Students in the Advanced 7th Grade class are expected to complete a scholarly research project based on the theme of Breaking Barriers in History. The project will consist of researching and writing a theme paper. Topic choices will be introduced in class in September as will the following information and directions, which will be given to students in a packet.
Please email
Mrs. S ([email protected]) if you have questions on any of the steps.
Please email
Mrs. S ([email protected]) if you have questions on any of the steps.
Advanced S.S. Research Project
GOALS: To develop scholarly research skills, research/theme writing skills, and presentation skills along with in-depth understanding of a chosen topic in Middle Age through the First Global Age history.
NOTE: Mrs. Schirtzinger advises a National History Day After School Activity that students are welcome to attend to get research help. Additionally, they may choose to enter their research into the National History Day Contest, but it is not a requirement.
Parts: This is a three-part project.
Part One = Research
Part Two = Writing a scholarly research paper
Part Three = Sharing information learned when the class reaches your topic in the course-of-study
Pacing: a) Browse through the topic list given in class, the 8th grade history book, and/or talk to parents
about a topic you believe included a barrier in history. Choose a topic, and sign-up on the class
sheet. TOPIC SIGN-UP DUE FRI. SEPT. 20th
b) Set up and learn how to use Noodletools citation program. Share project with Mrs. Schirtzinger’s
dropbox. (Refer back to this packet for directions should you forget steps on how to do this.)
DATE OF LESSON FRI. SEPT. 20th
c) Lesson on scholarly internet research. DATE OF LESSON FRI. SEPT. 27th
d) Lesson on types of sources and analyzing pictures. DATE OF LESSON FRI. OCT. 4th
e) Research, take notes, and record source information on Noodletools. Each source must including:
notecards, citations, annotations, tagging of primary or secondary.
DATE FOUR SUBTOPICS ARE DUE _______________________________________
f) Submit progress on research on specific dates via Noodletools, includes notecards, citations, and
annotations. You will have need to find five information sources for each set that it due. These do
not include pictures or other visuals, but as you find pictures and other visuals, they still need to
be documented the same as information. Use the matrix page to find a variety of sources.
5 RESOURCES SUBMISSION DUE DATE ONE __________________________________
5 RESOURCES SUBMISSION DUE DATE TWO _________________________________
5 RESOURCES SUBMISSION DUE DATE THREE ________________________________
g) Write your thesis statement on Noodletools.
THESIS DUE DATE ____________________________________
h) Write/type (on GoogleDocs) your research paper draft based on your topic.
i) Edit your research paper for correct information, order, grammar, spelling, and punctuation.
DATE DUE FOR PAPER EDITING FORM ______________________________________
h) Edit your annotated bibliography and copy it to your Google Doc at the end of your paper.
DATE DUE FOR ANNOTATED BIB. EDITING FORM ___________________________________
i) Share your finished paper with attached annotated bibliography with your teacher on GoogleDocs.
DATE DUE MONDAY, DEC. 16, 2019.
Note: Due dates will also be published on the Schoology calendar as they near.
Note: If you choose a particular person, know that this is not a biography. You will be researching the
six subtopics mentioned on page four under the “Managing Notecards” section.
Typing: This is semi-guided research based on questions you will need to learn answers to. While you need to answer all questions, you may need to decide what details to include and what to leave out of your theme to maintain the five-typed-page limit. No theme should be shorter than four full pages typed in 12pt. Calibri, Times New Roman, or Arial fonts. The maximum is five full pages. Use double spacing and one inch margins on all sides. No extra spaces should be added between your indented paragraphs. Put your title and name top, center.
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Documentation Using Noodletools
SETTING UP A SCHOOL ACCOUNT (FREE) *Do this even if you already had an account last year. Be sure to follow these steps exactly, or you will not be able to share with your teacher.
1. Go to your school Google Drive.
2. When the icons appear, go down to the “more” button.
3. Find the Noodletools icon and click on it.
4. If you already have a Noodletools account, log in. If not, follow the directions and create an account using the same password as you use for accessing Chromebooks at school.
5. Choose your school.
6. Choose “MLA” for the citation style and “Advanced” for the citation level if asked to choose.
CREATING A PROJECT
1. Once you are logged in, notice a “New Project” tab (colored olive green). Click this.
2. Give your project a title using the following and not the Noodletools suggested directions:
OR LastnameFirstname 2019 S.S. Research
Example = JonesJerrie 2019 S.S. Research
3. Choose “MLA” for the citation style and “Advanced” for the citation level
4. Click “Submit.”
WORKING IN NOODLETOOLS
Click on the project title to work in Noodeltools. This will activate your “Dashboard” for this project. At this time, you do not need to fill in anything on your Dashboard page, but note that this is where you will type your thesis statement later.
SHARING YOUR PROJECT
1. Go to the “Dashboard” at the top
2. Scroll down until you see the box on the left side titled “Sharing with a project inbox.”
3. Click on it and choose: “Schirt – 2019 S.S. Research” dropbox.
4. Click done.
5. You will only need to share your project once. Your teachers will be able to see all changes and
additions you make as you work on your project after it has been shared.
ADDING DOCUMENTATION
1. Go to the tab titled “Sources” and click on it to start documenting sources you find.
2. Click the “Create New Citation” tab (colored olive green).
3. A box will pop up. In the box choose the best option for the type of source you used and
double click on it to bring up elements you need to fill in. You may not be able to find them all. If the site gives the option, copy and paste this information into Noodletools.
4. Scroll down to the bottom and click the green “Submit” or the “Submit and Annotate” button.
DESIGNATING AS PRIMARY OR SECONDARY
1. When the new citation shows up on your Works Cited list, go to the right side and click on “add tag.”
2. Next choose primary, secondary, or tertiary.
3. Do this for all your sources.
CREATING NOTECARDS
1. Go to back to the top tool bar and click on “Notecards.”
2. Click on the “New” tab (colored in olive green).
3. Fill in all the components you can at the top.
4. Click on the “Copy, paste, and annotate” box on the left. Use this to copy information from internet sources and pictures from internet sources that you think will be useful to your presentation. Do not simply copy entire articles; copy important pieces of articles only.
5. Click on the “In your own words” box on the right. Use this box to take notes from the source.
6. Click on the “Original thinking” box. Use this box to analyze and jot down your own ideas.
7. You may use the “Tags” button to type in photo or document to help organize information if
you choose.
