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TRANSCRIPT
Research Skills Unit
7th Grade Social Studies Dodd Middle School
Revised 09/2009
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Table of Contents
Chapter 1: Choosing a Topic ....................................................................................................... 3
Step One: Understanding the Assignment ................................................................................. 3
Step Two: What Makes a Good Topic? ..................................................................................... 3
Step Three: Brainstorming for a Topic ...................................................................................... 4
Step Four: Pre-search ................................................................................................................. 4
Step Five: Focus the Topic......................................................................................................... 5
Narrowing Your Research Topic ............................................................................................ 7
Chapter 2: Developing a Thesis ................................................................................................... 8
What is it?.................................................................................................................................... 8
How do I write it?........................................................................................................................ 8
What does it look like?................................................................................................................ 9
Chapter 3: Locating Sources ...................................................................................................... 10
Search Methods ......................................................................................................................... 10
Types of Sources ....................................................................................................................... 10
Chapter 4: Evaluating Sources .................................................................................................. 11
Primary and Secondary Sources................................................................................................ 11
Types of Primary Sources ..................................................................................................... 11
Types of Secondary Sources ................................................................................................. 14
Primary and Secondary Resources Quiz ................................................................................... 15
Test the Validity of a Website................................................................................................... 16
Step 1..................................................................................................................................... 16
Step 2..................................................................................................................................... 16
Step 3..................................................................................................................................... 17
Step 4..................................................................................................................................... 17
Step 5..................................................................................................................................... 17
Chapter 5: Note-taking ............................................................................................................... 18
Main Idea/Detail Note-taking Strategy ..................................................................................... 19
If Once is Good, Twice is Better Note-taking Strategy ............................................................ 20
Chapter 6: Bibliography versus Works Cited .......................................................................... 21
What is the difference?.............................................................................................................. 21
The various formats................................................................................................................... 21
Formatting tools ........................................................................................................................ 21
Chapter 7: Plagiarism: What it is and How to Avoid It .......................................................... 22
Plagiarism Activity.................................................................................................................... 24
Chapter 8: Identifying Support for your Thesis ...................................................................... 26
Chapter 9: Determining the Final Product Format ................................................................. 27
Identify and evaluate the different presentation formats........................................................... 27
What is the definition of visually appealing?............................................................................ 27
Identify and evaluate the usefulness of text and graphics......................................................... 27
Chapter 10: Editing and Revising Your Product ..................................................................... 28
Chapter 11: Creating a Final Product ...................................................................................... 29
Works Cited ................................................................................................................................. 30
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Chapter 1: Choosing a Topic
Step One: Understanding the Assignment
Ask yourself the following questions in order to make sure you understand what the assignment is:
1. What is the general topic of the assignment? 2. How many sources will I need? 3. What is the final product (paper/essay, poster, oral report, etc.)? 4. Is there a set length for the project? If so, what is it? 5. When is each part of the assignment due?
Step Two: What Makes a Good Topic?
Ask yourself the following questions:
1. Is this topic PERTINENT? Is it closely related to the subject assigned? Example – If the assignment is to research fruits grown in Connecticut, don’t choose to research “pineapples”; it is not pertinent.
2. Is it RICH?
Can you find enough information to meet the project length minimum? Example – Don’t research “Female quarterbacks in the NFL,” if there are none.
3. Is it NARROW ENOUGH for the assignment?
Don’t choose “Viruses” for a two page science paper on “Diseases.” Choose “Measles” instead.
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Step Three: Brainstorming for a Topic
1. Brainstorm a list of topics that interest you and that fit the requirements of the assignment. List them:
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
2. Try a graphic organizer to help you think of possible topics. Example: 3. Consider which topic interests you most and note it: _________________________________________________________
Step Four: Pre-search
Read about your topic in general and specific reference materials for background information. Choose words and phrases that will be useful keywords during your research later.
General reference works: textbooks, encyclopedias, an atlas, books of quotations, etc. Specific reference works: Encyclopedia of Historic Events
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Ask yourself the following questions about your topic:
1. Am I still interested in this topic? 2. Will I be able to spend several weeks researching and writing about this
topic? 3. Will I be able to find enough information about my topic at my reading level?
If your answer to any of these is “No,” choose another topic. Return to Step Three and start again.
Step Five: Focus the Topic
State your topic as a question that you intend to answer in your project. For example, if you’re researching rivers in China,
• How have the lives of the people who live near the Yangtze River been affected by that waterway?
