Greenwich High School
American History
Sophomore Research Paper
2013-14
A Step-by-Step Guide:
Question, Plan, Research, Organize, Reflect & Communicate
Name ____________________________________________________
Block _____________
U. S. History Teacher: Mr. Herman
Last updated – LJW – 1/23/14
Page 1
Timeline and Due Dates:
Jan 28: Block 1 (639) & 2 (Sem 2)
Lesson: Intro to SRP and Topic Selection
Homework: Topic Selection Handout (due Jan 29)
Jan 29: Block 1 (639) & 2 (Sem 2)
Due: Topic Selection Handout
Lesson: Intro to Noodletools and Reference Sources (End of class all students should have Noodletools
accounts and at least 1 source with one notecard)
Homework: Minimum of 30 notecards (total) on 2 reference sources – Due at the beginning of the block
on Feb 3rd
Jan 30: Block 1 (639) & 2 (MR 2)
Lesson: Independent student work time – complete notes on 2 reference sources
Homework: Continue taking notes on reference sources (prep for Preliminary Research Assignment to be
completed in class onFeb 3rd)
Jan 31: Block 3 (640)
Lesson: Independent student work time – complete notes on 2 reference sources
Homework: Continue taking notes on reference sources (prep for Preliminary Research Assignment to be
completed in class onFeb 3rd)
Feb 3: Block 1 (639) & 2 (Bella Lab)
Due: 1st notes check – minimum of 30 notes on 2 reference sources (due at the beginning of class)
Lesson: In class writing activity – Preliminary Research Assignment – to be printed by the end of the
block
Homework: If caught up on research, none…
Feb 4: Block 1 (639) & 2 (Sem 2)
Lesson: Creating Research Questions: Question brainstorming and grouping activity
Homework: Draft Research Question handout (Due Feb 7th)
Feb 4: Block 3 (640)
Lesson: Secondary sources
Homework: 45 additional notes from at minimum 2 secondary sources (Due Feb 7)
Feb 5: Block 1 (639) & 2 (Sem 2)
Due: Preliminary Questions
Lesson: Secondary sources or Independent student work time
Homework: Continue taking notes on secondary sources (Notes check 2 Feb 7)
Feb 5: Block 3 (640)
Lesson: Students work on notes – conferencing with Herman and Brill on questions
Homework: Continue taking notes on secondary sources (Notes check 2 Feb 7)
Feb 6: Block 3 (640)
Lesson: Students work on notes – conferencing with Herman and Brill on questions
Homework: Continue taking notes on secondary sources (Notes check 2 Feb 7)
Last updated – LJW – 1/23/14
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Feb 7: Block 1 &2 (639)
Lesson: Students work on notes; 2nd half of block discuss primary sources
Due: 2nd Notes Check – 11:59pm Feb 7 – 75 notes total – 2 ref and 2 secondary
Homework: Continue taking notes on primary sources (Notes check 3 Feb 25)
Feb 18: Block 1 & 2 639
Lesson: Independent work time on note taking
Homework: Continue taking notes – next note check Feb 25 – Minimum of 125 notes on 2 ref, 2
secondary, 2 primary and 1 free choice source
Feb 19: Block 1 (639) & 2 (MR 1)
Lesson: Tagging notes; Independent work time on note taking
Homework: Continue taking notes – next note check Feb 25 – Minimum of 125 notes on 2 ref, 2
secondary, 2 primary and 1 free choice source
Feb 20: Block 3 (640)
Lesson: Independent work time on note taking
Homework: Continue taking notes – next note check Feb 25 – Minimum of 125 notes on 2 ref, 2
secondary, 2 primary and 1 free choice source
Feb 21: Block 1 & 2 (639)
Lesson: Independent work time on note taking
Homework: Continue taking notes – next note check Feb 25 – Minimum of 125 notes on 2 ref, 2
secondary, 2 primary and 1 free choice source
Feb 24: Block 1 & 2 (639)
Lesson: Independent work time on note taking
Homework: Continue taking notes – next note check Feb 25 – Minimum of 125 notes on 2 ref, 2
secondary, 2 primary and 1 free choice source
Feb 24: Block 3 (640)
Lesson: Independent work time on note taking
Homework: Continue taking notes – next note check Feb 25 – Minimum of 125 notes on 2 ref, 2
secondary, 2 primary and 1 free choice source
February 25: Block 1 & 2(639)
Due: 3rd Notes check – Minimum 125 note cards on 7 sources (2 ref, 2 secondary, 2 primary, 1 choice)
Lesson: Organizing notes and developing a preliminary outline
Homework: Preliminary Outline (Due Feb 27th)
Feb 26: Block 3 (640)
Lesson: Independent student work time – preliminary outline
Homework: Preliminary outline (Due Feb 27)
Feb 27th: Block 1 & 2 – Lab 639
Due: Preliminary Outline
Lesson: Parenthetical citations and formal outlines
Homework: Begin formal outline (Outline due March 5)
Last updated – LJW – 1/23/14