MANAGING NOTECARDS
1. On the tool bar, click on “Notecards.”
2. On the right side is an outline to fill in. Click on the pen tool above the outline to add your subtitles. Type in the following as the subtopics. The following are the research question you will be answering. They may be combined in your theme if the situation allows for it:
1. What is the barrier that caused issues?
2. Who put the barrier in place?
3. Who does the barrier infringe on and how?
4. What was done to overcome the barrier and who did it?
5. In what ways was the situation improved upon or changed?
6. How has influenced others in history and still today?
3. Once you have created your notecards, you can drag it over to your outline to help with organizing your paper.
ANNOTATIONS
1. If you did not include an annotation for each source when you documented it, you need to go back and do this.
2. Go back to your project’s “Sources” tab on the top tool bar.
3. On the right side of each source is an “Options” tab. Click on it and select the “Edit Annotations” option.
4. After adding annotations or editing, go to the bottom and submit again.
5. Follow these directions for all annotations you write:
a. Use full sentences with correct spelling, capitalization, and grammar
b. Explain all annotations in past tense. This means you need to write these as though your project is finished. So, explain how the source helped or guided your research and think of how you will use each source in your final paper. All annotations should be two to three sentences.
c. Include this information in each annotation:
i. What type of source was used (website, book, newspaper, original letter, photo, magazine, interview, etc.)
ii. General information about how this source helped your research
6. Unlike in the actual paper, you may refer to yourself in your annotations.
SOURCES & ANNOTATIONS… You will need a variety of reputable sources, both primary and secondary, that you annotate. For primary sources use both documents and pictures. The number of sources depends on our topic and what you choose to share about it. However, fewer than fifteen reputable sources will earn point deductions.
BEFORE EACH GROUP OF FIVE SOURCES DUE DATE, DO THE FOLLOWING:
1. Double check to see that you have followed all directions for annotations and citations.
2. Double check to see that you have made and filled in all notecards for your sources.
3. Double check that you linked your notecards to your sources.
4. Double check to make sure you have correct sentences, grammar, tense, and punctuation.
Have a parent check these and turn in the parent editing form.
CHECKING FOR TEACHER COMMENTS AND MAKING CORRECTIONS
If the teacher has made a comment on Noodletools and asks you to go back and correct it, do so.
WRITING YOUR FIVE-PARAGRAPH THEME
1. Open GoogleDocs.
2. Title this by your first & last name and the topic title.
3. Follow the typing directions at the bottom of page one of this packet.
4. Follow the six-paragraph theme format given on the next page.
5. Edit, edit, and edit to make sure you have correct grammar, punctuation, and information that flows correctly.
6. Share your theme with your teacher at this address: _________________________________
COPYING YOUR PICTURES, DOCUMENTS, & OTHER VISUSAL TO PUT IN AN APPENDIX
1. Insert a new page immediately following your typed theme on your GoogleDoc. Title it Appendix.
2. Go to your Noodletools notecards where you copied each of these. Copy each again and paste them into your appendix.
3. Copy the URL for each item you put into your appendix and paste it onto the page with the corresponding visual.
COPYING YOUR ANNOTATED BIBLIOGRAPHY ONTO THE END OF YOUR THEME
1. Click on “Bibliography” on the top functions tool bar
2. Go to the “Sort” box on the right and click on the arrow by the word “alphabetic”
3. Choose “Primary, secondary”
4. Go to the left “Print/export” button and click on the arrow
5. Choose “Print/export to Google Docs”
6. Click on “open”
7. Change the words “Works Cited” to “Annotated Bibliography”
8. Copy this and paste it to your project after the appendix.
REMEMBER…
1. If you are having trouble finding a primary source site, check the resource tab on
www.WSMSHistory.weebly.com
Also use sites of these government organizations: Smithsonian Institute, National Archives,
and Library of Congress.
2. When a set of resources is due, that means the citations, annotations, and notecards!
3. Research for this project will mainly be done outside of class. Do not allow yourself to get behind
OTHER THINGS I NEED TO REMEMBER…
You will be making and presenting your research in class once the class has reached your topic’s
era in U.S. history. Directions for this will be given at a later date.
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THESIS STATEMENT WRITING
What element will pull all your research together? The answer is the thesis statement. The thesis statement is best written during the middle or near the end of researching. This timing will give students a chance to think about what they want to say, what they can support in their research, and still allow flexible to change if need be. In a research paper, a thesis statement is done in one all-inclusive sentence. It has these purposes:
(1) It is the foundation of your paper that organizes the story you want to share and support. (2) It is an argument… your argument that you intend to support. (Supporting your argument about your topic is the main point of this project.) This can easily be shared in the thesis by using adjectives. (3) In simple terms, the thesis is the topic sentence of your research project.
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There are no hard and fast rules for thesis-statement writing, but here are a couple of guidelines to ease students’ path: (Excerpt taken from Jessica Ellison of Minnesota History Day)
Ø Include all five W’s. The reader needs to know the who-what-where-when, and also the why.
Ø Leave facts out, put arguments in. We don’t need to see every detail of the topic in the thesis. Leave those for the paper itself. What we need to see in the thesis is the student’s argument, or the point he/she is trying to make.
Ø Write, revise, research, revise. Students should never use the first draft of their thesis statement but instead should revise to make sure the thesis is accurate, and then revise once more.
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NOTE: In the sample theme on page 8, the thesis statement is underlined. It is always the last sentence in the introductory paragraph. Study it before completing the thesis worksheet.
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THEME WRITING
A theme is not just an essay of information. It’s a piece of scholarly writing set around a specific organizational plan that supports a thesis statement. So, what is a thesis statement? It is like the topic sentence of a paragraph, only it’s for the entire theme. Your information needs to support the thesis statement to prove your point. It’s not really as hard as it sounds. Here are the parts of the six-paragraph theme you will be writing:
Paragraph One/Introductory Paragraph – The purpose of this paragraph is to introduce your topic and
thesis statement without giving supporting information yet.
(a) Start with a hook sentence to make the reader interested in your topic. This can be a
a question, exclamation, or strong comment.
(b) Add a few sentences to engage the reader in the potential topic.
(c) End the paragraph with your thesis statement to show what the remainder of the theme
will be about.
Remember to include answers to all six questions you had to research. This would be a good way to organize your research into subtopics.
Subtopic One – Start by giving this a title and typing it at the left margin and underline it. You may have one or more than one paragraph to support this subtopic, but do not skip lines between paragraphs if you have more than one for this subtopic. Each paragraph needs to:
(a) Start with a topic sentence specific to the point you will discuss, but do not give supporting evidence yet.