• Although the construction of the Three Gorges Dam displaced many people from their homes, how has it benefited the people of China?
At this stage it is helpful to:
1. Write what you already know. 2. Write what you want to learn.
a. Use a KWL chart 3. Circle back – revisit your original ideas. 4. Ask a teacher or a librarian if you are not sure if your topic is too broad or too
narrow. (Sidwell Friends Middle School) (Klus, Seymour, and Offutt)
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What I Think I Know
What I Want to Learn
What I Have Learned
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Narrowing Your Research Topic
Theme Interest Broad Topic Narrow Topic Thesis
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Chapter 2: Developing a Thesis
What is it?
A thesis statement is a strong statement that you can prove with evidence. It is not something that has already been proven or that the majority of people accept as “common knowledge.” A thesis statement should be the product of your own critical thinking after you have done some research. Your thesis statement will be the main idea of your entire project. It can also be thought of as the angle or point of view from which you present your material.
How do I write it?
• Develop a “Statement of Purpose.” • Look at the kinds of information you have been finding while taking notes. • Decide what kind of statement you have enough evidence to prove. (Be sure
that you have done enough research to make a strong argument and have 2-3 proofs or reasons. You may be challenged.)
• Write that as your thesis statement.
There are many ways to approach writing a thesis statement. Just make sure that it is not simply a fact and that you can support it with good evidence (2-3 proofs/reasons required) from reliable sources.
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Here are some ways to approach it:
• Define a problem and state your opinion about it. • Discuss the current state of an issue or problem and predict how it might resolve. • Put forth a possible solution to a problem. • Look at an issue/topic from a new, interesting perspective. • Theorize how the world might be different today if something had/had not
happened in the past. • Compare two or more of something similar and give your rating about them (cars,
authors, computers, colleges, books, etc.). • Consider how something was influenced to be the way it is or was (music, art,
political leadership, genocide, etc.).
What does it look like?
Let's look at some of the examples and turn them into some possible thesis statements. These are all totally hypothetical (made-up). Be sure to have 2-3 proofs or reasons for your thesis statement.
Statement of Purpose Possible thesis statement
"I want to learn about what has influenced the music of 50 cent."
The music of 50 cent has been heavily influenced by (you fill in the blank).
"I want to find out some ways to stop teen gang activity."
Teenage gang activity can only be stopped with early education in the public school systems.
"I want to know how close we are to finding a cure for AIDS."
After years of research, scientists are on the verge of discovering a cure for the AIDS virus.
"I want to know why Christians and Muslims fought so hard with each other during the Middle Ages."
Medieval Christians and Muslims were fighting exclusively due to their deeply held religious beliefs.
Clearly, there is more than one way to write a thesis statement depending on what you discover in your research and what your opinion is. (Samuels)
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Chapter 3: Locating Sources
Search Methods
• School or local library card catalog o Dodd’s Spectrum Library Catalog
• Internet
o Google or Google Scholar o iconn.org – statewide source search o Yahooligans – level appropriate search engine o Other search engines
Types of Sources
• Books • Magazine articles • Journal articles • Newspaper articles • Diary • Speeches • Government/business/personal records • Financial records • Textbooks • Maps • Artifacts • Posters • Photographs • Encyclopedia (pre-search only)
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Chapter 4: Evaluating Sources
Primary and Secondary Sources
What is the difference? A primary source is a document, speech, or other type of evidence created during the time period under study. Primary sources offer an inside view of a particular event. Technically, primary sources should be original. However, in order to physically preserve them and make them accessible to more scholars, many are reprocessed or reproduced. Digital archives of special collections are becoming more available through the Internet. Many digital library collections contain reproductions of primary resources such as photographs, scanned images of letters, or the full text of books and journal articles. A secondary source provides interpretation and analysis of historical events or phenomenon. Secondary sources are at least one step or more removed from the event and are generally written by someone other than the individual who experienced the event. Often the easiest way to find primary sources is to look at the bibliographies in secondary sources.
Types of Primary Sources
Original documents
Diaries, journals, speeches, interviews, letters, memos, manuscripts in which individuals describe events in which they were participants or observers
Autobiographies and memoirs
These may be less reliable than diaries or letters since they are usually written sometime after events occurred and may be distorted by bias, dimming memory or a revised perspective may come with hindsight. However, in some cases they may be the only source for information.
