SIRS
™
®
Researcher /SKS WebSelect
Providing Essential Support for
State and National Standards & Assessment
Scientific-Based Research on Learning
Tools to Increase Student Achievement
Tools to Increase Teacher Effectiveness
INCLUDES:
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SIRS Researcher/SKS WebSelect and No Child Left Behind, student achievement, and State testing
Ensured relevancy with teacher-editor selected documents and websites appropriate for grades 9-12
All articles and websites selected align to state and national standards, textbooks, and curriculum
Teacher can collect great articles and websites on school webpage and share them with students
National Technology Standards for Students (ISTE); National Information Literacy Standards (AASL)
Articles and websites correlated to the same Topic/Subject searching system
May be reproduced for educational use only
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SIRS Researcher-WebSelect Guide
Table of Contents
SIRS Researcher/SKS WebSelect Supports State and National Standards.................................................... 3
SIRS Researcher/SKS WebSelect Content and Tools Help Increase Student Achievement ......................... 6
What Does Educational Research Indicate About the Use of SIRS Researcher/SKS WebSelect? ............... 9
SIRS Researcher/SKS WebSelect, Mini-Research and Student Achievement ............................................. 11
ProQuest Mini-Research Process ..................................................................................................................... 12
SIRS Researcher/SKS WebSelect and Mini-Research Activities Inherently Prepare Students for State
Assessments..................................................................................................................................................... 13
SIRS Researcher/SKS WebSelect Support English Language Arts Standards............................................ 16
SIRS Researcher/SKS WebSelect Support for Reading and Literature Standards .................................... 17
SIRS Researcher/SKS WebSelect Support for Language & Language Arts Standards ............................. 20
SIRS Researcher/SKS WebSelect Support Research, Writing and Speaking Standards............................ 24
SIRS Researcher/SKS WebSelect Support Mathematics Standards............................................................. 25
SIRS Researcher/SKS WebSelect Support Science & Technology Standards ............................................. 26
SIRS Researcher/SKS WebSelect Support Social Studies Standards ........................................................... 37
SIRS Researcher features Leading Issues (Most researched topics) ............................................................. 47
SIRS Researcher features Focus on Terrorism ............................................................................................... 49
SIRS Researcher/SKS WebSelect Support Health & Fitness Standards ...................................................... 50
SIRS Researcher Publication Samples That Support Learning Across-the-Curriculum............................ 53
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Appendix
ProQuest Mini-Research Process Strategies and Models ............................................................................... 54
SIRS Researcher/SKS WebSelect Support the National Educational Technology Standards.................... 70
ISTE Technology Standards for Teachers....................................................................................................... 71
SIRS Researcher/SKS WebSelect Researching vs. Surfing the Internet....................................................... 72
Mini-Research Support New K-12 Writing Initiatives ................................................................................... 73
Mini-Research Models and Methods vs. Traditional Term Papers............................................................... 74
Bloom's Taxonomy............................................................................................................................................. 75
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SIRS Researcher/SKS WebSelect Supports State and National Standards—Across the
Curriculum
Forty-nine of the states (Iowa has not) in the U.S. have adopted learning standards in an attempt
to improve the quality of education. These learning standards come in a variety of formats and
may apply only to the four core academic subjects, or may include all subject areas of the K-12
curriculum as they do in Texas. These standards are linked to a variety of state assessments at the
K-5, middle school, and the high school levels. These assessments are designed to (1) track
student progress, (2) provide a common focus for instruction for teachers, and (3) provide school
district accountability to the state. These assessments are mandatory for public schools to be
eligible for the new No Child Left Behind federal Title grants. The major focus of state
assessments is on reading, writing, higher-order thinking, and math.
Since learning standards can vary dramatically from state to state, it becomes a difficult task to
show how a library learning resource can support all these standards. However, when these
standards are studied in more detail, many common elements become apparent. A formal study
and summary of these common elements in state learning standards is available at McREL (Midcontinent Research for Education and Learning) http://www.mcrel.org
The following core curriculum learning/academic standards were extracted from those of several
states because they are typical of the language and scope of most state standards and those of
McREL. The standards listed do not include the specific benchmarks that provide the details of
expectations for each grade level. The following criteria apply to the standards listed:
1. Only those standards (approximately 95% of academic content and 70% of performance
skills) that are directly supported by mini-research with SIRS Researcher/SKS WebSelect
are listed here. Standards apply to all grade levels. Benchmarks (not shown) tailor standards
for specific grade levels.
2. Some standards or parts of them are BOLDED to indicate that they require multiple
resources with varying viewpoints, and/or current resources, and the use of critical
thinking learning strategies to implement effectively.
3. While SIRS Researcher/SKS WebSelect is essential to implement the bolded standards or
parts of standards, it is also valuable for all standards listed when instructional activities
require in-depth knowledge acquired from information not found in most textbooks and
school libraries.
National Standards—In addition to mandatory state standards, there are voluntary national
standards in each of the subject areas of the curriculum, as well as the National Technology
Standards for Students (ISTE) and the National Information Literacy Standards (AASL/AECT).
Many of these voluntary standards have subsequently been integrated into state academic
standards because of their relevance to technology-driven reform in K-12 education and
connection to the priorities of No Child Left Behind.
SIRS Researcher/SKS WebSelect Guide for Educators—The content searches and miniresearch strategies found in this guide are correlated with the typical state standards that are
listed for each subject area. Teachers can be sure that the student mini-research process,
strategies, and models outlined in this guide will help to increase essential inferential reading,
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higher-order thinking, writing/presentation, and problem solving skills, as well as create an
opportunity to improve technology and information literacy skills.
Best of the Best—SIRS articles, graphics, and websites are selected and updated by an editorial
team of former educators. SIRS believes that less is more—unlike other library learning
resources, all articles and websites selected are limited to the best articles from the best
publications relevant to the 9-12 curriculums.
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SKS WebSelect correlates with Researcher’s main topics as shown on the previous
page. In addition, SKS WebSelect includes additional topics to provide more
across-the-curriculum mini-research support for those teachers who have
embraced the mini-research culture as a more effective way of teaching and
learning.
These new topic areas integrate some of SIRS Renaissance topics. The
additional topics are shown in a larger font and italics.
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SIRS Researcher/SKS WebSelect Content and Tools Help Increase Student Achievement and
Teacher Effectiveness
TEACHER TOOLS TO ENHANCE INSTRUCTION
Suggested Research Topics—This feature provides a listing of current and enduring research
topics and correlated resource links. Teachers are motivated to create mini-research
assignments because much of the collecting of engaging topics and relevant resources is already
done for them. Students are motivated to do in-depth study and mini-research reports for
extra credit because of the relevance to current events and curriculum topics being studied.
Mini-Research Guide—This guide helps teachers and librarians to correlate SIRS
Researcher/SKS WebSelect content to standards. It also illustrates the standards- and researchbased ProQuest mini-research process. Teachers need the strategies and models presented to
support their transition from a total textbook culture to a more integrated mini-research
learning culture.
Teacher Webpages—Teachers can focus students on specific information links using the
school/teacher Web page. Students can save time searching for relevant information by
accessing webpages that are created by teachers from selected articles and websites. This
helps teachers to manage the research process because students use only information that
reinforces the curriculum topic and related state standards. Students can invest the search time
saved with more time for critical reading, higher-order thinking, and writing/presenting
their original thought and “reasoned opinion.”
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Today’s News—Teachers can integrate current events into their lesson plans whenever they need
to because this news feed provides articles and photos from the respected Reuters New Service
updated continuously during the day. Teachers can review this section and print articles for
classroom reading and discussion. These discussions can also stimulate mini-research on this
topic.
Spotlight on . . .—This collection of articles on topics of recurring national interest makes is
easy for teachers to assign research activities. Collections of great articles and websites helps
their students to want to explore these engaging topics that go beyond the rote activities of
textbook learning.
Article Summaries—Summaries help teachers to select exactly the right articles and websites for
the specific perspective on the topic they are studying. This saves time and ensures better focus
for student learning when teachers integrate these resource links into school/teacher webpages.
Across the Curriculum Resources—Librarians can easily add SIRS Renaissance: Current
Perspectives on the Arts and Humanities (arts, literature, culture, philosophy, and religion) and
Government Reporter: Articles by and About the Federal Government (scientific research,
federal procedures, domestic affairs, international affairs, military affairs). These comprehensive
content additions provide additional research support for teachers in all subject areas.
Maps of the World—Over 500 detailed, printable maps are available as an online reference
almanac. Teachers can print maps and make copies for classroom activities in learning about
people, places, and events in terms of their geographic importance.
Focus on Terrorism—Teachers can access multimedia news clips, interviews, and timelines of
this ongoing threat to our national security that should be part of every high school Social
Studies curriculum. This multimedia feature can be integrated into classroom presentations
and lessons using a video projector or a TV connected to the computer.
Leading Issues—This is a current compilation of the most frequently accessed topics in SIRS
Researcher. Teachers of debate and debate teams can get ideas from the “Top Ten Choices”
feature about what other schools are doing to motivate interest for debaters.
U. S. Historic Documents—SKS WebSelect provides a collection of these primary source
documents that are required for Advanced Placement courses in U. S. History and
Government. Teachers who teach these courses will benefit from this collection.
STUDENT TOOLS TO ENHANCE LEARNING
Reference Support—Access to a dictionary, thesaurus, and encyclopedia helps students to
understand the information in the documents that are recovered from each search. When reading
relevant documents, if students encounter words that they don’t understand or want to know more
about, they can click on “Dictionary,” type in the word, and get on-demand understanding.
Research shows that when students can get immediate reinforcement of their interests and
questions, motivation, understanding, and learning are increased.
Home Access—Students can access SIRS Researcher/SKS WebSelect resources and/or custom
teacher webpages, anytime and anywhere. Students learn best when they have the time and the
interest to learn. Students can learn when they are sick, on vacation, or on other occasions when
they are not in school.
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Article Summaries—Students can save time browsing and increase the specific relevancy of
the information that they harvest for their mini-research projects.
Tagged List—Students can tag the articles and websites that they want to save, print, or email
from their search results. Saving time in completing routine tasks allows for more time to be
spent on analysis, synthesis, and reporting the conclusions of their research activities.
Citation Support—While ProQuest mini-research process recommends informal citations,
when needed students can use the citation support feature that provides models for the MLA
and APA formal styles.
World Almanac Excerpts—This information from The World Almanac and Book of Facts
allows. students to view articles about world history, profiles of all the nations of the world,
important facts describing major international organizations and each of the 50 states of the union
as well as the District of Columbia and outlying U.S. areas. This type of research is done in all
Social Studies classes and this resource makes it easy for students to be successful.
SKS WebSelect Websites—Internet surfing for curriculum information wastes valuable
classroom time and may lead to dubious results. SIRS staff has compiled the best websites
ensuring relevance, authority, and decency of content. SKS WebSelect’s 17 subject areas are
correlated with and include the 8 major topic areas of Researcher to make searching easier.
Email—Allows students to send relevant documents tagged lists to their home for later use in
homework or mini-research report assignments.
Context-Sensitive Help — A comprehensive help system which includes a cross-referenced
index, full-text search, an easy to browse table of contents, and access to Help from the button
located in the upper right hand corner of the SIRS Knowledge Source interface.
SKS Research Strategy Worksheet — Research Strategy Worksheets are designed to assist
users in targeting their search. They review searching strategies, Boolean operators and the
concepts of expanding and narrowing a search.
Guide to Writing a Research Paper — Techniques and strategies for writing a research paper
authored by a SIRS Curriculum Specialist.
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What Does Educational Research Indicate About the Use of SIRS Researcher/SKS WebSelect
and Mini-Research?
The following list of statements summarizes some of what we know works in the classroom
and what we know about how students learn:
Students learn better when information is applied through activities that integrate higherorder thinking skills.
The ProQuest Mini-Research process focuses teachers and students on higher-order thinking
skills. Instead of “who, what, when, where” research, students are motivated by “how, why, why
not, and what if” research, which integrate Bloom’s taxonomy of higher order thinking skills (see
upcoming exhibit).
Students learn better when appropriate visuals are integrated with information.
Most learners are visual learners. With SIRS Researcher/SKS WebSelect teachers and students
access graphics and websites that provide the visual reinforcement that doubles the opportunity
to understand and retain the information and concepts being studied. They can also use the
graphics in their reports and presentations.
Students learn better when a variety of activities and assessments are part of the learning
experience.
Research shows that students have multiple learning styles and need multiple ways of learning
and expressing their knowledge and opinions. Research activities provide the opportunity for
students to demonstrate what they know through writing, oral reports, or PowerPoint
presentations. Research activities can be organized collaboratively so that students learn to work
together and, when managed properly, can also learn from each other through questioning and
response.
Students learn better when they have an opportunity to construct knowledge from
information related to a relevant issue.
Information is not knowledge. Research shows that information must be constructed into
knowledge through motivating and authentic learning activities such as researching information
on issues that are relevant to a student’s life and experiences. ProQuest mini-research strategies
included in this guide provide the foundation to help teachers create these higher-order thinking
activities.
Students learn to read and write better when reading and writing activities are related and
integrated.
Reading and writing are symbiotic—they reinforce each other. These essential language arts
skills can be integrated effectively using ongoing mini-research activities. These activities also
help build knowledge and understanding in the core curriculum content subjects and address state
standards.
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Integrated reference resources provide the opportunity to get feedback on troublesome words
that may interfere with understanding, or on words that invite interesting personal sidebars for
learning.
Students learn to write better when they are asked to present “reasoned opinions” or
defend/refute a position on issues that are relevant to them.
Writing can be creative—stories, poems, etc. or can be informative and persuasive. Miniresearch activities provide an opportunity for students to do the latter and, using critical thinking
skills, present “reasoned opinions.” The ability to form reasoned opinions and solve problems
using relevant and accurate information is essential for lifelong learning and for their success in
higher education, careers, and life.
Students learn better when TIME ON TASK is increased and not wasted in unessential and
lower-order thinking activities.
SIRS Researcher/SKS WebSelect provides only those learning resources that specifically
address grade
9-12 curriculum and standards. Students can access this information from home or at school.
Time and the frustration of searching in multiple places is minimized, conserving time and energy
for reading, writing, and higher-order thinking.
Students learn better when parents are involved with their school and homework.
Home access helps parents to get involved with research learning activities, whether assigned or
motivated by extra credit opportunities. Teacher can create personal webpages that are
customized to address student interest and reading levels. Parents can see and support miniresearch assignments and learning. After teacher quality, parental involvement in student
learning is the next most important factor used to predict student achievement.
Students learn better when they have access to a variety of engaging world-class resources.
Teachers and librarians have always tried to enrich textbook teaching with a variety of
additional resources for in-depth learning. Unfortunately, not all students and teachers are
fortunate enough to attend schools with excellent libraries and classroom learning resources.
SIRS Researcher/SKS WebSelect provides this learning enrichment opportunity for all schools,
many of which may lack all but the most meager resources and sometimes even textbooks. SIRS
Researcher/WebSelect--with home access--is the modern equivalent to the benefits provided to
students by parents in earlier generation when they invested in the traditional family
encyclopedia.
Students learn better when they have easy access to engaging information and visuals that
are correlated to their interests, reading levels, and school curriculum.
The Suggested Research Topics feature provides a changing mix of current and historic topic
ideas and links to correlated information resources. This easy to use and constantly changing
collection of topics is sure to pique student interest. The motivation provided is the surest way
for students to explore, learn more, and build essential digital information literacy skills.
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SIRS Researcher/SKS WebSelect, Mini-Research and Student Achievement
Scientific research on “what works in the classroom” has identified many learning activities that help to
increase student achievement. One of those activities is student mini-research on engaging current issues.
Through technology and the Internet, it is possible for this type of successful traditional learning activity to
occur more frequently than in the past through “the mini-research design,” therefore its benefits are
multiplied. These benefits include the essential skills of critical reading, expository and persuasive
writing, and higher-order thinking
skills. These skills are the heart of state standards and the
accompanying state assessments that measure student achievement. ProQuest mini-research integrated
with the content and features of SIRS Researcher/SKS WebSelect provide the strategies, models, and research
topic ideas to motivate and prepare teachers to integrate more of these activities into their classrooms.
Because of the focused relevance of media content and ease of use features of SIRS
Researcher/WebSelect, valuable time previously lost in searching can now be invested in the essential skills
mentioned above. Remote access provides opportunities for parental support and homework that extends
these proven classroom learning activities into the home.
* Scientific Research Support for Student Research Activities
Students Learn Better When They . . . . . .