(b) Add several sentences of specific supports that you learned through research.
(c) End with a concluding sentence that analyzed the information you included.
* For subtopics two through six, do the same as above.
Conclusion Paragraph – The purpose of this paragraph is to remind the reader of your thesis
And summarize the topics from the body paragraphs you wrote about.
(a) Start by restating your thesis statement in different words.
(b) Use a few sentences to briefly describe the barrier that was broken and how.
(c) Conclude by analyzing why your topic was important to history.
(d) Wrap up the essay with some memorable statement as the last sentence.
Note – Since this is a scholarly research theme, you are not to refer to yourself in this piece of writing.
Use past tense to write your paper. Give facts and support facts. Use short quotes
(either a personal quote or words found in a source) to help support your own words.
In-text Citation – You must use in-text citation for anything or any ideas that were not your own. To do this, after the selection that was not your own whether it was a quote or your paraphrasing. Do this in parentheses by typing the title of the source.
Project Title – Do give your project a title but do not include a title page. Type this centered at the top of the first page of your paper. Center it and do the same for your name after the title.
Remember – Be sure to follow all the directions in this packet for typing and organizing your project.
Example Theme (Below)
Note: This is not double spaced, which you will also need to do for your theme. Do not skip extra spaced. On the following page is a shortened example meant to give you an idea as to how to write your theme. The example does not contain all the needed subtopics that you need to include, nor does it include all the in-text citation, which you should have for every source’s ideas or quotes.
The Leadership Roles of Rufus King in Breaking Barriers
By Timber Forrest
Introduction
You have most undoubtedly heard of George Washington and Thomas Jefferson. You have probably already learned about Samuel and John Adams as well as John Hancock. All these men were Founding Fathers of our country. They braved adversity with Great Britain, used their intellect, and developed the foundations of our country based on the principle that people could self-govern. Without a doubt, these men influenced what our country was going to become and what other countries would try to emulate. That is why we learn about these important men in history. However, they weren’t the only ones who played a significant role in making America great. Others of their time came and did, and then they slid out of the eyes of the public. One such person was Rufus King of Massachusetts. Rufus King played a significant role in helping break barriers for our country as well as in improving our country before and after independence was achieved. (The thesis in this example is underlined but should not be in yours.)
The Barrier
When England began establishing colonies in North America in the 1600s and early 1700s, it gave the colonies help in getting started, but over time, all of this began to change. Because England wanted to control part of the Americas like Spain and France, it gave charters to companies and to people called proprietors to start colonies. These were partially established to back mercantilism, or a situation where colonies would help England economically by sending back raw materials and resources. In exchange for this, the colonists got new opportunities in a new land as well as the right to make many of their own laws. (Call to Freedom) In analysis, this meant colonization was beneficial to both England and the colonists.
Over the next century and a half, things began to change in the colonies. The colonies began to grow in population and status. Merchants began challenging laws that England put in place to keep the trade money coming into England, eventually called Britain. Colonists didn’t take well to the British trying to manage them after they had been given a lot of free choice to do this themselves at first. Then other situations occurred such as the French and Indian War that was to allow colonists to spread west of the Appalachian Mountains. Once the French and Indian War was over in 1863, colonists were denied the right to expand. (A History of the United States) From there on, it was one situation after another that angered colonists as the British put one barrier after another in front of them. It was no wonder the colonists, including Rufus King, decided to fight for their rights against the British barrier they faced.
Barrier Makers
Who exactly put the barriers in place and why? Part of the answer was the English Parliament along with the Prime Minister and monarch of Britain. The main reason they put up barriers that denied American colonists rights guaranteed by English law was because England owned the colonies, not the colonists and they were established to enrich the Mother England. When colonist began to go around the laws that were put in place to do this, the British Parliament changed the laws that applied only to colonists and not to other people in England. Then when King George III ascended to the throne, he decided to take full control of the colonies and force them to obey. So, the Declaratory Act was passed by Parliament to show that Britain was in control of the colonies in “all cases whatsoever.” The British Prime Ministers then sent troops to the colonies to enforce this objective. This is what brought a lot of colonial Patriots, like Rufus King, to take action. Afterall, people who were used to power and then have it taken away will often fight to get it back.
Specific Infringements the Barrier Put in Place
Etc. … facts learned
Rufus King Helps Bring Down Barriers In Several Incidences
Young Mr. King first made an impact in Massachusetts, which was a leading colony in the goal for independence against British tyranny. When he was a teen, his family experienced the breakdown of order in the colonies. For this reason, King “became a passionate advocate of the rule of law and the rights of the individual” (Rufus King Massachusetts) which led him to join the Patriot movement. He delayed the finishing of his college education to join the fight during the American Revolution. Upon joining, he volunteered his services to Governor John Hancock and received a commission as major of infantry and appointment as aide to Brigadier General John Glover where he served honorable and risked his life. Although it was short-lived, King’s military career helped him development as a national leader and led him to realize he needed to finish his education in law to help make an impact on the newly independent country.
The next step for Rufus King was to serve as an elected official in the new republic where he was quickly noticed for his political vision. Although he was too young to serve in Continental Congress before and during the American Revolution, he soon earned positions in the state of Massachusetts and was chosen to Confederation Congress under the Articles of Confederation. In this position, King, along with Thomas Jefferson and Manasseh Cutler, was given the task of deciding how to divide the land the new U.S. acquired from the Treaty of Paris of 1783 called the Northwest Territory and writing plans for the territory. With King’s significant input, two ordinances were written that did not treat the new land as colonies, but instead as territories that had a say in their own government. The first ordinance, the Ordinance of 1785, devised a way to divide territorial land that is still used today. The second ordinance, the Northwest Ordinance (1787) outlined the steps that territories could apply for statehood, also still used today. King and Jefferson were both influential in seeing that public education and rights were extended to the Northwest Territory and that slavery was not. For a young politician, his part in devising and writing these ordinances made him part of the legacy of these two government documents.
