you draw about 1920s society based on your artifact and its history?
4. What themes of the 1920s does your article represent, reflect, and communicate?
5. What is one important lesson regarding the 1920s you have learned from researching your artifact?

Senior English Research Project and Presentation

2007-04-02T13:35:00.000-04:00

Teachers: McGarry and Wassall.
Due date: the end of April

English IV
Research Project and Presentation
_________________________

Overview:
The purpose of this assignment is to provide insight into what it would be like if you were a citizen of another country, but as you are, about to leave high school and more into the next stage of your education or employment. You will investigate the life of a person of approximately your age from another country. Your will research what it might mean to be you if you were not American or living in the United States.
This assignment gives you the opportunity to research the contemporary culture of another country through your choice of general topics. l) As part of your research you will locate the country in its region and continent. 2) You will investigate a piece of art, music, or literature (brief). This work from your country will be part of the presentation that you give to the class. You will provide a summary paragraph of the work during the process of the assignment. 3) Following your research, you will write your findings in a brief paper which includes an introduction, the five topics of your choice, a short explanation of your art, music or literature choice and a conclusion that assesses the current life of your counterpart.
The presentation portion of the assignment will be 6-8 minutes in length with a target of presenting 4 per day. In the presentation you will share your research, including insights you have gained about your counterpart. You will use a portion of your time to teach the art, music or literature to the class and will conclude by drawing parallels between your life and that of your counterpart. Use a visual aid to assist you.
The term counterpart is to be taken as a generic term, similar to the American teenager. That is, you are not required to locate a specific person, but rather to use your data to formulate a picture of what the young adult in your country might be like given all of the information you have researched. Likewise, you are not meant to draw a personal comparison between you and your counterpart, but rather to discuss the generic American young adult in relation to the counterpart. This distance will enable you to observe and report objectively.
You will receive two equal grades for the project: one for the paper and one for the presentation.

Topic:
Select any country that you have an interest in, but be sure that you can address your choices from the requisite areas below. Each student must select a different country in order for the presentations to cover as many countries as possible.

Art, music, or literature:
Be sure to select interesting art, music, or literature. Keep in mind that you are the expert on your country and that it is more than likely that your art, music, or literature may be the only work that your classmates may ever be exposed to from that country.
However, make your literature choice accessible for the class by keeping it within the bounds of what you would want to study as representative as the best work of a country. Provide a copy of any art or literature. For music, provide lyrics. On Tuesday 4/4, submit a paragraph concerning your art, music, or literature. Describe it, including its significance or importance.

Requisite areas:
You will select five areas from the list below. If you do not see what you want to investigate, suggest more areas to add to the list. You can tailor your paper and presentation to lean more toward the historical, cultural anchors of your counterpart’s country or toward the pop culture of your country. Or, you can create a mix that works for your interests. Balance is importance in your selection of areas.

Education Technology Industry
Housing Entertainment Regionalism
Family Food and Drink Music
Careers Religion Resources
Standards of living Leisure Art
Sports Government/Politics Transportation
Fashion Consumerism/Materialism Literature

Length:
Your paper will be three to four pages, not including the required Works Cited.

Presentation:
You will have 6-8 minutes to teach about your counterpart in his or her country and employ one piece of art, music, or literature to make that country more real. You need a visual aid for the presentation, and may use any materials that you believe will make your presentation more interesting and vibrant. Your own enthusiasm for the country must be evident in the presentation. While makeups can be scheduled, it is important you be present and ready on your assigned day. If you do not present on the assigned day, expect to be fitted into the schedule at my convenience. That is, be ready to go any day thereafter.

Dates:
Assignment introduced: Thursday, March 23
Assignment packet: Thursday, March 23
Country selection: Friday, March 24
Library research: Week of March 27
Art, music or literature paragraph: Tuesday, April 4
Paper due: Monday, April 10
Presentations begin: Tuesday, April 11

Name______________________________ Presentation Assessment
Presenter___________________________ (anecdotal—these will count as
Date_______________________________ quiz grades)
English IV
Research

1. Introduction: Does it grab the audiences’ attention? Does it preview the content to follow? Does it orient the audience to the location? (use maps)

2. Organization of Material: Is the presentation logically organized? Is the audience made aware of the organization?

3. Language: Are diction and syntax commensurate with the importance of the content?

4. Audience Engagement: Is the class drawn into the presentation through the use of visual aids?

5. Content: The Six Areas: Do the area choices provide good information? Are they balanced in the presentation? Does each contribute important understandings about the counterpart?