* http://www.bigchalk.com/media/pic/libreso/SBReLibTeacherTraining.pdf
Have daily access to visual and multimedia content as well as verbal information (most
learners have a visual learning styles)
Are involved in solving problems relevant to their community and world (permanent
learning only occurs when information is socially relevant)
Have daily access to current information in the topic of study (learning in context of the
learner’s world increases permanent memory)
Have to defend their opinions on relevant issues with facts (information can be constructed
into permanent knowledge through engaging inquiry-based activities)
Integrate reading with writing in an activity that focuses on questions of how, why, why
not, and what if (higher-order thinking results in greater learning)
Integrate reading and writing in the same activity (both reading and writing are learned
more effectively when taught together rather than separately)
Demonstrating the results of their work and ideas to peers or others (peer review provides
the motivation that is essential to learning)
Collaborate with others to solve a problem or defend an opinion (collaboration and
communication provides essential feedback to test learner ideas and concepts)
Investigate topics deeply (in- depth learning provides greater retention of ideas; surface
learning of facts is temporary learning and easily forgotten)
Learn by doing (application of facts and concepts through activity results in increased
learning)
Can easily explore other topics related to the current lesson or theme (the brain processes
information through patterns and associations)
Can learn anytime and anywhere (learning is more efficient when students are ready to
learn)
Integrate time-saving technology tools into their learning process (time on task is vital for
greater retention of information)
Access learning resources at home and at school (parental involvement and meaningful
homework are essential in successful learning)
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ProQuest Mini-Research Process
Advantages of Mini-Research Activities with SIRS Researcher/SKS WebSelect
Easier for students to complete than traditional research papers
Takes less classroom and homework time than traditional research activities
Can be assigned in any subject area
Assignment can be made more frequently to reinforce technology and information literacy skills
Mini-research strategies, ideas, and models are available for teachers
Mini-research activities keep textbooks current in all areas and support state standards
The Summary Document model and methods presents ways to help prevent plagiarism
Mini-research models integrate Bloom’s Taxonomy of higher-order thinking designs into research
Remote access provides opportunities for research activities, anytime and anywhere
Research Spectrum of Higher-Order Thinking Skills
(emphasis—format, citations, and used topics)
Traditional Term Paper
Evaluate
HIGHER-ORDER
Thinking Skills
Predict
Traditional Research
Strategies
ProQuest
Mini-Research
Persuade
STATE/ NATIONAL
STANDARDS
Critique
Compare/Contrast
Print/Paraphrase
(Lowest Level)
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SIRS Researcher/SKS WebSelect and Mini-Research Activities Inherently Prepare
Students for State Assessments
Listed here is the Harcourt Brace description of the Stanford 9 (SAT9). This is the test that has
been customized for California and many other states. The purpose is to illustrate how SIRS
Researcher/SKS WebSelect and mini-research activities help students to prepare for state
assessments without wasting time in targeted classroom prepping.
The items bolded illustrate the connections between the Stanford 9 test content and processes
that are inherent in all ProQuest mini-research activities. Other states such as Maryland,
Michigan and Florida have created their own criterion-referenced state assessments that also
focus on these processes.
Only those Stanford 9 descriptors that are supported directly by mini-research activities are
listed.
A combination of multiple-choice and open-ended subtests helps you obtain a more complete
picture of both the breadth and depth of your students’ educational achievement. Enhanced
multiple-choice items in Stanford 9 have the following characteristics:
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They are framed within classroom or real-life situations.
They often elicit actual performance from a student.
Many of them measure strategies or processes.
They integrate process with knowledge.
The open-ended subtests will help you address instructional objectives that are best measured
with performance-based tasks and student-constructed responses.
Concentration on Important Concepts & Learning Processes Across Content Areas
•
Alignment with state curriculums and frameworks, national standards and projects,
and instructional methods
Reading—What’s New in Stanford 9?
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Provides both multiple-choice and open-ended assessment
Reports process scores
Reading Comprehension
In order to represent the literature-based curricula taught in many classrooms, the Reading
Comprehension selections include original short stories and articles written expressly for Stanford
9. With this authentic, original material, there is no chance students would have been exposed
to the selections previously and thus have an unfair advantage.
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Recreational: Material read for enjoyment or literary merit, including folk tales, historical
fiction, contemporary fiction, humor, and poetry
Textual: Expository material with content from the natural, physical, and social
sciences, as well as other nonfiction general information materials
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The Reading Comprehension subtest also contains a variety of new item types that assess
important reading processes:
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Interpretation questions measure students’ comprehension of implicit information and
relationships and their ability to make connections beyond the text
Critical Analysis questions assess students’ ability to analyze and evaluate explicit and
implicit information and relationships
Language
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Emphasizes development of effective written communication skills
Supports Prewriting, Composing, and Editing stages of the Writing Process Model
Each task is introduced with a scenario—a brief statement that provides a topic and a concrete,
purposeful writing assignment that a student writer must complete for a specified audience.
Study Skills
This measures students’ ability to use traditional resources (resource books, telephone books,
dictionary), as well as computer resources. Proficiency in organizing information, such as
outlining and semantic mapping, is measured as well.
Science Concepts, Processes and Content
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Decision Making and Problem Solving questions ask students to become involved in using
their understanding of the world around them in ways that are relevant to active members
of society
Conceptual Understanding questions require students to use their understanding of basic
science concepts in order to explain natural phenomena, make predictions, and explain the
limits of science
Life Science questions measure understanding of the structure and function of life forms and
their interactions with each other and the environment
Earth/Space Science questions assess understanding of the Earth and the relationship of
Earth to space
Test items allow students to use reasoning skills to reach answers rather than having to recall
memorized, detailed facts and information. Students may be asked to apply an understanding
of the concept directly to a situation, but, more often, they are expected to use what they know to
apply information and data, interpret data, draw conclusions, and predict events.
Social Science Concepts, Processes and Content
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Fundamental Concepts questions require a demonstration of informational and conceptual
mastery
Inquiry and Decision Making tasks assess facility in the inquiry process as well as
understanding of the real-world issues implicit in the question
Application questions require students to use the breadth of knowledge obtained in the
classroom and apply it to a problem
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Economics, Civics, and Government questions include such complex content as economic
choice and federalism in everyday contexts
Geography questions require students to use geographic tools and solve geographic problems
in situations familiar to everyday life
Social science is perhaps the ideal discipline in which to use an open-ended assessment. Many
questions about history and economics, for example, have more than one cause, effect, or
result. Social science open-ended questions require students to apply concepts and make
inferences at a level beyond that required by the multiple-choice questions. They allow students
to bring divergent thinking, relevant information, and different outlooks to their answers.
•
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History questions focus on United States, Western civilization, and people and societies
sharing our interdependent world
Geography questions focus on five themes: location; place—physical and human
characteristics; relationships with places, humans, and environment; movement—humans
interacting on the Earth; and regions—how they form and change
Economics questions focus on macroeconomic concepts, microeconomic concepts, and
international economic concepts
Culture questions measure objectives in sociology and anthropology, emphasizing the
importance of understanding the interdependent family, community, nation, and the
world
Open-Ended Social Science
The open-ended Social Science questions require students to apply concepts and make
inferences at a level beyond that required by the multiple-choice questions, even though the
content covered is similar.
ProQuest Comment: ProQuest mini-research inherently provides students with opportunities to
develop their reading, writing, and critical thinking skills.
Many of the new state assessments and many local school assessments are increasingly using
student writing samples as evidence of learning. The College Board has included a new section
on writing in the SAT test starting in 2005 because they know that this will promote more
essential writing instruction and activities in K-12. Many companies are now developing software
programs that can analyze student writing in terms of mechanics, style, and state standards.
Several states are already using this software in evaluating writing samples in state assessments.
These states have shown that the writing evaluations done by the software are more consistent
than a team of trained human evaluators and also more accurate than the majority. This tool will
support teachers who are being asked to integrate more writing into their classroom and testing
activities.
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SIRS Researcher/SKS WebSelect Support English Language Arts Standards
SIRS Researcher/SKS WebSelect supports all included standards. But
bolded standards or parts of standards indicate that SIRS Researcher/SKS
WebSelect resources are essential for success because they provide the
currency, need for multiple points of view, or timely access to a variety of
media that are not readily available in most schools, libraries, or at home.
Typical English Language Arts Standards
READING STANDARDS—students examine, construct and extend the meaning of a variety of
self-selected and assigned text (traditional and electronic) by applying a range of reading
strategies and analytic techniques.
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Analyze features and rhetorical devices of different types of public documents (e.g.,
policy statements, speeches, debates) and how authors use the features to achieve their
purposes
Analyze how the patterns of organization, hierarchic structures, repetition of key ideas,
syntax and word choice in text influence understanding
Synthesize the content and ideas from several sources dealing with a single issue or
written by a single author, producing evidence of comprehension by clarifying the ideas
and connecting them to other sources, related topics, or prior experience
Extend ideas presented in primary or secondary sources through original analysis,
evaluation and elaboration
Analyze an author's implicit and explicit philosophical assumptions and beliefs about a
subject
Make warranted and responsible assertions about significant patterns, motifs and
perspectives, using elements of text to defend and clarify interpretations
Critique the power, validity and logic of arguments advanced in public documents,
their appeal to various audiences and the extent to which they anticipate and address
reader concerns and counterclaims (e.g., appeal to authority, reason, or emotion)
READING STANDARDS—students interpret and analyze the meaning of literary works from
diverse cultures and authors by applying different critical lenses and analytic techniques.
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Articulate the relationship between the expressed purposes and characteristics of different
forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue)
Identify the characteristics of different forms of poetry (e.g. epic, elegy, ode, sonnet) and
how they shape the meaning of the selection
Explain the concept that the theme of a selection represents a view or comment on life
and analyze its function and effects in literature, using textual evidence to support the
claims
Analyze and evaluate how such literary elements as point of view, tone, voice,
characterization and irony are used for specific rhetorical and aesthetic purposes
Compare and contrast the major periods, themes, styles and trends of American
and World literature and describe how works by members of different cultures relate to
each other
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Analyze the philosophical, political, religious, ethical and social influences that have
shaped characters’ traits, plots and settings in recognized works of American and World
literature
Relate recognized works and authors of American and World literature to major
themes and issues of their eras
Analyze the literal and interpretive meaning of literary works using a variety of critical
approaches, including reader response, historical, cultural, biographical, aesthetic,
political and philosophical approaches
SIRS Researcher/SKS WebSelect Support for Reading and Literature Standards
Topic Browse: SKS WebSelect = LITERATURE (Samples of subjects and websites)
Authors and Poets
Electronic Books
Literary Criticism
Literary Establishments
Literary Genres
Poetry
Publishing
Writing
Language of the Land -- Journey Into Literary America
Library of Congress
Summary: "From Robert Frost's New England farms to John Steinbeck's California valley to
Eudora Welty's Mississippi Delta, authors have described the American landscape to evoke a
strong sense of place. Using the metaphor of a journey, [this site] examines America's literary
heritage though maps, photographs, and the works of American authors from a variety of
periods." (LOC)
URL:http://lcweb.loc.gov/exhibits/land/
Descriptors: American literature, Authors, Quotations
Anna Karenina
ExxonMobil Masterpiece Theatre
Summary: This is the companion site to ExxonMobil Masterpiece Theatre's presentation of
Tolstoy's Anna Karenina. It gives background information on the novel, commentary, profiles of
the main characters, and a timeline on Tolstoy.
URL:http://www.pbs.org/wgbh/masterpiece/anna/index.html
Descriptors: Anna Karenina (Book) , Authors, Russian, Literature, Television adaptations ,
Tolstoy, Leo (1828-1910)
Anthology of Middle English Literature (1350-1485)
Annina Jokinen
Summary: This site offers a starting point for enthusiasts of English Literature, with a focus on
Medieval, Renaissance and Seventeenth Century literature. It was created by Annina Jokinen
and is not affiliated with any institution, although the information is particularly well documented.
Included on the site is biographical information, essays and articles, and excerpts of important
figures in English literature including Sir Thomas Malory and Geoffrey Chaucer. The graphics on
this site are particularly impressive and full text of many works is available.
URL:http://www.luminarium.org/medlit/
Descriptors: Anthologies, English drama , English literature , English literature, Middle English
(1100-1500) , Literature , Literature, Medieval , Renaissance
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Banned Books Online
University of Pennsylvania
Summary: Books ranging from Black Beauty to the Bible have at one time or another been
banned. This University of Pennsylvania site features an expanded essay on the history of book
banning and full-text of the books banned.
URL:http://digital.library.upenn.edu/books/banned-books.html
Descriptors: Censorship, Electronic books, Literature and morals
Based on the Book
Mid-Continent Public Library (MCPL)
Summary: "Based on the Book is a compilation of selected books that have been made into
movies...All movies in this collection have been released in 1980 or later. In the case where more
than one movie has been based on the same book, the most current movie is listed." (MCPL)
URL:http://www.mcpl.lib.mo.us/readers/movies/
Descriptors: Film adaptations, Literature, Motion pictures
Beyond Nancy Drew - A Guide to Girls' Literature
Sallie Bingham Center For Women's History and Culture
Summary: "Girls' literature has long sought to delineate the 'proper' role of a girl in the home and
in the world, and to prepare her for her future role as the 'light of the home.' If a girl had
aspirations outside the home, a vast body of girls' literature guided her towards professions
considered appropriate for girls, such as nursing or teaching." (SALLIE BINGHAM CENTER) This
site examines this large body of literature by providing classifications, contexts, bibliographical
information, and summaries.
URL:http://scriptorium.lib.duke.edu/women/beyond-nancy-drew.html
Descriptors: American literature, Children's literature, Literature , Literature, History and
criticism, Women and literature, Young adult literature
Chicago Renaissance
Chicago Public Library
Summary: "In the early 1930's, as the famed Harlem Renaissance of black cultural achievement
was winding down, a new surge of African American creativity, activism and scholarship began to
flower in the South Side Chicago district then becoming known as 'Bronzeville'. This new
'Chicago Renaissance' was fueled by two unprecedented social and economic conditions: the
'great migration' of Southern blacks to Chicago in search of economic opportunity and perceived
safety from lynch mob rule, and the crisis of the Great Depression which followed." (CPL)
URL:http://www.chipublib.org/digital/chiren/index.html
Descriptors: African American History Month, African Americans in art, African Americans in
literature, African Americans, Music, Bronzeville (Chicago, Ill.), Chicago (Ill.), History, Community
development, Urban, Spotlight on Black History
The Iliad and The Odyssey by Homer
ThinkQuest, Inc.
Summary: This site examines the Greek epic poems, the Iliad and the Odyssey, both written by
Homer. The poems tell the story of the Trojan War and its aftermath, complete with the gods and
heroic figures from Greek myth. The site summarizes each poem, discusses the major features of
each, and investigates the life of their shadowy author, who may be little more than a myth
himself.
URL:http://library.thinkquest.org/~19300/
Descriptors: Epic poetry, Epic poetry, Classical, Homer (8th cent. B.C.), Iliad, Odysseus (Greek
mythology), Odyssey
Consider the Lilies
British Broadcasting Corporation (BBC)
Summary: "This site focuses on the skills and techniques you need to understand and interpret a
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novel, using Consider the Lilies by Iain Crichton Smith as our example." (BBC) Learn how to
interpret the setting, structure, language, character and revision of a novel.
URL:http://www.bbc.co.uk/scotland/education/int/eng/lilies/
Descriptors: Characters and characteristics in literature, Fiction, Literature, Study and teaching
Plots (Drama, novel, etc.), Setting (Literature)
Many librarians will add SIRS Renaissance to SIRS Researcher/SKS WebSelect to be able to access
its comprehensive Literature resources, as well as other humanities topics such as arts, culture, etc.
Renaissance = LITERATURE
American West Literature
Autobiography
Awards
Biography
Children's Literature
Comics
Communities
Drama
Fiction
Journalism
Literary Classics
Literary Criticism
Multiculturalism
Mystery and Horror
Nonfiction
People
Periodicals
Poetry
Publishing
Religious Literature
Romance Literature
Science Fiction
Short Fiction
Social Issues
Technology
World Literature
Writing
Literature—LITERARY CLASSICS (Samples of articles—updated regularly)
Huck's Heresy
Free Inquiry Feb./March 2004; 10K, SIRS Renaissance
Dickensian London: A Character in Itself
Christian Science Monitor Jan. 28, 2004; 9K, SIRS Renaissance
George Eliot's "Middlemarch"
SIRS Renaissance Jan. 15, 2004; 6K, SIRS Renaissance
Orwell Is Back: Author's Ideas Still Spark Debate...
Dallas Morning News (Dallas, TX) Jan. 14, 2004; 10K, SIRS Renaissance
Charlotte Bronte's "Jane Eyre"
SIRS Renaissance Jan. 8, 2004; 5K, SIRS Renaissance
Charles Dickens' "Great Expectations"
SIRS Renaissance Jan. 7, 2004; 6K, SIRS Renaissance
Leo Tolstoy's "Anna Karenina"
SIRS Renaissance Jan. 5, 2004; 5K, SIRS Renaissance
Oscar Wilde's "The Picture of Dorian Gray"
SIRS Renaissance Jan. 4, 2004; 6K, SIRS Renaissance
Charles Dickens' "David Copperfield"
SIRS Renaissance Dec. 2, 2003; 6K, SIRS Renaissance
Ernest Hemingway
Bookmarks Nov./Dec. 2003; 30K, SIRS Renaissance
Miguel de Cervantes' "Don Quixote"
SIRS Renaissance Nov. 25, 2003; 5K, SIRS Renaissance
A Sublime Poet, an Avowed Defender of Ireland
Los Angeles Times (Los Angeles, CA) Nov. 23, 2003; 12K, SIRS Renaissance
John Steinbeck's "The Grapes of Wrath"
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SIRS Renaissance Nov. 4, 2003; 5K, SIRS Renaissance
Squalor and Redemption
World & I Nov. 2003; 31K, SIRS Renaissance
Aldous Huxley's "Brave New World"
SIRS Renaissance Oct. 14, 2003; 5K, SIRS Renaissance
LANGUAGE ARTS STANDARDS—students understand and use the structures and
conventions of the English language (i.e., vocabulary, spelling, grammar, mechanics, and usage)
in their oral and written communications.
•
Identify and use knowledge of the origins of commonly used words and phrases derived
from Greek, Roman, and Norse mythology and other works often alluded to in American and
World literature to understand the meaning of new words
SIRS Researcher/SKS WebSelect Support for Language & Language Arts Standards
Reference Resources for Language Skills Development and Understanding—Reference resources help
students to better understand the documents that are recovered from a search. When reading relevant
documents, students encounter words that they don’t understand or want to know more about. Students can
click the Dictionary or Thesaurus link on the menu bar at the top of the screen, type the word in the box
and search for its meaning, root, pronunciation, its synonyms and antonyms. The example is ACRONYM
acronym
Main Entry: ac*ro*nym
Pronunciation: hak-r-nim
Function: n
:a word (as radar) formed from the beginning letter or letters of each or most of the parts of a
compound term
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Topic Browse = SKS WebSelect > Reference (Subject Index)
Almanacs
Dictionaries
Directories
Encyclopedias
Libraries
Maps
Museums
Periodicals
Using the Internet
Topic Browse = SKS WebSelect > REFERENCE (Samples of websites)
American FactFinder
U.S. Census Bureau
Summary: The United States Census Bureau offers this site as a source for authoritative
information on population, housing, economic and geographic data. The intuitive design of this
Web site allows for easy searching in Spanish or English. Reference and thematic maps are
available.
