US/World History II- Werner
Access this research paper on my website also!!!
Unit 1 Project: Research Paper and Evaluating Sources
Upton Sinclair’s The Jungle
Student Name_________________________________________________________
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US/World History II
Mr. Werner
Name_____________________________
Semester I Research Paper
Learning how to write a research paper is one of the fundamental skills you will learn this
year in US/World History. To many the process seems daunting, if not overwhelming.
However, if you work hard and use the time and resources given to you, this should be a
challenging, but rewarding assignment. The paper has been broken down into sections
with multiple due dates. The logistical information is listed below:
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2.
3.
4.
5.
2-4 pages in length
Typed, double-spaced, 12 point font size, Times, Times New Roman, or
Cambria one-inch margins (default setting in Microsoft Word).
4 sources (this includes The Jungle plus at least three “primary” sources). If
you would like to use secondary sources in addition to your primary sources
and The Jungle, please do.
Title Page and Bibliography included with the final paper (no Works Cited
Page- students will use footnotes and include a Bibliography page).
100 total points (25 for preliminary due dates, 75 for final paper)
6. Assigned:
September 7 Due: September 19
7. Note: a list of due dates is attached
What is a research paper? A research paper attempts to analyze a specific topic or
question. It is a collection of pieces of evidence compiled from various sources, drawn
together by the author’s own analysis and conclusions. In your paper, you will “cite”
evidence, leaving a paper trail for the teacher to find where you collected your
information.
Assignment For the project in this unit, we will write short research papers (2-4 pages)
regarding The Jungle by Upton Sinclair. Your job as the historian is to prove whether or
not The Jungle is an accurate representation of urban life at the turn of the century in the
United States. In addition to discussing the role of fictional books in a history course, our
goal is to learn how to evaluate sources, write like an historian, and review basic research
skills.
Is The Jungle a mostly accurate representation of American urban life at the turn of
the century?
If yes, prove with other sources that Sinclair’s book is accurate…
If no, prove with other sources that Sinclair’s book is NOT accurate…
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The Research Process
1. Select themes / areas of interest. There are four themes we will be discussing in
class while reading The Jungle regarding America at the turn of the century:
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Immigration
Working Conditions
Growth of Unions and Socialist Ideas
Political Corruption
Which of these themes interest you the most?
There are two ways you can organize your paper:

Option 1: Choose three (3) of the four (4) themes listed above and
compare / contrast the information presented in The Jungle with at least
one primary source for each theme. You should spend 1-2 paragraphs
discussing each theme. Properly footnote two citations from each source
(for a minimum of 4 footnotes).

Option 2: Choose one (1) of the themes and divide it into three areas. Then
compare / contrast the information presented in The Jungle with at least
one primary source for each area of the theme. You should spend 1-2
paragraphs discussing each theme. Properly footnote two citations from
each source (for a minimum of 4 footnotes).
2. Begin collecting sources. Keep track of them with notebook cards or paper. 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:
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Card Catalog (CHS Library)
Specialized Encyclopedias and Reference Material
On-Line Databases (Proquest, Ebsco Host)
Note: Mr. Werner needs to approve your sites!!!
Outside Sources (St. Louis County Public Library, SLU, Wash. U.)
Once you have several sources, create a working bibliography. After Ms.
DeRigne introduces the Pathfinder guide, try and find three secondary sources to
correspond to your three main ideas. This should be your goal for your first
library day.
Then, begin collecting primary sources for your main ideas. You may use primary
sources distributed in class, as well as ones you locate on your own.
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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 (changing both the word order as
well as the words used), 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.
9. Submit paper.
10. Rewrite if appropriate: All students may revise all major writing assignments in
this course, provided they met all the initial due dates. In other words, you can’t
slack and then get a free pass at a higher grade!
That’s it! SEE ME FOR HELP THROUGHOUT THE PROCESS!
You may also access this research packet on PowerSchools on my site.