6. Content: The Art, Music, or Literature: Is the choice adequately introduced and taught? Is its importance made clear to the audience? Is it appropriate for and useful to the audience?

7. Content: The Counterpart: Does the presenter use the concept of the counterpart to anchor and enhance the presentation? How?

8. Voice and Expressions: Does the presenter use these elements of oral expression to further the presentation? Is the voice adequate in volume, pac,e and inflection?

9. Enthusiasm: Is the presenter enthusiastic about and engaged by the content of the presentation so that the audience is aware of and enjoys his or her enthusiasm?

10. Conclusion: Does the presenter leave the audience with several key ideas as a summary of the important things to remember about the presenter’s country and his or her counterpart?
Name_________________________
English IV

Research Project and Presentation—Research Paper Assessment

1. Content is important information balanced from the writer’s choice of six areas from the requirement list. It focuses on building a picture of the writer’s counterpart in the selected country.

2. The introduction provides brief background about the country including its location.
The thesis statement addresses the purpose of the investigation and includes the writer’s area choices.

3. Support and evidence are properly quoted, using the correct MLA form for quotations. Due to the length of this paper, avoid excessively lengthy quotes. All information that requires documentation (quotes and paraphrases) is cited.

4. The art, music or literature choice is identified by title, author, and date of publication. Background concerning the piece such as its reputation or its value is clearly stated. A brief summary and description of the piece is included.

5. Paragraphs discuss relevant points from the six areas, include topic sentences, are logically organized, and include clincher sentences. The body paragraphs include transitions that link them together.

6. Sentence structure is strong, varied, and appropriately used. Quote incorporation is fluid, effective, and correctly incorporated.

7. Word choice is precise, varied and effective.

8. Proper mechanics and grammar are used including: third person narration-formal
spelling punctuation
agreement of verb tense
pronoun agreement
active voice
clear modifiers
usage and syntax

9. The tone of the paper is respectful, informative, and interested. It is clear that the writer gained valuable information from the research and is presenting it in an engaging way.

10. The conclusion alludes to the thesis, but does not restate it, and leaves the reader aware of what life must be like for your counterpart.

Sophomore Research - Making the World a Better Place

2007-03-27T14:58:00.000-04:00

Selecting a Topic: Making the World a Better Place

What can “world” mean?

No man is an island, entire of itself...any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee. ~ John Donne

Ways to change the world can range from changing global events such climate changes to smaller events that just affect an individual such as the removal of peanuts from the lunch menu for those students who have a peanut allergy. If a change affects even one person, like a pebble thrown in a lake, you could argue that the ripple effects of that change affect the lives of many others.

For example, the Brown vs. The Board of Education of decision was initially a ruling ending racial segregation in a very small group of individuals: those under the jurisdiction of the Board of Education in Montgomery Alabama. These school students, in one county, in one state, in one country, in the world became a symbol for equality everywhere

Look at the list below to see the possible affected areas that can change the world.

World
Continent
Country
State
Town
School
Team (Sports, activity)
Social Group (Race, clique, friends, age)
Social Class (lower class, upper-class, poverty-stricken)
Family
Church
Self

Hopefully you now have an understanding of which area your problem affects. Now, identify a problem in society, speculate upon possible consequences if this problem is not solved, and propose possible solutions. Use the following example as a template:

Problem: A lack of entertainment for the youth of Ridgefield.

Statement: There must be a way for young adults to channel their energy or there will be an increase in misconduct and a decrease in academic productivity.

Solution: The funding of outlets for entertainment such as sports parks, movie theaters, and fast-food restaurants give young adults the opportunity to mature and explore the world.

Problem:

Statement:

Solution:

Sophomore Research - Making the World a Better Place

If you haven’t noticed, most of the novels that we have read so far this year point out specific flaws in human nature or society and try to show us how the world might be if we do not change. For example, Fahrenheit 451 is a not-so-subtle warning against censorship, while Lord of the Flies asks us to reflect upon our destructive nature. Your job in this project is to identify a problem in society, speculate upon possible consequences if this problem is not solved, and propose possible solutions.