While serving in Confederation Congress, an event called Shays’ Rebellion occurred, making King speak out for the necessity of creating a better government. It was no coincidence then that King, age 32 at the time, was chosen to be one of the delegates to the Constitutional Convention. But he was not just any delegate; here again he played a significant role. He served on more committees that any other member of the convention, spoke quite often, and gave numerous ideas that became part of the actual document. He was also one of the five men chosen to write the actual document. For his role, another delegate to the convention, William Pierce, stated that “Mr. King is a man much distinguished for his eloquence and his parliamentary talents. … He may with propriety be ranked among the Luminaries of the present Age.”(Teaching American History) Like James Madison, King also took his own extensive notes on the convention from which the country has another perspective of the events that happened at that historical convention. From his notes, the record shows that when the topic that the conventions task was only to strengthen the Articles of Confederation, King said, “If then the articles of Confedr. & perpetual union have this twofold capacity, and if they provide for an alteration in a certain mode, why may not they be so altered as that the federal article may be changed to a national one, and the national to a federal? I see no argument that can be objected to the authority.” (Notes of Rufus King) Obviously, King made an impression as a significant contributor to a document that has proven its value in guiding our country into a position of importance in the world.
After signing the U.S. Constitution, King continued to be an important figure in giving the U.S. a new start under a better form of government….. Continue body paragraph three and then write body paragraph four.
Accomplishments Due to Rufus King’s Assistance
Etc. … facts learned
Effects on History
Etc. … facts learned
Conclusion
To wrap up his commitment, Rufus King was a true Patriot and framer of several important political documents as well as a public servant who served his country in valuable ways to help take down barriers. King started his career as a supporter of independence, for which he enlisted in the fight. He used his keen understanding of government to helped write ordinances that are two of our country’s five important documents. Again, he used this keen understanding to help share ideas and help write the U.S. Constitution. After this King helped in the effort to get the U.S. Constitution ratified. Once ratified, he then served in several government positions and even ran for president. In retrospect, Rufus King played extremely important roles that helped organize our own government when the British were set on stopping this. It could be argued that our history might be slightly different if it weren’t for his insight and input. While there are undoubtably others like Rufus King who have been forgotten throughout U.S. history, he might have been the most famous framer you didn’t know about… but now you do.
Appendix
(Insert picture here. Place URL below it.)
http://www.uspresidentialhistory.com/?page_id=6897
(Insert picture here. Place URL below it.)
https://www.ourdocuments.gov/document_data/document_info_text/document_008_description.html
Annotated Bibliography
Primary Sources
King, Rufus. "Notes of Rufus King in the Federal Convention of 1787." Constitutional Convention Notes,
Washington, D.C., U. S. Government House Document No. 398. Yale Law School: Lillian Goldman Law
Library Archives, avalon.law.yale.edu/18th_century/king.asp. Accessed 30 June 2017. I found this
primary source on the internet under Yale University's Law Library Archive. It showed me the how
involved King was in the Constitutional Convention as well as what important remarks he made to
help make compromises.
National Archives. “ The Northwest Ordinance.”
https://www.ourdoucments.gov/document_info_text/document_008_description.html . Accessed
30 June 2017. This was helpful in showing me the actual document and giving me the actual document that King helped write to break down barriers that allowed people living in territories to have rights guaranteed by law. It also showed me that King and Thomas Jefferson though it important to give people the power to rule themselves and not have a tyrant or other abusive government over them.
Secondary Sources
Add sources
Note:
· The above is an incomplete example to help guide you with bibliography set-up.
· The annotated bibliography continues with primary sources listed first alphabetically followed by secondary sources listed alphabetically.
Follow directions for how to sort and import from Noodletools.
· Annotated Bibliography information does not need to be double spaces but can be.
· Only the first line of each entry is indented. All other lines in an entry are indented by using the tab key.
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EDITING YOUR PROJECT
1) Go back through the directions to make sure you set up your paper correctly. Fix any mistakes in:
a. Margins d. Titles
b. Font size and type e. Placement of annotated bibliography
c. Spacing f. Paper length
2) Read and reread your paper to make sure it makes sense.
3) Have your parents edit your paper with you for mechanical errors and fix them:
a. Indentation d. Spelling
b. Capitalization e. Grammar (It should be written in past tense.)
c. Punctuation f. Sentence variety
4) Turn in a “Advanced Class Student-Parent Draft Editing” worksheet on the day the theme paper is due.
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PLANNING YOUR THEME Name __________________________________________
Directions: This is a brainstorming sheet to help you outline the parts of your theme paper. Use it to plan.
Introductory Paragraph Hook: Plan your hook sentence. Make it so the reader wants to keep reading.
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Introductory Paragraph Content: List related topics that can lead into your thesis statement. You will make these into sentences when you write your draft.
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Introductory Paragraph Thesis Statement: This is the one sentence you are going to use to introduce your subtopics which support your overall research topic.
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Subtopic One Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Subtopic Two Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Subtopic Three Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Subtopic Four Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Conclusion Paragraph Thesis Restatement: Do not use the same wording for this restatement. Be creative in rewording but be sure that it reminds the reader of your four subtopics.
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Conclusion Paragraph Additional Comments: Share some things you thought were memorable (but don’t refer to yourself)… Example: From the onset of the Revolutionary War, there were amazing efforts by the people residing around the Boston area. They…. etc. List some ideas here.
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Conclusion Paragraph Last Sentence: Make this really, really memorable. Say something witty.
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7th Advanced Annotated Bibliography Editing
Student’s name ___________________________
Editing is a necessary part of all projects, including the annotated bibliography part of projects.
Editing one set at a time will cause a lot less work when the final project is due. It is also hoped
that through engaging in editing as you work, it will make you more careful as you construct
your project. You will be turning in one form each time a set is due. One form will also be due
prior to the final project due date.
NOTE: Each set of four sources need to have the citation and annotations checked.
Directions: This assignment requires you (the student) to go over your Noodletools
bibliographies and annotations with your parents to edit for writing mechanics errors
(Capitalization, punctuation, spelling, and grammar). Please refer to the directions in this
packet for specific elements on citations if needed. Also, check which set each form is for.
Citation Skills (check when complete):
___ Capitalization is correct.
___ Spelling is correct.
___ Punctuation is correct.
___ Grammar is correct.
Annotation Skills (check when complete):
___ Written in full sentences.
___ Written in past tense.
___ Identified what type of source or how you found it.
___ Told how it was important to your research.
___ Capitalization is correct.
___ Spelling is correct.
___ Punctuation is correct.
___ Grammar is correct.
Parent’s signature verifying completion of editing the entire annotated bibliography with the student:
X _____________________________________ Date _________________________
Parent’s name printed _______________________________
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7th Advanced Research Theme Editing
Parent-Student Draft Editing Worksheet
Name ________________________________________
Before you finish and submit your final theme paper, it is necessary to edit your draft. You want it to be the best it can possibly be before you submit this important work.
