World History II- Meyers
Semester II Research Paper
History’s
Turning Points
Name________________________________
Teacher______________________________
Period_______________________________
Table of Contents
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Semester Two Research Paper Assignment
Calendar of Due Dates
The Research Process
Pathfinder Guide
Potential Topics
Conferenced Research Form
A Brief Guide to Evaluating Sources
Topic Form
Working Bibliography Form
Using Source Material and Plagiarism
Index to Footnote and Bibliography Samples
Sample Footnotes by Source Type
Sample Bibliography Entries by Source Type
Sample Note Card
Sample Title Page
Sample Outline
Sample Page of Text with Footnotes
Sample Bibliography
Random Notes on Formal Research Paper Writing
General Research Paper Rubric
Scoring Guide
Semester Two Research Paper Assignment
It is time to write your next major writing assignment for sophomore year: your second
semester research paper. You know how to write in introduction, construct a thesis,
gather supporting evidence, and write a great conclusion. So no anxiety this time; this
should be the easiest research paper you have written! The keys are to follow the process,
keep up with the preliminary due dates, and see me if you need help!
The theme for this paper is…..
HISTORY’S TURNING POINTS
What does that mean? You are to choose one Event, Idea, Invention
from the 20th Century (1901-2001)
…and write a paper stating why that event, idea, or invention was a turning point of the
20th century. Consider that after that event, invention, or idea, America or the world
should have forever changed. That change is what you will be writing about. Note: You
may argue that it was a turning point for America or for the world.
This paper will have two basic components. The first will be an explanation of the event,
idea, or invention. This might require an extended introduction, potentially more than
one paragraph, to provide basic background information. However, the thesis and main
ideas of your paper will be dealing with the proof of the significance of that event, idea,
or invention. In this paper, you will be proving why the topic you have selected was a
turning point of the 20th century, therefore, your paper will have to focus on the effects
of your topic. You must look forward, not backward! Your effects are your main ideas.
See graphic below!
Logistical Issues:
1.
5-7 pages in length
2.
Typed, double-spaced, 12 point font
size, Times or Helvetica
3.
5 sources (this includes at least two
print sources and two primary
sources)
4.
Title Page, Footnotes, and
Bibliography included with the
final paper
5.
150 total points (50 for preliminary due dates, 100 for final paper)
Assigned: ______________________
Final Draft Point Value: 100
Due: ______________________
Calendar of Due Dates
Topic Form
Due: __________
Points: 5
This form is used to help you identify your topic, your three potential main ideas, and a
potential thesis statement.
Working Bibliography Form
Due: __________
Points: 5
This form is designed to let your teacher see what types of sources you have collected so
far, and whether or not you may need extra help in gathering information to help you
write your paper.
Notecheck 1
Due: __________
Points: 5
These note checks are designed to ensure that you are actively reading your source
material and summarizing that source material in your own words. Each note card should
contain some kind of classification system, that would include the following information:
name of source, author, main idea, page numbers. A minimum of five note cards will be
collected for each note check. Each note card should contain 2-4 “chunks” of
information.
Notecheck 2
Due: __________
Points: 5
Notecheck 3
Due: __________
Points: 5
Detailed Outline
Due: __________
Points: 5
The purpose of the outline is to create a final organizational structure for your paper. It
will also allow your teacher to “preview” your paper before you write your rough draft,
to see if there are any holes that need to be addressed or any irrelevant information that
needs to be cut.
Rough Draft
Due: __________
Points: 25
The rough draft will represent a majority of the completed work. In other words, this
should be a near-complete draft that just needs to be “polished.”
Final Draft
Due: __________
Points: 100
The Research Process
1. Select your topic. There are two primary criteria when choosing your topic. First,
choose something you are interested in! Second, choose something that will be
easy to demonstrate its significance in history (the effects of the event, idea, or
invention are clear and important). Do some background research, and complete
the attached form to help narrow down your choices. Look in a textbook or
encyclopedia to gain a working knowledge of your event, idea, or invention
before you commit to it. See attached Topic and Thesis Worksheet.
2. Begin collecting sources. Keep track of them with the attached cards. This will
make it easier to compile them all into your bibliography. Begin with the sources
on your Pathfinder Research Guide, but be sure and consider all of the following:
a.
b.
c.
d.
Card Catalog (CHS Library)
Specialized Encyclopedias and Reference Material
On-Line Databases (Proquest, Ebsco Host)
Dartclix (pre-approved internet sites) Note: All internet sites not obtained
through Dartclix must meet my approval before use.
e. Outside Sources (St. Louis County Public Library, SLU, Wash. U.)