URL:http://factfinder.census.gov/home/saff/main.html?_lang=en
Descriptors: Census, Demographic surveys, Population, Economic aspects, U.S. Bureau of the
Census
American Sign Language Browser
Michigan State University (MSU)
Summary: This site is great resource for learning American Sign Language. Click on a letter,
word or phrase in the alphabetical index to see a description and QuickTime movie of the
appropriate movement.
URL:http://commtechlab.msu.edu/sites/aslweb/browser.htm
Descriptors: American Sign Language, Deaf, Deaf, Means of communication, Sign language
Arab.Net: Country Information
Saudi Public Relations Company (SPRC)
Summary: This site presents the history, geography, culture and government of Arab countries in
the Middle East and North Africa.
URL:http://www.arab.net/sections/contents.html
Descriptors: Arab countries, Arab countries, Politics and government, Arabian Peninsula,
Culture, Middle East, Middle East, History, North Africa
Atlas of the Body
American Medical Association (AMA)
Summary: This site provides descriptions and illustrations of different parts of the body. Learn
about human anatomy through this online atlas.
URL:http://www.ama-assn.org/ama/pub/category/7140.html
Descriptors: Anatomy, Atlases, Human anatomy
Britannica Guide to the Nobel Prizes
Encyclopedia Britannica
Summary: "The Britannica Guide to the Nobel Prizes features biographies of every Nobelist and
every institution that was awarded the honour--more than 600 recipients in all....The Spotlight
contains not only articles on the winners but also on the discoveries, innovations, and theories
that earned them the Nobel honour." (ENCYCLOPAEDIA BRITANNICA) Nobel prize winners up
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to 1997 are presented.
URL:http://www.britannica.com/nobel/
Descriptors: Awards, Biography, Nobel Prizes, Nobel, Alfred (1833-1896)
Country Profiles
British Broadcasting Corporation (BBC)
Summary: "Full profiles provide an instant guide to history, politics and economic background of
countries. They also include audio and video clips from the BBC archives." (BBC) The RealPlayer
plug-in is required for the audio and video clips.
URL:http://news.bbc.co.uk/1/hi/world/americas/country_profiles/
Descriptors: Africa, Almanacs, America, Asia, BBC, Europe, Middle East, Pacific Area, South
Asia
WRITING STANDARDS—students produce informational, practical, persuasive, and
narrative writing that demonstrates an awareness of audience, purpose and form using stages of
the writing process as needed (i.e., pre-writing, drafting, revising, editing, and publishing).
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Establish a controlling impression or coherent thesis that conveys a clear and distinctive
perspective on the subject and maintains a consistent tone and focus throughout the
piece of writing
Support thesis or judgments with techniques such as analogies, paraphrases,
quotations, and opinions from authorities
Develop key ideas by integrating complex connections among ample supporting
evidence such as descriptions, personal experiences, observations, and/or researchbased information
Topic Browse = SKS WebSelect > LITERATURE > Writing (Samples of websites)
Effective Academic Writing: The Argument
University of North Carolina at Chapel Hill (UNC-CH) Writing Center
Summary: This site defines what an argument is and why you need one in most of your
academic essays.
URL:http://www.unc.edu/depts/wcweb/handouts/argument.html
Descriptors: Academic writing, Essays, Logic, Writing
Fallacies: Mistakes in the Logic of Arguments
University of North Carolina at Chapel Hill (UNC-CH) Writing Center
Summary: "This handout is on common logical fallacies, which you may encounter in your own
writing or the writing of others. The handout provides definitions, examples, and tips on avoiding
these fallacies." (UNC-CH)
URL:http://www.unc.edu/depts/wcweb/handouts/fallacies.htm
Descriptors: Academic writing, Essays, Logic, Writing
How to Write Comparison/Contrast Essays
University of Kansas Writing Center
Summary: "Comparison papers ask you to compare two or more things, in order to get a better
idea of each and also evaluate them to determine the relative success or merit of one or both."
(UNIVERSITY OF KANSAS WRITING CENTER) Have to write one? Visit this site first.
URL:http://www.ukans.edu/~writing/students/docs/compare.html
Descriptors: Academic writing, Essays, Writing
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How to Write Essays
University of Kansas Writing Center
Summary: Taken from the KU Writing Guide, this section discusses essays.
URL:http://www.ukans.edu/~writing/students/docs/essays.html
Descriptors: Academic writing, Essays, Writing
Literary Visions, What Makes a Short Story Good
Annenberg/CPB Project
Summary: Visitors to this interactive site will learn about the art and craft of short story writing.
Topics covered include: developing characters, describing a setting, developing point of view, plot
construction, and many others. The site provides links to writing-related sites as well.
URL:http://www.learner.org/exhibits/literature/
Descriptors: Authorship, Creative writing, Fiction, Authorship, Fiction, Technique, Short stories,
Short story, Writing
RESEARCH-BASED WRITING—students use the research process to search, organize,
analyze, and synthesize relevant information to solve problems and to develop informed
opinions on real-world issues.
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Use clear research questions and coherent research methodology to elicit and present
evidence from primary and secondary sources using available library, electronic, and
human resources
Synthesize information from multiple sources and identify complexities and
discrepancies in the information and how each medium offers a different perspective
Use appropriate conventions for in-text documentation, notes, and bibliographies,
adhering to style manuals
Self-edit and refine writing using knowledge of standard English conventions of language
and appropriate traditional and electronic resources (e.g., dictionary, thesaurus, spellcheck software)
Prepare writing for publication by integrating illuminating graphics and format and
appropriate traditional and electronic resources to enhance the final product and create
an easily read product
Write expository texts for an intended audience and purpose that define, inform, explain,
or some combination, including essays of analysis and research papers that marshal
evidence in support of a thesis and related claims
Write to persuade an intended audience by clarifying and defending positions with
precise and relevant evidence, including expert opinions and commonly accepted
beliefs
The writing process is inherently supported and developed through student
mini-research activities. The ProQuest mini-research process is described in the
section at the end of this guide (see Table of Contents)
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SPEAKING STANDARDS—students communicate effectively in a variety of situations, with
different audiences, purposes and formats.
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•
Support, modify, or refute a position using effective rhetorical and oral delivery
strategies
Speak in a variety of situations choosing an organizational pattern appropriate to convey
a message or theme
Access to SIRS Researcher/SKS WebSelect primary and secondary source
materials on thousands of historic and current topics and issues supports the
Speaking Standards in the areas of exposition and persuasion. Every speech
or debate inherently involves mini-research activities as preparation.
SIRS Researcher/SKS WebSelect Support Research, Writing and Speaking Standards
Formal Citation Models – The ProQuest mini-research process encourages informal
citations especially at the elementary/middle school level. Students need time to focus on
problem-solving and higher-order thinking skills. Some of this time can be gained by not
taking time to convert SIRS citations into formal citations. However, when formal citations
are appropriate, SIRS provides models of the Modern Language Association (MLA)
formats for a variety of sources found in SIRS Research/SKS WebSelect.
MLA Works Cited (Click Cite at top right of any results page)
Format Models
Author. "Article Title." Original Source of Article Date of original source: page numbers. Name
of the Database Used. Name of the Service. Library where database was accessed, Location
of library. Date of Access <URL of service's homepage. (article)
Title of Internet Site. Name of the editor, compiler, or translator (if available). Date of most
recent electronic publication (if known). Sponsoring organization or institution. Date of
access <Electronic address or URL>. (website)
Examples
Maddren, Gerry. "Against All Odds." Cricket Feb. 1998: 21-23. SIRS Discoverer. SIRS
Discoverer on the Web. Silver Lakes Middle School Library, North Lauderdale, FL. 10
Nov. 2001 <http://www.sirs.com.
"All About... Dinosaurs." The World Almanac for Kids 2002 2001: n.p. SIRS Discoverer. SIRS
Discoverer on the Web. Silver Lakes Middle School Library, North Lauderdale, FL. 10
Nov. 2001 <http://www.sirs.com.
The Victorian Web: An Overview. Ed. George Landow. June 2000. Brown University. 25 Feb.
2004 <http://landow.stg.brown.edu/victorian/victov.html>.
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Research Topics and Learning Links (Click SUGGESTED RESEARCH TOPICS)
Affirmative Action
Subject Headings: Affirmative action programs
Keywords: "affirmative action"
Topic Browse Paths: HUMAN RELATIONS: Ethnic Groups; INSTITUTIONS: Education
Civil Liberties
Subject Headings: Civil rights
Keywords: "civil liberties" OR "civil rights"
Topic Browse Paths: GLOBAL ISSUES: Human Rights; HUMAN RELATIONS: Privacy;
INSTITUTIONS: Criminal Justice
Corporate Accountability
Subject headings: Business ethics; Corporations, Corrupt practices; Social responsibility of
business
Keywords: Corporate AND (accountability OR responsibility)
Topic Browse Paths: BUSINESS: Money; HUMAN RELATIONS: Ethics
Marijuana
Subject Headings: Marijuana
Keywords: marijuana
Topic Browse Paths: HEALTH: Substance Abuse
Teen Smoking
Subject Headings: Teenagers, Tobacco use
Keywords: teen AND smok*
Topic Browse Paths: FAMILY: Youth; HEALTH: Substance Abuse
SIRS Researcher/SKS WebSelect Support Mathematics Standards
Typical Mathematics Standards
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•
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Students understand that mathematics has been helpful to solve practical problems for many
centuries
Students understand that theories in mathematics are greatly influenced by practical issues;
real-world problems sometimes result in new mathematical theories and pure
mathematical theories sometimes have highly practical applications
Students understand that new mathematics continues to be invented even today, along
with new connections between various components of mathematics
Research = Subject Heading Search = Mathematics
Analysis (Mathematics)
Binary system (Mathematics)
Error analysis (Mathematics)
Factorization (Mathematics)
Formulas (Mathematics)
Greek mathematics
Iteration (Mathematics)
March 2004
Mathematics, History
Mathematics, Primitive
Mathematics, Problems, exercises, etc.
Mathematics, Research
Mathematics, Study and teaching
Mathematics, Symbols
Nonlinearity (Mathematics)
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Iterative methods (Mathematics)
Mathematics
Mathematics anxiety
Mathematics teachers
Mathematics, Formulae
Mathematics, Greek
Mathematics, Historiography
SIRS Researcher/SKS WebSelect Mini-Research Guide
Optimization (Mathematics)
Physical mathematics
Physics, Mathematics
Substitutions (Mathematics)
Tiling (Mathematics)
Transformations (Mathematics)
Browse Topics = SKS WebSelect > Subject Heading Search > Mathematics
Analysis (Mathematics)
Factorization (Mathematics)
Formulas (Mathematics)
Greek mathematics
Mathematics
Mathematics, Formulae
Mathematics, Greek
Mathematics, History
Mathematics, Problems, exercises, etc.
Mathematics, Research
Mathematics, Study and teaching
Physical mathematics
Physics, Mathematics
Problems, Word (Mathematics)
Word problems (Mathematics)
SIRS Researcher/SKS WebSelect Support Science & Technology Standards
SIRS Researcher/SKS WebSelect supports all included standards. But bolded
standards or parts of standards indicate that SIRS Researcher/SKS
WebSelect resources are essential for success because they provide the
currency, need for multiple points of view, or timely access to a variety of
media that are not readily available in most schools, libraries, or at home.
Typical Science & Technology Standards
Skills and Processes—students will explain how the nature of science has affected scientific
inquiry, technology, and the history of science.
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•
•
•
•
•
•
Access and process information in order to formulate questions that lead to a testable
hypothesis, which demonstrates the logical connections between the scientific concepts
and the design of an investigation
Defend a position on a scientific issue and take into account the different types of risks
and benefits in formulating a plan of action
Critique scientific information in order to detect bias and analyze the bias source
Demonstrate and explain how using existing tools extend knowledge and identify the
limitations, which drive the need for new technologies
Explain that when designing a device or process (e.g., manufacturing, marketing,
operating, maintaining, replacing, and disposing of) risk analysis and technology
assessment determines how it will be employed
Explain that science and technology have strongly influenced the course of history and
cite how human inventiveness has brought new risks as well as improvements to
human existence
Describe how various cultures, over time, have made contributions that led to current
scientific ideas and technological invention
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SIRS Researcher/SKS WebSelect Mini-Research Guide
Explain that scientific careers differ from one another in what is studied, techniques
used, where studied, and outcomes sought but they share a common purpose and
philosophy and are part of the same scientific enterprise
ProQuest mini-research strategies and models integrate higher-order thinking
skills into problem-solving activities that support the scientific process.
Each of the following science content areas is dynamic and requires knowledge from current
sources to understand how new knowledge and old knowledge interface to produce a better
understanding of our world. Bolded parts of standards indicate the need for the currency of
SIRS Researcher/SKS WebSelect resources.
EARTH/SPACE SCIENCE—students will use scientific skills and processes to explain the
chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the
environment, Earth, and the universe that occur over time.
•
•
•
•
•
Materials and Processes That Shape a Planet—explain how formation, weathering,
sedimentation, and reformation of rock constitutes a continuing “rock cycle”
Earth History—use absolute dating, superposition, and fossil correlation to explain the
sequence of events, which make up Earth's biologic and geologic history
Plate Tectonics—describe Earth's surface in reference to plate tectonics (i.e. internal heat
flow and the dynamic nature of Earth's crust)
Astronomy—identify and describe the properties, interactions, and the theories
formation of the universe and its components (e.g. stars, planets, comets, meteors
asteroids, and galaxies)
Interactions of Hydrosphere and Atmosphere—analyze the major components of the
atmosphere and hydrosphere and explain how the transfer of energy through them
influences Earth’s weather and climate
Researcher = SCIENCE > Earth Science > Subject Index (Samples of over 100)
Artificial satellites in earth sciences
Biblical geology
Catastrophes (Geology)
Chemical geology
Collisions of asteroids with Earth
Earth (Soils)
Earth movements
Earth pressure
Earth scientists
Earth, Age
Earth, Chemical composition
Earth, Core
Earth, Crust
Earth, Internal structure
Earth, Magnetism
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Earth, Orbit
Earth, Origin
Earth, Photographs from space
Aeronautics in earth sciences
Faults (Geology)
Geology, Historical
Geology, Research
Geology, Stratigraphic, Cambrian
Geology, Stratigraphic, Permian
Geology, Stratigraphic, Triassic
Jupiter (Planet), Geology
Living earth theory
Lunar geology
Marine geology
Mars (Planet), Geology
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Researcher = SCIENCE > Earth Science (Samples of articles--updated regularly)
2003 Tied for World's Second Hottest Year Since 1880
KRT News Service Jan. 15, 2004; 3K, SIRS Researcher
Weighing Earth's Water from Space
Earth Observatory (National Aeronautics and Space Administration) Dec. 23, 2003; 22K, SIRS
Researcher
Diary of a Hurricane
State Magazine Dec. 2003; 6K, SIRS Researcher
Western States Hit by Drought Seek Help in Seeding Clouds
USA Today Dec. 1, 2003; 7K, SIRS Researcher
Fight Erupts over Seismic Evidence of Plume Theory, a Tenet of Geology
Dallas Morning News (Dallas, TX) Nov. 24, 2003; 8K, SIRS Researcher
Sahel Drought: New Look at Causes
Christian Science Monitor Nov. 20, 2003; 5K, SIRS Researcher
Old Japanese Documents Confirm Warnings of Future North American...
Earth Observatory (National Aeronautics and Space Administration) Nov. 20, 2003; 6K, SIRS
Researcher
Denali's Fault
Earth Observatory (National Aeronautics and Space Administration) Nov. 13, 2003; 9K, SIRS
Researcher
What Lies Beneath?
Christian Science Monitor Oct. 30, 2003; 12K, SIRS Researcher
Chilling Conclusion: Arctic Is Indeed Warmer
USA Today Oct. 29, 2003; 5K, SIRS Researcher
'Triggered' Quakes May Be Common, Researchers Find
Los Angeles Times (Los Angeles, CA) Oct. 25, 2003; 3K, SIRS Researcher
Italians Trying to Prevent a Modern Pompeii
USA Today Oct. 21, 2003; 8K, SIRS Researcher
Danger in Yellowstone Caldera May Be Eons Away
Kansas City Star (Kansas City, MO) Oct. 10, 2003; 10K, SIRS Researcher
Little Islands, Big Wake
Earth Observatory (National Aeronautics and Space Administration) Oct. 2, 2003; 8K, SIRS Researcher
Topic Browse = SKS WebSelect > SCIENCE > Earth Science (Samples of websites)
Archaeology
Minnesota State University (MNSU)
Summary: "This site describes different fields in archaeology and laws pertaining to
archaeology." (MNSU) On this page find ten types of archaeology defined, articles about
archaeology and the law, and an archaeology timeline.
URL:http://www.mnsu.edu/emuseum/archaeology/archaeology/
Descriptors: Archaeology, Archaeology, Methodology, Archaeology, Study and teaching,
Underwater archaeology
Ask A Scientist Archive - Environment / Earth Science
Argonne National Laboratory, Division of Educational Programs
Summary: Questions about recycling? The Ozone layer? Gravity or the rain forest? Check here
for answers to questions about Environmental Earth Sciences.
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URL:http://www.newton.dep.anl.gov/askasci/env98.htm
Descriptors: Earth sciences, Environmental sciences, Questions and answers, Spotlight on
World Habitat
Asteroid Comet Impact Hazards
NASA Ames Research Center
Summary: Asteroids and short-period comets with orbits close to the earth are called NearEarth-Objects (NEOs). How many NEOs are there? How large are the NEOs? Will NEOs ever hit
the earth? Find the answers to these and other questions on this site.
