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Student name:
Class: 11 Ancient History
Topic title:
Year / term:
File location:
Historical Investigation
Term 2, 2011
Year 11 School Work | Ancient History | Part 3
Section 1
Contents
Section 2
Introduction & Possible Topics
Section 3
Assessment details
Section 4
Homework Summaries
Section 5
Blogging
Section 6
Preliminary Research Worksheet
Section 7
Presentation Options
Section 8
Drafting a Questions and a Hypothesis
Section 9
Drafting a Formal Proposal
Section 10
The Research Process
Section 11
Online Search Strategies
Section 12
Domain Names
Section 13
Web Rating Tool
Section 14
Search Engines
Section 15
Writing a Bibliography
Section 16
Formula to Structure of an Answer
Section 17
Developing an Argument
Section 18
Inserting Footnotes
Section 19
Final Checklist

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COMPONENT
Historical Investigation
WEIGHTING
20%
AREAS OF ASSESSMENT
Historical Inquiry 15%
Communication of historical understanding 5%
SET DATE
Week 1, Term 3
(exact day TBA)
(there are ongoing parts that must be completed
throughout)
TASK
Using class time (where we will work on this task step by step), research a topic (such as a person, event, location etc.) of your choice and present your findings in a format of your choice (such as a model, poster, website, video etc.) with approximately 750
words (either written or spoken).
As you do so, maintain a “process diary blog” (at: https://wiki.waratah.spcc.nsw.edu.au
), write up a bibliography and develop a
hypothesis (theory) about your topic (templates will be provided to assist you with these tasks).
You do not have to have internet access at home, as you will have class time as well as study periods where you can access the blog site, you can also save material in a Word / text document at home and paste into the blog at school
You cannot research any topics that will be studied for the HSC Course
You may work in groups (using the college wiki at: https://wiki.wartah.spcc.nsw.edu.au
), but each member must submit a separate
“process diary blog” and 750 words will be required for each member in the group.
TOPICS YOU CAN’T DO
You may not choose a topic we may cover in the HSC course, that means that you are not able to choose a topic related to:
TOPICS YOU CAN DO
You must to choose a topic that provides some background information for what we will cover in the HSC course. You topic should relate to at least one of the following: The ancient cities of Pompeii or Herculaneum
Ancient Sparta
Agrippina the Younger (sister, wife & mother of Roman
Emperors)
The Persian Wars (500-440BC)
Ancient Greece (other than Sparta, 500-370BC)
Ancient Rome in the time of Julius Caesar or Caesar Augustus
(78BC – AD14) The Julio-Claudian Emperors of Rome
INSTRUCTIONS
Keep a “Process Diary Blog” (see set up instructions at: https://wiki.waratah.spcc.nsw.edu.au
)
Use the stimulus questions provided for each week on the 11 Ancient History Wiki Home Page
( https://wiki.waratah.spcc.nsw.edu.au/groups/ancienthistory11eastm2011ancienthomepage/wiki/2b579/Historical_Investigation.html
) to help you decide what to “blog” on your own
Make helpful and constructive comments on a different student’s blog each week (that are in keeping with the College’s policies with computer usage)

Type roughly 100 words for each week’s entry
Provide details of source usage (in the form of a bibliography & footnotes)
Collect at least 4 authoritative and reliable modern sources and 3 relevant ancient / primary sources of information about the topic you are researching (you will get lessons on research techniques in class).
Fill out the “Bibliography Table” (or create something similar) giving full bibliographical details and stating the bias, validity and what you used each source for in your answer (you will get a lesson of writing bibliographies in class).
Provide footnotes in your presentation (you will be shown how to do this in class)
Present your research findings
Present you findings in 750 words (+/-10%) – excluding footnotes, bibliography & Process Diary
Submit your answer with your “Process Diary” (instruction #1) and bibliography & footnotes (instruction #2) to the curriculum office
on or before the due date.
ANCIENT HISTORY OUTCOMES TO BE ASSESSED
P3.1 locate, select and organise relevant information from a variety of sources
P3.2 identify relevant problems of sources in reconstructing the past
P3.3 comprehend sources and analyse them for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources
P4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms
Historical Investigation – Independent Research Task 2011
In this task you will be assessed on how well you:
Plan your assignment and evaluate time usage and sources of information.
Select and organise information from a variety of sources.
Answer the question with clear, logical, informed and detailed arguments supported by evidence.
Process Diary Blog (Historical Inquiry)
Sound
Achievement
4 - 5
Effectively asks and explores questions about the period of time / person / theme etc. chosen for research.
Shows evidence of effective planning and / or strategising on how to go about analysing and synthesising relevant information from different sources.
Thoughtfully, considers the potential problems of finding relevant