Once you have five sources, create a working bibliography.
3. Begin taking notes. Divide the notes into categories (Background, Main Idea 1,
etc). However you take notes (notecards, double column, outline) make sure you
summarize the information into your own words, unless taking a direct quote, and
include where you got your information from. When it’s time to write the paper,
you will have all the information you need to properly cite your information on
your notes.
4. Develop thesis.
5. Create detailed outline.
6. Write first draft.
7. Proofread, proofread, proofread.
8. Complete my checklist before submitting. Make sure you pay very close
attention to plagiarism.
That’s it! SEE ME FOR HELP THROUGHOUT THE PROCESS!
Access this document and other resources at my website.
Pathfinder Guide: History’s Turning Points
Beginning the Research Process
For a general overview of the individual, event or invention check a general encyclopedia
such as World Book or Encyclopedia Britannica (both available online through CHS
databases). General print encyclopedias are located in our reference collection (short
bookcases in the middle of the library). Write down keywords from this general
information to help in your research about this event, invention or idea (Example: some
of the End of Apartheid keywords/phrases would be: Black Consciousness Movement,
United Democratic Front, African National Congress).
Locating Print Material
Non-fiction books on the important events, ideas and inventions of the 20th century are
located in the 909.82 section of the non-fiction collection (moveable shelves).
Some non-fiction books on specific events, invention or ideas will already be pulled and
on a cart for you. You may also use our online library catalog to search our collection:
www.clayton.k12.mo.us/chs/library. Click on CHS Library Catalog or District Catalog.
Examples of NON-FICTION BOOKS on the 20th century
A History of the Twentieth Century
Our Century
The Twentieth Century
The Century
909.82 GIL
909.82 OUR
909.82
909.82 JEN
Reference books on these events are located in the reference collection under the same
Dewey Decimal number of 909.82.
Examples of REFERENCE BOOKS on the 20th century
Purnell’s History of the 20th Century
History in Dispute
Great Events of the 20th Century
909.82 PUR
909.82 HIS
909.82 GRE
Using CHS Online Subscription Databases
To access databases, go to the CHS Library Media Center website: www.clayton.k12.mo.us/chs/library.
Select online databases from column on the left. Click on database you would like to use and type in
username and password from blue database pamphlet. Access from home is available for all databases.
ABC-CLIO Schools-World History Modern Era
Check the World History: Modern button or US at War
Try a basic search with keywords (event title, individual name, etc)
To narrow results, go to advanced search and narrow search by using category,
era and region selections. You may use one or all of these features.
ABC-CLIO United States at War
Select United States at War database
You may click on “Explore a War” and choose the war you are researching
On Overview page, notice options on the left and right of text
Left-hand column will give you consequences option (short and long term).
African-American Experience
Select Advanced Search
Use Exact Phrase search box for event (Montgomery Bus Boycott); to narrow results to get the
effect of an event, type in words such as: effect, consequence, or importance in the “and any of
these words” search box.
Annals of American History (strictly Primary Source database)
Search by time period (tabs at top of page), topic (links beneath tabs) or keyword search (at
bottom of page).
I suggest starting with keyword search using quotes (Example: “Moon Landing” or “New Deal”).
Discovering Collection
Begin with basic search
Type in keyword or subject search, hit search
Look on right-hand side of results page to see article type (topic overview, event overview, etc.)
Click on left-hand side of page to narrow or broaden topic
Tabs at top of results page will link to primary source documents, multimedia, etc.
JSTOR
Click on Search
Click on Advanced Search
In full-text search box, type in keyword or phrase (Ex: “Pearl Harbor”)
In second full-text box, type in keywords such as: effect, importance, or significance
On Advanced Search page, limit by article
You may also limit by discipline or journal (can select more than one discipline at once)
Using DartClix to Search the Internet
DartClix is a subscription service providing our library with quality web sites embedded into the
library catalog (OPAC).
Go to the library website, www.clayton.k12.mo.us/chs/library
Click on District Library Catalog Advanced Search
Type in keyword or phrase in quotes + web (Example: “Cuban missile crisis” web), hit search
Click on title from results page
Click on URL listed under “electronic resource” to get to website
Event
Boxer Rebellion, China
1904 World’s Fair
Annexing the Philippines
Russo-Japanese War
Russian Revolution
World War I
Treaty of Versailles
Spanish Flu Epidemic
Stock Market Crash
Great Depression
Harlem Renaissance
Pearl Harbor
World War II
Rape of Nanking
Holocaust
Nuremburg Trials
Dropping A-Bomb
Communist Rev. in China
Cultural Revolution in
China
Cuban Missile Crisis
Kennedy’s Assassination
Creation of Israel
Iranian Revolution
Fall of the Soviet Union
Man on the Moon
19th Amendment
Vietnam War
Aids Epidemic
Montgomery Bus Boycotts