URL:http://impact.arc.nasa.gov/
Descriptors: Asteroids , Asteroids, Collisions with Earth , Comets , Comets, Collisions with
Earth, Near-earth asteroids, Near-earth objects
The Aurora
The Geophysical Institute
Summary: "The aurora borealis—the northern lights—is one of the most spectacular natural
phenomena on Earth. The aurora has fascinated, and often terrified, humans for thousands of
years." (THE GEOPHYSICAL INSTITUTE) This site explores the nature of auroras as well as the
history of thought about auroras. Stunning photographs are included.
URL:http://gedds.pfrr.alaska.edu/aurora/
Descriptors: Auroras, Earth sciences
LIFE SCIENCE—students will use scientific skills and processes to explain the dynamic nature
of living things, their interactions, and the results from the interactions that occur over time.
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Cellular—explain that most life functions involve chemical reactions regulated by
information stored within the cell and may be influenced by the cell's response to its
environment
Genetics—explain how traits are inherited and passed from one generation to the next
(i.e., from parental DNA, RNA to gross anatomical traits of offspring)
Evolution—analyze the mechanisms of evolutionary changes (e.g., genetic variation,
environmental changes, and natural selection)
Biochemistry—explain the correlation between the structure and function of biologically
important molecules and their relationships to life processes
Ecology—analyze the interdependence of diverse living organisms and their
interactions with the components of the biosphere
Researcher = SCIENCE > Life Science > Subject Index (Samples of 100)
Adaptation (Biology)
Biology, Classification
Biology, Ecology
Biology, Molecular
Biology, Moral and ethical aspects
Biology, Research
Cell biology
City ecology (Biology)
Conservation biology
Environmental biology
Evolution (Biology)
Evolution (Biology), Religious aspects
Extinction (Biology)
Human biology
Imaging systems in biology
March 2004
Life cycles (Biology)
Marine biology
Marine biology, Research
Molecular biology
Molecular biology, Research
Mutation (Biology)
Predatory behavior (Biology)
Preying (Biology)
Protective coloration (Biology)
Regeneration (Biology)
Space biology
Speciation (Biology)
Structure in biology
Survival, Struggle for (Biology)
Taxonomy (Biology)
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Researcher = SCIENCE > Life Science (Sample Articles—updated regularly)
Cloning Creates Human Embryos
New York Times (New York, NY) Feb. 12, 2004; 13K, SIRS Researcher
Scientists Clone First White-Tailed Deer
Milwaukee Journal Sentinel (Milwaukee, WI) Dec. 28, 2003; 6K, SIRS Researcher
Change Urged on Stem Cell Limits
Sun-Sentinel (Ft. Lauderdale, FL) Nov. 11, 2003; 4K, SIRS Researcher
Discovery Sheds Light on Incan Royal City
Los Angeles Times (Los Angeles, CA) Nov. 8, 2003; 8K, SIRS Researcher
No Dino Bones About It: Debate Alive and Kicking
USA Today Nov. 5, 2003; 11K, SIRS Researcher
Line Between Science and Ideology at Center of Eugenics, DNA
Philadelphia Inquirer (Philadelphia, PA) Oct. 31, 2003; 10K, SIRS Researcher
Big Sea Hunt Turning Up Thousands of New Species
The Seattle Times (Seattle, WA) Oct. 24, 2003; 5K, SIRS Researcher
Scientists Find a Gene That Is Key to Puberty
Los Angeles Times (Los Angeles, CA) Oct. 23, 2003; 3K, SIRS Researcher
Scientists Report Advancements in Stem Cell Research
Kansas City Star (Kansas City, MO) Oct. 23, 2003; 8K, SIRS Researcher
Study Says Whaling Is Reason for Decline of Many Ocean Species
San Jose Mercury News (San Jose, CA) Oct. 1, 2003; 12K, SIRS Researcher
Topic Browse = SKS WebSelect = SCIENCE > Life Science (Sample websites)
18 Ways to Make a Baby
NOVA Online, Public Broadcasting Service (PBS)
Summary: 18 Ways to Make a Baby "investigates the brave new world of assisted reproduction"
(NOVA). The site covers reproductive technologies, human cloning and fertility, as well as how
cells divide.
URL:http://www.pbs.org/wgbh/nova/baby/
Descriptors: Cell division, Cloning, Fertility, Human, Human biology, Human cloning, Human
reproduction, Human reproductive technology, Meiosis
2000 IUCN Red List of Threatened Species
International Union for Conservation of Nature and Natural Resources
Summary: “The IUCN Red List of Threatened Animals is internationally recognized as the list
that categorizes the status of globally threatened animal species. It provides taxonomic,
conservation status and distribution information on threatened species. This system is designed
to determine relative risk of extinction, and the main purpose of the Red List is to catalogue the
species that are regarded as threatened at global level, i.e. at risk of overall extinction.” (IUCN)
URL:http://www.redlist.org/
Descriptors: Animals, Animals, Mortality, Endangered plants, Endangered species, Habitat
(Ecology)
Biotechnology: Absolute Beginners
Anite Public Sector
Summary: "What is Biotechnology? The application of science and engineering to the direct or
indirect use of living organisms, or parts or products of living organisms, in their natural or
modified forms.’...In this context, biotechnology (often called 'Biotech') loses its popular and
misconceived image of 'playing God'. On the contrary, it can offer any number of enormous
benefits to mankind, from an improved environment to better crop yields, from better health to
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more effective healthcare." (ANITE PUBLIC SECTOR) This site provides an overview of
biotechnology and includes a glossary.
URL:http://www.i-bio.gov.uk/UkBioportal/Beginners/html/biotechnology.html
Descriptors: Biotechnology, Biotechnology industries, Biotechnology, Research
Cornell Laboratory of Ornithology Home Page
The Cornell Laboratory of Ornithology
Summary: "The Cornell Laboratory of Ornithology is a world leader in disseminating information
about birds and their environments." (CORNELL LABORATORY OF ORNITHOLOGY)
Researchers will find a wealth of information and graphics about birds and their habitats. A
unique feature of this site is the online bird guide.
URL:http://www.birds.cornell.edu/
Descriptors: Animal populations, Birds, Birds, Behavior, Birds, Breeding, Birds, Habitat, Birds,
Identification , Birds, Research
Descriptors: Beetles, Butterflies, Dragonflies, Scorpions, Spiders, Wasps
Galapagos Conservation Trust
Galapagos Conservation Trust
Summary: Visit the Galapagos Islands conservation website to find general information about the
plants, animals, and history of this unique place that Darwin called a "little world within itself." Also
read about efforts to preserve the delicate environment of Galapagos.
URL:http://www.gct.org/
Descriptors: Darwin, Charles (1809-1882), Galapagos Islands, Habitat conservation, Nature
conservation
PHYSICAL SCIENCE/CHEMISTRY—students will use scientific skills and processes to
explain the composition, structure, and interactions of matter in order to support the predictability
of structure and energy transformations.
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Physical or Chemical Changes—explain how the number and arrangement of electrons
can be used to predict when an atom will transfer or share electrons to form a bond and
explain how the resulting materials are different from the original materials (e.g.,
organic, biochemical, and inorganic examples)
Classification of Matter—explain that all matter has structure and the structure serves as
the basis for the properties of and the changes in matter
Conservation of Matter and Energy—analyze the interrelationship of mass and energy
associated with chemical, physical, and nuclear changes. (i.e. endothermic, exothermic,
kinetic molecular theory, rate of change, and gas laws)
PHYSICAL SCIENCE/PHYSICS—students will use scientific skills and processes to explain
the interactions of matter and energy and the energy transformations that occur.
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Mechanics—use algebra and geometry to apply the concepts of energy, force (i.e.,
Newton’s Law, gravitation, friction), and momentum to explain the behavior of objects
(i.e., linear and rotational motion, projectiles, collisions)
Thermodynamics—analyze and apply the concepts of thermodynamics (i.e., laws, heat
transfer, equilibrium).
Electricity & Magnetism—analyze electric fields and their effect on charges and electric
circuits (i.e., series, parallel, and complex), magnets and magnetic fields, and explain
how electricity and magnetism affect one another (i.e., motors and generators)
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Wave Interactions—use energy transformations and physical effects to explain the
interactions of waves and physical effects, (e.g., Doppler effect and Interference
patterns).
Nuclear Energy—describe developments in modern Physics (i.e., nuclear fission,
photoelectric effect, wave-particles duality, energy of light) and their applications (e.g.,
nuclear power, MRI, semi-conductors)
Researcher = SCIENCE > Physical Science > Subject Index (Samples of 75)
Astronomical physics
Colliders (Nuclear physics)
Conservation laws (Physics)
Cosmic physics
Elementary particles (Physics)
Field theory (Physics)
General relativity (Physics)
Grand unified theories (Nuclear physics)
High energy physics
Kinetic energy of particles (Nuclear physics)
Lasers in physics
Low temperature physics
Magnetic fields (Cosmic physics)
Mathematical physics
Music, Acoustics and physics
Particles (Nuclear physics)
Physics and sports
Physics, Nuclear
Physics, Research
Reactors (Nuclear physics)
Solid state physics
Special relativity (Physics)
Superstrings (Nuclear physics)
Symmetry (Physics)
Tunneling (Physics)
Researcher = SCIENCE > Physical Science (Sample articles--updated regularly)
NASA's Twin Rovers Analyze Mars Surface
Desert Sun (Palm Springs, CA) Feb. 3, 2004; 3K, SIRS Researcher
Two New Elements May Join the Periodic Table
San Jose Mercury News (San Jose, CA) Feb. 2, 2004; 6K, SIRS Researcher
After Hubble, NASA Will Have a Big Space to Fill
Chicago Tribune (Chicago, IL) Dec. 17, 2003; 8K, SIRS Researcher
Meteorite Fragments, Metal from Antarctica Boost Theory of Ancient...
Dallas Morning News (Dallas, TX) Dec. 16, 2003; 5K, SIRS Researcher
Hide and Seek: The Nearest Galaxy to the Milky Way Is Found...
Christian Science Monitor Dec. 2, 2003; 10K, SIRS Researcher
International Space Station's Deterioration Worries NASA
USA Today Nov. 9, 2003; 6K, SIRS Researcher
Absurd Universe
Astronomy Nov. 2003; 13K, SIRS Researcher
Are We Alone? We Might Know Soon
UPI March 13, 2003; 4K, SIRS Researcher
Topic Browse = SKS WebSelect > Science > Physical Science (Samples of websites)
Better Hair Through Chemistry
Exploratorium
Summary: Research the science of hair and complete three fun activities to learn more about the
chemistry and physiology of hair. Find out what happens when you wash, dry, color, condition, or
otherwise style your hair.
URL:http://www.exploratorium.edu/exploring/hair/index.html
Descriptors: Biochemistry, Detergents, Hair, Hair dyes, Hair preparations, Hairstyles
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Calendars Through the Ages
WebExhibits
Summary: "What Is the Origin of the 7-Day Week? What Do the Names of the Days of the Week
Mean? Find out the answers to these and other questions on this site. Also learn the history of
calendars, including the Julian, Gregorian, Jewish, Islamic, Chinese, and Mayan."
(WEBEXHIBITS)
URL:http://webexhibits.org/calendars/
Descriptors: Calendar, Calendar, Chinese, Calendar, History, Maya calendar
Clockworks: From Sundials to the Atomic Second
Britannica.com
Summary: "What is time? We sense the passage of time in our personal experience and observe
it in the world around us. We feel, think, and act in the flow of time....The measurement of time is
an ancient science, though many of its discoveries are relatively recent." (BRITANNICA.COM)
Learn about devices that measure time including the sundial, clepsydra, pendulum clock, cesium
atomic clock and more. This site requires the Flash plug-in.
URL:http://www.britannica.com/clockworks/main.html
Descriptors: Chronograph , Clocks and watches, Sundials, Time , Time measurements
Elegant Universe
Public Broadcasting Service (PBS)
Summary: "Eleven dimensions, parallel universes, and a world made out of strings. It's not
science fiction, its string theory." (PBS) This interactive site presents the physical science of
string theory and how it translates into a world of more than three dimensions. Viewpoints about
string theory are shared, elementary particles--quarks, electrons, photons--are discussed and a
glossary is included.
URL:http://www.pbs.org/wgbh/nova/elegant/
Descriptors: Dimensional analysis, Mathematical physics, Particles (Nuclear physics), Physics
Resonance, Space and time, Superstring theories, Symmetry (Physics)
ENVIRONMENTAL SCIENCE—students will use scientific skills and processes to explain the
interactions of environmental factors (living and non-living) and analyze their impact from a
local to a global perspective.
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Flow of Matter and Energy—analyze how matter and energy are conserved over time as
they move through the lithosphere, hydrosphere, atmosphere, and organisms
Interdependence of Organisms—use physical and chemical concepts to analyze and
explain the interdependence of organisms within the environment
Natural Resources and Human Needs—use concepts from chemistry and physics to
analyze and explain how human activity can have positive (recycling) and negative
(toxic waste) effects on the environment
Environmental Issues—investigate and analyze environmental issues from local to
global perspectives (e.g. ,world population, food production and distribution, pollution
and epidemics, biodiversity)
March 2004
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Researcher = SCIENCE > Earth Science (Subject Index contains Environmental
Science—additional subjects can be found in Life Science)
Earth (Soils)
Earth Charter (Proposed)
Earth Day
Earth First! (Organization)
Earth Liberation Front
Earth Observing System
Earth Radiation Budget Satellite
Earth Summit (1992)
Earth construction
Earth in the Balance (Book)
Earth movements
Earth pressure
Rio Earth Summit
Living earth theory
Earth-friendly products
Earth, Effect of human beings on
Researcher =SCIENCE > Earth Science or Life Science (Sample articles—updated
regularly)
Role of Tropics in Global Climate Change Gains Attention
Earth Observatory (National Aeronautics and Space Administration) Sept. 10, 2003; 4K, SIRS
Researcher
Watching Our Ozone Weather
Earth Observatory (National Aeronautics and Space Administration) Aug. 22, 2003; 21K, SIRS
Researcher
Latin America's Glaciers Disappearing Fast
Inter Press Service Aug. 16, 2003; 5K, SIRS Researcher
Alaska Warming Is Disturbing Preview of What's to Come, Scientists Say
Knight-Ridder News Service Aug. 3, 2003; 8K, SIRS Researcher
Endangered Predators Thrive in West
USA Today Oct. 3, 2003; 10K, SIRS Researcher
Study Says Whaling Is Reason for Decline of Many Ocean Species
San Jose Mercury News (San Jose, CA) Oct. 1, 2003; 12K, SIRS Researcher
The Discovery of Rapid Climate Change
Physics Today Aug. 2003; 33K, SIRS Researcher
After 30 Years, Ozone Is Recovering
Christian Science Monitor Aug. 1, 2003; 7K, SIRS Researcher
All the Disappearing Islands
Mother Jones July/Aug. 2003; 31K, SIRS Researcher
Use of Hydrogen Cells Could Damage Ozone, Scientists Say
Kansas City Star (Kansas City, MO) June 13, 2003; 3K, SIRS Researcher
Browse Topics = SKS WebSelect > Earth Science or Life Science (Sample websites)
Endangered Species Program
U.S. Fish and Wildlife Service
Summary: "Protecting endangered and threatened species and restoring them to a secure status
in the wild is the primary objective of the endangered species program of the U.S. Fish and
Wildlife Service. Responsibilities include: listing, reclassifying, and delisting species under the
Endangered Species Act; providing biological opinions to Federal agencies on their activities that
may affect listed species; overseeing recovery activities for listed species; providing for the
protection of important habitat; providing grants to States to assist with their endangered species
conservation efforts." (U.S. FISH AND WILDLIFE SERVICE)
URL:http://endangered.fws.gov/
Descriptors: Endangered Species Act (1973), Endangered species, Endangered species, Law
and legislation, U.S. Fish and Wildlife Service, Wildlife recovery
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Journey into Amazonia
Public Broadcasting Service (PBS)
Summary: Explore the Amazon jungle, the status of conservation efforts in the Amazon Basin,
useful Amazonian plants, and the Amazon's wildlife. The Journey into the Amazonia website is
colorful, well-organized, and a fun place to visit.
URL:http://www.pbs.org/journeyintoamazonia/
Descriptors: Amazon River, Amazon River Region, Rain forests, Rivers, South America
Earth on Fire
Exploring the Environment, NASA Classroom of the Future
Summary: "Are our industrial and agricultural practices changing Earth's climate? You'll examine
humankind's impact on the global environment as well as Earth's past in an attempt to answer
this question." (NASA CLASSROOM)
URL:http://www.cotf.edu/ete/modules/carbon/earthfire.html
Descriptors: Carbon cycle (Biogeochemistry), Climatic changes, Climatology, Spotlight on Earth
Day and Environmental Awareness
SCIENCE, TECHNOLOGY, AND SOCIETY – Students will be able to
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Describe how scientific knowledge, explanations and technological designs may change
with new information over time (e.g., the understanding of DNA, the design of
computers).
Identify and explain ways that scientific knowledge and economics drive technological
development.
Identify important contributions to science and technology that have been made by
individuals and groups from various cultures.
Analyze local examples of resource use, technology use or conservation programs;
document findings; and make recommendations for improvements.
Evaluate claims derived from purported scientific studies used in advertising and
marketing strategies. Analyze the interaction of resource acquisition, technological
development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).
Identify advantages and disadvantages of natural resource conservation and management
programs.