EXAMPLE: Problem: A lack of entertainment for the youth of Ridgefield.

Statement: There must be a way for young adults to channel their energy or there will be an increase in misconduct and a decrease in academic productivity.

Solution: The funding of outlets for entertainment such as sports parks, movie theaters, and fast-food restaurants give young adults the opportunity to mature and explore the world.

Your goal in writing this research paper is to focus on an aspect of society that you think should be changed. You should become extremely knowledgeable about your issue. For example, if you chose the issue described above, you should count on becoming somewhat of an expert on the psychology of adolescents and be able to cite plenty of interesting statistics that support your argument. This issue is something that you should feel passionate about and be able to gain a sense of ownership with by the end of the project.

The paper must be five to seven pages (double-spaced, 12 pt. font, Times New Roman, standard margins) using proper MLA citations and a works cited page. The paper should also be free of all spelling, grammatical, and citation errors. You need a minimum of eight sources (3+ Internet sources, 2+ books, 3+ hard copy articles, periodicals, etc.).

Step 1 – Find an issue – Due 3.23.07.

Brainstorm a list of the things about our society/world that bother you. List at least five things in life that you would like to see changed. Explain your reasoning for the change and some possible solutions you have in mind. Recognize the need for reason – while you may like to see a world where no one goes to school, you’re not going to find much in the way of useful resources and chances are no one is going to listen to you anyway. Instead, you might want to research ways to improve schooling. For example, there has been a lot of research done on how students learn, the times of day that learning is most productive, etc. You might want to investigate this.

Every year some students just choose any old issue because they don’t want to think about it or haven’t thought seriously about the world in which they live. Because they choose the topic out of indifference or laziness, they lose interest and want to change topics half way through and often end up not finishing or doing a poor job. The topic is your responsibility – choose wisely.

Step 2- Research – 3.26.07 – 3.30.07.

For the first day of research, pick three issues from your brainstorming list and try to find what information there is available for each topic. Read some of the information. Does it still interest you? Too boring? Too broad? This is the day where you will pick your topic, so be sure to use this time wisely. If you find the topic you want and still have time left, begin to research it in depth. Try the library’s catalog. Definitely use the LMC’s Electronic Resources for magazine and newspaper articles (this will probably be your best resource!). Use the Internet (be careful here – there are many unreliable websites – you may only use cites that can be officially and correctly cited.)

Step 3 – Hand in some note cards – Due 3.29.07.

Hand in at least ten note cards from at least two sources.

Step 4 – Write a thesis statement – Due 3.30.07.

Gather the information that you have gained about your topic and write a concise sentence explaining the problem and the need for the problem to be solved.

Step 5 – Write what you know – Due 4.2.07.

Write an editorial of about 250 words exploring your feelings and knowledge on the topic of your choosing. Be sure to include: why it’s important to you, why it should be important to others, reasons for the current situation, reasons it should be changed, and ways this might be accomplished.

Step 6 – Ask questions – Due 4.4.07.

Brainstorm a list of questions about your topic. These will serve as a starting point for your research. What do you need to be more informed? What kind of support (Facts or statistics) would you need to help make your case? Think of those who hold the opposite point of view. What are their arguments? What can you gather to counter or challenge their arguments?

Step 7 – Ad Campaign – Due 4.5.07.

This is your chance to be creative and artistic. You are going to create a piece of art that serves as an advertisement or endorsement for your cause. This can take the form of a poster, a Powerpoint presentation, a short film, a painting, a web site, or virtually anything else that you can think of. You will be given more information when the time comes.

Step 8 – Research More.

This is the time to research in depth about your topic. It is NOT the time to pick a new topic! Use this time wisely.

Step 9 – More note cards – Due 4.6.07.

Now that you have material, read it and take notes on the good information you intend to use to help explain and support your point of view and to explain and challenge the opposing view. You need at least 30 note cards.

Step 10 – Outlining – Due 4.9.07.

Write an outline according to the guidelines given to you in class. Be sure to bring it to class so that you can revise it in class.

Step 11 Works Cited – Due 4.11.07.

Create a works cited page using Noodletools. Hand it in typed at the end of class.