Brown vs. Board of
Education
MLK Assassination
Fall of Berlin Wall
End of Apartheid
Roe v. Wade
United Nations
Gulf War
GI Bill
Title IX
Scopes Trial Sputnik
Jackie Robinson / BB
Fndg. of Apple / Microsoft
Chernobyl Meltdown
Idea
Social Darwinism
Psychoanalysis
New Deal / Welfare State
Theory of Relativity
Progressivism
Fascism
Socialism / Communism
Space Travel / Race
Nonviolent Resistance
End of Imperialism / Rise
of Nationalist Movements
Genocide
Atomic Energy
Affirmative Action
Cold War
Prohibition
Zionism
Air Travel
Rock and Roll
Rise of Fundamentalism
Globalization
Cloning
Artificial Intelligence
Assembly Line
Social Networking
Black Power
Feminism
Mass Media
Heart Transplant
Electrification
Wireless Telegraphy
Alternative Energy
Invention
Light Bulb
Radio
Talking Movies
Penicillin
Automobile
Jet Engine
Television
Calculator
Transistor
Personal Computer
Microprocessor
Satellite
Internet
Airplanes
Rockets
Fiber Optics
Skyscrapers
Cell Phone
Atomic Bomb
Chemotherapy
Stem Cell Research
Video Games
Radar
Conferenced Research Form
To schedule your appointment: Fill this sheet and come to the Media Center to schedule
an appointment, or call Ms. DeRigne 314-854-6648, or email Ms. DeRigne
(lauran_derigne@clayton.k12.mo.us) with the requested information.
Please complete the following information to help me prepare for our conference.
Name _________________________
Phone numbers
___________ home
Grade ______
_____________ cell
Email address _________________________________Teacher _________________
Assignment ________________________________
Date due ________________
What have you done so far?
________________________________________________________________________
______________________________________________________________________
Have you checked CHS’s HIP (computer card catalog)?
YES
NO
Please circle the CHS online databases that you have searched:
ABC-CLIO History databases, African-American Experience, Annals of American
History, Access Science, Encyclopedia Britannica, Business Searching, EBSCO Host,
Discovering Collection, Literature Resource Collection, Opposing Viewpoints, ProQuest,
or Student Research Center.
What keywords or search terms have you used?
_______________________________________________________________________
When are you available? Circle all that apply: Before school 1 2 3 4 5 6 7 8 After School
What other libraries do you have access to? Circle each that applies
St. Louis City
St. Louis County
Washington University
Maplewood-Richmond Heights
University City Public Library
A Brief Guide to Evaluating Sources
A good way to evaluate sources in general is to use the PROP method:
P
Primary or Secondary Source
R
Reason to Distort Evidence
O
Other Evidence
P
Public or Private Audience
(P) Primary or Secondary Source
A primary source is firsthand evidence. A primary source document is an item written
or created by the people directly involved in the event. Primary source documents could
be letters, journal entries, speeches, government documents, treaties, photographs,
artifacts, and/or interviews. Secondary sources are usually analysis of multiple primary
sources, written by individuals who were not first-hand witnesses to the events. Which of
these should be more reliable?
Remember, you need at least three (3) primary sources and three (3) secondary
sources in your bibliography.
(R)
Reason to Distort Evidence
Who is the author of the source? Did they have any reason to distort the truth, provide
evidence in a subjective manner, or omit key pieces of information? Is the source biased?
(O)
Other Evidence
Does other evidence back up what this source is saying?
(P)
Public or Private Audience
Who was the intended audience of the message? An autobiography written for the masses
may illuminate different information about a man or woman than that person’s diary.
Generally speaking, evidence intended for private audiences may be more reliable.
Topic Form- Part 1
Name_______________________________
Your homework tonight is to identify THREE (3) potential turning points. For each, you
should brainstorm at least two potential effects (ways that it changed America or the
World). Use the list in the packet, your textbook, encyclopedias, or online resources like
Wikipedia to find topics you may be interested in. You can also google-search lists of
important inventions and significant events of the 20th century (such as
http://inventors.about.com/od/timelines/a/twentieth.htm).
Keys to success: Choose something that INTERESTS you and something that you can
already explain how it changed America or the world!
Turning Pt. #1________________________
America_____World_____ (Check 1)
*Effect #1______________________________________________________________
*Effect #2______________________________________________________________
Effect #3_______________________________________________________________
Turning Pt. #2________________________
America_____World_____ (Check 1)
*Effect #1______________________________________________________________
*Effect #2______________________________________________________________
Effect #3_______________________________________________________________
Turning Pt. #3________________________
America_____World_____ (Check 1)
*Effect #1______________________________________________________________
*Effect #2______________________________________________________________
Effect #3_______________________________________________________________