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Records of organizations
Minutes, reports, and correspondence record the activity and thinking of the organization or agency
News film footage
Newspaper articles
An account of an event by a reporter on the scene
Official government records
Births, deaths, marriages
Photographs, audio recordings, video recordings
Documenting what happened
Research data
Field notes, the results of scientific experiments, and other scholarly activity of the time
People
An eyewitness who gives an account of an event
Creative works
Art, drama, music, novels, and poetry
Relics or artifacts
Physical objects, buildings, clothing, furniture, tools, toys, jewelry, and pottery
Examples of primary sources
• The Bible records Hebrew customs during biblical times • Plato's Republic describes individuals in ancient Greece • The Declaration of Independence is an artifact fundamental to U.S. History • Diary of Anne Frank records experiences of Jews in World War II • Film footage of the assassination of President John F. Kennedy • Pottery or weavings from Native American Indians
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Types of Secondary Sources
Textbooks A compilation of information from numerous primary and secondary sources Encyclopedias (A.K.A. tertiary sources) A compilation of information from numerous secondary sources Biographies A second-hand account of someone’s life Examples of secondary sources
• Histories - a book about the effects of World War I • Literary criticism analyzing a poem, novel, etc. • Magazine or newspaper articles about events or people • Political commentary analyzing an election or politician • A biography written in 1997 about Plato • Textbooks • Encyclopedias
(Cardinal Stritch University)
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Primary and Secondary Resources Quiz
Put a "P" on the line if the object in italics is a primary source; put an "S" on the line if the object in italics is a secondary source. 1. ____ Brittney loved to show visitors to her house the tiny baby outfit she wore when her parents first brought her home from the hospital on May 11, 1995. 2. ____ Andy was very upset that he had homework in every basic subject tonight. This meant that he had to lug home all of his textbooks. 3. ____ Madison was so proud of her collection of Barbie dolls that she has been buying at yard sales and antique stores over the years. 4. ____ Sam had his Little League baseball jersey framed and on display in his bedroom. 5. ____ Even though her teacher had warned her not to use it as a source, Brittany looked up a biography of Hillary Clinton on Wikipedia- the online encyclopedia that anyone can edit! 6. ____ Maria listened to a CD of Martin Luther King, Jr.’s "l Have a Dream Speech" from August, 1963. 7. ____ Abigail had her certificate proclaiming she is a member of the National Junior Honor Society proudly on display. 8. ____ Juliana hid the latest bills from Visa and MasterCard from her mother. 9. ____ Anna saved all of the greeting cards she received on her first birthday. 10. ____ Brian was so disgusted by the way the New York Jets played last season that he tore his Jets poster of quarterback Chad Pennington off the wall and threw it in the trash!!! (Wainio 1)
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Test the Validity of a Website
So, how do you know if a website you are visiting is valid? Website URL - ________________________________________________________________
Step 1
Anyone can create a web page, so check to see that the site is professional. For example, if the site is supposed to be about “education,” does the domain address end in “.edu”? Other professional sites end in: .gov/.mil/.us. Website domain: ______________
What does it stand for?
______________________________________________________________________
Step 2
Is the author a known expert? Credentials (PhD/MD/CPA/etc.) should prove the author’s knowledge and experience on the subject of the website. What information can you learn about the author through the website or through a search engine (i.e. google.com)? Consider: a. Education b. Awards and Professional Accomplishments/Affiliations c. Does the author cite sources? d. Read the “About Us” section to determine who is responsible for creating the
site. e. Is the website published or copyrighted by a reputable, scholarly company (Time Magazine or McGraw Hill)? Who is the author and what credentials do they hold?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Step 3
Compare links and similar sites; they should verify the information and reflect the quality and amount of research as the original. How do other sites verify the information found on the site in question?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Step 4
Is the website up-to-date? When was the website published and last updated? Does this date play a role in the validity of the information provided? ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Step 5
Is someone trying to sell a product or point of view? What biases are likely held by the providers? ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(Acklin) (Beck) (Health Department Agency and Center for Health Information)
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Chapter 5: Note-taking
Read the excerpt from the following article and utilize either the “Main Idea/Detail” or “If Once is Good, Twice is Better” note-taking strategies to record notes. “Supreme 180s” - By Linda Greenhouse
Raised as Jehovah’s Witnesses, Marie and Gathie Barnett had been taught that pledging allegiance to the flag was a form of idol worship prohibited by their religion. So when other children in their four-room schoolhouse in West Virginia rose every morning to salute the flag, the two sisters, ages 8 and 10, remained silently in their seats.