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Feb 28th: Block 1 & 2 – Lab 639
Lesson: Independent student work time on formal outlines
Homework: Formal outline (Outline due March 5)
March 3: Block 1 (639) & 2 (MR 1)
Lesson: Independent work time on rough drafts – schedule conferences with Mr. Herman
Homework: Formal Outline due March 5
March 4: Block 3 (640)
Lesson: Independent work time on rough drafts
Homework: Formal Outline due March 5
March 5: Block 1 & 2 – Students report to class in Cantor!!
March 6/7: Block 3 (640)
Lesson: Drafts and Conferencing
Homework: Rough Draft due March 17
March 10/14: Block 3 (640)
Lesson: Drafts and Conferencing
Homework: Rough Draft due March 17
March 17: Students submit a paper copy of rough draft in class
March 18/19: Block 3 (640)
Lesson: Capstone Reflection, Turnitin.com, and Final Checklist
Due: All students must have electronic copy of rough draft
Homework: Final Draft due March 31
March 20, 26, 28: Block 3 (640) *** If needed...
Students have Sem Skills time to finalize their papers
March 31: Final drafts due in class
March 31/April 1: All students must have electronic copy of final draft to submit to Naviance in
Sem Skills.
Last updated – LJW – 1/23/14
Page 4
Modern topics with Historical Connections (Option B):
Financial Crises
New Deal programs, Teddy Roosevelt & trustbusting, Teapot Dome Scandal,
Crash of 1929 (preventable of inevitable), Social Security Act (1935)
Stock Market
Immigration Policy
Immigration restriction movements 1890-1930
Race Issues
Jim Crow, KKK, Election of 1928 (did cultural bias or economic issues determine its outcome?),
FDR's policies toward blacks
US-Mexico Relationship
Monroe Doctrine, Roosevelt Corollary , FDR's Good Neighbor Policy
Fair Trials and the Media
Lindbergh, Sacco & Vanzetti, Scopes, Leopold & Loeb, Scottsboro Boys
Media Influence
Spanish-American War, Lusitania, muckrakers
"Just War"
Spanish-American War
Welfare
New Deal, Hull House
Minority Rights
Harlem Renaissance, Early NAACP (1911-1945), The Eugenics Movement, minorities in armed
services in WWII, Harlem Hellfighers (WWI)
Media and War
Sinking of the Maine, Spanish-American War, entry into WWI, WWII home front
Media and Race
Chicago Race Riots, Zoot Suit Riots, lynchings
Legalization of Illegal Substances
Prohibition, Temperance movement, Billy Sunday
Religion's Place in Politics
Fundamentalism, Billy Sunday, Temperance movement, Civil Rights preachers, Scopes Trial,
faith-based initiatives
The Glass Ceiling / Women's Rights
19th Amendment, women in the 1920s, biographies, women in 1930s, women in WWII home
front, Eleanor Roosevelt
Last updated – LJW – 1/23/14
Page 5
Foreign Born Citizens During War Time
Japanese American internment during WWII, German-Americans in WWII, Pearl Harbor, post
9/11
"Dangers" of Socialism and Communism
Eugene V. Debs, Red Scare (1920s), Haymarket, US Communist Party
Unions
IWW, Chicago Trial (1917), American Federation of Labor , sit-down strikes
US Influence on Regime Change
Panama Canal, Roosevelt Corollary, US in Dominican Republic, Hawaii
Hate Speech / First Amendment
KKK, internet
Prejudice
American response to the Holocaust, American antisemitism, minorities in armed services in
WWII, Japanese American internment during WWII
Atomic weapons, biological weapons, and chemical weapons and their use or disuse
Atomic bombings of Hiroshima and Nagasaki
Popular music as a reflection in contemporary social conditions
Post-WWI, Great Depression or WWII.
Religious Fundamentalism
Fundamentalist Movement, Scopes Trial, Creationism versus Darwin's theory of evolution,
Intelligent Design
Protest
Bonus Expeditionary Force of1932 (entitled veterans or dangerous radicals?),
race riots in the
first half of the 20th century (St. Louis 1917, Chicago 1919,
Harlem 1935, Detroit 1943,
Zoot Suits 1943)
Popular Culture
Early Motion Picture Industry, Fashion and First Ladies
American Foreign Policy for power or peace
Phillipines (1941), WWI, Panama Canal, US in WWII, Lusitania, Treaty of Versailles, Wilson's
Fourteen Points, Good Neighbor Policy, Potsdam
Conference, Yalta Conference, KelloggBriand Pact (1928)
Presidential Power
FDR's Supreme Court Plan, Executive Order 9066, Tonkin Gulf Resolution, posttrustbusting, New Deal
Last updated – LJW – 1/23/14
9/11,
Page 6
Sports
Black Sox Scandal, Jack Johnson (race in sports), Jesse Owens (politics and
sports), Red
Grange, Jackie Robinson (decline of Afr-Am in sport), professionalization of youth sports,
business of sports
American Icons: An icon is defined as an "important and enduring symbol." The following people and