Due Dates:
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Thesis Form Due: Friday, 9-9 (5 points)

Sourcecheck Due: Monday, 9-12 (5 points)
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Notecheck Due: Tuesday, 9-13 (5 points)
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Outline Due: Thursday, 9-15 (10 points)

Final Draft Due: Wednesday, 9-21 – NO LATE PAPERS!!!
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Option 1: A Visual Organizer
Introduction
Appropriate Background
Thesis
Theme 1: Immigration
Information presented in The Jungle
Information presented in Primary Source 1
Analysis
Theme 2: Growth of Unions and Socialist Ideas
Information presented in The Jungle
Information presented in Primary Source 2
Analysis
Theme 3: Political Corruption
Information presented in The Jungle
Information presented in Primary Source 3
Analysis
Conclusion
Option 2: A Visual Organizer
Introduction
Appropriate Background
Thesis
Area 1: Immigrants and Housing
Information presented in The Jungle
Information presented in Primary Source 1
Analysis
Theme 2: Immigrants and Employment
Information presented in The Jungle
Information presented in Primary Source 2
Analysis
Theme 3: Immigrants and Politics
Information presented in The Jungle
Information presented in Primary Source 3
Analysis
Conclusion
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The Jungle Pathfinder
Primary Sources & Scholarly Articles for The Jungle research paper
Step 1: Introduction
For a general overview of the topics, start with your textbook. Review any information
regarding the four themes discussed earlier (Immigration, Working Conditions, Growth
of Unions and Socialist Ideas, and Political Corruption). Then check a general
encyclopedia such as World Book or Encyclopedia Britannica. General encyclopedias are
located in our reference collection (short book cases by the outside windows).
Encyclopedia Britannica is also available online.
You will need two kinds of sources for this paper: secondary sources and primary sources
Your secondary sources will most likely come in the form of scholarly articles. This
Pathfinder guide will help you access the two kinds of sources needed.
A scholarly article is an article written by a researcher or expert on a subject
using original research. The article has typically been peer-reviewed by a
committee of experts in the field before publication. Most scholarly articles are
accompanied with references and are published by a university or association.
JSTOR is strictly a scholarly article database.
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.
Step 2: Secondary Sources
CHS Online Subscription Databases
http://www.clayton.k12.mo.us/chs/library
ABC-CLIO Schools-World History Modern Era
Go to Advanced Search
Enter your search terms in the text box
Scroll down the page and place a check mark in the box next to documents
Click on the search button to the right of the text box
Annals of American History
You may search this database by time period, keyword or topic. Most
documents in this database are primary documents.
Ebscohost
Select EBSCOhost Web
Select MasterFile and/or Academic Search Elite
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Click continue
Go to the blue advanced search tab at the top of the page.
Enter your subject terms in the find box.
Scroll down to the green refine search box.
Place a check mark in the box next to Full Text.
Locate the box for publication type, select Primary Source or Scholarly
Journals depending on which type of article you want
Go back to top of the page, click on Search, next to the Find box.
Discovering Collection
Use basic search
Enter your topic in the first box, select subject.
Click on tabs at top of page to find primary sources/additional
information.
Searching JSTOR for Scholarly Articles
Log-in to JSTOR through the CHS Library online database link
Select Advanced Search, then type in search word or phrase
Limit by article
Select discipline if narrowing search (for example: History,
Sociology)
You can also search JSTOR articles by using Google Scholar
(http://scholar.google.com) Often, Google Scholar can more efficiently search for
relevant JSTOR articles.
Go to Google Scholar
Type in search phrase followed by JSTOR (ex: “Chicago stockyards”
JSTOR)
Click on article link through Google Scholar; write down article title and
author
Go to JSTOR through the CHS Library website online databases
Select Article Locator
Type in article title and author in the respective box
Step 3: Locating Primary Sources
Locating Primary Source Documents using CHS’s online catalog
Go to www.clayton.k12.mo.us/chs/library to access catalog. The following
search terms paired with your subject keywords will help you locate books on
your topic that contain primary source materials: documents, sources, primary
sources, correspondence, and/or readings.