The year was 1942, and the United States had just entered World War II. Patriotic fervor was at a peak in their small town outside Charleston, and the West Virginia Board of Education had adopted a resolution that a student’s refusal to salute the flag would “be regarded as an act of insubordination.”
Morning after morning, the Barnett sisters were sent home in disgrace, and the West Virginia authorities appeared to be on solid ground. Two years earlier, the U.S. Supreme Court had ruled by a vote of 8 to 1 that school officials in Minersville, Pa., were not required to exempt an elementary school brother and sister, Jehovah’s Witnesses named Lillian and William Gobitis, from reciting the Pledge. There seemed to be little chance that the Barnett sisters would be able to continue in public school without violating a central tenet of their faith.
But then something remarkable happened. The Supreme Court changed its mind. Appalled by mob attacks on Jehovah’s Witnesses after the Gobitis decision and with two new Justices, the Court reversed its decision in Minersville School District v. Gobitis and held on June 14, 1943, that a compulsory flag salute was a form of compelled expression that violated the First Amendment’s guarantee of free speech. (Greenhouse 19)
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Main Idea/Detail Note-taking Strategy
Main Ideas Details
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If Once is Good, Twice is Better Note-taking Strategy
Directions: On the left side, jot down key facts or information you remember after your first reading of the assignment. On the right side, jot down key facts or information you remember after a second reading or discussion with your peers.
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Chapter 6: Bibliography versus Works Cited
What is the difference?
Bibliography
Common to both
Works Cited
• Includes all sources
utilized for your research, whether or not they were specifically cited in your document
• Annotated Bibliography - includes a summary and/or evaluation of each of the sources.
• In the form of a list • Includes source
citation information • Placed at the end of
your document • Alphabetized by
author’s last name
• Includes only the
sources you specifically cited in your document
The various formats
• MLA (Modern language Association) – common in public schools up to 12th grade
• APA (American Psychological Association) – common in colleges and universities
• Chicago Manual of Style – typically utilized at college level, but dept. specific • Turabian Style – typically utilized at college level, but dept. specific • Numerous other styles…
Formatting tools
• Books o Each style can be found in book format in a local library or at a book store.
• Software o Computer programs can be purchased that will completely format a paper
in the style of your choice. o Examples – StyleEase, ScholarWord, Microsoft Word 2007, etc.
� Word 2007 incorporates its own Bibliography/Works Cited tool that is just as functional as any other software.
• Online Tools o There are numerous websites that offer express (free) formatting, which
tend to be limited, and advanced (paid) formatting. o Examples – NoodleTools, EasyBib, RefWorks, etc.
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Chapter 7: Plagiarism: What it is and How to Avoid It
The Cheshire school system believes that in order for students to develop their creative and analytical skills and their oral and
written modes of expression, they must wrestle with the ideas of others as well as their own. In doing so in a democracy
dependent upon the free exchange of ideas, students must have respect for the integrity of other people’s work. Therefore, educators must teach them the appropriate way of using
resources and the moral implications of plagiarism.
Plagiarism is to use the language, ideas, evidence (data) and/or organization of another source and/or person and to present this material as “the product of one’s own mind.”
Examples of plagiarism in school-related work include, but are not limited to: 1. copying, summarizing or paraphrasing directly from a published or unpublished source without giving credit to the source 2. using information obtained from a conversation and/or interview with another without giving credit to the source 3. using the language or organization of another (e.g., extensive revision by a parent or peer) without the consent of the teacher 4. using experimental data or hypotheses without giving credit to the source
Plagiarism and the Internet— With the increased popularity of the Internet as a source of information, it is important to note that nearly all of the same rules apply and that it is critical that you resist the urge to copy/paste text.