Researcher = SCIENCE > Technology > Subject Index (Samples of Subjects)
Art and technology
Communication and technology
Digital technology
Educational technology
Environmental technology
Health care technology
High technology industries
Hot dry rock (Technology)
Human performance technology
Information technology
March 2004
Law and technology
Mass media and technology
Molecular technology
Religion and technology
Reproductive technology, Human
Society and technology
Space technology
Space technology spin-offs
Stealth technology
Technology and civilization
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Researcher = SCIENCE > Technology (Sample articles--updated regularly)
MyDoom Worm Turns, but Companies Ready This Time
USA Today Jan. 27, 2004; 3K, SIRS Researcher
Other Nations Zip by U.S. in High-Speed Net Race
USA Today Jan. 26, 2004; 12K, SIRS Researcher
FBI Hits Glitches As It Joins Digital Age
Chicago Tribune (Chicago, IL) Dec. 10, 2003; 7K, SIRS Researcher
Wi-Fi Woes, Wows
Palm Beach Post (West Palm Beach, FL) Nov. 30, 2003; 6K, SIRS Researcher
With Phone Camera Technology, Users Become 'Potential Paparazzi'
Sun-Sentinel (Ft. Lauderdale, FL) Nov. 25, 2003; 10K, SIRS Researcher
Startup Making a Quantum Leap with Encryption
The Seattle Times (Seattle, WA) Nov. 17, 2003; 7K, SIRS Researcher
Advances in Car Technology Bring High-Class Headaches
USA Today Nov. 12, 2003; 10K, SIRS Researcher
FTC Sues Company That Produces Windows Popup Ads
St. Louis Post-Dispatch (St. Louis, MO) Nov. 6, 2003; 6K, SIRS Researcher
Technology Gets in Its Own Way
Los Angeles Times (Los Angeles, CA) Nov. 4, 2003; 11K, SIRS Researcher
Virus Writers vs. Virus Fighters
The Seattle Times (Seattle, WA) June 12, 2003; 7K, SIRS Researcher
Stay Tuned: Lower Prices, Smaller Units Could Help Satellite Radio
Kansas City Star (Kansas City, MO) June 4, 2003; 4K, SIRS Researcher
Is Technology Making Us Dumber?
The Seattle Times (Seattle, WA) May 26, 2003; 8K, SIRS Researcher
Topic Browse = SKS WebSelect > TECHNOLOGY (Sample websites)
All About Skyscrapers
Public Broadcasting Service (PBS)
Summary: "The term 'skyscraper' was coined in the 1880s, shortly after the first tall buildings
were constructed in the United States--but the history of tall buildings dates back hundreds of
years. Since the Middle Ages, engineers have engaged in a battle for the sky." (PBS) Learn the
basics of skyscrapers. Included are sections on the structural engineering of skyscrapers, notable
skyscrapers, and a skyscraper-building activity.
URL:http://www.pbs.org/wgbh/buildingbig/skyscraper/index.html
Descriptors: Architecture, Building, Engineering, Materials, Skyscrapers, Strength of materials,
Structural engineering
American Experience: Edison's Timeline (1847-1931)
Public Broadcasting Service (PBS)
Summary: Explore a timeline of Thomas Edison’s life. Edison invented or improved upon many
of the most important technologies of the nineteenth and twentieth centuries.
URL:http://www.pbs.org/wgbh/amex/edison/timeline/index.html
Descriptors: Chronology, Historical , Edison, Thomas Alva (1847-1931) , Electric lighting,
Inventions , Inventors, Public Broadcasting Service, Technological innovations
Ancient Chinese Technology
Thinkquest, Inc.
Summary: "According to this site, from AD 600 through 1500, China was the world's most
technologically advanced society. Many innovations were developed in China, such as the
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mariner's compass, paper-making, gunpowder, paper money, wheelbarrows, umbrellas, and
numerous other items. Click on topics such as 'Physics,' 'Transportation,' or 'Mathematics' to
learn about Chinese contributions to this field."
URL:http://library.thinkquest.org/~23062/
Descriptors: China, History, China, History (To 221 B.C.), Technology, China, Technology,
History
SIRS Researcher/SKS WebSelect Support Social Studies Standards
SIRS Researcher/SKS WebSelect supports all included standards. But bolded
standards or parts of standards indicate that SIRS Researcher/SKS
WebSelect resources are essential for success because they provide the
currency, need for multiple points of view, or timely access to a variety of
media that are not readily available in most schools, libraries, or at home.
Typical History Standards
Chronology and Cause—students will understand the chronological order of historical events
and recognize the complexity of historical cause and effect.
Historical Understanding—students will understand the meaning, implications, and importance
of historical events.
Research, Evidence, and Point of View—students will acquire the ability to frame questions
that can be answered by historical study and research; to collect, evaluate, and employ
information from primary and secondary sources, and to apply it in oral and written
presentations.
Society, Diversity, Commonality, and the Individual—students should be expected to learn of
the complex interplay that has existed from the beginning of our country between American
ideals and American practice in the pursuit of realizing the goals of the Declaration of
Independence for all people.
Interdisciplinary Learning: Religion, Ethics, Philosophy, and Literature—students will
describe and explain fundamental tenets of major world religions; basic ideals of ethics,
including justice, consideration for others, and respect for human rights.
Interdisciplinary Learning: Natural Science, Mathematics, and Technology in History—
Students will describe and explain major advances, discoveries, and inventions over time.
March 2004
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Researcher = GLOBAL ISSUES > History > Subject Index (Samples of hundreds of
subjects)
The history of over a hundred countries and the 50 states are included within the History
subject searches. The history of institutions, technology, art, religion, medicine, etc. are also
subjects included in this section.
Africa, History
African Americans, History
Agriculture, History
Airplanes, History
History and literature
History and science
History, Ancient
History, Biblical
History, Chronology
History, Economic
History, Errors, inventions, etc.
History, Military
American history
Arabs, History
Archaeology and history
Argentina, History
Buddhism, History
Burma, History
Burundi, History
California, History
Canada History
Catholic Church, History
Communications, History
Computers, History
Researcher = GLOBAL ISSUES > History (Sample articles--updated regularly)
A New Battle at Gettysburg
Philadelphia Inquirer (Philadelphia, PA) Jan. 6, 2004; 8K, SIRS Researcher
Who Owns the Past?
U.S. News & World Report Dec. 15, 2003; 11K, SIRS Researcher
U.S. Archives Names Top 10 U.S. Documents
UPI Dec. 15, 2003; 4K, SIRS Researcher
Saddam's 24-Year Regime Driven by Thirst for Power
Chicago Tribune (Chicago, IL) Dec. 14, 2003; 16K, SIRS Researcher
Then and Now
National Review Dec. 8, 2003; 20K, SIRS Researcher
Historians Divided over Whether Kennedy Assassination Is Losing Its...
Fort Worth Star-Telegram (Fort Worth, TX) Nov. 16, 2003; 10K, SIRS Researcher
Gerald Ford, Only Surviving Member of Warren Commission, Stands by...
Fort Worth Star-Telegram (Fort Worth, TX) Nov. 16, 2003; 6K, SIRS Researcher
The Cuban Missile Crisis
Prologue (National Archives and Records Administration) Fall 2002; 13K, SIRS Researcher
Seamstress for a Revolution
American History Aug. 2002; 23K, SIRS Researcher
Slavery Museums Tap Untold Stories in American History
USA Today May 14, 2002; 12K, SIRS Researcher
Nation's Report Card: High School Seniors Don't Know Much About...
Gannett News Service May 9, 2002; 5K, SIRS Researcher
Alexander the Great
Weekly Standard March 11, 2002; 28K, SIRS Researcher
Power & the American Presidents
U.S. News & World Report Feb. 25/March 4, 2002; 9K, SIRS Researcher
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Topic Browse = SKS WebSelect > GLOBAL ISSUES > History > Ancient History
(Samples of websites)
Alexander the Great
Livius
Summary: This Web site contains articles and images related to Alexander the Great.
URL:http://www.livius.org/aj-al/alexander/alexander00.html
Descriptors: Alexander the Great (356-323 B.C.) , Civilization, Ancient , Greece, Greece,
Civilization , Greece, History , History, Ancient
Alexandria, Egypt History Guide
University of South Florida (USF)
Summary: Read about the history of Alexandria, Egypt from 13th Century B.C. to the present. A
guide to present day locations of ancient sites, historical maps of Alexandria, and photo galleries
are featured.
URL:http://ce.eng.usf.edu/pharos/alexandria/history/index.html
Descriptors: Alexander the Great (356-323 B.C.), Alexandria (Egypt), Egypt, History
Ancient China
The British Museum
Summary: Explore ancient China on this site. Learn about crafts and artisans, the geography of
the world's fourth largest country, tombs and ancestors, writing, and more.
URL:http://www.ancientchina.co.uk/menu.html
Descriptors: China, China, Antiquities, China, History, Tombs, China, Writing, History
Typical Civics & Government Standards
Authority, Responsibility, and Power—students will explain forms of authority in government
and other institutions; explain purposes of authority and distinguish authority from mere power.
The Founding Documents—students will learn in progressively greater detail the content and
the history of the Founding Documents of the United States—the Declaration of Independence,
The Constitution, and selected Federalist papers, and elements of their state constitution.
Principles and Practices of American Government—students will describe how the United
States government functions at the local, state, national, and international levels.
Citizenship—students will learn the rights and duties of citizens and the principle of equal rights
for all, and identify major obstacles and threats to civil rights.
Forms of Government—students will study, compare, contrast, and analyze diverse forms of
government; the ways of life and opportunities they permit, promote, and prohibit; and their
effects on human rights.
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Researcher = GLOBAL ISSUES > Government (Samples of hundreds of subjects)
Information on the politics and government of hundreds of countries, government
institutions, and agencies can be found in the subject searches.
Accountability in government
Afghanistan, Politics and government
Africa, Politics and government
Agriculture, Government policy
Arab countries, Politics and government
Argentina, Politics and government
Asia, Politics and government
Australia, Politics and government
Austria, Politics and government
Baltic States, Politics and government
Belarus, Politics and government
Belgium, Politics and government
Corporations, Government
County government
Education, Government policy
Emigration and immigration, Government policy
Ethics in government
Government and business
Government and the press
Government appropriations
Researcher = Global Issues >Government (Sample articles--updated regularly)
Putin Fires Prime Minister Tied to Oligarchs
Christian Science Monitor Feb. 25, 2004; 5K, SIRS Researcher
Iraqi Elections Possible by Year's End, U.N. Says
Chicago Tribune (Chicago, IL) Feb. 23, 2004; 5K, SIRS Researcher
New Wild Card: Nader Joins Race
Christian Science Monitor Feb. 23, 2004; 7K, SIRS Researcher
Bush, Frustrated by Democrats, Again Bypasses Senate on Judge
Los Angeles Times (Los Angeles, CA) Feb. 21, 2004; 7K, SIRS Researcher
AFL-CIO Backs Kerry Amid Signs of Labor's Declining Influence
St. Louis Post-Dispatch (St. Louis, MO) Feb. 19, 2004; 7K, SIRS Researcher
Haitians March for President's Ouster
Dallas Morning News (Dallas, TX) Feb. 1, 2004; 2K, SIRS Researcher
Public Participation and the Erosion of Democracy
Humanist Jan./Feb. 2004; 22K, SIRS Researcher
Can Gandhi Heirs Revive Dynasty?
Christian Science Monitor Jan. 30, 2004; 8K, SIRS Researcher
Topic Browse = SKS WebSelect > GLOBAL ISSUES > Government (Samples of
websites)
Americans United for Separation of Church and State Home Page
Americans United for Separation of Church and State
Summary: "Since 1947, Americans United has worked to protect the constitutional principle of
church-state separation." (AMERICANS UNITED FOR SEPARATION OF CHURCH AND
STATE) This site provides the researcher with news, analysis, and actual legal cases that reflect
the organization's battle to keep church and state separate. Included are all the organization's
press releases for the past year, as well as pertinent documents related to those releases. Fulltext articles from the most recent issue of its magazine are also available. In addition, a section
on legislative issues and current legal cases is included.
URL:http://www.au.org/
Descriptors: Church and state , Educational vouchers , Freedom of religion , Prayer in the public
schools , Religion and politics
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Center for Business and Government Research
Center for Business and Government (CBG), Harvard University
Summary: "The Center for Business and Government helps to develop solutions to some of
society's most challenging problems at the interface of business and government. It is a catalyst,
convener and innovator at the critical intersection where private enterprise meets governance. In
the United States and around the world, we promote economic growth while helping public
officials promulgate fair, thoughtful and efficient policies. Bringing together thought leaders from
both the public and private sectors, and drawing on the unparalleled intellectual resources of the
Kennedy School and Harvard University, we examine the issues, create a dialogue and seek
answers." (CBG) Research information is presented on public policy issues facing contemporary
society.
URL:http://www.ksg.harvard.edu/cbg/research.htm
Descriptors: Business, Political science, Public policy (Law)
The Cherokee Nation of Tahlequah, Oklahoma
The Cherokee Nation
Summary: "This is the Official website of the Cherokee Nation based in Tahlequah, Oklahoma.
The Cherokee are a federally recognized Native American Indian Tribe. This site contains
Cherokee Nation news and information regarding Cherokee culture and history." (THE
CHEROKEE NATION)
URL:http://www.cherokee.org/
Descriptors: Cherokee Indians, Indians of North America
Citizens Against Government Waste Home Page
Citizens Against Government Waste
Summary: "The mission of Citizens Against Government Waste (CAGW) is to eliminate waste,
mismanagement, and inefficiency in the federal government. Read reports on some of the
astonishing ways the federal government spends money." (CAGW)
URL:http://www.cagw.org/site/PageServer
Descriptors: Expenditures, Public, Government spending policy, Waste in government spending
The Democratic Experiment
British Broadcasting Corporation (BBC)
Summary: "The ancient Greeks famously invented democracy. But what was Greek democracy
actually like - and how was it different from the 21st-century kind?" (BBC) This article discusses
the origins of Greek democracy and then compares and contrasts it with modern democracy.
URL:http://www.bbc.co.uk/history/ancient/greeks/greekdemocracy_01.shtml
Descriptors: Democracy, Equality, Greece, Civilization, Greece, History, Referendum
Typical Geography Standards
Physical Spaces of the Earth—students will describe earth's natural features and their physical
and biological characteristics.
Places and Regions of the World—Students will identify and explain the location and features
of places and systems built and organized over time.
The Effects of Geography—Students will learn how physical environments have influenced
particular cultures, economies, and political systems, and how geographic factors have affected
population distribution, human migration, and other prehistoric and historical developments.
Human Alteration of Environments—Students will describe the ways in which human activity
and technology have changed the world.
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Researcher = Subject Heading Search > Geography (Samples of subjects)
Geographers
Geographical boundaries
Geographical distribution of animals
Geographical distribution of animals and plants
Geographical distribution of man
Geography and crime
Geography of population
Geography, Atlases
Geography, Canada
Geography, Economic
Geography, Physical
Geography, Political
Historical geography
Language geography
Linguistic geography
Military geography
Researcher = Subject Search > Geography (Sample articles--updated regularly)
Prisoners of Geography
Foreign Policy Jan./Feb. 2001; 33K, SIRS Researcher
Location, Location: Geography and Economic Development
Harvard International Review Winter 1998/1999; 25K, SIRS Researcher
The Pristine Myth: The Landscape of the Americas in 1492
Annals of the Association of American Geographers (Oxford, England) Sept. 1992; 80K, SIRS
Researcher
The Conquest of Geography
Equinox (Montreal, Canada) March/April 1992; 33K, SIRS Researcher
The End of Geography?
WorldPaper Nov. 1991; 12K, SIRS Researcher
Researcher = Maps of the World
Over 500 detailed, printable maps are available as an online reference almanac. The maps
include each of the 50 United States, the provinces and territories of Canada, as well as
nations and regions of the world including Europe, Persian Gulf, Czech Republic, the
Baltic’s, and Times Zones of the World. It also includes U.S. Historical, World Historical
and Outline Maps.
March 2004
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Researcher = World Almanac Excerpts
The World Almanac Excerpts database contains information from The World Almanac and
Book of Facts. Use this database to view articles about world history, profiles of all the
nations of the world, important facts describing major international organizations and
each of the 50 states of the union as well as the District of Columbia and outlying U.S.
areas.
Typical Economics Standards
Fundamental Economic Concepts—students will understand fundamental economic concepts,
including choice, ownership, exchange, cooperation, competition, purposive effort,
entrepreneurship, incentive, and money.
Economic Reasoning—students will demonstrate understanding of supply and demand, price,
labor markets, the costs of capital, factors affecting production, distribution, and consumption,
relations among such factors, the nature of goods and services, incentives, financial markets,
cost-benefit (including marginal cost-benefit) analysis, fairness, and the value of trade.
American Economic History—students will describe the development of the American
economy from colonial times to the present.
Today's Economy—students will describe the distinctive aspects of the contemporary economy
of the United States and the world.
Theories of Economy—students will describe and compare the major theories of economy, and
will identify the individuals and historical circumstances in which these theories were developed.
Researcher = Business > MONEY or ECONOMICS (Samples of hundreds of subjects)
Counterfeit money
Electronic money systems
European Monetary Union
International Monetary Fund
Monetary policy
Money managers (Investment advisors)
Money markets
Money supply
Paper money, History
Plastic money
March 2004
Africa, Economic conditions
Australia, Economic conditions
Bureau of Economic Analysis (U.S.)
Business economics
California, Economic conditions
Comparative economics
Consumption (Economics), Taxation
Economic assistance, Developing countries
History, Economic
Labor economics
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Researcher = Business > MONEY or ECONOMICS (Sample articles--updated regularly)
Greenspan Urges Congress to Fix Social Security, Medicare
USA Today Feb. 25, 2004; 3K, SIRS Researcher
Wages up for the Well-Off, but Not for Others
Christian Science Monitor Feb. 11, 2004; 6K, SIRS Researcher
White House Emphasizes Spending Restraint
USA Today Feb. 1, 2004; 5K, SIRS Researcher
Bush's 2005 Budget Details His Tax Cut, Spending Agenda
Gannett News Service Jan. 29, 2004; 16K, SIRS Researcher
California Governor Declares Fiscal Emergency
San Jose Mercury News (San Jose, CA) Dec. 18, 2003; 8K, SIRS Researcher
NYSE Votes to Bless Reform
USA Today Dec. 17, 2003; 3K, SIRS Researcher
France and Germany Agree to Help Ease Iraq's Debt
Chicago Tribune (Chicago, IL) Dec. 17, 2003; 5K, SIRS Researcher
Topic Browse = SKS WebSelect > BUSINESS > Economics OR Money (Sample
websites)
American Stock Exchange (AMEX)
American Stock Exchange, LLC.