things have been labeled American icons. Why (or why not) do they deserve to be called American
icons?
Women:
Authors:
a. Margaret Sanger
b. Jane Addams
c. Margaret Mead
d. Mary McLeod Bethune
e. Lillian Wald
f. Elizabeth Gurley Flynn
g. Frances Perkins
h. Clara Barton
i. Jeannette Rankin
j. Dr. Alice Paul
k. Emma Goldman
Artists:
a. Paul Robeson
b. Martha Graham
c. Marian Anderson
d. Billie Holiday
e. Josephine Baker
f. D.W. Griffith
g. Charlie Chaplin
Athletes:
a. Mark Twain (Samuel L. Clemens) 1835-1910
b. Kate Chopin 1851-1904
c. Stephen Crane 1871-1900
d. Sinclair Lewis 1885-1951
e. Edgar Lee Masters 1868-1950
f. Willa Cather 1873-1947
g. Sherwood Anderson 1876-1941
h. Katherine Anne Porter 1890-1980
i. F. Scott Fitzgerald 1896-1940
j. Ernest Hemingway 1899-1961
k. William Faulkner 1897-1962
l. John Steinbeck 1902-1968
m. Eudora Welty 1909-2001
n. Robert Frost 1874-1963
o. Edna St. Vincent Millay 1892-1950
p. Sara Teasdale 1884-1933
q. James Thurber 1894-1961
r. Jack London 1876-1914
s. W.E.B. DuBois 1868-1963
t. Paul Laurence Dunbar 1872-1906
u. Richard Wright 1908-1960
v. Langston Hughes 1902-1967
w. Jean Toomer 1894-1967
x. Countee Cullen 1903-1946
y. James W. Johnson 1871-1938
z. Zora Neale Hurston 1891-1960
a. Bobby Jones
b. Babe Ruth
Last updated – LJW – 1/23/14
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Name: _____________________________________________________ Block: ________
Due: Jan 29 (at the beginning of class)
TOPIC SELECTION
Directions: Based on your independent reading, identify 3 possible topics that you might
consider researching. You may search the web or use a general encyclopedia for more
information if needed. Describe the topic in a few sentences and describe why you want to
research it.
1.
Source: ______________________________________________________________________
2.
Source: ______________________________________________________________________
3.
Source: ______________________________________________________________________
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Name: ____________________________________________
PRELIMINARY RESEARCH ASSIGNMENT (Completed in Class on Feb 3)
Topic Summary – Summarize your specific topic in the space below. Your summary should
explain what the topic is about and how it fits into the history of the time it occurred. You should
base your summary on background research from a reference source(s). This paragraph should
be approximately 6-8 sentences.
History of the Time – Your topic is not an isolated incident, but rather fits into a larger
framework: list and briefly explain the major issues/major events facing society at the time.
Under the categories (political, social, economic) below, note:
1. significant dates related to your topic
2. dates of other important events that were occurring at the same time as your topic
3. identify approximately 5 significant dates/events for the categories below
Political
Social
Economic
Reference Source(s) Used: (must be cited in your notes)
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Essential Question Brainstorming: (Completed in class on Feb 4)
In the bubble below, write down your research topic. Brainstorm at least 15 possible questions.
Once complete, review your questions to see if they group into any major categories. Determine
which questions could be possible sub-questions of a larger question.
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Guidelines for Creating a Research Question:
The results of your research should be more than just a regurgitation of the facts or a summary of
other people’s ideas. They should be based on new ideas, explanation, analysis, and evaluation.
The best way to ensure that your work is thoughtful and original is to pose an essential question
and supporting questions for inquiry once you decide on a topic of study. Using the grid below,
review the questions you brainstormed and determine which level each question falls into. Good
research questions will fall into level three.
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Name: ____________________________________ Due: Feb 5, 2014
Draft Research Question
Primary Question – The answer to this question will provide the thesis for your research project. This
question may change over the course of your research. Consider this a “living document.”
___________________________________________________________________________
__________________________________________________________________________
Sub Questions