Inadequate
Achievement
0 - 1 information on various topics.
Develops (with guidance) a well-written thesis and proposal suitable to the topic and format chosen.
Satisfactory Asks and may explore questions about the period of time / person /
Achievement theme etc. chosen for research.
2 - 3 Shows evidence of some planning and / or strategising on how to go about analysing and synthesising relevant information from different sources.
Considers the potential problems of finding relevant information on various topics.
Some attempt to develop (with guidance) a thesis and proposal suitable to the topic and format chosen.
Limited attempt to ask or explore questions about the period of time / person / theme etc. chosen for research.
Little evidence of any planning and / or strategising on how to go about analysing and synthesising relevant information from different sources.
Limited consideration of the potential problems of finding relevant information on various topics.
Limited attempt to develop a thesis and proposal (may not have been submitted to teacher by a suitable time as advised in class).
4 - 5
Resources & Bibliography (Historical Inquiry)
Sound
Achievement
At least 4 authoritative & reliable modern and 3 ancient / primary sources used.
Full bibliographical details correctly given for each resource.
May contain minor errors in providing bibliographical details
Appropriate comments on bias, validity & usefulness.
Satisfactory
Achievement
2 - 3
Inadequate
0 – 1
Relevant and appropriate footnoting throughout.
At least 3 authoritative & reliable modern and 2 ancient / primary sources used.
Some attempt to provide full bibliographical details.
Some attempt to comment on bias, validity & usefulness.
Some attempt to provide footnoting.
Less than 3 authoritative & reliable modern and 2 ancient / primary sources used.
Limited bibliographical detail.
Limited attempt to comment on bias, validity & usefulness OR

Sound
Achievement
7 - 8
Mostly
Achieved
6 misunderstanding of these concepts.
Limited footnoting.
Answer (Historical Inquiry / Communication)
Outstanding
Achievement
9 - 10
Makes/provides accurate and detailed judgements/reasons of/for the value/outcomes of the different roles played by individuals, groups, events and ideas.
Presents a sustained, logical and well-structured response in answer to the question.
Supports the response with detailed and accurate information from relevant sources.
Uses a range of appropriate terms and concepts.
Makes/provides detailed judgements/reasons of/for the different roles played by individuals, groups, events and ideas.
Presents a sustained, logical response in answer to the question.
Supports the response with information from relevant sources. Uses appropriate terms and concepts.
Makes some judgements/provides some reasons of/for the different roles played by individuals, groups, events and ideas.
Presents a response drawing on an identification of relevant features, factors or issues.
Refers to relevant sources and uses appropriate terms and concepts in their response.
Partly
Achieved
4 - 5
Inadequate
Achievement
1 - 3
Makes statements about the different roles played by individuals, groups, events and ideas.
Provides a descriptive narration which may include relevant features, factors or issues.
Basic use of historical terms and concepts; may refer to sources
Presents a very limited narration/description of people and/or events from the past
Limited use of historical terms/concepts

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Due Reading / Summaries
Term 2, Week 5 Antiquity1 pp.75-79 (MacBook pp.83-87)
Week 6 Antiquity1 pp.79-83 (MacBook pp.87-91)
Week 7
Week 8
Antiquity1 pp.84-86 (MacBook pp.92-94)
Work on your assessment task
Week 9 Work on your assessment task
Term 3, Week 1 Work on your assessment task