Summary: “As the nation's second largest floor-based exchange, the American Stock Exchange
has a significant presence in common stocks, index shares and equity derivative securities.”
(AMEX) Use the AMEX site to research stock prices from the AMEX, NASDAQ, or NYSE. There
are also lists of the most active stocks, equities, and options, as well as company news and
earnings reports.
URL:http://www.amex.com/
Descriptors: American Stock Exchange, Mutual funds, Stock exchanges, Stocks, Stocks, Prices,
Wall Street
Easy Money
Public Broadcasting Service (PBS)
Summary: "FRONTLINE presents a report on the booming legalized gambling industry and its
economic and political clout." (PBS) This companion site traces the history of gambling and
probes gambling-related issues in the United States.
URL:http://www.pbs.org/wgbh/pages/frontline/shows/gamble/
Descriptors: Casinos, Gambling, Gambling on Indian reservations, Gambling, Law and
legislation, Lotteries, Sports betting
Dow Jones Averages
Dow Jones Indexes
Summary: "The Dow Jones Industrial, Transportation and Utilities Averages are maintained and reviewed
by editors of The Wall Street Journal." (DOW JONES) Use the timeline from the left-hand column to
access historical indexes.
URL:http://www.djindexes.com/jsp/industrialAverages.jsp
Descriptors: Business enterprises, Chronology, Historical, Dow Jones industrial average, Stock
exchanges
March 2004
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Typical Cultures Standards
The student understands
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The relationship between the arts and the times during which they were created
How people from various religious, ethnic, and racial groups adapt to life in the U. S.
and contribute to the national identity
The similarities and differences within and among cultures in different societies
That certain institutions are basic to all societies but may vary from one society to another
The relationship among religion, philosophy, and culture
The relationships that exist between artistic, creative, and literary expressions and the
societies that produce them
The role of women, children, and families in different historical cultures
How cultural socialization, norms, values, motivation, and communication influence
relationships between groups
Researcher = FAMILY > Family (Subject Index samples)
Aged, Family relationships
Alcoholics, Family relationships
Blended family
Communication in the family
Extended family
Family Friendly Workplace Act
Family Support Act (1988)
Family and television
Family and work
Family budgets
Family caregivers
Family communication
Family counseling
Family courts
Researcher = HUMAN RELATIONS > Ethnic Groups (Subject Index samples)
Ethnic attitudes
Ethnic cleansing
Ethnic conflict
Ethnic diversity
Ethnic diversity policy
Ethnic festivals
Ethnic foods
Ethnic group names
Ethnic groups
Ethnic identity
Ethnic intermarriage
Ethnic markets
Ethnic mass media
Ethnic medicine
Ethnic minorities
Ethnic neighborhoods
Ethnic politics
Ethnic studies
Researcher = HUMAN RELATIONS > Women (Subject Index Samples)
Abused women
African American women
Armed Forces and women
Crimes against women
Development and women
Rights of women
Self-defense for women
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Discrimination against women
Divorced women
Education of women
Emancipation of women
Employment of women
Self-employed women
Leadership in women
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Typical Social Studies Skills Standards
The student is expected to:
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Use problem-solving processes to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, predict consequences, and
take action to implement a decision
Use and create appropriate maps, charts, tables and graphs to present information that
clarifies social studies ideas and issues
Apply critical thinking skills to organize and use information acquired from a variety of
sources including electronic technology
Communicate in oral, written and visual form
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SIRS Researcher features Leading Issues (Most researched topics)
Abortion
Adoption
Affirmative action
Aging
AIDS (Disease)
Alcoholism
Animal experimentation
Animal rights
Anorexia nervosa
Assisted suicide
Bioethics
Birth control
Body image
Bullying
Cancer
Capital punishment
Careers
Censorship
Charter schools
Cheating (education)
Child abuse
Child labor
Church and state
Civil rights
Cloning
Crime
Criminal justice
Death
Death penalty
Depression, Mental
Diabetes
Divorce
Doping in sports
Drinking age
Drug abuse
Drunk driving
Eating disorders
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Ecology
El Nino Current
Emigration and immigration
Endangered species
Environmentalism
Ethics
Ethnic relations
Evolution (Biology)
Euthanasia
Family
Family violence
Feminism
Freedom of religion
Gambling
Gangs
Genetic engineering
Global warming
Gun control
Hate crimes
Health care reform
Home schooling
Homelessness
Homosexuality
Human cloning
Human reproduction
Human rights
Insurance, Health
Iraq
Juvenile delinquency
Mad cow disease
Marijuana
Mass Media
Medical care
Medical ethics
Medicinal marijuana
Mental health
Mifepristone
Music, Censorship
Narcotics, Control of
Natural resources
Nuclear energy
Nuclear weapons
Obesity
Pollution
Popular culture
Poverty
Public welfare
Race relations
Racial profiling
Racism
Religion
Same-sex marriage
SARS
School prayer
School uniforms
School violence
Smoking
Stem cells
Steroids
Substance abuse
Suicide
Teenage pregnancy
Teenagers
Teenagers, Alcohol use
Teenagers, Suicidal
behavior
Terrorism
Unemployment
U.S., Constitution
Violence
Weapons of mass
destruction
Welfare
West Nile virus
Women's rights
Work and family
Youth
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Researcher = Suggested Research Topics
Affirmative Action
Subject Headings: Affirmative action programs
Keywords: "affirmative action"
Topic Browse Paths: HUMAN RELATIONS: Ethnic Groups; INSTITUTIONS: Education
Arab-Israeli Conflict
Subject Headings: Arab-Israeli conflict; Jewish-Arab relations; Israel-Arab War (19481949);Israel-Arab War (1967-)
Keywords: Israel AND Palestine AND relation*
Topic Browse Paths: HUMAN RELATIONS: Ethnic Groups; INSTITUTIONS: Religion; GLOBAL
ISSUES: Government, History or World Affairs
Corporate Accountability
Subject headings: Business ethics; Corporations, Corrupt practices; Social responsibility of
business
Keywords: Corporate AND (accountability OR responsibility)
Topic Browse Paths: BUSINESS: Money; HUMAN RELATIONS: Ethics
Iraq: War & Reconstruction
Subject headings: Iraq War (2003); Building
Keywords: Iraq AND war; Iraq AND reconstruction
Topic Browse Paths: GLOBAL ISSUES: World Affairs & Defense
Marijuana
Subject Headings: Marijuana
Keywords: marijuana
Topic Browse Paths: HEALTH: Substance Abuse
Marriage Law
Subject Headings: Marriage law; Same-sex marriage
Keywords: Canada AND gay marriage AND third
Topic Browse Paths: FAMILY: Family
Stem Cell Research
Subject Heading: Embryonic stem cells
Keywords: "Stem cell research"
Topic Browse Paths: HUMAN RELATIONS: Ethics; INSTITUTIONS: Religion; SCIENCE: Life
Science & Medical Science
Teen Smoking
Subject Headings: Teenagers, Tobacco use
Keywords: teen AND smok*
Topic Browse Paths: FAMILY: Youth; HEALTH: Substance Abuse
U.S. Economy
Subject Headings: Federal Reserve System (U.S.); Interest rates; U.S., Economic policy; U.S.,
Economic conditions
Keywords: "Federal Reserve"; "Alan Greenspan"
Topic Browse Paths: BUSINESS: Economics
March 2004
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SIRS Researcher features Focus on Terrorism
Updated Regularly
Powell: Madrid Bombings Show 'Terror Must Be Fought'
War in Iraq Was 'The Right Thing to Do,' Secretary Says
United Nations Security Council Condemns Madrid Bombings
Al Qaeda Damaged, but Still Committed to U.S. Attacks
Iraqi Governing Council Signs Interim Constitution
Patterns of Global Terrorism: 2002
President Bush Announces Combat Operations in Iraq Have Ended (05/01/03)
President Bush Addressed the Nation on Iraq (03/17/03)
Terrorism websites from SKS WebSelect
CBS Exclusive Interview with Saddam
Secretary of State Addresses the U.N. Security Council (02/05/03)
President Bush Outlines Iraqi Threat (10/07/02)
President's Radio Address: Iraqi Regime Danger to America is "Grave and Growing"
(10/06/02)
President Bush Speaks at the United Nations General Assembly (09/12/02)
President's Remarks to the Nation (09/11/02)
President's Report: Saddam Hussein's Defiance of The United Nations
British Dossier: Iraq’s Weapons of Mass Destruction
Interactive Timeline
9/11 Forward: Archive of the September 11th Aftermath
March 2004
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SIRS Researcher/SKS WebSelect Support Health & Fitness Standards
SIRS Researcher/SKS WebSelect supports all included standards. But bolded
standards or parts of standards indicate that SIRS Researcher/SKS
WebSelect resources are essential for success because they provide the
currency, need for multiple points of view, or timely access to a variety of
media that are not readily available in most schools, libraries, or at home.
Typical Health Information Standards
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Enhance and maintain personal health for a lifetime.
Prevent disease and promote healthy living throughout life.
Recognize the significance of the reproductive process as it relates to future generations.
Investigate and evaluate the impact of media and technology on individual, family,
community, and world health.
Evaluate the information for its appropriateness.
Typical Health Behaviors Standards
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Assesses the relationship between body structure and function and personal health throughout
the life span.
Analyzes the relationship between unsafe behaviors and personal health and develops
strategies to promote resiliency throughout the life span.
Typical Influencing Factors Standards
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Analyzes the effect of relationships on health behaviors.
Differentiates between positive and negative family influences.
Evaluates the effect of a variety of environmental factors on community and world
health.
Understands how to access school and community health services for people of all ages.
Understands situations in which people of all ages require professional health services.
Typical Personal/Interpersonal Skills Standards
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Synthesizes information and applies critical-thinking, decision-making, and problemsolving skills for making health-promoting decisions throughout the life span.
Applies strategies for advocating and evaluating outcomes for health issues.
Researcher = HEALTH > Aging > Subject Index (Samples of subjects searches)
Abuse of the elderly
Aging
Aging parents
Aging, Cross-cultural studies
Aging, Economic aspects
Aging, Genetic aspects
March 2004
Aging, Religious aspects
Aging, Research
Aging, Social aspects
Animal models of aging
Anti-aging
Brain, Aging
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Aging, Hormonal aspects
Aging, Nutritional aspects
Aging, Prevention
Aging, Psychological aspects
SIRS Researcher/SKS WebSelect Mini-Research Guide
Cardiovascular system, Aging
Cells, Aging
Children of aging parents
Crimes against the elderly
Researcher = HEALTH > Food > Subject Index (Samples)
Aerial spraying and dusting in agriculture
Agriculture Dept. (U.S.)
Agriculture History
Agriculture Research
Fast food restaurants
Federal Food, Drug and Cosmetic Act
Fish as food
Food (in religion, folklore, etc.)
Food Safety and Inspection Service (U.S.)
Food addiction
Food additives, Law and legislation
Food inspection
Food irradiation
Food law and legislation
Food of animal origin
Food poisoning
Researcher = HEALTH > Medical Science > Subject Index (Samples)
3-D imaging in medicine
Abuse of medication
Advance directives (Medical care)
Advertising, Medicine
Aged, Medical care
Alternative medicine
American Medical Association
Atomic medicine
Behavioral medicine
Children, Medical care
Chinese medicine
Disaster medicine
Discrimination in medical care
EMTs (Medicine)
Holistic medicine
Home medical tests
Managed care plans (Medical care)
Medicaid fraud
Researcher = HEALTH > Mental Health > Subject Index (Samples)
Adolescent psychology
Age (Psychology)
Aged, Mental health
Aggression (Psychology)
Alcoholics, Psychology
Alienation (Social psychology)
Applied psychology
Community Mental Health Services
Mental health counseling
Mental health education
Mental health facilities
Mental health insurance
Mental health laws
Psychology of learning
Psychology, Cognitive
Psychology, Correctional
Psychology, Experimental
Psychology, Pathological
Researcher = HEALTH > Substance Abuse > Subject Index (Samples)
Addiction to alcohol
Addiction to drugs
Advertising, Drugs
Aged, Alcohol use
Alcohol abuse
Alcohol and drug abuse
Alcohol consumption
Alcohol education
Decriminalization of illegal drugs
Designer drugs
March 2004
Dosage of drugs
Driving under the influence of alcohol
Drug-alcohol interactions
Drugs and employment
Drugs and religion
Drugs and sex
Drugs and youth
Drugs, Labeling
Drugs, Law and legislation
Drugs, Legalization
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Topic Browse = SKS WebSelect > HEALTH (Samples of websites)
SKS WebSelect Health Subjects
Alternative Medicine
Death and Dying
Dental Health
Diet and Nutrition
Diseases/Conditions/Illnesses
Environmental Health
Family Health
Mental Health
Reproductive Issues
Substance Abuse
1Up Health Home Page
1Up Health
Summary: "Welcome to 1Up Health, a medical and health information resource containing
outstanding database of health articles and reference materials. Consumers and health
professionals alike can depend on it for information that is authoritative and up-to-date." (1UP
HEALTH) Search the site, or browse by topics: Alternative Medicine, Clinical Trials, Diet &
Nutrition, Diseases & Conditions, Health News, Injuries & Wounds, Poisons & Overdoses,
Surgery & Procedures, Symptoms Guide, Special Topics, Tests & Exams, and Medical
Encyclopedia.
URL:http://health.allrefer.com/
Descriptors: Diagnosis, Diet, Diseases, Health, Medical news, Medicine, Nutrition, Prognosis,
Surgery, Wounds and injuries
Adam Health Illustrated Encyclopedia
U.S. National Library of Medicine
Summary: "The Adam Health Illustrated Encyclopedia includes over 4,000 articles about
diseases, tests, symptoms, injuries, and surgeries. It also contains an extensive library of medical
photographs and illustrations." (U.S. NATIONAL LIBRARY OF MEDICINE)
URL:http://www.nlm.nih.gov/medlineplus/encyclopedia.html
Descriptors: Diseases, Health, Surgery, Symptoms
The Alternative Fix
Public Broadcasting Service (PBS)
Summary: "The past few years has seen an explosion in the popularity--and profitability--of
complementary and alternative medicine. Under pressure from everyone from consumers to
Congress--and tempted by huge grants--major hospitals and medical schools have embraced
therapies that they once dismissed as quackery. So accepted, in fact, have alternative medical
treatments become that an entire center of the National Institutes of Health is now devoted to it.
But the question remains: Do these treatments actually work? FRONTLINE examines the
controversy over complementary and alternative medical treatments." (PBS) This companion site
to the PBS show provides extended coverage and facts about alternative medicine.
URL:http://www.pbs.org/wgbh/pages/frontline/shows/altmed/
Descriptors: Alternative medicine, Herbs, Therapeutic use, Holistic medicine, Homeopathy,
Medical care, Medicine, Pharmacology, Therapeutics
American Heart Association Fitness Center
American Heart Association
Summary: Learn about the benefits of exercise. Read about the health issues related to exercise
including diet and cardiovascular health. Gain tips on how to increase physical fitness.
URL:http://www.justmove.org/home.cfm
Descriptors: Exercise, Exercise, Health aspects, Physical fitness
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SIRS Researcher Publication Samples That Support Learning Across-the-Curriculum
The following collection of magazine samples is organized by Topic Search categories that they primarily
support. Many of these magazines also provide support across multiple topics as well. SIRS editors’
select the best articles from these (and hundreds of others) respected publications to ensure that every
search yields curriculum-relevant information for students and teachers. Content on these topics is also
drawn from over 200 international, national, and regional newspapers, reference sources, and
government.
Business
American Demographics
American Enterprise
Black Enterprise
Brookings Review
Consumers” Research
Dollars and Sense
FDAConsumer
International Business
Money
Public Management
Worth
Environment
American Forests
Audubon
BioCycle
Defenders of Wildlife
E Magazine
Earthwatch
Ecologist
International Wildlife
Mother Earth News
Nature Conservancy
National Wildlife
Solar Today
Sierra
Wildlife Conservation
Whole Earth Review
Family
Counseling Today
Family Planning Perspectives
Longevity
Mothering
Our Children
Psychotherapy Networker
Psychology Today
Social Education
Society
March 2004
Global Issues
Africa Report
American History
Arms Control Today
Defense Monitor
Europe
Foreign Affairs
Harvard International Review
International Economy
Jerusalem Report
Military History
Multinational Monitor
New Perspectives Quarterly
National Geographic
World Policy Journal
World War II
Institutions
American School Board Journal
Corrections Today
Church & State
Christianity Today
Christian Social Action
Education Week
Education Digest
FBI Law Enforcement Bulletin
Phi Delta Kappan
National Catholic Reporter
Sports Illustrated
Teacher
Trial
UN Chronicle
VFW Magazine
Health
Am. Journal of Public Health
American Health
Harvard Heart Letter
Harvard Men's Health Watch
Harvard Women's Health Watch
Health
Johns Hopkins Magazine
Lifetime Health Letter
Menninger Perspective
New Physician
SIECUS Report
Science
21st Century Science & Tech
Air & Space
American Scientist
Archaeology
Astronomy
Discover
Engineering & Science
Futurist
Popular Science
Physics Today
Science News
Scientist
Sky & Telescope
Smithsonian
Technology Review
Human Relations
American Spectator
Cultural Survival Quarterly
Free Inquiry
Humanist
Hispanic
Insight
Ideas on Liberty
National Review
Public Interest
Privacy Journal
Skeptical Inquirer
Toward Freedom
General Interest
Atlantic Monthly
American Journalism Review
Maclean’s
Newsweek
Time
USA Today (Magazine)
U.S. News & World Report
Vital Speeches of the Day
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World Watch
World & I
ProQuest Mini-Research Process Strategies and Models
Information becomes knowledge only when it is used by students to make
comparisons, predict consequences, evaluate effectiveness, form connections, and
then is communicated to an audience with a purpose.