Terms You Need to Know
Common Knowledge—facts or information that can be found in numerous places and are likely to be known by a lot of people. Example: The earth is in the shape of a sphere. Quotation—using someone’s actual words. Example: According to Vaclav Havel in The New York Times: Upfront, “While there is much that is unclear, we do know that changes in temperature and energy cycles on a planetary scale could mean danger for people across the globe.” (21) Paraphrase—using someone’s ideas, but putting them in your own words. Example: Although much research still needs to be conducted, it is evident that changes in climate will have a widespread impact on our earth. (Havel 21)
To avoid
plagiarizing, you
must give credit
whenever you use:
- another person’s ideas or words
- any data or information that is not common knowledge
- any graphs, drawings, or photos
- quotations of another person’s actual spoken or written words
- paraphrase of another person’s spoken or written words
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Original Text
While the effects of climate changes are hard to estimate, it’s clear they could have vast and unforeseeable effects on the global ecosystem—and at some point we may have to ask whether human life will continue to be possible. We can’t endlessly fool ourselves that nothing is wrong and that we can go on cheerfully pursuing our wasteful lifestyles. Maybe there will be no catastrophe in the coming years or decades. But that doesn’t relieve us of responsibility toward future generations. Source: Havel, Vaclav. "Earth Will Survive. Will We?" The New York Times: Upfront 25 Feb. 2008: 21.
Unacceptable Paraphrase
While the impact of climate changes are hard to determine, it’s evident that they could have unknown effects on the globe. At some point we might have to ask whether human life can continue to exist. We can’t fool ourselves that nothing is wrong and continue with wasteful habits. There might not be any major catastrophes in the near future, but that doesn’t mean we shouldn’t be responsible toward our future. This paraphrased passage is considered plagiarism due to the following: 1. The writer has only changed a few words and phrases or has changed the order of sentences. 2. The writer did not cite a source for any of the ideas or words.
Acceptable Paraphrase
It is possible that changes in climate could have a large-scale negative impact on our earth in the near future. It is plausible to think that human existence may even come to end because of these changes. People should not continue to go about their business pretending that nothing is wrong. We need to be responsible to our future and ensure that our earth will be preserved. (Havel 21) This paraphrased passage is considered acceptable due to the following: 1. The writer has primarily used their own words to convey the information in the original text. 2. The writer cited the source of the ideas and words.
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Plagiarism Activity
Now that you know the requirements of an acceptable paraphrase, try your hand at it. Read the following article and select a paragraph from it to paraphrase. “Why It’s Time to Retire the Penny” - By Clyde Haberman
Not a chance, my neighborhood news dealer said. He’s a friendly guy, but no way was he about to count the 75 pennies offered as payment for two newspapers. And the woman at the bakery was absolute about not accepting 215 pennies for a danish.
Who could blame them? My penny antics were not meant seriously. They were intended to test reactions
to a Legitimate, if unusual, method of payment. It confirmed what most people would have already guessed: No American coin is as unloved as the humble penny.
Many reject it as change, tossing it instead into the tip baskets that sit on many store counters. Few stoop to pickup a penny on the sidewalk.
Most Americans would just as soon see it disappear, with business transactions rounded to the nearest nickel. A few European countries have blazed the trail, abolishing their smallest coins as a waste.
Nothing like that is about to happen in this country, certainly not as we enter the 100th year of the one- cent piece bearing Abraham Lincoln’s profile. Next February 12 is the 200th anniversary of Lincoln’s birth, and the 100th anniversary of the Lincoln penny. The U.S. Mint plans to issue four new designs for the penny’s reverse side, each representing a different phase of Lincoln’s Life.
So the penny will stick around. The question is how to make it affordable. Sharply rising world prices in recent years for its components, zinc and copper, have made it a money Loser. The same holds for the five-cent coin, made of copper and nickel.
Last year, it cost the Mint 1.67 cents to make each of the roughly 8 billion pennies it churned out. And that means taxpayers paid more than $130 million for coins valued at only $80 million. Looked at another way, even your opinions have become more expensive: It now costs about 3 cents to put in your 2 cents.
The finances of the nickel are even grimmer. Each 5-cent piece cost 9.5 cents to make Last year. So more than $120 million was spent to produce about $65 million worth of that coin.
These Losses cannot be sustained, says Edmund C. Moy, the Mint’s director Moy wants Congress to give his agency more flexibility to “determine the metal content of the coins at any given time,” depending on shifting world commodity prices.
Beth Deisher is the editor of Coin World, a magazine for collectors that believes the penny’s demise is long overdue. With the 100th anniversary in sight, Deisher says, “We think it would be a good idea to bring the Lincoln cent to a close.”