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Links:
 https://wiki.waratah.spcc.nsw.edu.au/
 https://wiki.waratah.spcc.nsw.edu.au/groups/ancienthistory11eastm2011ancienthomepage/
Ancient Historical Investigation - Blogging Rules
1. You must abide by the St. Philip’s Computer Usage Policy (extracts of which are found in your Planner and on the Network User Form )
2. Respect your fellow students and their work
3. Act with honesty and report any problems with any blogs
4. You may only add constructive and helpful comments to the blogs of other students
5. Your comments must be related to the assignment and must never be about the student (or any other student)
6. Every time you add comments to another student’s blog, it must be to a different blog than one you have commented on before
7. A maximum of two people may comment on any one blog in a week
8. You are not to attempt to change, delete or overwrite the work of another student in their blog
9. You are not to attempt to impersonate another person or forge the date of entry when adding an entry to a blog
10. You are not to use any offensive language
Blogging Tasks
Due Blog Question
Term 2,
Week 5
How did you decide what topic to investigate and why? (consider what interests you, what you already know, how much information is available, what problems you might face trying to locate information)
Week 6 What is your hypothesis and what makes it worth researching?
(consider whether this makes your topic of research too broad or too narrow, if there is enough evidence to support your hypothesis, if you were able to find enough sources to represent a range of perspectives, facts and opinions, if the hypothesis is realistic).
Week 7 In what format will you present your research in and why? (consider the assessment criteria, the materials you will need, what would be appropriate for your audience).
Week 8 How did you decide what sources to use and what information to
include? (consider whether your sources are reliable, useful, diverse,

Week 9 balanced and represent a range of perspectives, facts and opinions)
Term 3,
Week 1
My evaluation of this task. (Discuss whether you think you achieved your purpose, if you work satisfies the marking criteria, what your strengths were, what you would do differently in your next research task and what you learned from the task)

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Name:
1. What 3 topics did you decide to investigate further?
2. What kind and amount of information was there available on this topic?
3. What interested you most about this topic?
4. What things could be difficult if you chose this topic for your research task?
5. What topic have you decided upon and why?
Subject:
Ancient / Modern
Topic 1:
Activity:
Reflection on the choice of topic to research
Topic 2:
Date:
Topic 3:

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See text Antiquity1 pages 76-78 (84-86 on your MacBook)
Name: Subject:
Ancient /
Modern
Activity: drafting a thesis and proposal
Date:
1. What is a
“thesis”?
A statement or theory put forward and supported by arguments
2. How does a
“question” relate to a thesis?
3. What is a
“Wikipedia question” and what makes these bad?
A hypothesis is the answer to a question that you intend to argue and support with evidence.
Normally, one would consider a question before composing a hypothesis.
4. What is a
“problematic/contro versial question” and what makes these good?
5. “Wikipedia question” words from: www.boardofstudies.nsw.edu.au/syl labus_hsc/glossary_keywords.html
6. “problematic/controversial q’n” words from: www.boardofstudies.nsw.edu.au/syl labus_hsc/glossary_keywords.html

7. What is a
“proposal”?
8. What topic would you like to research?
10. Draft a question you would like to answer.
11. List at least 3 specific sources of information relevant to this question
12. Draft a thesis in answer to this question.
13. Draft a proposal
14. Teacher feedback
A statement outlining the topic you intend to research, the hypothesis you intend to argue and the format you intend to present your information in. It must be approved before you can submit the task.
9. What format do you wish to present your information

Name:
Formal Research Proposal
Subject:
Ancient / Modern
Proposal
Approval Teacher:
Date:
Approval:
Yes / No
Activity:
Research
Proposal
Comment:
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Date:

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See text Antiquity1 pp.78-82 (pp.86-90 on your MacBook)

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See text Antiquity1 pp.80-82 (pp.88-90 on your MacBook)
Internet Search Tips
The following guide has been borrowed from the University of South
Carolina
It can be found at www.sc.edu/beaufort/library/lesson7.html
Links and text checked regularly. Latest update in May
2003.
This tutorial was first created in January 2000 by Ellen
Chamberlain , library webweaver.
Copyright © the Board of Trustees of the University of
South Carolina.
URL: http://www.sc.edu/beaufort/library/lesson7.html
LESSON 7: BASIC SEARCH TIPS
QUICK TIPS
NOTE: These tips will work with most search engines in their basic search option.
Use the plus (+) and minus (-) signs in front of words to force their inclusion and/or exclusion in searches.
EXAMPLE: +meat -potatoes
(NO space between the sign and the keyword)
Use double quotation marks (" ") around phrases to ensure they are searched exactly as is, with the words side by side in the same order.
EXAMPLE: "bye bye miss american pie"
(Do NOT put quotation marks around a single word.)
Put your most important keywords first in the string.
EXAMPLE: dog breed family pet choose
Type keywords and phrases in lower case to find both lower and upper case versions. Typing capital letters will usually return only an exact match.
EXAMPLE: president retrieves both president and President
Use truncation (or stemming) and wildcards (e.g., *) to look for variations in spelling and word form.
EXAMPLE: librar* returns library, libraries, librarian, etc.