Step 12 – Drafting and peer editing – Due 4.13.07.

Write a first draft and bring it to class in order to have it edited by a peer. Hand in your peer edit sheet at the end of class.

Step 13 – Rough Draft – Due 4.23.07.

Improve upon your first draft and hand it in with all of your prewriting, at least 40 note cards, your peer-edited draft and a works-cited page. Hand in all materials in a pocketed folder.

Step 14 – Writing Conference – Due 5.10.07.

Schedule and attend a writing conference with me. This accounts for 3% of your quarter grade.

Step 15 – Final Draft – Due 5.11.07.

Revise your drafts and hand in a completed final draft. Hand in all materials in a pocketed folder.

Sophomore Research Project Timeline & Checklist

Step	Description	Due Date	Grade %

1	Brainstormed questions.	3.23.07	2.5% (Q3)

2	Research and selection of topic.	3.28.07	2.5% (Q3)

3	First ten note cards.	3.29.07	2.5% (Q3)

4	Thesis statement.	3.30.07	2.5% (Q3)

5	Editorial.	4.2.07	2% (Q4)

6	Questions about your topic that you need to answer.	4.4.07	2% (Q4)

7	Ad Campaign	4.5.07	10% (Q4)

8	More research.

9	20 more note cards. 30 total.	4.6.07	2% (Q4)

10	Outline.	4.9.07	2% (Q4)

11	Works cited list.	4.11.07	2% (Q4)

12	First draft and peer edit.	4.13.07	2% (Q4)

13	Rough draft.	4.23.07	10% (Q4)

14	Writing conference	5.10.07	3% (Q4)

15	Final draft	5.11.07	25% (Q4)

	Total (Q4)		out of 60%



* Please note that some changes and additions have been made to the quarter 3 calendar.

Nonconformist Research Project

2007-02-13T15:26:00.000-05:00

Nonconformist Research Project
English I H

As human beings, no two of us are the same: we look, act, and think differently from each other. However, many of us feel most comfortable when we are with a group of others that seems like us. When a person does not conform in some way to the society or community where he/she finds him/herself, whether by choice or not, that person is often viewed and treated differently, with possible widely varying results:
S/he may be ostracized and feel crushed due to her/his nonconformity or
S/he may use her/his nonconformity to her/his advantage
In any case, the nonconformity is part of her/his identity as a person.

Task
Find and research a person who is or was nonconformist in some way
Write a 5-6 page essay, in which you present the life and background of this individual, and discuss how her/his nonconformity influenced her/his life and work.

Requirements
A minimum of 5 sources, three of which must be from a reputable printed source: included here are newspaper and magazine articles, as well as books. These may be either hard copies or those found through online databases; e-books are also acceptable. Any material found online must be printed off and submitted with the essay.
50 correctly prepared and legible note cards, submitted and checked
A minimum of 10 citations and a works cited page in correct MLA format
Of the 10 citations, 4 must be for exact quotations, and one must be in block form (longer than 4 lines)
Pre-writing, including any in-class work, brainstorming, and a topic sentence outline
Typed self-assessment, including strengths, weaknesses, and goals of the paper
Strict adherence to the due dates

****Important dates****
February 14 – preliminary library research day
February 26 – library research day; research subject identified
February 27 – library research day
March 2 – source cards due
March 15 – outline with major categories identified
March 29 – note cards due
April 5 – topic sentence outline due
April 13 – first draft due
Final draft due one week after scheduled writing conference along with all components, also submitted to turnitin.com. Your paper is due whether or not you are in school, or it will be marked late.

The above dates may be subject to readjustment, as needed.

Junior American Literature Research Project

2007-01-11T15:39:00.000-05:00

American Literature
Research Project

Background and task
Building on your recent experiences as a critical thinker, you will have the opportunity to decide on the specific topic for your research project. Although your topic need not relate directly to an American author, it does need to focus on some aspect of American culture. Consider what subject areas most interest you (politics, war, music, visual arts, sports, justice, etc.), and then brainstorm more narrow topics in your desired subject area that you could use as your focus. Think of the issues we examined at the beginning of the year: how do we see ourselves vs. how others see us. What is the American Dream, and has it been achieved? What experiences that you have had might provide you with a lens through which you can view the “American experience”? Research in an area frequently reevaluates events, trends, policies, roles of individuals, etc. in order to reveal new perspectives, consequences, or lessons.