Who? What? When? Where? questions will help write your topic summary and, later,
your introduction. Most of these questions should have been answered through your
background research
Analytical sub questions will provide the evidence to prove your thesis. The answer to
these questions will ultimately become the Major Supporting Arguments of our outline.
You will come up with additional questions to be answered as you continue through the
research process. This is just a brainstorm session to get you started.
In the table below, write your sub questions in the left column. Circle the important
keywords and then write them in the right hand column to use as search terms throughout
your research.
Analytical Sub Questions:
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
Keywords
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Required Source Types:
**NB - Tertiary, Secondary and Primary sources can be found in multiple formats,
including print, through library databases or on the general web.
Reference (tertiary) sources:
Reference sources are those that give a summary or overview of a topic, but not a thesis or an
argument. These sources can be useful for gathering foundation information, but do not
consider most topics in great depth.
Types of tertiary sources considered acceptable for citing in the SRP:
 Specialized Encyclopedia articles – print reference books or reference articles from an
online database (i.e. US History in Context, Biography in Context)
 General Websites that give an overview of a topic or person (i.e. History.com,
Biography.com)
Types of tertiary sources not considered acceptable for citing in the SRP:
 General Encyclopedias articles (Worldbook, Wikipedia) – these articles are good to gain
general background, but should not be cited in academic work.
Secondary Sources:
Secondary sources offer an opinion, argument, or thesis on the topic in question. They often
synthesize, analyze and interpret, primary sources. They are typically well referenced and
provide source information. These sources dig deeper than the general facts and explore the
controversial aspects of a topic. When researching something from history, these sources often
look back on a topic/event with perspective from later eras.
Possible formats for secondary sources:
 Full length books (with a thesis or
argument)
 Essays (stand alone or from a
collection)
 Periodical Articles (newspaper or
magazine)
 Scholarly Journal Articles