EXAMPLE: : colo*r returns color (American spelling) and colour
(British spelling)
Combine phrases with keywords, using the double quotes and the plus
(+) and/or minus (-) signs.
EXAMPLE: +cowboys +"wild west" -football -dallas
(In this case, if you use a keyword with a +sign, you must put the +sign in front of the phrase as well. When searching for a phrase alone, the
+sign is not necessary.)
When searching within a document for the location of your keyword(s), use the "find" command on that page.
Know the default (basic) settings your search engine uses (OR or AND).
This will have an effect on how you configure your search statement because, if you don't use any signs (+, - " "), the engine will default to its own settings.

title:
Tips for using:
All the Web
In addition to the tips below this search engine has an
Advanced Search Screen which you may find more convenient.
+dolphins
Miami searches for a phrase
Requires that DOLPHINS will be in each site found but not Miami.
Using quotation marks around the words entered forces this search engine to search for an exact phrase title: mark twain searches for the phrase M ark
Twain in the title that portion of the screen in the extreme upper left hand corner. site: inurl: link: mark twain site:charleslivermore.com
Searches for mark twain on the named site.
Site: matches the end of the hostname
Finds s specific word or word fragment in a url.
inurl: stjohns
edu gov org
Let s you see other ages which link to specific pages.
Combine feature: intitle: mark twain site:edu will find pages from educational institutions that have been described as being about
Mark Twain
+dolphins
Miami searches for a phrase intitle:
Tips for using:
Google
In addition to the tips below this search engine has an
Advanced Search Screen which you may find more convenient.
Searches for DOLPHINS but not the Miami Dolphins
Using quotation marks around the words entered forces Google to search for the exact phrase intitle: mark twain searches for the phrase M ark
Twain in the title that portion of the screen in the extreme upper left hand corner. site: inurl:
Use in conjunction with: edu gov net org com
Can also be used to limit a search to a specific address: admissions site:www.stjohns.edu
Finds s specific word or word fragment in a url. link:
inurl: stjohns
Let s you see other ages which link to specific pages.
Combine feature: intitle: mark twain site:edu will find pages from educational institutions that have been described as being about
Mark Twain

title:
Tips for using:
All the Web
In addition to the tips below this search engine has an
Advanced Search Screen which you may find more convenient.
+dolphins
Miami searches for a phrase
Requires that DOLPHINS will be in each site found but not Miami.
Using quotation marks around the words entered forces this search engine to search for an exact phrase title: mark twain searches for the phrase M ark
Twain in the title that portion of the screen in the extreme upper left hand corner. site: inurl: link: mark twain site:charleslivermore.com
Searches for mark twain on the named site.
Site: matches the end of the hostname
Finds s specific word or word fragment in a url.
inurl: stjohns
edu gov org
Let s you see other ages which link to specific pages.
Combine feature: intitle: mark twain site:edu will find pages from educational institutions that have been described as being about
Mark Twain
Tips for using:
Google
In addition to the tips below this search engine has an
+dolphins
Miami
Advanced Search Screen which you may find more convenient.
Searches for DOLPHINS but not the Miami Dolphins searches for a phrase intitle:
Using quotation marks around the words entered forces Google to search for the exact phrase intitle: mark twain searches for the phrase M ark
Twain in the title that portion of the screen in the extreme upper left hand corner. site: inurl: link:
Use in conjunction with: edu gov net org com
Can also be used to limit a search to a specific address: admissions site:www.stjohns.edu
Finds s specific word or word fragment in a url.
inurl: stjohns
Let s you see other ages which link to specific pages.
Combine feature: intitle: mark twain site:edu will find pages from educational institutions that have been described as being about
Mark Twain

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See text Antiquity1 p.91 (p.99 on your MacBook)
Rating Relevancy (least Credibility important)
Does the site provide
Does the site need to provide truthful information (more than all the information you
need?
anything else)?