So, what all do you need to edit? See the list below and check off all the following when you have them completed with your parents. When done, have your parent sign to verify they have helped you edit. Turn this sheet in by the paper due date, but share your paper via [email protected] that day as well. You do not need to submit a printed copy of your final paper.
Directions: Check and correct each of these mechanical elements for all components below:
1) Go back through the directions to make sure you set up your paper correctly.
Fix any mistakes in:
____ a. Margins ____ d. Titles
____ b. Font size and type ____ e. Placement of annotated bibliography
____ c. Spacing ____ f. Paper length
2) ___ Read and ___ reread your paper to make sure it makes sense.
3) Have your parents edit your paper with you for mechanical errors and fix them:
____ a. Indentation
____ b. Capitalization
____ c. Punctuation
____ d. Spelling
____ e. Grammar (Written in past tense)
____ f. Sentence variety
Parent’s signature verifying completion of editing the entire research draft with the student:
X _____________________________________ Date _________________________
Parent’s name printed _______________________________
Note: Grades for the final project will be typed onto your final project Google Doc.
You will also be able to view your grade on PowerSchool once all have been graded.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Thesis Worksheet
Name __________________________________
Here are things to keep in mind when writing a thesis statement:
• It should use clear, strong language;
• It must be arguable – someone could disagree with your claim;
• The reader should know what your entire paper will be about by just reading your thesis;
• Use specific language--NOT "some people say," "most people think," "experts believe," "usually," "sometimes," "at least," and "some of the time;"
• It will never be a question, and it will always be complete sentences;
• It is does NOT contain researched facts because it is like a topic sentence;
• It should NEVER contain – “in my opinion,” “I think,” “I believe,” etc. Leave yourself out but state
your argument/view of the situation.
Here are things that were mentioned previously that need to be included in your thesis statement:
• Keep it between 40-60 words.
• Include all five W’s: who-what-where-when, and why-is-this-important.
• Include the theme words: your topic and possibly the subtopics.
• Include your arguments.
Directions: Write two different thesis statements based on what is listed above. Vary your style.
These will be revised until you have it as perfect as possible.
#1:______________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
#2: _____________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Bibliography Matrix Name _______________________________________
Currently, we are working on the first step of research paper project. This is the research step... finding and documenting information using Noodletools. To begin your research, you should first use sources that can give you a good overview of the topic you chose. Do not use Wikipedia for this, except as a springboard to look at their bibliography and find reputable related sources. Wikipedia should not be documented in your Noodletools bibliography citations.
After finding some good overview sources, you will be expected to go further in depth. This means you will need a wide variety of high quality sources to understand your topic. Search for locations on the matrix below to gather information. It is possible to use the internet to locate all of these, but attempt to find a variety of at least eight different types. It is important to have a balance for a well-researched project. Make a tally on the line to show how many resources you used for each type. This matrix will be checked periodically.
Tally of Times Used Type of Source
Online Encyclopedia Sources (Not Wikipedia)
Online Sources Dedicated To Your Topic
Walnut Springs Library Sources From the Reference Section or a Book
Westerville, Columbus, or Other Local Library Sources
College/University Library Source
Newspaper/Magazine/Periodical Publication Sources
Source Found Through InfOhio or Other Databases
Sources Found in Chronicling America (If topic is from 1836 to 1932)
Sources From the Library of Congress, National Archives, or Smithsonian
Audio/Video/Movie Sources
Book Sources
Museum or Archive Sources (not Government)
Secondary Source Images
Primary Source Documents
Primary Source Images/Artifacts
Interview(s) With a Living Expert
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
GOALS: To develop scholarly research skills, research/theme writing skills, and presentation skills along with in-depth understanding of a chosen topic in Middle Age through the First Global Age history.
NOTE: Mrs. Schirtzinger advises a National History Day After School Activity that students are welcome to attend to get research help. Additionally, they may choose to enter their research into the National History Day Contest, but it is not a requirement.
Parts: This is a three-part project.
Part One = Research
Part Two = Writing a scholarly research paper
Part Three = Sharing information learned when the class reaches your topic in the course-of-study
Pacing: a) Browse through the topic list given in class, the 8th grade history book, and/or talk to parents
about a topic you believe included a barrier in history. Choose a topic, and sign-up on the class
sheet. TOPIC SIGN-UP DUE FRI. SEPT. 20th
b) Set up and learn how to use Noodletools citation program. Share project with Mrs. Schirtzinger’s
dropbox. (Refer back to this packet for directions should you forget steps on how to do this.)
DATE OF LESSON FRI. SEPT. 20th
c) Lesson on scholarly internet research. DATE OF LESSON FRI. SEPT. 27th
d) Lesson on types of sources and analyzing pictures. DATE OF LESSON FRI. OCT. 4th
e) Research, take notes, and record source information on Noodletools. Each source must including:
notecards, citations, annotations, tagging of primary or secondary.
DATE FOUR SUBTOPICS ARE DUE _______________________________________
f) Submit progress on research on specific dates via Noodletools, includes notecards, citations, and
annotations. You will have need to find five information sources for each set that it due. These do
not include pictures or other visuals, but as you find pictures and other visuals, they still need to
be documented the same as information. Use the matrix page to find a variety of sources.
5 RESOURCES SUBMISSION DUE DATE ONE __________________________________
5 RESOURCES SUBMISSION DUE DATE TWO _________________________________
5 RESOURCES SUBMISSION DUE DATE THREE ________________________________
g) Write your thesis statement on Noodletools.
THESIS DUE DATE ____________________________________
h) Write/type (on GoogleDocs) your research paper draft based on your topic.
i) Edit your research paper for correct information, order, grammar, spelling, and punctuation.
DATE DUE FOR PAPER EDITING FORM ______________________________________
h) Edit your annotated bibliography and copy it to your Google Doc at the end of your paper.
DATE DUE FOR ANNOTATED BIB. EDITING FORM ___________________________________
i) Share your finished paper with attached annotated bibliography with your teacher on GoogleDocs.
DATE DUE MONDAY, DEC. 16, 2019.
Note: Due dates will also be published on the Schoology calendar as they near.
Note: If you choose a particular person, know that this is not a biography. You will be researching the
six subtopics mentioned on page four under the “Managing Notecards” section.