As you are considering topics, there is a caveat: keep in mind that you will need to find credible published sources; this may be difficult if you choose a topic that is very contemporary (popular music, for example). Once you think you have some narrow topics in mind, ask yourself how this topic represents some aspect of American society. Your final paper should be 5-7 pages (MLA format, of course!) and should refer to at least 6 credible sources.

Process—early stages
Your first task, once you feel you have discovered your general direction, is to develop an essential question that will help you to guide your research. Your paper should NOT be a rewrite of your research, a stitching together of other people’s thoughts. Instead, you should develop your own ideas, and support them with outside references. Developing an essential question will assist you in developing an argument and, if written correctly and thoughtfully, will ensure that you critically and creatively process the information you find. Be aware that your essential question might change as you conduct your research, as you learn more about your topic or develop new perspectives (and that’s a good thing!). Be willing to revise your question as research leads you to understand your topic in a more informed way.

Developing Essential Questions

As you consider moving from a topic to a thesis for research, consider these “template” questions to help you develop your own thoughtful question to explore. Substitute your topic or person of interest for the blank or italicized words. Try these questions, and see if one works for you.

“How” questions

· How does your topic help us understand ___________ event/issue/aspect of American society?
· How does your topic relate to the American Dream?
· How has your topic led to any societal reforms?
· How did one area of culture lead to this event? (For instance, how did the Reconstruction era influence Mark Twain? How did technology influence Ray Bradbury?)
· How has your topic changed the way Americans perceive themselves?
· How does your topic play a role in the evolution of the ______ century (or decade)?
· How does ________Cultural movement (Realism, Beat Period, Civil Rights, etc.) relate to your topic?

“Why” questions

Why did ________ behave or respond to your event/issue/aspect of American society as s/he did during ____________?
Why did ________ choose to address a particular event/issue/aspect of American society?
Why did __________ choose to use satire/Romance/Realism, etc. to tell her/his story?

Task
Using the prompts above, answer the following statements to help develop a focus for your paper. I will read your ideas and give you feedback. Topics will be finalized by ____________; our first library research day is January 11th.

Briefly describe two or three ideas for your project below:

How will you benefit from each project? What will YOU learn from it? Why do you want to learn more about it? REMEMBER: A research paper should help you to answer questions you have about your topic of interest!

ESSENTIAL QUESTION -

World Literature Research Paper

2006-12-18T15:27:00.000-05:00

Dr. Jean Gaumer
Grades 11 and 12
World Literature Research Paper
Use varied sources

This paper will involve the study of a self selected topic or theme, based on the novel you are reading in our literature circle. The paper should demonstrate your expertise on the topic. Keep the topic narrow, focused and manageable.

Here are some goals to keep in mind as you read and gather information/
What is the origin, or background of the subject field?
What are the main ideas, information, questions, or influences that give your topic importance or significance? (It is the “So what?” question that gives validity to your research.)
What insights have you gained that makes this paper interesting?

Selected topics:
Clockwork Orange – teen crime and violence; death penalty
1984 – comparison of novel to film; protest groups; governments “spying” on private citizens (Big Brother); government censorship or McCarthy hearings; “sanctified” torture; government interference in private lives; something about the future
Like Water For Chocolate – nutrition; eating disorders (anorexia); family traditions; influence of family eating habits on children; independence of women
Red Azalea – communist China; social life in Communist China; religion in Communist China; contemporary issues in Communist China; population control in Red China; geisha
Jane Eyre – importance of learning; other languages; nurture v. nature; women in the 1800’s; people who were orphans; psychology of abuse; past memories/altered memories
Kite Runner – traditions/culture in modern Afghanistan; role of women in Middle East; psychology of ____; Sunni and Shia; Jimmy Carter and the US boycott of the 1980 Olympics
Barabbas – psychology of belief; Golgotha – Crucifixion; Bible v. novel; psychology of the Outsider
Other – Apartheid in South Africa

Research a Roman

2006-11-15T10:15:00.000-05:00

As we explore history and our world in Global Studies we are always asking ourselves, “How have individuals impacted the course of human history?”