5 star sites ... e.g. e.g. www.ted.com
http://ocw.mit.edu
Provides lots of detailed information
Provides information on every area of the topic
Provides enough information for your purposes
Aims to make its audience experts on the topic
Would lose significant support and
/ money by not being truthful
Provides two sides of any argument with information to back both sides
Provides lots of highly specific facts rather than opinion

4 star sites ... e.g. www.skwirk.com
e.g.
Provides detailed information
Provides information on nearly every area of the topic www.dictionary.com
Provides most of the e.g. www.sl.nsw.gov.au

3 star sites ... e.g. www.answers.com
e.g. www.smh.com.au

2 star sites ... e.g. www.wikipedia.org
information you need for your purposes
Provides information with some detail
Provides information on most areas of the topic
Provides a lot of the information you need for your purposes
Provides general information
Many areas of the topic are covered
Aims to educate and inform its audience
Would lose support and / money by not being truthful
Provides two sides of any argument
Provides neutral facts rather than opinion
Aims to provide general information
Would not be greatly affected if some information is incorrect
May refer to the existence of different view points
A mixture of fact and opinion, but more factual
Aims to sell something or promote an idea or belief
Could gain support and / money by not being truthful
Provides only one side of any argument
Authority (most important)
Are the authors of the information referenced and are they experts on the
topic?
Are hosted by a university or other organisation that is the highest authority on the topic (usually an .edu or .asn site)
Has information provided only by experts in the field who are named with their qualifications / credentials
Provides specific book references, hyperlinks and photographs to back up information
Are hosted by an educational or government organisation, library or gallery that would have experts on the topic (usually an .edu or .gov site)
Has information checked by people who have studied the topic
Provides references, hyperlinks, statistics and photographs to back up information
Are hosted by a business or a large organisation (usually a .com site)
Prevents the general public from adding information
Provides a small number of hyperlinks, statistics and photographs to back up information
Are hosted by a freely available website or a general website often for fans or enthusiasts (usually a .org or .com site)
Anyone can add information but they must have an account on the site
A small number of hyperlinks used to


1 star sites ... e.g. www.cpa.org.au
Provides very basic information
Most areas of the topic are not covered
Opinionated
Only concerned with selling something, promoting an idea,, a religion or a political party, getting supporters or expressing an opinion
Could gain significant support and
/ money by not being truthful
Provides only one side of any argument
Very opinionated back up information
Are hosted by an anonymous or freely available website often (usually a .org, .net, .biz or .com site)
The persons who have provided the information are not named
Does not giver refer to anything else to back up information

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See text Antiquity1 pp.81 (pp.89 on your MacBook)
Google
Scholar
For academic articles
SearchEdu For information by educators
WolframAlp ha
A cross between a calculator and a search engines, excellent for statistical information http://scholar.google.com/ http://searchedu.com/ http://www.wolframalpha.co
m/

4/21/2011 7:36:00 AM
All resources in a research task must be included in a bibliography at the end of your work. This includes both print resources (books and pamphlets) and electronic sources (the Internet and CD ROM).
What order are things listed in a bibliography?
List all resources used alphabetically by author. DO NOT list books, journal articles or electronic resources separately – they should be listed together. If no author is given the title is placed first.
BOOKS
Use this order:
1.
Author (surname first). If there is an editor but not author, name the editor and put (ed.) after their name.
2.
Title (underlined or in italics)
3.
Publisher / Publishing company (often found on title page or inside cover)
4.
Place of publication
5.
Date of publication eg. Wicken, Andrew, Journeys of Discovery , Oxford University Press, Melbourne, 1998. e.g. Banks, Robin, Getting Rich Quick, Long Bay Publishing, Sydney, 2004
INTERNET
A bit more complex, but simple if you follow these steps.
1.
Author (not often given, may be an organisation e.g. NSW History
Teacher’s Association)
2.
Date entered on web (in round brackets)
3.
Title (underlined)
4.
[Online]
5.
Available (give the web address e.g. www.downlaod.eastysassignments.com
)
6.
* Date you accessed the site (in round brackets) eg. Di Stefano, Vince, (no date), Guidelines for better writing, [Online], Available http:llwww.Usa.net/vinced Ihome/better writing.html, (8 Feb. 2000)
Example of an Annotated Bibliography
Primary Sources
Primary Source = a source of information about the time being studied produced (roughly) in the time being studied
Source Perspective / Bias /
Reliability
Usefulness
How much it helped