Typing: This is semi-guided research based on questions you will need to learn answers to. While you need to answer all questions, you may need to decide what details to include and what to leave out of your theme to maintain the five-typed-page limit. No theme should be shorter than four full pages typed in 12pt. Calibri, Times New Roman, or Arial fonts. The maximum is five full pages. Use double spacing and one inch margins on all sides. No extra spaces should be added between your indented paragraphs. Put your title and name top, center.
_____________________________________________________________________________________________
Documentation Using Noodletools
SETTING UP A SCHOOL ACCOUNT (FREE) *Do this even if you already had an account last year. Be sure to follow these steps exactly, or you will not be able to share with your teacher.
1. Go to your school Google Drive.
2. When the icons appear, go down to the “more” button.
3. Find the Noodletools icon and click on it.
4. If you already have a Noodletools account, log in. If not, follow the directions and create an account using the same password as you use for accessing Chromebooks at school.
5. Choose your school.
6. Choose “MLA” for the citation style and “Advanced” for the citation level if asked to choose.
CREATING A PROJECT
1. Once you are logged in, notice a “New Project” tab (colored olive green). Click this.
2. Give your project a title using the following and not the Noodletools suggested directions:
OR LastnameFirstname 2019 S.S. Research
Example = JonesJerrie 2019 S.S. Research
3. Choose “MLA” for the citation style and “Advanced” for the citation level
4. Click “Submit.”
WORKING IN NOODLETOOLS
Click on the project title to work in Noodeltools. This will activate your “Dashboard” for this project. At this time, you do not need to fill in anything on your Dashboard page, but note that this is where you will type your thesis statement later.
SHARING YOUR PROJECT
1. Go to the “Dashboard” at the top
2. Scroll down until you see the box on the left side titled “Sharing with a project inbox.”
3. Click on it and choose: “Schirt – 2019 S.S. Research” dropbox.
4. Click done.
5. You will only need to share your project once. Your teachers will be able to see all changes and
additions you make as you work on your project after it has been shared.
ADDING DOCUMENTATION
1. Go to the tab titled “Sources” and click on it to start documenting sources you find.
2. Click the “Create New Citation” tab (colored olive green).
3. A box will pop up. In the box choose the best option for the type of source you used and
double click on it to bring up elements you need to fill in. You may not be able to find them all. If the site gives the option, copy and paste this information into Noodletools.
4. Scroll down to the bottom and click the green “Submit” or the “Submit and Annotate” button.
DESIGNATING AS PRIMARY OR SECONDARY
1. When the new citation shows up on your Works Cited list, go to the right side and click on “add tag.”
2. Next choose primary, secondary, or tertiary.
3. Do this for all your sources.
CREATING NOTECARDS
1. Go to back to the top tool bar and click on “Notecards.”
2. Click on the “New” tab (colored in olive green).
3. Fill in all the components you can at the top.
4. Click on the “Copy, paste, and annotate” box on the left. Use this to copy information from internet sources and pictures from internet sources that you think will be useful to your presentation. Do not simply copy entire articles; copy important pieces of articles only.
5. Click on the “In your own words” box on the right. Use this box to take notes from the source.
6. Click on the “Original thinking” box. Use this box to analyze and jot down your own ideas.
7. You may use the “Tags” button to type in photo or document to help organize information if
you choose.
MANAGING NOTECARDS
1. On the tool bar, click on “Notecards.”
2. On the right side is an outline to fill in. Click on the pen tool above the outline to add your subtitles. Type in the following as the subtopics. The following are the research question you will be answering. They may be combined in your theme if the situation allows for it:
1. What is the barrier that caused issues?
2. Who put the barrier in place?
3. Who does the barrier infringe on and how?
4. What was done to overcome the barrier and who did it?
5. In what ways was the situation improved upon or changed?
6. How has influenced others in history and still today?
3. Once you have created your notecards, you can drag it over to your outline to help with organizing your paper.
ANNOTATIONS
1. If you did not include an annotation for each source when you documented it, you need to go back and do this.
2. Go back to your project’s “Sources” tab on the top tool bar.
3. On the right side of each source is an “Options” tab. Click on it and select the “Edit Annotations” option.
4. After adding annotations or editing, go to the bottom and submit again.
5. Follow these directions for all annotations you write:
a. Use full sentences with correct spelling, capitalization, and grammar
b. Explain all annotations in past tense. This means you need to write these as though your project is finished. So, explain how the source helped or guided your research and think of how you will use each source in your final paper. All annotations should be two to three sentences.
c. Include this information in each annotation:
i. What type of source was used (website, book, newspaper, original letter, photo, magazine, interview, etc.)
ii. General information about how this source helped your research
6. Unlike in the actual paper, you may refer to yourself in your annotations.
SOURCES & ANNOTATIONS… You will need a variety of reputable sources, both primary and secondary, that you annotate. For primary sources use both documents and pictures. The number of sources depends on our topic and what you choose to share about it. However, fewer than fifteen reputable sources will earn point deductions.
BEFORE EACH GROUP OF FIVE SOURCES DUE DATE, DO THE FOLLOWING:
1. Double check to see that you have followed all directions for annotations and citations.
2. Double check to see that you have made and filled in all notecards for your sources.
3. Double check that you linked your notecards to your sources.
4. Double check to make sure you have correct sentences, grammar, tense, and punctuation.
Have a parent check these and turn in the parent editing form.
CHECKING FOR TEACHER COMMENTS AND MAKING CORRECTIONS
If the teacher has made a comment on Noodletools and asks you to go back and correct it, do so.
WRITING YOUR FIVE-PARAGRAPH THEME
1. Open GoogleDocs.
2. Title this by your first & last name and the topic title.
3. Follow the typing directions at the bottom of page one of this packet.
4. Follow the six-paragraph theme format given on the next page.
5. Edit, edit, and edit to make sure you have correct grammar, punctuation, and information that flows correctly.
6. Share your theme with your teacher at this address: _________________________________
COPYING YOUR PICTURES, DOCUMENTS, & OTHER VISUSAL TO PUT IN AN APPENDIX
1. Insert a new page immediately following your typed theme on your GoogleDoc. Title it Appendix.
2. Go to your Noodletools notecards where you copied each of these. Copy each again and paste them into your appendix.
3. Copy the URL for each item you put into your appendix and paste it onto the page with the corresponding visual.
COPYING YOUR ANNOTATED BIBLIOGRAPHY ONTO THE END OF YOUR THEME
1. Click on “Bibliography” on the top functions tool bar
2. Go to the “Sort” box on the right and click on the arrow by the word “alphabetic”
3. Choose “Primary, secondary”
4. Go to the left “Print/export” button and click on the arrow
5. Choose “Print/export to Google Docs”
6. Click on “open”
7. Change the words “Works Cited” to “Annotated Bibliography”
8. Copy this and paste it to your project after the appendix.
REMEMBER…
1. If you are having trouble finding a primary source site, check the resource tab on
www.WSMSHistory.weebly.com
Also use sites of these government organizations: Smithsonian Institute, National Archives,
and Library of Congress.