You will be researching an individual from Ancient Rome and creating a biographical profile of them. You will be assigned one of the people listed below and you must follow the Template of questions provided to you, including a works cited of resources that you used in your research.

· Tiberius
· Gaius Gracchus
· Julius Caesar
· Pompey
· Marcus Aurelius
· Caligula
· Nero
· Augustus
· Hadrain

Assess who is this person? List important biographical information that you find, such as birth date, birthplace, parents, childhood experiences, schooling, marriage, etc;
Rate this person as being either a hero or role model or neither? To what extent is this person one or the other?
Propose what this person’s major accomplishment was? If you were developing a symbolic representation for this person, what would you include?
Measure how this person demonstrated perseverance?
Criticize how this person became famous?
Value what character traits you most admire in this person?
Determine what you learned from this person’s life?
Hypothesize ways you can connect your personal experiences with this person’s experiences.
Assess what kind of impact this person had on their Civilization.
Infer what legacy this person might have had on the world. Can you link this person’s life to specific examples from fictional stories that you have read? Can you relate qualities in this person or aspects of this person’s experience to other people you have read about in literature and history? If so, whom?
Measure how successful you were in finding many sources of knowledge for your research. What sources have you used to find these facts? Include a works cited of books, articles, journals, etc; that you have used for your information.

AP Statistics Regression Analysis - Mr. Yolen

2006-10-04T16:15:00.000-04:00

Mr. Yolen
AP Statistics Regression Analysis

Go to the library, and, using any of the statistical abstracts available, run a series of regression analysis on some related bivariate data. Mrs. Morse is there to help you. She knows you are coming.
Start with a hypothesis such as “there is an inverse relationship between employment and personal bankruptcies”. Find data that you could use to test this hypothesis. In this case, it would be employment (or unemployment) figures, and personal bankruptcy data. The statistical abstracts in the library or on line would have this information. They are loaded with bizarre and absurd facts. Use at least 10 data points. An easy way to do this would be to use 10 years worth of data for each variable. Any fewer than 10 data points will not be enough! Time is not to be used as an explanatory variable!!

Your paper need not be longer than two typed pages, but it should include the following details:
1. The type of data you are investigating; which is the explanatory variable, and which is the response variable?
2. Why you have chosen that set of data to investigate (personal interest?).
3. The actual data set along with its source. (the book or article it came from)
4. A rough plot of the graph.
5. An interpretation of the graph’s direction, form, and strength.
6. A regression equation with its corresponding r and r2 values.
7. A rough graph of the residual plot.
8. The least square regression equation on the transformed data.
9. The model equation.
10. A statement describing what you have discovered, including a reasonable explanation as to why you think what you discovered occurred.
You have class time on October 5th, and possibly on October 10th. It is due on October 13, 2006. It will be graded as a 50 point test

THIS IS A COLLEGE LEVEL COURSE! WRITE APPROPRIATELY!

Myths research report English I H

2006-09-18T16:27:00.000-04:00

Task – Use at least two sources, one from the “deeper web” and a printed source, as a basis for explaining the character or story you have been assigned. It will be necessary to submit the sources of your information on a Works Cited List, using correct MLA format; NoodleTools is suggested. Provide basic information that you think it would be necessary for people to know. In the case where there are a number of stories about a particular character, give a brief synopsis; you are not expected to present all possible information, but it will be necessary to identify the character so that there is a clear understanding of him/her. This is one of the reasons for consulting more than one source. You will be asked to give a brief, well-organized oral report. Remember that your classmates will be taking notes! Be prepared to write important names on the board.

Due date – September 25

List of topics –
Greek and Roman

Hercules and the labors
Jason and the Golden Fleece
Tithonus and Aurora
Sisyphus and the rock
Narcissus
Sirens (look up Odysseus or Orpheus)
Perseus and Medusa
Theseus and the Minotaur
Icarus and Daedalus
Daphne and Apollo
Arachne
Eros (Cupid) and Psyche
Pygmalion and Galatea
Orpheus and Eurydice
Demeter and Persephone
Hades (the Underworld) – What is it like, and how does one get there?