Documentaries (video)
Audio broadcasts (Radio or Podcasts)
Political cartoons (depending on the
cartoon)
Statistical charts and graphs
Searching for Secondary Sources:
 GHS Media Databases – look for academic journals, newspaper and magazines, and view
point essays
o US History in Context
o Biography in Context
o Global Issues in Context
o Proquest
o Opposing Viewpoints
 GHS Media Online Catalog
o Use the catalog to look for a specific title
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
Page 13
o Also use the catalog to identify a general location and browse the self for the best
books
o The GHS Media Center also has a number of ebooks, which can be accessed from
any electronic device.
Primary Sources:
Primary sources are sources that "are produced from the people or groups directly involved with
the topic under consideration, as either participants or observers" (Rampolla).
Some examples of primary sources:
 Historical Documents
 Political cartoons (depending on the
 Speeches (text, audio or video)
cartoon)
 Letters
 Historical Periodical Article
 Journals/Memoirs
 Photographs
 Interviews (text, audio or video)
Notes Check #2 Due: Feb 7th (at 11:59pm)



Minimum 75 note "cards" from two reference sources and two secondary sources
Notes are tied to a properly formatted citation
Notes are "tagged" or tied to a subquestion/topic
Notes Check #3 Due: Feb 25th








Minimum of 125 note "cards" from all required sources
Notes are well organized by both source and subtopic
Quotes are clearly identified
Student's notes are relevant to the topic and contributed to an understanding of
background information or answer the primary and sub-question
There is adequate information to support a thesis and subtopics
Students have used an appropriate citation style and all note cards are tied to a source
Required Sources: 2 reference, 2 secondary, 2 primary and 1 free choice
*** NB - at least one of the sources chosen must be non-text (i.e. image, art, chart,
audio clip, video clip)
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
Page 14
Preliminary Thesis and Outline Assignment – Due Feb 27
(Complete this activity after Notes Check 2 or 3)
Before creating a detailed outline, sketch a rough outline to organize your research:
Identify your Research Question (**NB: This question may have changed from your initial
question as you conducted your research):
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Draft Thesis: create a statement that might serve as your response to your research
question and could serve as the claim or thesis for your paper.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Review and organize your notes into subtopics/supporting arguments. Remember that you
will need to identify a supporting idea and refute the counter argument to your claim.
After organizing your notes, identify the counter claim to your thesis and refute it with 3-4
supporting arguments: In many cases, these arguments may come from your subquestions
Counter Claim to Thesis:
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
Page 15
Supporting Idea 1:
Supporting Idea 2:
Supporting Idea 3:
Supporting Idea 4:
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Parenthetical References
Basic in-text citation rules
“In MLA style, referring to the works of others in your text is done by using what is known
as parenthetical citation. This method involves placing relevant source information in
parentheses after a quote or a paraphrase.
General Guidelines

The source information required in a parenthetical citation depends (1.) upon the
source medium (e.g. Print, Web, DVD) and (2.) upon the source’s entry on the Works
Cited (bibliography) page.

Any source information that you provide in-text must correspond to the source
information on the Works Cited page. More specifically, whatever signal word or
phrase you provide to your readers in the text, must be the first thing that appears
on the left-hand margin of the corresponding entry in the Works Cited List. “
(“MLA In-Text Citations”)
Tips:

Be sure to have a parenthetical citation for each quotation, paraphrase, or idea in
your paper that comes from one of your sources.