2. When a set of resources is due, that means the citations, annotations, and notecards!
3. Research for this project will mainly be done outside of class. Do not allow yourself to get behind
OTHER THINGS I NEED TO REMEMBER…
You will be making and presenting your research in class once the class has reached your topic’s
era in U.S. history. Directions for this will be given at a later date.
______________________________________________________________________________________________________
THESIS STATEMENT WRITING
What element will pull all your research together? The answer is the thesis statement. The thesis statement is best written during the middle or near the end of researching. This timing will give students a chance to think about what they want to say, what they can support in their research, and still allow flexible to change if need be. In a research paper, a thesis statement is done in one all-inclusive sentence. It has these purposes:
(1) It is the foundation of your paper that organizes the story you want to share and support. (2) It is an argument… your argument that you intend to support. (Supporting your argument about your topic is the main point of this project.) This can easily be shared in the thesis by using adjectives. (3) In simple terms, the thesis is the topic sentence of your research project.
~ ~ ~
There are no hard and fast rules for thesis-statement writing, but here are a couple of guidelines to ease students’ path: (Excerpt taken from Jessica Ellison of Minnesota History Day)
Ø Include all five W’s. The reader needs to know the who-what-where-when, and also the why.
Ø Leave facts out, put arguments in. We don’t need to see every detail of the topic in the thesis. Leave those for the paper itself. What we need to see in the thesis is the student’s argument, or the point he/she is trying to make.
Ø Write, revise, research, revise. Students should never use the first draft of their thesis statement but instead should revise to make sure the thesis is accurate, and then revise once more.
~ ~ ~
NOTE: In the sample theme on page 8, the thesis statement is underlined. It is always the last sentence in the introductory paragraph. Study it before completing the thesis worksheet.
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THEME WRITING
A theme is not just an essay of information. It’s a piece of scholarly writing set around a specific organizational plan that supports a thesis statement. So, what is a thesis statement? It is like the topic sentence of a paragraph, only it’s for the entire theme. Your information needs to support the thesis statement to prove your point. It’s not really as hard as it sounds. Here are the parts of the six-paragraph theme you will be writing:
Paragraph One/Introductory Paragraph – The purpose of this paragraph is to introduce your topic and
thesis statement without giving supporting information yet.
(a) Start with a hook sentence to make the reader interested in your topic. This can be a
a question, exclamation, or strong comment.
(b) Add a few sentences to engage the reader in the potential topic.
(c) End the paragraph with your thesis statement to show what the remainder of the theme
will be about.
Remember to include answers to all six questions you had to research. This would be a good way to organize your research into subtopics.
Subtopic One – Start by giving this a title and typing it at the left margin and underline it. You may have one or more than one paragraph to support this subtopic, but do not skip lines between paragraphs if you have more than one for this subtopic. Each paragraph needs to:
(a) Start with a topic sentence specific to the point you will discuss, but do not give supporting evidence yet.
(b) Add several sentences of specific supports that you learned through research.
(c) End with a concluding sentence that analyzed the information you included.
* For subtopics two through six, do the same as above.
Conclusion Paragraph – The purpose of this paragraph is to remind the reader of your thesis
And summarize the topics from the body paragraphs you wrote about.
(a) Start by restating your thesis statement in different words.
(b) Use a few sentences to briefly describe the barrier that was broken and how.
(c) Conclude by analyzing why your topic was important to history.
(d) Wrap up the essay with some memorable statement as the last sentence.
Note – Since this is a scholarly research theme, you are not to refer to yourself in this piece of writing.
Use past tense to write your paper. Give facts and support facts. Use short quotes
(either a personal quote or words found in a source) to help support your own words.
In-text Citation – You must use in-text citation for anything or any ideas that were not your own. To do this, after the selection that was not your own whether it was a quote or your paraphrasing. Do this in parentheses by typing the title of the source.
Project Title – Do give your project a title but do not include a title page. Type this centered at the top of the first page of your paper. Center it and do the same for your name after the title.
Remember – Be sure to follow all the directions in this packet for typing and organizing your project.
Example Theme (Below)
Note: This is not double spaced, which you will also need to do for your theme. Do not skip extra spaced. On the following page is a shortened example meant to give you an idea as to how to write your theme. The example does not contain all the needed subtopics that you need to include, nor does it include all the in-text citation, which you should have for every source’s ideas or quotes.
The Leadership Roles of Rufus King in Breaking Barriers
By Timber Forrest
Introduction
You have most undoubtedly heard of George Washington and Thomas Jefferson. You have probably already learned about Samuel and John Adams as well as John Hancock. All these men were Founding Fathers of our country. They braved adversity with Great Britain, used their intellect, and developed the foundations of our country based on the principle that people could self-govern. Without a doubt, these men influenced what our country was going to become and what other countries would try to emulate. That is why we learn about these important men in history. However, they weren’t the only ones who played a significant role in making America great. Others of their time came and did, and then they slid out of the eyes of the public. One such person was Rufus King of Massachusetts. Rufus King played a significant role in helping break barriers for our country as well as in improving our country before and after independence was achieved. (The thesis in this example is underlined but should not be in yours.)
The Barrier
When England began establishing colonies in North America in the 1600s and early 1700s, it gave the colonies help in getting started, but over time, all of this began to change. Because England wanted to control part of the Americas like Spain and France, it gave charters to companies and to people called proprietors to start colonies. These were partially established to back mercantilism, or a situation where colonies would help England economically by sending back raw materials and resources. In exchange for this, the colonists got new opportunities in a new land as well as the right to make many of their own laws. (Call to Freedom) In analysis, this meant colonization was beneficial to both England and the colonists.
Over the next century and a half, things began to change in the colonies. The colonies began to grow in population and status. Merchants began challenging laws that England put in place to keep the trade money coming into England, eventually called Britain. Colonists didn’t take well to the British trying to manage them after they had been given a lot of free choice to do this themselves at first. Then other situations occurred such as the French and Indian War that was to allow colonists to spread west of the Appalachian Mountains. Once the French and Indian War was over in 1863, colonists were denied the right to expand. (A History of the United States) From there on, it was one situation after another that angered colonists as the British put one barrier after another in front of them. It was no wonder the colonists, including Rufus King, decided to fight for their rights against the British barrier they faced.