“Name the things you can buy for a penny,” she says. Except for thoughts, not a single thing. (Haberman 29)
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Attempt 1 – Acceptable Paraphrase: ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Attempt 2 – Alternative Acceptable Paraphrase:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Chapter 8: Identifying Support fo
r your Thesis
Reason 3:
Topic Sentence:
Supporting Detail:
Supporting Detail:
Supporting Detail:
Reason 2:
Topic Sentence:
Supporting Detail:
Supporting Detail:
Supporting Detail:
Thesis Statement:
Reason 1:
Topic Sentence:
Supporting Detail:
Supporting Detail:
Supporting Detail:
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Chapter 9: Determining the Final Product Format
Identify and evaluate the different presentation formats
• Essay • PowerPoint or other slideshow format • Tri-fold presentation board • Scale Model • Diorama • Poem • Newspaper • Scrapbook • Documentary • Live Performance
What is the definition of visually appealing?
Visually appealing – the way in which something is pleasantly displayed to a viewer or reader.
Identify and evaluate the usefulness of text and graphics
• Everything must be typed • Text, colors, and matting must be uniform throughout the project. • Decide which font and text size is appropriate for the product format.
o It must be visually appealing or striking o It should not be distracting or “busy”
• Decide which graphics are appropriate for the product format. o They must be visually appealing or striking and relevant to the final
product o They should not be distracting or “busy”
• Decide what background is appropriate for the product format. o It must be visually appealing or striking o It should not be distracting or “busy”
• Matting or framing of pieces is recommended. Brainstorm: How does a visually appealing project look? ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Chapter 10: Editing and Revising Your Product
Regardless of the format, it may be beneficial to have several different people edit your project several times before you revise and finalize the product. Remember to double check your product with the project rubric to confirm you have followed instructions correctly. Advice:
• Portions of text may need to be removed, re-worded, or added • Images may need to be removed or added • Backgrounds may need to be re-painted or erased • New pieces may need to be created, such as a text box, graphic, heading, sub-
heading, etc. • Make sure all pieces are properly secured to the project. • Make sure all coordinating equipment is present to facilitate your project
presentation.
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Chapter 11: Creating a Final Product
Once you have edited and revised your product enough to be satisfied with the outcome and have cross-referenced and confirmed that you have followed the entire project rubric, you must place all finishing touches on your product and make it look as professional as possible.
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Works Cited
Acklin, Jordyn. "Website Validity." 15 Nov. 2004. 24 Mar. 2006
<http://www.tnte.com/mmc/validity.htm>.
Beck, Susan. "Evaluation Criteria." The Good, the Bad & the Ugly: or Why It’s a Good
Idea to Evaluate Web Sources. 1997. New Mexico State University. 24 Mar.
2006 <http://lib.nmsu.edu.instruction/evalcrit.htm>.
Cardinal Stritch University Library. "Primary and Secondary Sources." Cardinal Stritch
University Library. 2008. Cardinal Stritch University. 19 Mar. 2008
<http://library.stritch.edu/guides/primary.htm>.
Greenhouse, Linda. "Supreme 180s." The New York Times: Upfront 31 Mar. 2008: 18-
21.
Haberman, Clyde. "Why It's Time to Retire the Penny." The New York Times: Upfront
31 Mar. 2008: 29.
Havel, Vaclav. "Earth Will Survive. Will We?" The New York Times: Upfront 25 Feb.
2008: 21.
Health Department Agency and Center for Health Inf. "The Quality Information
Checklist." Quick.Org. 15 May 2000. Health Department Agency and Center for
Health Information Quality. 24 Mar. 2006 <http://www.quick.org.uk/menu.htm>.
Klus, John, Kristin Seymour, and Judy Offutt. "Middle School Research Guide." The
Sayre School. 2006. The Sayre School. 19 Mar. 2008
<http://www.sayreschool.org/page.cfm?p=131>.
Samuels, Holly. "Writing a Thesis Statement." CRLS Research Guide. Dec. 2007.
Cambridge Rindge & Latin School. 19 Mar. 2008
<http://www.crlsresearchguide.org/13_Thesis_Statement.asp>.
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Sidwell Friends Middle School. "Library Research in Eight Steps." Sidwell Friends
Middle School. Sidwell Friends Middle School. 19 Mar. 2008
<http://www.sidwell.edu/middle_school/library_research.asp>. Wainio, Susan D. "Primary/Secondary Sources Quiz." Quiz, Fall 2007.