Mini-Research Papers
General Assignment:

To create a small paper based on the contents of an appropriate non-fiction book
on a topic related to American history from the mid-nineteenth century on.
Ultimate Goal:

To build extensive knowledge on a topic of interest related to American history
and to create a large, flowing, accurate presentation for the end of the year. Do
not worry about this now.
Objectives:

To refine our writing skills

To learn how to correctly and appropriately give credit for information
acquired (citing)

To learn about a particular aspect of the period in some depth

To learn how to compile, sort, and present information taken from a variety of
sources
Basic Requirements:



3-4 pages double-spaced typed in 12 point Times New Roman
Paper represents your own work*
Paper is the best you can do
*Work that is plagiarized or otherwise not the product of your effort will receive no
credit.
The Long Term View: What This is Building Towards

Ultimately the goal is that you will become very well-versed in a particular area
and be able to present on the subject for about half a class period at the end of the
year. We know that sounds like a long time, but many people go on far longer. If
you really know a lot, the time is not going to be an issue.

You will build this knowledge gradually by reading (not skimming, not perusing,
not googling, ipoding, tripoding, tweeting, toasting or yahooing) a series of
related books throughout the year. The books will be non-fiction and suitable for
your reading level. That means if the book is 1000 pages long and is written by
Professor Peabody Dimberton III, put it back on the shelf. Conversely, if the
book is entitled “One Fish, Two Fish, Red Scare,” and is found next to the toddler
reading circle area, leave that one alone too. You want something you can read
and understand.

Yes, it’s really important that you pick something in which you can sustain
interest. After all, this is a long-term, gradual process. If you suddenly decide
that you hate everything to do with World War One in December, it’s going to be
next to impossible to make major changes in the direction you’re heading. Each
book you read should add to and build upon the knowledge you acquired from the
last book. Your end of the year presentation is really a culmination of all that you
have done on the topic throughout the year.

Yes, it’s important that you use the research system of notetaking and organizing
that we show you, even though it can be a pain in the tush sometimes. We have
tested this out on hundreds of kids and found it to be a very useful and adaptable
system that has long-lasting benefits. You’re going to have to trust us on this one.
Sample Research Sequence (Year Long)

Let’s say that you wanted to do something on the events in Germany leading up to
World War II., an enormous topic, and you weren’t sure exactly where to head.
By the way, that uncertainty is the “search” part of “research.” So you figure
that a good logical starting point would be to learn a good bit about Adolf Hitler,
the central figure in all that madness. Your first book for this topic COULD be a
biography on Hitler. When you go to the library you find there are ten such books
on Hitler. Three require that you lift them with both arms, but the other seven
look possible. Take them off the shelf; browse through them and check that you
can actually understand what you’re reading. Don’t be hasty as that may cause
you a real hassle later. So book one in this hypothetical topic is a biography on
Hitler.

You’ll spend the next few weeks reading it – all of it – and gathering information
for your first mini-paper (3-4 pages). We’ll show you the gathering and
organizing system later.

So from there you might continue on with a series of related books. We’ve
created an imaginary list of titles here just so you can get the idea of what the
books might be about.
Book One: Hitler: His Life
Book Two: Hitler’s Rise to Power
Book Three: Germany Between the Wars: The Economic Collapse and Nazi Rise to
Power
Book Four: Nazi Media: Telling the Ultimate Lie
Book Five: The Fuhrer Principle: German Culture and Authority Figures

So you can see that, based upon the books that you chose here, your body of
knowledge is largely related to the way the Nazis were able to worm their way
into the fabric of German life and ultimately take over. There is likely to be a
tremendous amount of overlap in some areas of these books. They will play off
of and expand upon each other. After you read and write about all five, we
suspect you would know a good bit about the Nazis and prewar Germany and the
groundwork for your end of the year presentation will have been firmly laid.

Of course if you don’t read, don’t write, or somehow try to cut corners or fake
your way through it, you are setting yourself up for real disaster. Did we even
need to say that? We teach middle school…yes we did.
Overall, the idea is that you gradually build knowledge on a topic in which you are
interested and that you increase your proficiency in reading, gathering, organizing,
writing, and presenting information. It’s kind of a one-stop skill shop. And who knows,
you may really get into your topic and get excited about it. It happens…
Paper Process Rubric
A
All observable steps in the research process have been completed fully and
conscientiously. All observable activities related to the process are engaged in with
purpose. All time dedicated to the research paper in class is used wisely. Extra help is
pursued vigorously when needed.
B
All but one of the observable steps in the research process have been completed fully and
conscientiously. All observable activities related to the process are engaged in with
purpose. All time dedicated to the research paper in class is used wisely. Extra help is
pursued vigorously when needed.
C
All but one of the observable steps in the research process have been completed fully and
conscientiously. Some issue may be taken with the focus displayed during observable
activities related to the process. Most time dedicated to the research paper in class is
used wisely. Extra help is pursued when needed.
D
More than one of the observable steps in the research process have been neglected
entirely or completed without sufficient thought or effort. Issue may be taken with the
focus displayed during observable activities related to the process. In general, time
dedicated to the research paper in class is not used wisely. Extra help is not pursued
when needed.
F
Are you kidding me? After the way Mrs. Bocchino and I struggled to lay it out for you
step by step, you can’t even attempt to follow the process? You were so busy chasing
members of the opposite sex at recess that you couldn’t come see somebody with a
question? You I-Pod listening, YouTube watching little, er….let’s just say
Total Lack of Involvement in the Process (And we still love you)…
and leave it at that.
Paper Performance Rubric
A
Paper has a clear, supportable thesis statement. Paper is focused on supporting
thesis statement throughout and does not “go off on tangents.” Paper flows
beautifully from one idea to the next. Paper’s grammar and spelling are perfect.
Sources are used appropriately. Ideas from various sources are well connected.
All sources are cited correctly. In general, reader comes away from the paper
feeling compelled to believe the thesis statement.
B
Paper has a clear, supportable thesis statement. Paper is focused on supporting
thesis statement throughout and avoids “going off on tangents.” Paper flows well
from one idea to the next. Sources are used appropriately. Paper’s grammar and
spelling are outstanding. Ideas from various sources are connected. All sources
are cited correctly. In general, reader comes away from the paper feeling as if a
convincing argument has been made in support of the thesis statement.
C
Paper has a clear, supportable thesis statement. Paper may have difficulty at
times staying focused on supporting the thesis statement, flowing from one idea
to the next, using sources appropriately, or connecting ideas. Paper may have
minor problems with grammar and/or spelling. All sources are cited correctly.
In general, reader comes away from the paper feeling more could have been done
to support the thesis statement.
D
Paper lacks a clear, supportable thesis statement. Paper may have difficulty in
two or more of the following areas: staying focused on supporting the thesis
statement, flowing from one idea to the next, using sources appropriately, and/or
connecting ideas from various sources. Paper has significant problems with
grammar and/or spelling. Sources may not be cited correctly. In general, reader
comes away from the paper feeling unconvinced of the thesis statement.
F
Paper is either not done or represents a deliberate effort on the part of the writer
to take years off Mrs. Bocchino and Dr. Hollis’ lives. Paper merely serves as an
avenue for Mrs. Bocchino and Dr. Hollis to demonstrate their unconditional love
for the poor, misguided young person who so egregiously neglected his or her
responsibility.