For parenthetical citations:
o
Use the Author’s Last Name and page number(s): (Shapiro 52-53)
o
If you identify the author in the text, then just use the page number:
“According to Shapiro, Pearl Harbor…” (53).
o
If there is no author, then use the article title (“Japs Open War on U.S. with
Bombing of Hawaii" 1)
o
If you have two or three authors, list their names, for ex. (Smith, Michaels and
Jones 42). If you have four or more authors, list the first name followed by et
al, for ex. (Smith et al 42)
o
If you have two authors with the same last name, use their first initial (A.
Smith 12)
o
If you have two articles with the same title but no author, include the title of
the source – for ex. (“Pearl Harbor,” Violence in America).
Works Cited:
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
Page 17
“MLA In-text Citations: The Basics” OWL Purdue Online Writing Lab. Purdue University,
2013 Web. 25 February 2013
Works Cited Practice Worksheet:
(In class: Feb 27)
Use the citations below to practice creating parenthetical references. Assume all of the following
sources would be cited in the related paper.
Citation:
Parenthetical
Reference:
"Franklin D. Roosevelt's Pearl Harbor Speech." American Decades
Primary Sources. Ed. Cynthia Rose. Vol. 5: 1940-1949.
Detroit: Gale, 2004. 213-215. U.S. History In Context. Web. 25
Feb. 2013.
Haugen, David M., and Susan Musser. The Attack on Pearl Harbor.
Detroit: Greenhaven, 2011. Print.
"Japs Open War on U.S. with Bombing of Hawaii." Los Angeles Times
[Los Angeles] 8 Dec. 1941: 1. ProQuest Historical
Newspapers. Web. 25 Feb. 2013.
<www.http://hn.bigchalk.com>.
Newark, Tim. "Pact with the Devil? One of the great conspiracy
theories of the Second World War is that the Americans
struck a deal with Mafia mobsters to conquer Sicily. Tim
Newark exposes the truth behind this notorious story of
Mafia collaboration." History Today 57.4 (2007): 32+. U.S.
History In Context. Web. 25 Feb. 2013.
"Pearl Harbor." History Channel. A & E Televiision Networks, 2013.
Web. 25 Feb. 2013. <http://www.history.com/topics/pearlharbor>.
"Pearl Harbor." Violence in America. Ed. Ronald Gottesman and
Richard Maxwell Brown. New York: Charles Scribner's Sons,
1999. U.S. History In Context. Web. 25
Feb. 2013.
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Shapiro, Robert. Pearl Harbor. New York: Signet, 1998. Print
Shapiro, William E. Pearl Harbor. New York: F. Watts, 1984. Print.
Shapiro, William E. Attack from Above. San Diego: Penguin, 1986.
Print.
Shirer, Frank R. "Pearl Harbor." Dictionary of American History. Ed.
Stanley I. Kutler. 3rd ed. Vol. 6. New York: Charles Scribner's
Sons, 2003. 271-273. U.S. History In Context. Web. 25 Feb.
2013.
*** Please note, if you have page numbers, you should include them in the citation!!!!
Formal Outline Template :
I.
Formal outline due: March 5!!!
Introduction:
A. Hook
B. Background
C. Thesis
D. Summary of main supporting ideas
II. Counter Argument:
A. Counterpoint
B. Weakness of counterpoint
C. Rebuttal
III. Major Point 1: (Each major point may be more than one paragraph)
A. Supporting Point
1. Evidence (citation)
2. Evidence (citation)
3. Evidence (citation)
B. Supporting Point
C. Supporting Point
IV. Major Point 2: (Each major point may be more than one paragraph)
A. Supporting Point
B. Supporting Point
C. Supporting Point
V. Major Point 3: (Each major point may be more than one paragraph)
A. Supporting Point
B. Supporting Point
C. Supporting Point
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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IX. Conclusion:
A. Restate thesis
B. Summarize main ideas
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Turnitin.com – Rough Draft Submission – In Sem Skills: Mar 18/19
All students are required to submit their rough draft (with citations and bibliography) to
Turnitin.com.
Class ID #: __________________
Password: ___________________
***NB: Turnitin is used as a tool to help you learn how to properly cite.
Final Draft - Vision of the Graduate Capstone Reflection:
All students must complete the VoG reflection as part of their final draft. Each student should
include a well crafted paragraph responding to each of the following three capacities of the
Vision of the Graduate. Students should write, at minimum, 5 sentences to explain how their
skills changed over the course of this experience. This reflection should included in the final
draft you submit to your teacher and to your eportfolio. Without this reflection, you paper will
be considered incomplete.