= required. Remember, if you cannot easily identify one or two ways in which
your event, idea, or invention changed America or the world after you have
thought about it and conducted basic background research, it may not be the topic
for you!
CIRCLE WHICH TURNING POINT YOU ARE LEANING TOWARDS!
Topic Form- Part 2
Name_______________________________
Final Topic______________________________________________________________
Event_____Idea_____Invention_____
America _____ World______
Why do you want to write about this topic?
_______________________________________________________________________
_______________________________________________________________________
Look up the topic in your textbook or an online encyclopedia. Begin brainstorming a list
of effects, both big and small.
Create a list of effects (statements of significance) below.
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4.______________________________________________________________________
5.______________________________________________________________________
6.______________________________________________________________________
7.______________________________________________________________________
8.______________________________________________________________________
Choose three effects that you think would be best to use as main ideas and incorporate
those into a working thesis statement. Note: these can, and may, change as you do your
research!
Working Thesis Statement:
_______________________________________________________________________
_______________________________________________________________________
Examples of thesis statements:
The Civil War was a turning point in American history because of it forever changed American politics, society, and
the military.
The idea of the germ theory of disease was so significant because it completely transformed urban planning, hospital
practices, and disease prevention.
Without the invention of the steam engine, our world would be significantly different because of its impact on
transportation, production, and recreation.
Working Bibliography Form
Name________________________
Source #1:
(Book) (Specialized Encyclopedia) (Article/Database) (Dartclix Website)
_______________________________________________________________________
_______________________________________________________________________
This source supports Main Idea / Effect #
1
2
3
Why? What might you learn from it?
_______________________________________________________________________
_______________________________________________________________________
Source #2:
(Book) (Specialized Encyclopedia) (Article/Database) (Dartclix Website)
_______________________________________________________________________
_______________________________________________________________________
This source supports Main Idea / Effect #
1
2
3
Why? What might you learn from it?
_______________________________________________________________________
_______________________________________________________________________
Source #3:
(Book) (Specialized Encyclopedia) (Article/Database) (Dartclix Website)
_______________________________________________________________________
_______________________________________________________________________
This source supports Main Idea / Effect #
1
2
3
Why? What might you learn from it?
_______________________________________________________________________
_______________________________________________________________________
Using Source Material (Documentation in Your Research Paper)
Why use Source Material?
A research paper is a combination of common knowledge, primary and secondary source
material, and the author’s own analysis that ties the research together. Source material
can provide facts and support for the author’s arguments and can provide examples for or
help illustrate the author’s ideas.
What are Footnotes?
Footnotes are markers within a research paper that let the reader know exactly where a
piece of information came from. (Note: Footnotes appear at the bottom of the page that
contains the information you are citing. Endnotes, another form of citing sources, occur at
the end of a paper on a separate sheet of paper. Ask your teacher whether he or she wants
you to use footnotes or endnotes).
Do provide a footnote for:
 Direct quotes
 Another person’s unique or original idea, analysis, or opinion (even if you have
paraphrased that information and put it in your own words)
 Charts, maps, graphs, pictures
 Statistics and figures, exact dates or times, or facts so specific or controversial
they may need to be looked up for verification (In other words, any information
not considered “common knowledge”)
Do not provide a footnote for:
 Information considered “common knowledge, ” defined as information that is
known by an educated person, information that is easily accessible by an
educated person, or information easily found in more than one place
 Information you consider your own unique or original idea, analysis, or opinion.
Footnotes are numbered in order, from one to however many footnotes you have. In other
words, number your footnotes in consecutive order, so no footnote has the same number
(1,2,3,4,5,6,7 etc.)
Footnote Quiz: To Cite or Not to Cite?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Washington D.C. is the capital of the United States.
Over 600,000 soldiers died in the American Civil War.
You think Russia was more to blame for the Cold War.
John Adams was the second president of the United States.
85% of methamphetamine users end up in jail at some point during their use
You believe Clayton is a better school district than Ladue.
The first plane hit the WTC on September 11 at 8:46 AM.
Historian David McCullough thinks Harry Truman is severely underrated as a president.
You find classical music helps you study more than rock music.
You think abortion is wrong.
What is a Bibliography?
A bibliography is a list of all of the sources you used to write your paper, usually
excluding “common knowledge” type sources such as textbooks and general
encyclopedias. The bibliography appears at the end of the paper, and the sources are
listed in alphabetical order by author, with no numbers. Bibliographies serve as a tool for
your teacher to quickly examine the sources you consulted, but generally speaking they
are great tools for interested readers who are seeking other sources over the topic.
What is a Documentation Model?
There are many different models or formats that academics use to cite their sources.
Many English teachers use MLA. Most historians use a model referred to as ChicagoStyle, or Turabian, after the person who developed the format. On the next pages are
examples of how to create footnotes and bibliography entries in the Chicago-style format.
What is plagiarism and how do I avoid it?
Plagiarism is taking someone else’s words or ideas and using them in your paper without
giving the author of those words or ideas credit in the form of an in-text citation (footnote
or endnote). In essence, you are passing someone else’s words or ideas off as your own.
What an author writes is his or her intellectual property. If you do not give credit to that
author you are, in essence, stealing. Plagiarism can be unintentional or intentional, and
the consequences can range from mild to severe, depending on the individual
circumstance of what and how something was plagiarized.
Types of plagiarism:





Copying entire sentences or paragraphs from a source without citing the source
Copying entire sentences or paragraphs from a source without using quotes, even
if you cite the source
Using someone else’s words or unique ideas from a source without citing it
Using words that aren’t exactly the author’s in a quote
Taking someone else’s words and changing them just a little, even if you cite the
source. This is probably the most common form of plagiarism. Sentences or
phrases need to be completely changed into your own words. See the tips on
avoiding plagiarism below.
Consequences for plagiarism: Depending on the severity and intention of the guilty
party, consequences could include:






Being forced to fix the citation or paraphrasing issue
Deduction of points
Receiving a zero on the assignment
Notification to parents and principal
Elimination as an Honor Society candidate
In college, potential expulsion
For the complete CHS Plagiarism policy, see then inside of your planner.
Tips on Avoiding Plagiarism





Don’t wait until the last minute to write your paper.
Base your main arguments on your own ideas. The more you have to rely on
source material for the basis of your paper, the greater the chance your own ideas
won’t shine through.
Don’t have the actual source material in front of you when you are writing /
typing your paper. You should take notes from the source material, which changes
the word order / words once, then potentially a second time when you use those
notes to form sentences and paragraphs in the paper. Notes and an outline are the
tools you should once you sit down to actually write the paper.
Paraphrase correctly: when you find a passage / phrase / sentence / paragraph that
is helpful to you, make sure you change all of the following: vocabulary, word
order, sentence structure. Practice this!
Use the correct format for citations.
Note 1: STUDENTS WILL BE SUBMITTING THEIR PAPERS TO
WWW.TURNITIN.COM
Note 2: CHS teachers in the Social Studies Department created this guide to source
material. Two sources in particular were helpful in the creation of this document:
Rampolla, Mary Lynn. A Pocket Guide to Writing in History, 4th ed. Boston: Bedford /
St. Martin’s, 2004.
Whitaker, Anne. “Why do students have to write research papers?” November, 2004.
http://library.cutn.sk/documents/eng/rpg2004.pdf.
Index for Footnote and Bibliography Samples
Footnote Samples
Bibliography Samples
Books
1.
2.
3.
4.
5.
Book with one author
Book with multiple authors
Edited work with an author
Edited work without an author
Letter in a published collection
27.
28.
29.
30.
31.
Book with one author
Book with multiple authors
Edited work with an author
Edited work without an author
Letter in a published collection
Periodicals
6. Article in a journal organized by
volume
7. Article in a journal organized by
vol. & issue
8. Magazine Article
9. Newspaper Article
10. Book Review
32. Article in a journal organized by
volume
33. Article in a journal organized by
vol. & issue
34. Magazine Article
35. Newspaper Article
36. Book Review
Public Documents
11. Testimony before a Congressional
Committee
12. Congressional Committee Report
13. Treaty
14. United States Constitution
37. Testimony before a Congressional
Committee
38. Congressional Committee Report
39. Treaty
40. United States Constitution
Electronic Sources
15. Web site with author
16. Web site without author
17. Article accessed through electronic
database
18. Online newspaper article
41. Web site with author
42. Web site without author
43. Article accessed through electronic
database
44. Online newspaper article
Other
19. Film
20. Interview
21. Source within a source
22-26. Same source more than once
45. Film
46. Interview
Footnote Samples by Source Type
Books
Periodicals
The basic pieces of information a book citation
should include are:
The basic pieces of information a periodical
citation should include are:






Author’s full name
Full title, italicized
Publication city
Publisher
Year
Page numbers cited






Author’s full name
Title of article in quotes
Name of the journal, italicized
The journal volume / and or issue number
Date
Page numbers cited
Book with one author
Article in a journal organized by volume
1. Oscar Meyers, A History of the Hot Dog in
American Culture (New York: Macmillan
Publishing, 1999), 136.
6. Billy Mendel, “The Political Economy of the
American South,” The Journal of Southern
History 68 (1999): 321.
Book with multiple authors
Article in a journal organized by vol. & issue
2. Samuel H. Mookie and Yosemite Sam, The
American West (San Antonio: University of San
Antonio Press, 2001), 79-80.
7. Billy Mendel, “The Political Economy of the
American South,” The Journal of Southern
History 68, no. 5 (1999): 321.
Edited work with an author
Magazine Article
3. Deborah Whines, Slave Women, ed. Tonia
Harding (Cambridge: Harvard University Press,
1974), 266.
8. Margie Wenzloff, “The Future of Education
in Missouri,” Newsweek, January 8, 2008, 12-17.
Edited work without an author
Newspaper Article
4. Richard Horus, ed., Technology in the
Classroom (New York: Alfred A Knopf, 1990) 14.
9. Harry Bayles, “The American Economy is
Strong?,” The Wall Street Journal, June 23, 2007,
2C.
Letter in a published collection
Book Review
5. A Dust Bowl Survivor to Franklin Roosevelt,
4 March 1936, Voices of the Great Depression, ed.
Davy Crockett Aiello (Chicago: University of
Illinois Press, 1960), 122-124
10. Paul H. Werner, review of Famous Couples
in American History, by Bruce Weber, American
Historical Review 12 (2006): 142.
Public Documents
Electronic Sources
The basic pieces of information public document
citations should include are:
The basic pieces of information electronic source
citations should include are:








Location (country, state, city, county, etc.)
of where the document was created or
issued
Body that produced the document (House
of Representatives, U.S. Court of Appeals,
Department of Agriculture, Board of
Alderman, etc.)
Title of document or collection
Name of author or editor
Report number if applicable
Publisher if applicable
Date
Page numbers cited
Testimony before a Congressional Committee