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Examples
Industrial Revolution and sources
Roosevelt and sources
Progressive Era and documents
labor unions and primary sources
twentieth century and documents
Examples of REFERENCE MATERIALS containing Primary Sources at CHS
Album of American History
Documents of American History
Annals of America
American Decades: Primary Sources (10 vols.)
REF 973 ALB
REF 973 COM
REF 973.08 ANN
REF 973.91 AME
Examples of NON-FICTION containing Primary Sources available at CHS
American Reader
Working in America: An Eyewitness History
973.08 ANG
305.5 REC
Step 4: Other
Searching on the Internet
AMDOCS Documents for the Study of American History www.vlib.us/amdocs
Avalon Project
www.yale.edu/lawweb/avalon/major.htm
Chicago History Museum
Encyclopedia
www.encyclopedia.chicagohistory.org
Historic Census Browser
http://fisher.lib.virginia.edu/collections/stats/histcensus
Illinois Labor History Society
www.kentlaw.edu/ilhs/stkyards.htm/
Chicago Historical Society
http://chicagohs.org/history/stock.html
U.S. National Archives & Records Admin.
www.archives.gov/digital_classroom/teaching_with_documents.html#contemporary
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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 you can use as many
secondary sources as you want.
(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.
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US/World History II- Mr. Werner
Name________________________
Thesis Submission Form
Working Thesis Statement: Make a prediction, based on the knowledge you have of the
topic so far. Your thesis could argue that The Jungle is completely accurate, somewhat
accurate, or not at all accurate. Below are three sample thesis statements.
Sample 1: The Jungle accurately portrays immigration, socialism, and political corruption
in urban America at the turn of the century.
Sample 2: The Jungle does not accurately portray immigration, socialism, and political
corruption in urban America at the turn of the century.
Sample 3: The Jungle accurately portrays immigration and socialism in urban America at
the turn of the century, however the book inaccurately portrays political corruption.
My Working Thesis:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
My Main Ideas:
Theme / Area #1:_________________________________________________________
Theme / Area #2:_________________________________________________________
Theme / Area #3:_________________________________________________________
My Working Bibliography: Three Sources (Provide Full Bibliographic Citation Please)
Source #1:_______________________________________________________________
_______________________________________________________________________
Source #2:_______________________________________________________________
_______________________________________________________________________
Source #3:_______________________________________________________________
_______________________________________________________________________
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Sample Note-card
Student-generated code to help
organize information into main ideas
Source and Page #
(Theme- Immigration)
T-I
Smith, p. 109

U.S. exp. 2nd wave of imm. b/t 1890-1910
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Primarily from SE Europe (Italy, Poland, etc)
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“The flood of immigrants from Europe would
represent the largest voluntary migration in all
of human history. It was destined to alter the
American landscape forever.”
Paraphrased information
in student’s OWN words
Direct quote
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Sample Title Page
Fact or Fiction?
An Analysis of Upton Sinclair’s The Jungle:
by
Student Name
US/World History II
Mr. Kurtis Werner
Month Day, 20XX
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Sample Outline: The Jungle
I-
Introduction
ABCD-
II-
America at turn of century
Urbanization, immigration
Quote from Bailey, p. 204
Thesis: The Jungle accurately portrays immigration, socialism, and
political corruption in urban America at the turn of the century.
Main Idea / Theme 1: Immigration
A- Information presented in The Jungle
1. Large numbers (statistic)
2. Difficult life (Sinclair, p. 196-198)
3. Description of tenement housing
B- Information presented in Primary Source 1
1. Diary of immigrant from Poland
2. 1.2 million immigrants the year they arrived
3. Describe help from family
4. Difficulty navigating government bureaucracy (Diary, p. 4)
C- Analysis
1. Primarily accurate
2. Discrepancy regarding housing between the two sources
III-
Main Idea / Theme 2: Growth of Unions and Socialist Ideas
(similar format as above)
IV-
Main Idea / Theme 3: Political Corruption
(similar format as above)
V-
Conclusion
ABCD-
Restate thesis in diff. Words
Quote from Sinclair, p. 290
Significance of The Jungle
Thoughts on historical fiction and use of sources
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Sample Page of Text With Citations: Footnotes
take exception with. Honor played a secondary but important role in this groundbreaking
classic on the Southern culture.