ELEMENTARY SCHOOL (or Beginners)
(Who, What, When, Where?)
Reports should be mostly factual, require one good source (many times an encyclopedia article),
and be presented in a summarized (extracting the most important information) or a paraphrased
(synthesizing and restating the most important information) report of less than 100 words.
Students should be encouraged to attach an appropriate picture or map to the report.
MIDDLE SCHOOL (or Upper Elementary/Some Experience)
(Who, What, When, Where and How, Why?)
Students should be required to use 2 or 3 sources. Reports can be written, oral, or created by
teams. Reports should be between 100 and 200 words. Encyclopedic information is appropriate as
one source only if it supports the 2 strategies listed below:
•
Compare/Contrast—students research two similar leaders, authors, artists, works of
literature, countries, ideas, etc. and show how they are both alike and/or how they are
different
Examples: Russia and Ukraine; Humans and chimpanzees; The Bible and the Koran;
Classical and contemporary music; Abraham Lincoln and Franklin Delano Roosevelt; the
Ancient Greeks and the Romans
•
Critique—students research a popular opinion, idea, practice, trend, tradition, belief or
custom, and provide a logical argument for revising or eliminating it
Examples: eating eggs is bad for your heart; no pain, no gain; affirmative action laws lead to
overall lowering of standards; the national debt will lead us into bankruptcy; to succeed, all
students should go to college; the Electoral College is the best method of electing the
president
HIGH SCHOOL (or Good Writers and Researchers)
(Who, What, When, Where, How and Why/Why Not, What If?)
Students should be required to use 3 or 4 sources. Reports can be written (200 to 300 words), oral
(3 to 5 minutes) or in teams. With appropriate technology and training, a PowerPoint presentation
should also be encouraged. Reports should require a summary document attached as a
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bibliographic reference to provide authentication. Strategies for mini-research should include
predicting, evaluating, and persuading.
•
Persuade—students research a controversial issue, select a position (or teachers could assign
the position), and then create a logical argument to support their opinion
Examples: students should have a right to free education through college; literature reflects
society; professional athletes are paid too much money; euthanasia should be permitted under
appropriate controls; some illegal drugs should be legalized; the federal government should
pass more restrictive gun control laws
•
Predict—given a recent event, discovery, law, or invention, predict what will happen in the
near future; given a past event or series of events, create a scenario that may occur in the near
future
Examples: predict what will happen in the next decade if there is no action to reduce global
warming; predict what sports will be most popular in 10 years and explain why; predict what
jobs will be most in demand 10 years from now, and why; predict how the Internet will affect
business, social life, and education; predict what benefits will be created from the success of
the International Space Station; predict the benefits of the human genome mapping project;
predict how the advent of the Euro will affect the economies of Europe; predict the impact of
teachers merit pay plans.
•
Evaluate—given a recent (in the last 5 years) change in a law, political leader, rules and
regulations, organizational structure, invention, or discovery, summarize and evaluate the
progress that may have been made in society because of that change
Examples: the NAFTA treaty; the nuclear disarmament treaty; virtual courses for high school
and college students; welfare reform; eBusiness; the use of computers in schools; the repair
and upgrade of the Hubble telescope; the creation of the “Chunnel;” the alternative energy
initiative
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Tailoring ProQuest Mini-Research Strategies to Meet the Needs of Your Students
A single research topic can provide a range of mini-research activities that can be tailored
with the appropriate degree of difficulty levels for all your students. The same basket of
documents retrieved from one Search can be used to answer a variety of research questions.
TOPIC: Global Warming
SEARCH: causes of global warming
Strategies
Essential Questions for Mini-Research
Expand:
What is global warming? (Look up and paraphrase – lowest level)
Compare/Contrast:
Compare the weather and temperature in the U. S. today with the patterns
50 years ago. (Intermediate level critical thinking skills)
Critique:
What actions by society have contributed to global warming?
Predict:
Predict what will happen in the future if nothing is done to reverse global
warming. What evidence is there to back your prediction?
Persuade:
Persuade the U. S. Government to pass laws that would help to reverse
global warming.
Evaluate:
Evaluate the effectiveness of the past actions taken by government and
business to prevent future global warming. (Highest level)
Mini-Research begins by brainstorming about the problem to be solved
Too many times teachers make research assignments that are so global in nature that
students and librarians who assist them are confused about what to research. The
assignment is “do a report on global warming by next Friday.” This usually results in
copying an encyclopedia article either by hand or by copy/paste, changing a few words,
then printing and turning in the report. The result is plagiarism and minimal if any
essential learning. The focus of this type of report defaults to the questions of who, what,
when, and where, all of which involve lower-order thinking skills.
A brief brainstorming session prior to researching, using the mini-research process and a
graphic organizer (www.inspiration.com) is the best way to guide students into thinking
about all aspects of the problem to be solved and include questions of how, why, why
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not, and what if which are higher-order thinking skills tested on state assessments. The
advantage of this process is that student do not have to think in sequence (outline form).
Instead, they think randomly (brain research confirms the validity of this approach
especially for novices) about the topic/problem with any one question prompting another,
until 3-6 questions emerge. These essential questions are the basis for research and their
answers will be analyzed and synthesized by the student to create original thought in the
form of a report.
The model below is an example of this process. Each question brainstormed is written in
one of the spaces without regard to which space and in what order. The teacher leads the
process making sure that some of the questions involve how, why, etc. so that students
are focused on problem solving and developing informed opinions on issues that affect
their lives.
Essential Questions Mini-Research Brainstorming Mod el
What more
needs to be
d one?
What barri ers
are there to
solving the
problem?
How do we
know gl ob al
warming
exists?
March 2004
What is
global
warming?
What are the
causes?
What problems
ar e caused by
global warmin g?
Topic =
Global Warming
What
wou ld
you do
about it
and
why?
How effective
are the present
prevention
strategies?
What is the
g overnment
doing about it?
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Venn Diagram—Useful for visual learners to compare and contrast the characteristics of 2
people, places, events, or things that are similar while researching information for a report. Write
descriptors in the spaces before and after researching and before reporting.
Abraham Lincoln
How Different
How Same
John F. Kennedy
How Different
Cause and Effect Map—It is used to show the causes of a complex event (an election, the
creation of a significant structure or work, a war, etc.) or complex phenomenon (juvenile
delinquency, learning disabilities). Key questions: What are the factors that cause/caused X? Are
they interrelated? How can we modify or eliminate a cause(s) and alter the result? Fill in the map
(Detail) as you gather research information for your report, or as a plan for research if you
already know some of the significant causes.
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INFORMAL Model Format Integrates Summary Document with Final Report
SHOULD STEM CELL RESEARCH WITH HUMAN EMBRYOS BE STOPPED?
Executive Summary—by Tammy Weisman
Stem cell research with human embryos has the potential to develop breakthrough cures
for a host of genetic diseases that kill millions of Americans and other people in foreign
countries. Stem cells are basic cells that develop first in human embryos after
fertilization. All other specialized cells in the human body evolve from stem cells by a
process that is not fully understood today. By understanding this process, scientists could
grow new organs and other specialized cells to replace damaged or diseased cells in
human beings, and thereby prolong and extend the quality of their life?
Why would this research not be acceptable and even be supported by everyone? Those
who oppose this research argue that it is immoral to use human embryos because in the
research process you are destroying a potential human being. Others who support the
research argue that by not engaging in research, we are allowing the destruction of
existing human beings.
I support the right to do research on existing embryos and if necessary, to have new
sources of voluntary donations to increase the supply. If research in our country is
stopped, then it will continue in some other country that may not have the best interests
of our citizens in mind.
History has shown that when major scientific discoveries have occurred, they are always
challenged by religious groups who predict all sorts of dire consequences for humanity.
History has also shown, that when these discoveries are adopted and managed well,
human beings have always benefited. Many examples of this are second nature to us
now: blood transfusions, organ transplantation, vaccination, etc.
Information that Addresses Essential Question 1: What is stem cell research?
Title: Stem Cell Research Tops '99 Science
Source: Providence Journal-Bulletin (Providence, RI)
Author: Paul Recer
Publication Date: Dec. 16, 1999
Page Number: n.p.
Database: SIRS Researcher
The editors of Science have selected the new stem cell research as the "Breakthrough of
the Year" for 1999. A report appearing Friday in the journal said the new technology
"raises hopes of dazzling medical applications." But the research also created a troubling
ethical debate that was heard throughout the year in the White House, in Congress and in
laboratories coast to coast. Embryonic stem cells are the ancestral cells that give rise to
all of the tissues and organs in the body. Researchers believe that such cells, taken from
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human embryos or fetuses, could be directed to grow replacements for ailing hearts,
livers or other organs. Use of embryonic stem cells has been denounced by some
members of Congress and by antiabortion groups
Information that Addresses Essential Question 2: Who Opposes this research and
why?
Title: To Kass, Science's Sword Cuts Both Ways: Bioethicist Sees 'Tragedy'...
Source: USA Today
Author: Dan Vergano
Publication Date: Oct. 30, 2002
Page Number: n.p.
Database: SIRS Researcher
Copy/paste only significant information parts here: Bioethicist Leon Kass looks at the
same promise and sees a Brave New World looming ahead. Death, suffering and
ignorance of one's genetic destiny aren't such bad things, Kass argues in his new book,
"Life, Liberty and the Defense of Dignity". The head of the President's Council on
Bioethics, Kass warns that while biotechnology may be able to eliminate some of these
burdens, it will take with them some of the virtues that make life meaningful and
dignified, in his view. Kass was identified as a key adviser behind the administration's
plan, which allows federal funding of research on existing colonies, or lines, of
embryonic stem cells, but bans it for any embryos created after the Aug. 9, 2001
announcement of Bush's policy. That dignity, he says, "rests on the fact our lives are
limited and we know it." Modern medicine's pursuit of cures for misery-causing diseases
is really an immortality hunt that threatens to stampede humankind into a world of sterile
perfection, he warns. For example, he argues against the unquestioned pursuit of genetic
testing: "Many people, taking their bearings from life lived open-endedly rather than
from preventive medicine practiced rationally, would prefer ignorance of the future," he
writes. “I'm not saying suffering is a good thing," Kass adds, but it may be a requirement
for people to lead fulfilling lives. Medicine's pursuit of perfection threatens this
opportunity, he suggests in the book. Immortality once gained through genetic
engineering may erase the human drive toward improvement, setting society on a course
both bland and barren.
Title: Two Approaches to Stem Cell Research Debate: U.S. and Sweden
Source: San Jose Mercury News (San Jose, CA)
Author: Dan Lee
Publication Date: April 28, 2003
Page Number: n.p.
Database: SIRS Researcher
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Copy/paste only significant information parts here: The opinions in each country are
formed around some of the most fundamental questions in medicine: When does life
begin? At what point of development does an embryo, or a fetus, gain full protection of
law? Is it justifiable to destroy a human embryo if that research could eventually lead to
treatments or even cures for ailments including cancer, diabetes, Parkinson's, Alzheimer's
and heart disease? Should this research be federally funded? In 1982, Hamberger's group
was behind the first IVF baby in Scandinavia. Now, he is focused on culturing embryos
that will never be transferred to a woman's uterus but will be destroyed to yield
embryonic stem cells. And those cells, he and others say, could lead to treatments for
some of humanity's most dreaded conditions.
In 2001, President Bush ruled that U.S. funding could go toward only previously
established lines of embryonic stem cells. Those lines had to be derived from spare
embryos from fertility treatments that were donated with the couple's consent. Critics of
embryonic stem cell research, including the Catholic Church and some medical
professionals, say that those embryos should be protected and that such research is
immoral. To produce stem cells, researchers culture an embryo into a blastocyst that has
an inner cell mass of about 30 cells--those cells that could ultimately give rise to the
fetus. That stem-cell-producing inner cell mass is then removed, destroying the embryo.
Life begins at fertilization, when the "genetic code is complete and operative," according
to the group. That means that the embryos are not just clusters of cells but "are the tiniest
of human beings."
Information that Addresses Essential Question 3: Who supports this research and
why?
Title: Scientists in Florida See Danger in a Cloning Ban
Source: Miami Herald (Miami, FL)
Author: John Dorschner
Publication Date: March 20, 2002
Page Number: 1A+
Database: SIRS Researcher
Copy/paste only significant information parts here: "Researchers in medical schools are
not trying to create Frankenstein monsters to end up on the cover of Newsweek," says
Dennis Steindler, a professor of neuroscience who does stem cell research at the
University of Florida medical school. "We are the people who get phone calls from the
very sick people asking us to help them. And that's what we're doing."
Richard L. Bucciarelli, legislative liaison for the Gainesville medical school, says the
University of Florida is opposed to the legislation. "The research is about a mass of cells
in a petri dish. You can't go very far cloning a human in a petri dish." Bucciarelli says the
university is supporting an amendment in the Senate that would outlaw inserting a clonebased egg in a woman's uterus--the only way to clone a human--but would allow
therapeutic cloning of cells for research. Scientists are concerned that the bill would ban
fundamental therapeutic research into ways to reproduce stem cells that could later be
used to help suffering patients. This research involves injecting the nucleus of a cell--it
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could come from skin scraped from a human cheek--into a human egg. After several
days, this nucleus divides into stem cells, embryonic entities that have the "wondrous
ability to regenerate," Goodman says. "Put them into brains, and they become brain
cells." Under the House bill, this would be illegal human cloning. Scientists' ultimate
hope is that the research could lead to stem cells that could help regenerate everything
from nerve tissue in paralyzed persons to organs wracked by cancer or degenerative
disease. Researchers say a Florida ban would mean that experiments would stop while
scientists elsewhere in the United States and the world forged ahead with their studies.
Title: The Cloning Clash
Source: Christian Science Monitor
Author: Gregory M. Lamb
Publication Date: Nov. 6, 2003
Page Number: n.p.
Database: SIRS Researcher
Copy/paste only significant information parts here: Even the scientific value of stemcell research using embryos is disputed, though the vast majority of the American
scientific community sees enough promise to favor ongoing research. Some cloning
opponents argue that stem cells taken from adults will prove to be a viable alternative to
embryonic stem cells. But while a few scientists do hold out great hope for adult stemcell research, "most scientists would say adult stem cells are not a substitute for
embryonic stem cells." Some scientists argue that the word "cloning" has eerie sciencefiction connotations and perhaps scares the public more than is necessary--especially
when it comes to therapeutic cloning. "A lot of people are confused by this debate," says
Mr. Goodman. For example, he says, if you say you have placed a bit of human skin cell
into an egg and then five days later harvested the stem cells that have grown, people will
say that's fine. But if you call it "cloning," people are likely to oppose it. "The name has
become an emotional sledgehammer," he says. "I think it's a good impulse for the world
to try to come together and speak with one mind about what we'd like to do about
[cloning]," Holland says. "But I don't think it can be outlawed. It's going to happen
somewhere if somebody wants to do it."
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Mini-Research FORMAL Model Format
(This is a Model for an Optional Cover Page)
UPPER DUBLIN HIGH SCHOOL
Put optional graphic image here
The Ethical Implications of Genetic Cloning
Student: Tammy Weisman
Science—Biology II
Teacher: Mr. Carl Janetka
February 24, 2004
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FORMAL Mini-Research Format Model
The Ethical Implications of Genetic Cloning
This is a model of a formal mini-research report, not an actual report. This is the
written report of the student and the content and citations would come from the analysis
and synthesis of the information found in the Summary Document that is attached to this
report and replaces the formal Works Cited (bibliography) of traditional reports. (Paul
Recer) The report requires the student to Search SIRS Researcher/SKS WebSelect to get
relevant information from three to five articles and websites, (2) browse each article to
determine its significance to the mini-research essential questions, (3) copy/paste
significant information from each articles and source information to a Word Summary
Document, and then (5) create a final report, using in-text references, that connect the
student’s work to the Summary Document, (bibliographic) sources. (Dan Lee)
The teacher’s research strategy motivates and focuses the student’s search in
SIRS Researcher/SKS WebSelect. The teacher will also have to provide some guidance in
searching using key words or subjects so that students can get the most relevant
information without wasting classroom time. (Gregory M. Lamb). Saving to disk or
emailing significant documents using Tagged Lists is recommended vs. printing each
article or website information because it saves paper, ink, and time on the front end of
research, and then, saves keying and keying errors on the back end, or final report. For
schools that have library computer access for students, saved articles can be browsed in
detail, off-line at another time or at home, freeing computers that are on-line for more
students to do research. (John Dorschner)
.
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Tammy Weisman
SIRS Researcher/SKS WebSelect Mini-Research Guide
Page 2
The Summary Document is first presented to the teacher so that the teacher can evaluate
the quality, relevance, and quality of the information selected by the student. When the
teacher approves, the teacher signs the Summary Document for approval. An optional
outline of 3-5 steps can be part of the discussion of the teacher-student conference.
The teacher would then have copies of the outline and the summary document to help in
evaluating the authenticity and the quality of ideas and writing in the final report or
presentation. (John Dorschner)
The finished report could be assigned individually, or to teams of students. The
report may also be presented orally (supported by the summary document) or as a
PowerPoint presentation. It is important that reports are brief (150 to 250 words is
recommended). Reports should be assigned frequently enough so that students learn to
master the research process prior to the traditional high school research paper. (Dan Lee)
Reports are shown in double spacing so that teachers can use this space for
comments when they choose to make them. A separate teacher rubrics evaluation
model is included in this guide.
This is a model of a formal mini-research report of approximately 200
words, using 4 sources, with in-text references, and a summary
document attached as the “works cited”. This is appropriate for high
school students. Shorter reports with 2 or 3 sources are more
appropriate for middle school.