Norse
The Norse gods - Odin/Woden
The Norse gods - Thor and Loki go to Utgard
The Norse gods - The story of Loki and Balder
The Norse creation story

Celtic
Grendel and Beowulf
Gawain and the Green Knight
Sir Percival and the Holy Grail
Merlin
King Arthur and Excalibur

Biography paper with interview

2006-05-15T12:38:00.000-04:00

Subject: English I
Teacher: Benson
Grade: 9
Dates: May 16 to June 13, 2006
Sources Requirements: print and non-print

Working on the theme of identity you will examine a few things that shaped the identity of someone you know. Conduct an oral interview with your subject to try and identify 2 or 3 events, cultural movements, role models, or experiences that have shaped your subject’s identity. Then you will do research on those events to better understand each event. The final paper will be 4 to 6 pages with MLA citations and a Works Cited and Consulted page.

Another ISM paper

2006-05-15T12:35:00.000-04:00

Teacher: Gaumer (based on Ms. Gabbay's assignment)
Grade: 10
Subject: English
Source Requirements: print and non-print
Dates: May 15 to May 26, 2006

Reseach Paper on an “ISM”
The content of the paper should demonstrate your expertise about the ISM. Think about answering the following questions as you research:
The origin of the ISM. IS there are particular person or group responsible for the movement?
How influential was the movement at the time? What disciplines did the movement effect?
Does the movement or concept continue to be influential? Describe how and in what context it continues to be relevant.

List of possible topics includes:
Animism nationalism
Sensationalism (Media) nihilism
Romanticism Sexism
Surrealism Occultism
Terrorism Hedonism
Shintoism and Buddhism Racism
Integralism Communism
Utopianism Aestheticism
Neoclassicism Fatalism
Existentialism Catholicism
Fascism Monotheism
Darwinism Dadaism
Fatalism Zen Buddhism
Racism Imperialism
Militarism Libertarianism
Solipsism Idealism
Cubism Agnosticism
Feminism

What is the nature of art?

2006-05-15T12:22:00.000-04:00

Subject: English II
Teacher: Gaumer
Grade: 10
Dates: May 15 to May 22, 2006

What is the nature of art? Jacob Kahn says to Asher that a man’s art “either reflects his culture or is a comment upon it, or it is merely decoration…” He also impresses upon his young charge that an artist must first be true to himself and that above all else he must “paint the truth.” Later, he says of his golden years with Picasso (before the war), “We changed the eyes of the world.” This paper is an opportunity for you to ask yourself what you think art is really all about and of what importance it has for society.

Do you agree with Kahn’s ideas?
Choose a painter, sculptor or photographer who fulfills what you think art is all about. Research your subject, aim for five sources.
Think of biographical details, critics, the artists actually work.

Write a five page paper.

ISM research paper

2006-05-01T11:49:00.000-04:00

Teacher: Gabbay
Grade: 10
Subject: English
Source Requirements: print and non-print
Dates: now until May 22, 2006

Reseach Paper on an “ISM”
The content of the paper should demonstrate your expertise about the ISM. Think about answering the following questions as you research:
The origin of the ISM. IS there are particular person or group responsible for the movement?
How influential was the movement at the time? What disciplines did the movement effect?
Does the movement or concept continue to be influential? Describe how and in what context it continues to be relevant.

List of possible topics includes:
Animism nationalism
Sensationalism (Media) nihilism
Romanticism Sexism
Surrealism Occultism
Terrorism Hedonism
Shintoism and Buddhism Racism
Integralism Communism
Utopianism Aestheticism
Neoclassicism Fatalism
Existentialism Catholicism
Fascism Monotheism
Darwinism Dadaism
Fatalism Zen Buddhism
Racism Imperialism
Militarism Libertarianism
Solipsism Idealism
Cubism Agnosticism
Feminism

Research project: Identity

2006-04-10T16:39:00.000-04:00

Biography Research Project

Subject: English I
Teacher: Benson
Grade: 9
Dates: now until May 20
Sources Requirements: print and non-print

Working on the theme of identity you will examine a few things that shaped the identity of someone you know. Conduct an oral interview with your subject to try and identify 2 or 3 events, cultural movements, role models, or experiences that have shaped your subject’s identity. Then you will do research on those events to better understand each event. The final paper will be 4 to 6 pages with MLA citations and a Works Cited and Consulted page.