Reflect on your ability to “Pose and Purse substantive questions”
 What steps did you take that led you to your question?
 How did you move from a general topic to a specific, debatable question?
 Once developed, how did you approach your research to that question?
 What strategies did you use to make the question more manageable?
 Did your question change as you conducted your research?

Reflect on your ability to “Critically interpret, evaluate, and synthesize information”
 Consider some of the challenges and successes you experienced with the note-taking:
 How did you determine what information was relevant?
 How did you evaluate the quality of the information you found?
 How did you organize your notes?
 How did you move from notes to outline?

Reflect on your ability to “Communicate effectively for a given purpose”
 What was the tone of your writing?
 In what voice was the paper written?
 How was your paper organized?
 What were the critical components of the paper (hint: thesis and main
supporting ideas)?
 How did you provide evidence for your reader (hint: quotes, paraphrases,
citations)?
 Refer to the writing rubric in this packet for further guidelines regarding
effective communication
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Final Draft Turnitin.com Submission
Due: March 31
Final papers will also be submitted to Turnitin.com. Please note, if plagiarism is determined at
this time, there will be disciplinary consequences.
Final Draft - Directions for Capstone ePortfolio upload to Naviance:
Login to Naviance at succeed.naviance.com/ghs.
Most students created accounts in previous years:

Username: GHS gmail

Password: chosen by the student
To upload paper:
Student papers should be saved as a Word Doc