Herodotus, The Father
of Lies, Oxford
University Press,
Sydney, 2007.
Pinocchio,
Cold, Big Brother
Publishing, Rome,
2006.
It’s Just a
Point of view
Ancient Greek historian who likes to tell good stories. Information largely exaggerated.
An Italian puppet who doesn’t want to get in trouble. Stories can be believed but some excuses are questionable. you answer the question
Lots of examples of unbelievable stories.
Some examples of what happens when lies are told.
Secondary Sources
Secondary Source = a source of information about the time being studied but produced after the time
Source
Banks, Robyn, Getting Rich
Quick, Long Bay Publishing,
Sydney, 2004
East, M, (no date), The Truth is
Perspective /
Bias /Reliability
Point of view
Australian male in gaol. An expert with reliable information. Facts have been tested in a legal court.
Usefulness
How much it helped you answer the question
Outlines strategies that can be adopted.
out There, [online], Available http://www.downlaodmoney.com, Teacher trained in
(8 Feb. 2000) X-Files History but the X-Files are fictional.
Unreliable.
Limited, some useful quotes and statistics but generally did not make sense.
Good pictures and links.

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See text Antiquity1 pp.83-86 (pp.91-94 on your MacBook)
For Medium Length Responses
1.
Statement in answer to the question
2.
Evidence from an ancient source
3.
Explanation of how question is answered
4.
Evidence from a modern source
For Extended Responses
1.
Introduction
2.
Paragraphs
3.
Statement
4.
Ancient Evidence
5.
Explanation
6.
Modern Evidence
7.
Conclusion
Example
“The ancient accounts we have of Lykourgos are unreliable, as Plutarch admits “In general nothing can be said about Lykourgos that is not disputed” (Plutarch, Life of Lykourgos 1.1). This supports the claim that accounts of Lykourgos’ life was manipulated to justify Spartan laws.
Indeed, some modern scholars such as Hooker and Andrews suggest that
Lykourgos may not have even existed”.

Step 1
Question:
History Essay Planning Page
Type of question: e.g.
"Ex plain ...",
"Ev aluate...",
"Discuss...
Time frame of question: e.g. "... in the time of Cicero"
Topic of the question: e.g.
"myths and legends"
"w hat relevant evidence reveals",
"achievements and impact", "main features
... and significance" , "military alliances etc."
Step 3
Topic of 1st paragraph
Relevant people Relevant events Relevant places Relevant quotes Relevant statistics
This means in this question you need to...
How can this period of time be broken into smaller periods of time? e.g. rule of different emperors
How can you categorise the information related to the topic? e.g. geographical factors, political factors, military factors etc.
Topic of 2nd paragraph
Relevant people Relevant events Relevant places Relevant quotes Relevant statistics
Topic of 3rd paragraph
Relevant people Relevant events Relevant places Relevant quotes Relevant statistics
Step 2
Brainstorm ideas for paragraph topics
Topic of 4th paragraph
Relevant people Relevant events Relevant places Relevant quotes Relevant statistics
Topic of 5th paragraph
Relevant people Relevant events Relevant places Relevant quotes Relevant statistics

4/21/2011 7:36:00 AM
See text Antiquity1 pp.78-82 (pp.86-90 on your MacBook)
Now that you have had your proposal approved;
You need to start to think about how you are actually going to use the research you have found. Always remember that you need to continuously focus back on the research question. You also need subarguments, and supporting evidence. As you start sifting through your work, you need to make notes under the following headings.
Remember to record where the information came from
Research Question -
ARGUMENT 1:
SUPPORTING EVIDENCE:
ARGUMENT 2:
SUPPORTING EVIDENCE:

ARGUMENT 3:
SUPPORTING EVIDENCE:
ARGUMENT 4:
SUPPORTING EVIDENCE:

4/21/2011 7:36:00 AM
See text Antiquity1 pp.78-82 (pp.86-90 on your MacBook)
Easty’s Guide to writing footnotes
What are footnotes?
All universities require students to write bibliographies and all History departments within them require footnoting. Footnoting is different from bibliographies as you are not showing what resources you used but where you found a very specific piece of information. There are different styles of footnoting, below is the most common style used in Australian
Universities.
When do you need to write a footnote?
You will need to write a footnote in the following instances:
 where you directly quote someone else's words (you would give bibliographical details);
 where you are using someone else’s idea (you would give bibliographical details);
 to point your readers to the source of information for facts which they cannot reasonably be presumed to know already (you would give bibliographical details);
 to translate words or phrase in a foreign language which a reader cannot reasonably be presumed to understand 1 ; or
 to make a brief explanation or to give a brief example .
For example, you do not need to give a source for a statement like World
War II ended in August 1945 because this is a well known fact. You do need to give a source for a statement like at the end of World War II, 45 per cent of Germany's roads had been destroyed because this is not a well known fact or may be debatable 2 . It can be difficult to know when to write a footnote, if in doubt ask your teacher.
Where do you write footnotes?
Footnotes are found in two locations. Firstly, a number is placed at the
1 Monash University History Department, (no date), Essay Writing Guide, [Online],
Available http://www.arts.monash.edu.au/history/essaywri/essaywri.htm
, (Accessed
16 June 2005).
2 Ibid.

What do you write in a footnote?
Unless you are writing a brief note of explanation, a footnote should give bibliographical details of where the idea, quote or fact came from. This is written in the same way as you would in a bibliography with two important differences;
1.
You start with the authors first name & not their surname
2.
You give a page reference
Is there a shortcut if you refer to the same source more than once?
Yes there are two shortcuts.
Firstly, if you refer to the same source in the very next footnote use the word “Ibid.” rather than giving all the details 3 e.g.
First footnote: 1. Joachim C. Fest, Hitler (New York: Harcourt
Brace Jovanovich, Inc., 1975), p. 435.
Second footnote: 2. Ibid., p. 412.
Secondly, if you refer to the same source more than once, use only the author's last name and a shortened version of the title of the book or article 4 e.g.
First footnote: 1. Geoffrey G. Field, Evangelist of Race: The
Germanic Vision of Houston Stewart
Chamberlain (New York: Colombia University
Press, 1981), p. 234-6.
Another footnote later on:
4. Field, Evangelist of Race, p. 123.
Can you use abbreviations in footnotes?
As a rule you should never use abbreviations in the text of an essay.
However, they can be used in footnotes. Below is a list of the most common and useful abbreviations.
3 The Department of History, The University of Melbourne, (3 June 2005), History
Department Style Guide, [Online], Available http://www.history.unimelb.edu.au/style_guide/index.html
, (16 June 2005).
4 Ibid.

ch. = chapter
ed. = editor, edited by, edition
et. al. = and other authors that are too many to mention 5
ff. = and the following pages (e.g. see p.7ff.)
ibid. = in the same source as above 6
n.d. = no date
p., pp. = page (s)
trans. = translation, translated by 7
Is there an easy way of doing this on a computer?
Yes, most word processing programs can automatically set up footnotes for you. In MS Word, follow the steps below;
Open the <Insert> tab
Select <Reference>
Select <Footnote>
Select <Insert> when you have chosen the settings
Write the footnote
5 “Et. Al.” is short for the Latin phrase “ et alii ” meaning “and the rest”.
6 “Ibid.” is short for the Latin term “ ibidem ” meaning “as above”.
7 Documenting the Evidence: References and Bibliographies, The Learning Centre,
The University of Sydney, 2001, p.12.

4/21/2011 7:36:00 AM
Historical Investigation Final Checklist
Before you hand in your task, go through the checklist below and  tick the boxes of completed items.
I have posted on my blog ... (your blog is worth 25% of the
task)
 a response to each week’s stimulus questions
 at least 100 words for each entry
In my bibliography, I have ... (your bibliography is worth 25% of the
task)
 included at least 4 modern sources
 included at least 3 ancient sources
 filled out the “ Bibliography Table ” that came with the assignment
 included author, title and date accessed for websites used
 not included questionable sources such as www.wikipedia.org
, www.crystalinks.com
and www.boredofstudies.org
In my answer, I have ...
 not just retold information

 argued a thesis
 referred to evidence in ancient sources
 referred to the ideas of modern historians
 used footnotes where quotes, statistics, evidence and the views of others are referred to

21.04.2011 7:36:00