In 1949, Clement Eaton penned another great work on the Old South titled A
History of the Old South: The Emergence of a Reluctant Nation, which has since gone
through three editions.1 Eaton was one of the first historians to treat the dual concepts of
honor and shame in a more than anecdotal way. One of his most significant treatments in
The History of the Old South was that honor, both individual and sectional, helped push
the South towards secession and war.2 Eaton continued probing the mind of the
Southerner in his 1964 The Mind of the Old South.3 Eaton was asked to speak at the
Fleming Lecture series at Louisiana State University (one of the highest honors for a
Southern historian) in 1961, and he expanded those lectures into this work. Eaton “traced
the development of the southern mind” by examining representative case studies of
individuals from 1820-1860 as the South, in Eaton’s words, “blundered into the great
tragedy of the Civil War.”4
Eaton’s inductive method was enlightening and placed a renewed emphasis on
honor in a chapter titled The Dynamics of the Southern Mind. Eaton, like Cash and many
others before him, claimed that the South was distinctive from the North, especially when
1
Clement Eaton, A History of the Old South: The Emergence of a Reluctant Nation (New
York: Macmillan Publishing, 1949).
2
William Scarborough, review of A History of the Old South: The Emergence of a
Reluctant Nation, by Clement Eaton, The Journal of Southern History 41, no. 4 (1975):
529-530.
3
Clement Eaton, The Mind of the Old South (Louisiana: Louisiana State University
Press, 1964).
4
Ibid, vii.
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Sample Bibliography
Berlin, Ira, and Leslie S. Rowland, eds. Families and Freedom: A Documentary History
of African-American Kinship in the Civil War Era. New York: The New Press,
1997.
Conrad, Howard L., ed. Encyclopedia of the History of Missouri. Vol 4. New York:
Southern Historical Company, 1901.
Dyer, Frederick H., ed. A Compendium of the War of the Rebellion. Washington D.C.:
Broadfast Publishing Company, Morningside Press, 1994.
Fellman, Michael J. Inside War: The Guerilla Conflict in Missouri, 1861-1865. New
York: Oxford University Press, 1989.
Gerteis, Louis S. Civil War St. Louis. Kansas: University of Kansas Press, 2001.
McPherson, James. “From Limited to Total War: Missouri and the Nation, 1861-1865.”
Gateway Heritage 16 (1995): 4.
Shoemaker, Floyd C., ed. “Missouri History Not Found In Textbooks.” Missouri
Historical Review 44 (July 1950): 430.
Trudeau, Noah Andre. Like Men of War: Black Troops in the Civil War 1862-1865.
Boston: Little, Brown and Company, 1998.
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General Research Paper Rubric
“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.
“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.
“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.
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“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.
“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.
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RP: Final Score Sheet
Name_____________________ Final Score______ /75
FOCUS: clear thesis, relevant content
_______/3: Thesis
___thesis is difficult to see / unclear
___thesis is not appropriate or provable
___some info not relevant to thesis
___need to develop more
___too much background
___poor transition to thesis
___need to develop more
___need to restate thesis in diff. words
___need to demonstrate significance
_______/2: Introduction
_______/2: Conclusion
ORGANIZATION: systematic arrangement of info., clear intro. and conclusion
_______/1: Title Page
___inappropriate title or format
_______/1: Transitions / Topic Sentences
___main ideas unclear (topic sentences!)
___need appropriate transitions
_______/5: 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
_______/40: Supporting Details / Evidence
___main idea #___needs more evidence
___all main ideas need more evidence
_______/15: 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
_______/3: Style
___subjective and / or passive voice
___informal / inappropriate language
MECHANICS: correct spelling, grammar, and punctuation
_______/3: Mechanics
___spelling-grammar-punctuation mistakes
Final Comments
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