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Mini-research summary document of significant information makes research easier
and helps prevent plagiarism
Attached to Written Reports as an Option to a Formal Works Cited and Also
Used for Teacher Approval Prior to Outline or Writing Report and Verification After
Title: Stem Cell Research Tops '99 Science
Source: Providence Journal-Bulletin (Providence, RI)
Author: Paul Recer
Publication Date: Dec. 16, 1999
Page Number: n.p.
Database: SIRS Researcher
Copy/paste only significant information parts here: The editors of Science have selected the
new stem cell research as the "Breakthrough of the Year" for 1999. A report appearing Friday in
the journal said the new technology "raises hopes of dazzling medical applications." But the
research also created a troubling ethical debate that was heard throughout the year in the White
House, in Congress and in laboratories coast to coast. Embryonic stem cells are the ancestral
cells that give rise to all of the tissues and organs in the body. Researchers believe that such cells,
taken from human embryos or fetuses, could be directed to grow replacements for ailing hearts,
livers or other organs. Use of embryonic stem cells has been denounced by some members of
Congress and by antiabortion groups
Title: To Kass, Science's Sword Cuts Both Ways: Bioethicist Sees 'Tragedy'...
Source: USA Today
Author: Dan Vergano
Publication Date: Oct. 30, 2002
Page Number: n.p.
Database: SIRS Researcher
Copy/paste only significant information parts here: Bioethicist Leon Kass looks at the same
promise and sees a Brave New World looming ahead. Death, suffering and ignorance of one's
genetic destiny aren't such bad things, Kass argues in his new book, "Life, Liberty and the
Defense of Dignity". The head of the President's Council on Bioethics, Kass warns that while
biotechnology may be able to eliminate some of these burdens, it will take with them some of the
virtues that make life meaningful and dignified, in his view. Kass was identified as a key adviser
behind the administration's plan, which allows federal funding of research on existing colonies, or
lines, of embryonic stem cells, but bans it for any embryos created after the Aug. 9, 2001
announcement of Bush's policy. That dignity, he says, "rests on the fact our lives are limited and
we know it." Modern medicine's pursuit of cures for misery-causing diseases is really an
immortality hunt that threatens to stampede humankind into a world of sterile perfection, he
warns. For example, he argues against the unquestioned pursuit of genetic testing: "Many people,
taking their bearings from life lived open-endedly rather than from preventive medicine practiced
rationally, would prefer ignorance of the future," he writes. “I'm not saying suffering is a good
thing," Kass adds, but it may be a requirement for people to lead fulfilling lives. Medicine's
pursuit of perfection threatens this opportunity, he suggests in the book. Immortality once gained
through genetic engineering may erase the human drive toward improvement, setting society on a
course both bland and barren.
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Title: Two Approaches to Stem Cell Research Debate: U.S. and Sweden
Source: San Jose Mercury News (San Jose, CA)
Author: Dan Lee
Publication Date: April 28, 2003
Page Number: n.p.
Database: SIRS Researcher
Copy/paste only significant information parts here: The opinions in each country are formed
around some of the most fundamental questions in medicine: When does life begin? At what
point of development does an embryo, or a fetus, gain full protection of law? Is it justifiable to
destroy a human embryo if that research could eventually lead to treatments or even cures for
ailments including cancer, diabetes, Parkinson's, Alzheimer's and heart disease? Should this
research be federally funded? In 1982, Hamberger's group was behind the first IVF baby in
Scandinavia. Now, he is focused on culturing embryos that will never be transferred to a woman's
uterus but will be destroyed to yield embryonic stem cells. And those cells, he and others say,
could lead to treatments for some of humanity's most dreaded conditions.
In 2001, President Bush ruled that U.S. funding could go toward only previously established lines
of embryonic stem cells. Those lines had to be derived from spare embryos from fertility
treatments that were donated with the couple's consent. Critics of embryonic stem cell research,
including the Catholic Church and some medical professionals, say that those embryos should be
protected and that such research is immoral. To produce stem cells, researchers culture an
embryo into a blastocyst that has an inner cell mass of about 30 cells--those cells that could
ultimately give rise to the fetus. That stem-cell-producing inner cell mass is then removed,
destroying the embryo. Life begins at fertilization, when the "genetic code is complete and
operative," according to the group. That means that the embryos are not just clusters of cells but
"are the tiniest of human beings."
Title: Scientists in Florida See Danger in a Cloning Ban
Source: Miami Herald (Miami, FL)
Author: John Dorschner
Publication Date: March 20, 2002
Page Number: 1A+
Database: SIRS Researcher
Copy/paste only significant information parts here: "Researchers in medical schools are not
trying to create Frankenstein monsters to end up on the cover of Newsweek," says Dennis
Steindler, a professor of neuroscience who does stem cell research at the University of Florida
medical school. "We are the people who get phone calls from the very sick people asking us to
help them. And that's what we're doing."
Richard L. Bucciarelli, legislative liaison for the Gainesville medical school, says the University
of Florida is opposed to the legislation. "The research is about a mass of cells in a petri dish. You
can't go very far cloning a human in a petri dish." Bucciarelli says the university is supporting an
amendment in the Senate that would outlaw inserting a clone-based egg in a woman's uterus--the
only way to clone a human--but would allow therapeutic cloning of cells for research. Scientists
are concerned that the bill would ban fundamental therapeutic research into ways to reproduce
stem cells that could later be used to help suffering patients. This research involves injecting the
nucleus of a cell--it could come from skin scraped from a human cheek--into a human egg. After
several days, this nucleus divides into stem cells, embryonic entities that have the "wondrous
ability to regenerate," Goodman says. "Put them into brains, and they become brain cells." Under
the House bill, this would be illegal human cloning. Scientists' ultimate hope is that the research
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could lead to stem cells that could help regenerate everything from nerve tissue in paralyzed
persons to organs wracked by cancer or degenerative disease. Researchers say a Florida ban
would mean that experiments would stop while scientists elsewhere in the United States and the
world forged ahead with their studies.
Title: The Cloning Clash
Source: Christian Science Monitor
Author: Gregory M. Lamb
Publication Date: Nov. 6, 2003
Page Number: n.p.
Database: SIRS Researcher
Copy/paste only significant information parts here: Even the scientific value of stem-cell
research using embryos is disputed, though the vast majority of the American scientific
community sees enough promise to favor ongoing research. Some cloning opponents argue that
stem cells taken from adults will prove to be a viable alternative to embryonic stem cells. But
while a few scientists do hold out great hope for adult stem-cell research, "most scientists would
say adult stem cells are not a substitute for embryonic stem cells." Some scientists argue that the
word "cloning" has eerie science-fiction connotations and perhaps scares the public more than is
necessary--especially when it comes to therapeutic cloning. "A lot of people are confused by this
debate," says Mr. Goodman. For example, he says, if you say you have placed a bit of human skin
cell into an egg and then five days later harvested the stem cells that have grown, people will say
that's fine. But if you call it "cloning," people are likely to oppose it. "The name has become an
emotional sledgehammer," he says. "I think it's a good impulse for the world to try to come
together and speak with one mind about what we'd like to do about [cloning]," Holland says. "But
I don't think it can be outlawed. It's going to happen somewhere if somebody wants to do it."
1.
Each source citation is copied and pasted from the original document in SIRS Researcher/SKS
WebSelect format, avoiding complex style transformations and saving time.
2.
Each of the essential information sentences and paragraphs are copied and pasted from original
documents based on their relevance to the issue presented for research, demonstrating critical
reading skills.
3.
The teacher reviews, approves, and signs this Summary Document prior the written report. This
ensures the relevancy and adequacy of the information gathered by the student and also helps in
the organization of the written report.
4.
This Summary Document is attached to the final report to serve as an informal bibliography
(Works Cited) and to help validate that the report is original and is not plagiarized.
5.
Each document may be cited when necessary in the final written report using in-text references
with the primary author’s name in parentheses. This saves time for students and teachers
because of the complexity of creating and verifying footnote style reports.
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Rubrics for Evaluating Mini-Research Reports
Mini-research reports are not term papers. They need to be relatively easy to evaluate. For this
reason, this model will focus mostly on the research process (and the inherent critical thinking
skills), not solely on the traditional criteria of correctness of the ideas, or the mechanics and
format of the content. Critical thinking elements are shown in (bolded text). Teachers can create
their own system, using the model below as a guide, emphasizing the criteria that they feel are
most important. But, keep it simple!
Possible Evaluative Criteria
The question/problem/issue was developed and
stated clearly. (Questioning) OPTIONAL
Worth
Score
0
0
0
0
The information gathered through searching was relevant
to the question/problem/issue. (Analyzing)
30
30
The outline developed, provided a clear map for creating
the first draft. (Organizing) OPTIONAL
0
0
The draft copy followed the outline and needed minimal
editing and restructuring. (Synthesizing) OPTIONAL
0
0
The draft copy had conclusion(s) justified by the information
gathered in research. (Evaluating) OPTIONAL
30
26
The final report/presentation included all the required
parts and format. (Organizing)
20
15
The final report/presentation was free of major errors in
grammar, spelling, and punctuation) (Communicating)
10
8
The final report used a style that was interesting, and easy
to read/understand. (Presenting/Reporting).
10
7
POINTS
100
86
Brainstorming resulted in providing a series of related
key words and phrases to focus the search.
(Planning) and (Searching) OPTIONAL
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APPENDIX
SIRS Researcher/SKS WebSelect Supports the National Educational Technology
Standards For Students
The International Society for Technology in Education (ISTE) standards for students are
divided into six broad categories. These categories provide a framework for linking performance
indicators found within the Profiles for Technology Literate Students to the standards. Most of
the states have integrated all or part of NETS into their state learning standards. Teachers can use
these standards and profiles in planning technology-based activities in which students achieve
success in learning, communication, and life skills. The standards that are bolded are
significantly reinforced by mini-research with SIRS Researcher/SKS WebSelect.
Basic operations and concepts
•
•
Students demonstrate a sound understanding of the nature and operation of technology
systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
•
•
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Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and
promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications, and producing other creative works.
Technology communications tools
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Students use telecommunications to collaborate, publish, and interact with peers, experts,
and other audiences.
Students use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of
sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological
innovations based on the appropriateness to specific tasks.
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Technology problem-solving and decision-making tools
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Students use technology resources for solving problems and making informed
decisions.
Students employ technology in the development of strategies for solving problems in
the real world.
ISTE Technology Standards for Teachers
The standards listed below are directly addressed and supported when teachers assign
research activities to students, using ProQuest mini-research strategies and models with
SIRS Researcher/SKS WebSelect.
A. Basic Computer/Technology Operations and Concepts
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Operate a multimedia computer system with related peripheral devices to successfully
install and use a variety of software packages
B. Personal and Professional Use of Technology
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Apply productivity tools for creating multimedia presentations
Use computer-based technologies including telecommunications to access information
and enhance personal and professional productivity
Use computers to support problem solving, data collection, information management,
communications, presentations, and decision making
Demonstrate knowledge of equity, ethics, legal, and human issues concerning use of
computers and technology
Identify computer and related technology resources for facilitating lifelong learning and
emerging roles of the learner and the educator
Observe demonstrations or uses of broadcast instruction, audio/video conferencing, and
other distance learning applications
C. Application of Technology in Instruction
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Explore, evaluate, and use computer/technology resources including applications, tools,
educational software, and associated documentation
Describe current instructional principles, research, and appropriate assessment practices
as related to the use of computers and technology resources in the curriculum
Design, deliver, and assess student learning activities that integrate computers/technology
for a variety of student group strategies and for diverse student populations
Design student learning activities that foster equitable, ethical, and legal use of
technology by students
Practice responsible, ethical and legal use of technology, information, and software
resources
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SIRS Researcher/SKS WebSelect Researching vs. Surfing the Internet
The Internet is a valuable educational tool for many student learning experiences: virtual field
trips, email discussions with experts, collaborating on projects over time with students in other
places, accessing a variety of original historic documents, pen-pal activities with students in other
countries, using educational simulations, and participating in distance learning activities. All of
these activities require that teachers create learning strategies and use well-planned
management techniques to ensure that limited classroom time is used efficiently and that
real and measurable learning takes place.
When teachers need to access authoritative, library-quality, and curriculum appropriate
educational information for research activities, many schools prefer using ProQuest databases
rather than surfing the Internet. Students can find the information they need quickly, giving them
more time for critical thinking and writing—10% of time and effort for searching with 90%
remaining for reading, analyzing, critical thinking, writing, and learning. Many times, in
traditional research, the opposite is true. Conserving student learning time in a typical 180
day school year is a major priority for teachers. Whether students use the Internet or ProQuest
databases, the key to learning is what students are expected to do with the information that
they retrieve.
Surfing the Internet for Research
Using SIRS for Research
No monitoring for authority and accuracy
All articles and websites selected by editorial
board with diverse educational backgrounds
Navigating many different interfaces wastes
time and may frustrate students
Navigating a consistent interface designed for
students saves time for learning
Information overload, 93% of it curriculum
irrelevant, wastes student time searching
All articles and websites selected by editorial
board with diverse educational backgrounds
Variety of graphic and text formats that may
cause difficulty with printing and saving
All documents/ graphics use consistent,
standard formats for easy printing, saving, and
emailing
Student use may require filters and supervision
Only grades 9-12 curriculum-related articles
and websites
Advertising and graphics can distract students
and slow down searching
No text or graphics included in the interface,
articles, or websites that distracts students from
time on task
Dead links; many sites not updated
Websites refreshed daily; many articles
updated every 24 hours.
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Mini-Research Supports the New K-12 Writing Initiatives
Several new initiatives have occurred recently that recognize the renewed importance of writing
as an essential activity for student learning. WRITING IS ALWAYS A PART OF EVERY
MINI-RESEARCH ACTIVITY.
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Research shows that the number of writing activities assigned in K-12 classroom has
diminished and been replaced by increasing use of multiple choice assessments which
require less teacher time and effort to grade.
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Research shows that narrative, expository, and persuasive writing require the use of
higher-order thinking skills (HOTS). HOTS are essential for permanent learning.
Rote learning is temporary and soon fades unless students get an opportunity to apply
information to real-life problems.
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Research shows that the most important factor for college success is the ability to write.
To motivate more writing activities across the curriculum because of their value . . . . .
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The 2005 SAT will require writing samples that express student ideas on a variety of
issues based on writing deficiencies discovered by an increasingly greater number of high
school graduates.
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Colleges have recently put more emphasis on evaluating writing samples in the
admissions process.
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The College Board revises the new SAT (2005) to include essay writing component to
encourage more writing assignments for students
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The College Board indicates that strong writing skills are a reliable and essential
predictor of college success
National Commission on Writing in America’s School and Colleges activities in K-12
1. NCW – “Writing is essential to educational and career success”
2. NCW – “Writing allows students to “connect the dots” in their knowledge and is central
to self-expression”
3. NCW – “Writing is how we teach students the complex skills of analysis, synthesis, and
problem solving”
4. NCW – “Writing must become an important focus beginning with elementary school
5. NCW – “Assessment with only multiple-choice tests is not adequate”
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Mini-Research Models and Methods vs. Traditional Term Papers
Traditional Term Papers
ProQuest Mini-Research Reports
Formal—written
Informal—written, oral, PowerPoint
Lengthy, Time Consuming and Infrequent
Brief, Several Class Periods, and Frequent
Traditional and Scholarly Topics
Current, Relevant and Engaging Topics
Focus on College and College Bound
Focus on ALL Students and State Standards,
Reading and Writing Skills
Traditional Methods and Formats
Technology Enabled Methods and Formats
English and Social Studies
All Subjects and All Levels
Focus on Formats and Citations and
Bibliography
Focus on Critical Thinking and Expression of
Reasoned Opinion and Problem Solving
Traditional Topics Prone to Copying and
Plagiarism
Focus on Individual Effort, Print Output and
Teacher As Audience
Mini-Research Method and Original Thought
Topics Help Prevent Plagiarism
Open to Collaboration with Team Reports,
Multimedia and PowerPoint Presentations,
Variety of Print Formats and Peer Audience
Students Generally Limited to Local and
Traditional Resources
Students Encouraged to Use a Variety of Media
from Respected Sources
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Bloom's Taxonomy—Bloom, B. S. (1956)
Type of Critical Thinking Skills Demonstrated
Higher-Order
Thi ki L l
KNOWLEDGE
Most Student Testing
at This Level
(Lowest Level)
Observation and recall of information
Knowledge of dates, events, places
Knowledge of major ideas
Mastery of subject matter
Question Cues: list, define, tell, describe, identify, show, label, collect,
examine, tabulate, quote, name, who, when, where, etc.
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COMPREHENSION
Understanding information
Grasp meaning
Translate knowledge into new context
Interpret facts, compare, contrast
Order, group, infer causes
Predict consequences
Question Cues: summarize, describe, interpret, contrast, predict, associate,
discuss, distinguish, estimate, differentiate, extend
APPLICATION
Use information
Use methods, concepts, theories in new situations
Solve problems using required skills or knowledge
Questions Cues: apply, demonstrate, calculate, complete, illustrate, solve,
examine, modify, relate, classify, experiment, discover
ANALYSIS
Research Activities
SYNTHESIS
Research Activities
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Seeing patterns
Organization of parts
Recognition of hidden meanings
Identification of components
Question Cues: analyze, separate, order, explain, connect, classify,
arrange, divide, compare, select, explain, infer
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Use old ideas to create new ones
Generalize from given facts
Relate knowledge from several areas
Predict, draw conclusions
Question Cues: combine, integrate, modify, rearrange, substitute,
create, design, invent, what if?, compose, formulate, generalize
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EVALUATION
Research Activities
(Highest Level)
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Compare and discriminate between ideas
Assess value of theories, presentations
Make choices based on reasoned argument
Verify value of evidence
Recognize subjectivity
Question Cues: assess, decide, rank, grade, test, measure, judge,
recommend, explain, discriminate, support, conclude, summarize
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