English research into another (youth) culture

2006-03-30T14:39:00.000-05:00

Teacher: Wassall / McGarry
Grade: 12
Subject: English
Dates: now to April 10

For this assignment, you will research and give a presentation and written paper on the life of a young adult from another country. It should give you insight into what life would be like for you if you were the same age you are now, but were a citizen in another country.

Research the contemporary culture of another country; locate the country in its region and continent; investigate a piece of art, music or literature from this country; when you are done with the research, write a brief paper with an introduction, five topics of your choice, a short explanation of your art, music or literature; and a conclusion that assesses the current life of your counterpart.

Your in-class presentation will be 6 to 8 minutes long.

Select five areas from among:
Education technology industry housing entertainment
Regionalism family food and drink music
Careers religion resources standards of living
Leisure art sports government/politics
Transportation fashion literature
Consumerism/materialism

Countries/Cultures under consideration
Greece Iceland Australia Czech Republic
Mexico Ireland Japan Fiji
Armenia Germany Italy Colombia
Argentina Spain France South Africa
Russia Canada Israel England
New Zealand Sweden China
Dominican Republic Palestine Iraq
Wales Trinidad Netherlands Iran
Brazil Scotland India Korea
Ecuador Cuba

The Multigenre Research Paper

2006-03-28T19:26:00.000-05:00

Teacher: Kichler
Grade: 10 - honors classes
Subject: English

For this project, research a person, event, place or issue of interest to you. You should research the topic as you would for a traditional paper, but instead of a written paper, the final project will be a number of creative pieces in various genres: poetry, diary entries, news articles, graphics, art, all organized into a topic-appropriate package.

You must use at least seven genres to tell the story of your subject; whether it consists of a play script, a news story, or diary entries, the final product must be at least 1,500 words long.
Document your sources and use at least five sources.
Create a cover or package for your project.

2006 American Studies Research Project Storytellers / Maccabe

2006-03-23T15:29:00.000-05:00

Teacher: Mr. Maccabe
Grade: 11
Subject American Studies

Students can decide their own topic for the research paper. It must focus on some aspect of American culture: film, politics, government, history, war, music, visual arts, sports, justice, etc. The topic must also have a narrow enough focus that one can find credible, published sources on it. Once you have some ideas, ask yourself how this topic represents some aspect of American society or culture at a specific time in our history. The final paper should be 5 to 7 pages long, MLA formatted with at least 6 credible sources.

Print Resources:
Reference collection biographies
Multivolume histories (i.e. the Encyclopedia of American Social History)
The Film Encyclopedia
The New Grove Dictionary of Music and Musicians

Online Databases:
Galenet Discovering Collection
ABC-CLIO American History & American Government
American National Biography
Proquest or EBSCO for access to periodicals
GROVEART

2006 English Honors Research Project/ Javillonar

2006-03-23T15:20:00.000-05:00

Teacher: Mr. Javillonar
Grade: Freshman
Subject: English

Objective: Create a research paper based on some aspect of the book Night by Elie Wiesel and the era of Holocaust.

The paper will be five to six pages long and will include:
A title page
A three level outline with a specific thesis sentence
5 to 6 pages of double spaced, 12 point text
Some visual images
Four sources of secondary research – two must be text, the other may be electronic
In-text MLA formatted citations
An MLA formatted works cited page
All of this in a waterproof plastic folder that will secure all the materials

Possible topics include (get yours approved first):
Auschwitz
Joseph Mengele
Treaty of Versailles
Zionism
The SS
1936 Olympic games
Elie Wiesel

chemical reactions power point

2006-03-02T12:16:00.000-05:00

Teacher: Wallace
Grade: 11
Subject: chemistry
Sources: book/news/web
Due: March 13, 2006

Learn about a chemical reaction that occurs outlide the laboratory (i.e. in nature, inyour body, in machines, etc.) and then provide a written summary and PowerPoint presentation.

You must use at least three sources from any two of the following:
internet
books
periodicals
References must be listed in MLA format.

Suggested chemical reaction include:
food chemistry (preparation, cooking, digestion)
industrial (welding, rocket boosters, zinc plating)
automotive (gasoline combustion, catalytic converters)
environmental (rusting, acid rain, forest fires)