My Planner

Tasks Assigned to Me

10th Grade Sophomore Research Paper

Upload a Document

Name the document and browse for the file

Upload File
If you cannot access your Naviance account, please see your guidance counselor or email
laurajean_waters@greenwich.k12.ct.us.
Submitting your final paper –
See the attached Final Checklist. Include this checklist as the last page of your paper.
Directions for printing a media center all clear slip are also included.
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
Page 22
FINAL PAPER SUBMISSION CHECKLIST
Directions: Complete this form and attach it as the last page of your paper.
SECTION ONE: ASSIGNMENT INFORMATION
STUDENT NAME: ____________________________________________________________
PAPER TOPIC: _______________________________________________________________
DATE DUE: __________________________________________________________________
DATE OF SUBMISSION: _______________________________________________________
SECTION TWO: ASSIGNMENT CHECKLIST
All submissions MUST include the following elements. Staple everything together in the order
listed below. Check each element that you have included.
_____ Title Page
_____ Research Paper
_____ Works Cited page
_____ Reflection based on Vision of the Graduate indicators
_____ Media Center All-Clear Slip
_____ Evidence of paper uploaded to Naviance
_____ Final Paper Submission Checklist
I hereby state that this paper is a product of my own research and intellect, and is not plagiarized
or otherwise unethically written.
________________________________
Student Signature
________________________
Date
ALL LATE PAPERS WILL LOSE ONE LETTER GRADE FOR EACH SCHOOL DAY THAT THE
PAPER IS LATE. If you think you have a legitimate excuse for a late paper, your parent/guardian must write and
sign a note on the back of this form explaining that they are aware that the paper is late and giving the reason why. I
will consider excusing all or part of the late penalty depending on the reason given
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Grading Rationale:
The Sophomore Research Paper counts for two grades, one for process and one for product.
There is a different rubric for each aspect. In addition, you will also be assessed on your abilities
to achieve on three Capacities of the Vision of the Graduate for your Capstone Portfolio.
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Research Paper and Vision of the Graduate Rubric:
VoG Capacity
Descriptors of proficiency
#1
Poses and pursues substantive
questions
Generates thoughtful, creative essential questions that require genuine research and problem solving
#2
Critically interprets, evaluates,
and synthesizes information
Selects information for appropriateness, authority and accuracy
Score
Thoroughly investigates problems and questions
Analyzes and synthesizes information from multiple sources
Substantiates an opinion with specific and concrete evidence from multiple sources
Draws conclusions and/or identifies solutions
#4
Communicates effectively for a
given purpose
Identifies purpose (e.g., inform, instruct, motivate, or persuade)
Expresses information and opinions clearly and convincingly
Engages audience
For each indicator the following scale will be used:
3 - Meets Expectations: Demonstrates all descriptors of proficiency
2 - Approaching Expectations: Demonstrates some but not all descriptors of proficiency
1 - Does not meet Expectations: Demonstrates none of the descriptors of proficiency
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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Sophomore Research Paper Process Checklist
For each indicator, use the following scale:
4 - Exemplary
3 - Skilled
Research Cycle
Step
Question
2 - Proficient
1 - Unskilled
Task
Student
Score
Teacher
Score
Topic selection – 3 possible topic choices
(Student independently develops an analytical
research question)
Search, Evaluate Notes check 1: Student has a minimum of 30 note
and Take Notes “cards” on at least 2 reference sources - these
notes are organized and sources are clear, but may
not be tied to subtopics in the early research phase
(Student independently records relevant and
detailed information to answer research question
& uses appropriate, required sources)
Question
Preliminary Research Assignment
(Student demonstrates a deep understanding of the
research topic and time period.)
Question
Essential Question Brainstorm
(Student independently develops an analytical
research question)
Question
Draft Research Question
(Student independently develops an analytical
research question)
Question
Student participated in required library lesson(s)
on topic selection and question development
Plan
Student participates in required library lessons on
note taking and sources
Search, Evaluate Notes check 2: Student has a minimum of 75 note
and Take Notes “cards” on reference sources and secondary
sources - notes should be organized and sources
clear - Students should show effort towards
classifying notes by subtopics or questions
(Student independently records relevant and
detailed information to answer research question
& uses appropriate, required sources)
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Search, Evaluate Final Notes Check (minimum 125 note “cards”)
and Take Notes  notes are relevant to the topic and provide
enough information to adequately answer the
research question
 Notes are well organized: source, subtopic and
direct quotes are clearly identified on each note
“card”
 Students meet minimum source requirements for
Tertiary, Secondary, Primary
 Student develops appropriate citation style and
develops bibliography throughout the notetaking
process, which includes every source used
(Student independently records relevant and
detailed information to answer research question
& Student meets the minimum source
requirements for Tertiary, Secondary, Primary)
Synthesize
Preliminary Thesis and Outline Assignment –
Identify thesis and main supporting ideas
(Student independently develops a clearly
articulated claim /thesis & Student independently
categorizes notes into supporting arguments for
the claim/thesis)
Synthesize
Formal Outline
(Student independently develops a properly
formatted, well detailed outline)
Synthesize
Students participate in required library lessons on
note organization strategies, in text citations and
developing a formal outline.
Reflect
Rough Draft
(Student independently reviews outline to
determine if adequate evidence has been provided
to answer the research question)
Reflect
Submit draft to Turnitin.com
(Student independently reviews outline to
determine if adequate evidence has been provided
to answer the research question)
Reflect
1:1 Teacher/Student conference
(Student independently reviews outline to
determine if adequate evidence has been provided
to answer the research question)
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Reflect
Vision of the Graduate Reflection
(Student independently reviews outline to
determine if adequate evidence has been provided
to answer the research question)
Communicate
Final Turnitin.com submission
Communicate
Capstone Upload to Naviance
Communicate
Submit Final Paper with completed Final Paper
Submission Checklist
Average Score
2013-2014 SRP Research Packet (Last updated 1/9/14 LJW)
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