Author’s name, if known
Title of the document, website, or selection
from website, if applicable
URL (web address), if applicable (note:
abbreviate URL’s that are excessively
long)
Date accessed
If a journal article, all information
previously stated for periodicals should be
included, as well as the URL or database
where the article was found, and the date
accessed
Web site with author
11. House Un-American Activities Committee,
Testimony Regarding Communist Infiltration in
the State Department, 84th Cong., 2nd sess., 1947,
112.
15. David Barker, Wizard of Oz as Parable on
Populism, 2008,
http://www.halcyon.com/piglet/Populism.htm
Congressional Committee Report
Web site without author
12. U.S. Congress, Senate Committee on
Foreign Relations, Western Responses to
International Terrorism, 106th Cong., 1st sess.,
2002, Committee Print, 103-104.
16. San Diego State Department of History,
“World Environmental History,”
http://sandiegostate.edu/world/environmental
Treaty
13. U.S. Department of State, “Treaty of
Guadalupe Hidalgo,” November 14, 1849, TIAS
no 27, United States Treaties and Other
International Agreements, vol. 1, 64.
United States Constitution
14. U.S. Constitution, art. 1, sec. 8.
Article accessed through electronic database
17. Samuel A. Adams, “A History of the Sons of
Liberty,” Journal of American History 56 (1987):
258, www.jstor.org (accessed July 7, 1991).
Online newspaper article
18. Eleanor Harris, “Syria Attends Mideast
Peace Talks for Free Continental Breakfast,”
theonion.com, January 14, 2008,
http://www.theonion.com/content/news/syria_atte
nds_mideast_peace_talks (accessed January 14,
2008).
Other
Citing the same source more than once cont’d
Film
19. Dr. Strangelove, or: How I Learned to Stop
Worrying and Love the Bomb, directed by Stanley
Kubrick, 96 minutes, Hawk Films Ltd., 1964,
DVD.
If you cite from the same source twice in a row
(say, a paragraph after the first citation) you can
use the Latin ibid, which means to refer to the
previous note. This can only be done on the same
page, and if no citations exist in between the two
citations from the same source:
Interview
20. Roger Clemens, interviewed by Brian
Williams, Dateline NBC, National Broadcasting
Company, April 1, 2008.
25. Oscar Meyers, A History of the Hot Dog in
American Culture (New York: Macmillan
Publishing, 199), 136.
26. Ibid, 139.
Source within a source
21. Jack D. Ripper, A Solution to Nuclear
Holocaust (Oxford: Oxford University Press,
1964), 45, quoted in Merkin Muffley, A History of
the Nuclear Arms Race (New York: Alfred A.
Knopf, 1970), 122.
Citing the same source more than once
The first time you cite a source, you should
provide all of the bibliographic information. The
next time you cite from that source, you can
shorten the citation. For example, you cite from:
22. Oscar Meyers, A History of the Hot Dog in
American Culture (New York: Macmillan
Publishing, 199), 136.
The next time you cite from that source, you can
shorten the citation by providing the last name of
the author and the page number:
23. Meyers, 233.
If there is more than one source by the same
author, you may include a shortened form of the
title to make sure the reader knows exactly which
source you are citing from.
24. Meyers, History of the Hot Dog, 233.
If you have a source type other than those listed
here, see your teacher for footnote and
bibliography information.
Bibliography Samples by Source Type
Books
Periodicals
The basic pieces of information book bibliography
entries should include are:
The basic pieces of information periodical
bibliography entries should include are:





Author’s full name
Full title, italicized
Publication city
Publisher
Year





Author’s full name
Title of article in quotes
Name of the journal, italicized
The journal volume / and or issue number
Date
27. Book with one author
32. Article in a journal organized by volume
Meyers, Oscar. A History of the Hot Dog in
American Culture. New York: Macmillan
Publishing, 1999.
Mendel, Billy. “The Political Economy of the
American South.” The Journal of Southern
History 68 (1999): 317-332.
28. Book with multiple authors
33. Article in a journal organized by vol. & issue
Mookie, Samuel H. and Yosemite Sam. The
American West. San Antonio: University of
San Antonio Press, 2001.
Mendel, Billy. “The Political Economy of the
American South.” The Journal of Southern
History 68, no. 5 (1999): 317-332.
29. Edited work with an author
34. Magazine Article
Whines, Deborah. Slave Women. Edited by
Tonia Harding. Cambridge: Harvard
University Press, 1974.
Wenzloff, Margie. “The Future of Education in
Missouri,” Newsweek, January 8, 2008, 12-17.
30. Edited work without an author
Horus, Richard, ed. Technology in the Classroom.
New York: Alfred A Knopf, 1990.
31. Letter in a published collection
A Dust Bowl Survivor to Franklin Roosevelt, 4
March 1936. In Voices of the Great
Depression. Edited by Davy Crockett Aiello.
Chicago: University of Illinois Press, 1960.
35. Newspaper Article
The Wall Street Journal, June-September, 2007.
36. Book Review
Werner, Paul H. Review of Famous Couples in
American History, by Bruce Weber. American
Historical Review 12 (2006): 142-143.
Public Documents
Electronic Sources
The basic pieces of information public document
bibliography entries should include are:
The basic pieces of information electronic source
bibliography entries should include are:







Location (country, state, city, county, etc.)
of where the document was created or
issued
Body that produced the document (House
of Representatives, U.S. Court of Appeals,
Department of Agriculture, Board of
Alderman, etc.)
Title of document or collection
Name of author or editor
Report number if applicable
Publisher if applicable
Date





Author’s name, if known
Title of the document, website, or selection
from website, if applicable
URL (web address), if applicable (note:
abbreviate URL’s that are excessively
long)
Date accessed
If a journal article, all information
previously stated for periodicals should be
included, as well as the URL or database
where the article was found, and the date
accessed
37. Testimony before a Congressional Committee
41. Web site with author
House Un-American Activities Committee.
Testimony Regarding Communist Infiltration
in the State Department. 84th Cong., 2nd sess.,
1947.
Barker, David. Wizard of Oz as Parable on
Populism. 2008. http://www.halcyon.com/
piglet /Populism.htm
38. Congressional Committee Report
U.S. Congress, Senate Committee on Foreign
Relations. Western Responses to International
Terrorism. 106th Cong., 1st sess., 2002.
Committee Print.
39. Treaty
U.S. Department of State. “Treaty of Guadalupe
Hidalgo,” November 14, 1849. TIAS no 27.
United States Treaties and Other International
Agreements, vol. 1.
40. United States Constitution
If this is used as a source it does not need to be
included in your bibliography.
42. Web site without author
San Diego State Department of History. “World
Environmental History.” http://sandiegostate
edu/world/environmental.
43. Article accessed through electronic database
Adams, Samuel A. “A History of the Sons of
Liberty.” Journal of American History 56
(1987): 258-269. www.jstor.org (accessed July
7, 1991).
44. Online newspaper article
Harris, Eleanor. “Syria Attends Mideast Peace
Talks for Free Continental Breakfast.”
theonion.com. January 14, 2008.
http://theonion.com/content/mideast/talks
(accessed January 14, 2008).
Other
45. Film
Dr. Strangelove, or: How I Learned to Stop
Worrying and Love the Bomb. Directed by
Stanley Kubrick. 96 minutes. Hawk Films Ltd.,
1964, DVD.
46. Interview
Clemens, Roger. Interviewed by Brian Williams.
Dateline NBC. National Broadcasting
Company, April 1, 2008.
If you have a source type other than those listed
here, see your teacher for footnote and
bibliography information.

Sample Title Page
Holy Donut Holes!
A Sample Title Page
by
Student Name
World History II
Mr. Joshua Meyers
Month Day, 20XX
Sample Page of Text with Footnotes
Sample Bibliography
Berlin, Ira, and Barbara J. Fields, Steven F. Miller, Joseph P. Reidy, and Leslie S.
Rowland, eds. Free at Last: A Documentary History of Slavery, Freedom, and the
Civil War. New York: The New Press, 1992.
The Black Military Experience. Edited by Ira Berlin. Vol. 2 of Freedom: A Documentary
History of Emancipation, 1861-1867. New York: Cambridge University Press,
1982.
Conrad, Howard L., ed. Encyclopedia of the History of Missouri. Vol 4. New York:
Southern Historical Company, 1901.
Cutler, William G. History of the State of Kansas. Chicago, Illinois: A.T. Andreas,
1883.
Glasgow, The Way it Was. Missouri: Walsworth Publishing Company, Inc., 2001.
History of Howard and Cooper Counties. Missouri: National Historical Company,
1883.
Hurt, R. Douglas. Agriculture and Slavery in Missouri’s Little Dixie. Missouri:
University of Missouri Press, 1992.
Stiles, T.J. Jesse James: Last Rebel of the Civil War. New York: Alfred A. Knopf, 2002.
Westhues, Kenneth. The Dream of Thirteen Men. Missouri: Glasgow Lions Club, 1966.
Common Formatting Mistakes:

Bibliography citations are numbered

Line spacing and indentation (start at left margin, if goes to second line indent
once, single spaced for each entry, but double-spaced between entries)

Bibliography citations not in alpha order (by author, if no author, title)

Pasting an entire URL: if the source is a print journal but found online, do original
print citation, then “Accessed on (date) at www.galegroup.com.”
Random Notes on Formal Research Paper Writing

Do not use contractions.

Do not use quotes if you can state the information as effectively in your own
words.

Extended quote format should be used for quotes over two or three sentences
long. When you do this, return once, indent the entire quote, single-space, use 10point font, and do not use quotation marks. Place the footnote after the period at
the end of the quote.

Write out numbers that can be spelled in two or less words.

If you number your pages, do not number title page or bibliography. Numbers
should be centered at the bottom of the page.

Make sure you do not switch between past and present tense.
General Research Paper Rubric
An “A” Research Paper
1.
2.
Title page is present and in proper format.
Introduction is well-developed, moving from broad to specific, grabs the reader’s attention,
effectively introduces the topic.
3. Thesis is clear, concise, appropriate, and found in the appropriate place within the introduction.
4. Main ideas are clear and contain effective, relevant evidence that successfully proves the thesis.
5. Effective, smooth transitions are in place (introductory and concluding statements) between major
ideas and each paragraph, paper smoothly flows from beginning to end.
6. Conclusion restates the thesis in different format, moves specific to broad, contains effective
generalizations / concluding thoughts which effectively summarizes the topic and argument, ends
with force.
7. Bibliography contains at least six sources, primary and secondary, and is in proper format.
8. Endnotes are present and in proper format, only and all correct items were cited
9. Spelling, grammar, sentence structure, tense, font and point size, borders / margins, punctuation
were all 100% accurate.
10. Paper is turned in on time.
A “B” Research Paper
1.
2.
3.
4.
5.
Title page is present and in proper format.
Introduction is well-developed, moving from broad to specific, introduces the topic.
Thesis is clear and appropriate, and found in the appropriate place within the introduction.
Main ideas are clear and contain effective, relevant evidence that mostly proves the thesis.
Effective, smooth transitions are in place (introductory and concluding statements) between major
ideas and each paragraph, most of paper flows smoothly from beginning to end.
6. Conclusion restates the thesis in different format, moves specific to broad, contains effective
generalizations / concluding thoughts which summarizes the topic and argument.
7. Bibliography contains at least five sources, primary and secondary, and is in proper format.
8. Endnotes are present and in proper format, most correct items were cited
9. Spelling, grammar, sentence structure, tense, font and point size, borders / margins, punctuation
were mostly accurate.
10. Paper is turned in on time.
A “C” Research Paper
1.
2.
3.
4.
Title page is present with several format mistakes
Introduction is partially developed, moving from broad to specific
Thesis is clear, and found in the appropriate place within the introduction.
Main ideas are clear and contain somewhat effective, relevant evidence which somewhat proves
the thesis.
5. Transitions are in place (introductory and concluding statements) between major ideas and each
paragraph, some of paper flows smoothly from beginning to end.
6. Conclusion restates the thesis, moves specific to broad, contains generalizations / concluding
thoughts which somewhat summarizes the topic and argument.
7. Bibliography contains at least three sources and has some format mistakes
8. Some endnotes are present, some format mistakes, some correct items were cited
9. Spelling, grammar, sentence structure, tense, font and point size, borders / margins, punctuation
were somewhat accurate.
10. Paper is turned in on time.
A “D” Research Paper
1.
2.
3.
4.
5.
Title page is present
Introduction is partially developed
Thesis is present
Main ideas only have a few pieces of relevant evidence
Transitions are not in place (introductory and concluding statements) between major ideas and
each paragraph, paper is choppy and does not flow well
6. Conclusion doesn’t restate thesis, does not effectively summarize the argument.
7. Bibliography contains less than three sources
8. If endnotes are present, incorrect items have been cited incorrectly
9. Spelling, grammar, sentence structure, tense, font and point size, borders / margins, punctuation
are poor or incorrect
10. Paper is not turned in on time.
An “F” Research Paper
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Title page is not present
Introduction does not introduce the topic
Thesis is not present
Main ideas only have a few if any pieces of relevant evidence
Transitions are not in place (introductory and concluding statements) between major ideas and
each paragraph, paper is choppy and does not flow at all
Conclusion doesn’t restate thesis, does not effectively summarize the argument.
Bibliography is not present
If endnotes are present, incorrect items have been cited incorrectly
Spelling, grammar, sentence structure, tense, font and point size, borders / margins, punctuation
are poor or incorrect
Paper is not turned in on time.
Scoring Guide
Name_____________________ Final Score______ /100
FOCUS: clear thesis, relevant content
_______/3: Thesis
___thesis is difficult to see / unclear
___thesis is not appropriate or provable
___poor transition to thesis
_______/3: Introduction / Conclusion
___need to develop more
_______/10: Relevance (all info relevant to effects) ___some info not relevant
___too much background
___info in MI____ strays from thesis/effects
ORGANIZATION: systematic arrangement of info., clear intro. and conclusion
_______/1: Title Page
___inappropriate title or format
_______/2: Transitions / Topic Sentences
___main ideas unclear (topic sentences!)
___need appropriate transitions
_______/3: Organization of Paragraphs and
Accompanying Evidence
___ main idea(s) not organized logically
___evidence does not support MI or thesis
DEVELOPMENT: specific, accurate evidence; in-depth analysis, documentation
_______/45: Supporting Details / Evidence
___main idea #___needs more evidence
___all main ideas need more evidence
_______/25: Documentation of Evidence/Sources
(Footnotes & Bibliography)
___unnecessary or missed citations
___intentional / unintentional plagiarism
___incorrect footnote or bib. format
___evidence not drawn from enough
sources or correct type of sources
STYLE: word-choice, sentence variety, objective perspective, active voice
_______/4: Style
___subjective and / or passive voice
___informal / inappropriate language
___need to stay in 3rd person speech
MECHANICS: correct spelling, grammar, and punctuation
_______/5: Mechanics
Final Comments:
___spelling-grammar-punctuation mistakes