Barrier Makers
Who exactly put the barriers in place and why? Part of the answer was the English Parliament along with the Prime Minister and monarch of Britain. The main reason they put up barriers that denied American colonists rights guaranteed by English law was because England owned the colonies, not the colonists and they were established to enrich the Mother England. When colonist began to go around the laws that were put in place to do this, the British Parliament changed the laws that applied only to colonists and not to other people in England. Then when King George III ascended to the throne, he decided to take full control of the colonies and force them to obey. So, the Declaratory Act was passed by Parliament to show that Britain was in control of the colonies in “all cases whatsoever.” The British Prime Ministers then sent troops to the colonies to enforce this objective. This is what brought a lot of colonial Patriots, like Rufus King, to take action. Afterall, people who were used to power and then have it taken away will often fight to get it back.
Specific Infringements the Barrier Put in Place
Etc. … facts learned
Rufus King Helps Bring Down Barriers In Several Incidences
Young Mr. King first made an impact in Massachusetts, which was a leading colony in the goal for independence against British tyranny. When he was a teen, his family experienced the breakdown of order in the colonies. For this reason, King “became a passionate advocate of the rule of law and the rights of the individual” (Rufus King Massachusetts) which led him to join the Patriot movement. He delayed the finishing of his college education to join the fight during the American Revolution. Upon joining, he volunteered his services to Governor John Hancock and received a commission as major of infantry and appointment as aide to Brigadier General John Glover where he served honorable and risked his life. Although it was short-lived, King’s military career helped him development as a national leader and led him to realize he needed to finish his education in law to help make an impact on the newly independent country.
The next step for Rufus King was to serve as an elected official in the new republic where he was quickly noticed for his political vision. Although he was too young to serve in Continental Congress before and during the American Revolution, he soon earned positions in the state of Massachusetts and was chosen to Confederation Congress under the Articles of Confederation. In this position, King, along with Thomas Jefferson and Manasseh Cutler, was given the task of deciding how to divide the land the new U.S. acquired from the Treaty of Paris of 1783 called the Northwest Territory and writing plans for the territory. With King’s significant input, two ordinances were written that did not treat the new land as colonies, but instead as territories that had a say in their own government. The first ordinance, the Ordinance of 1785, devised a way to divide territorial land that is still used today. The second ordinance, the Northwest Ordinance (1787) outlined the steps that territories could apply for statehood, also still used today. King and Jefferson were both influential in seeing that public education and rights were extended to the Northwest Territory and that slavery was not. For a young politician, his part in devising and writing these ordinances made him part of the legacy of these two government documents.
While serving in Confederation Congress, an event called Shays’ Rebellion occurred, making King speak out for the necessity of creating a better government. It was no coincidence then that King, age 32 at the time, was chosen to be one of the delegates to the Constitutional Convention. But he was not just any delegate; here again he played a significant role. He served on more committees that any other member of the convention, spoke quite often, and gave numerous ideas that became part of the actual document. He was also one of the five men chosen to write the actual document. For his role, another delegate to the convention, William Pierce, stated that “Mr. King is a man much distinguished for his eloquence and his parliamentary talents. … He may with propriety be ranked among the Luminaries of the present Age.”(Teaching American History) Like James Madison, King also took his own extensive notes on the convention from which the country has another perspective of the events that happened at that historical convention. From his notes, the record shows that when the topic that the conventions task was only to strengthen the Articles of Confederation, King said, “If then the articles of Confedr. & perpetual union have this twofold capacity, and if they provide for an alteration in a certain mode, why may not they be so altered as that the federal article may be changed to a national one, and the national to a federal? I see no argument that can be objected to the authority.” (Notes of Rufus King) Obviously, King made an impression as a significant contributor to a document that has proven its value in guiding our country into a position of importance in the world.
After signing the U.S. Constitution, King continued to be an important figure in giving the U.S. a new start under a better form of government….. Continue body paragraph three and then write body paragraph four.
Accomplishments Due to Rufus King’s Assistance
Etc. … facts learned
Effects on History
Etc. … facts learned
Conclusion
To wrap up his commitment, Rufus King was a true Patriot and framer of several important political documents as well as a public servant who served his country in valuable ways to help take down barriers. King started his career as a supporter of independence, for which he enlisted in the fight. He used his keen understanding of government to helped write ordinances that are two of our country’s five important documents. Again, he used this keen understanding to help share ideas and help write the U.S. Constitution. After this King helped in the effort to get the U.S. Constitution ratified. Once ratified, he then served in several government positions and even ran for president. In retrospect, Rufus King played extremely important roles that helped organize our own government when the British were set on stopping this. It could be argued that our history might be slightly different if it weren’t for his insight and input. While there are undoubtably others like Rufus King who have been forgotten throughout U.S. history, he might have been the most famous framer you didn’t know about… but now you do.
Appendix
(Insert picture here. Place URL below it.)
http://www.uspresidentialhistory.com/?page_id=6897
(Insert picture here. Place URL below it.)
https://www.ourdocuments.gov/document_data/document_info_text/document_008_description.html
Annotated Bibliography
Primary Sources
King, Rufus. "Notes of Rufus King in the Federal Convention of 1787." Constitutional Convention Notes,
Washington, D.C., U. S. Government House Document No. 398. Yale Law School: Lillian Goldman Law
Library Archives, avalon.law.yale.edu/18th_century/king.asp. Accessed 30 June 2017. I found this
primary source on the internet under Yale University's Law Library Archive. It showed me the how
involved King was in the Constitutional Convention as well as what important remarks he made to
help make compromises.
National Archives. “ The Northwest Ordinance.”
https://www.ourdoucments.gov/document_info_text/document_008_description.html . Accessed
30 June 2017. This was helpful in showing me the actual document and giving me the actual document that King helped write to break down barriers that allowed people living in territories to have rights guaranteed by law. It also showed me that King and Thomas Jefferson though it important to give people the power to rule themselves and not have a tyrant or other abusive government over them.
Secondary Sources
Add sources
Note:
· The above is an incomplete example to help guide you with bibliography set-up.
· The annotated bibliography continues with primary sources listed first alphabetically followed by secondary sources listed alphabetically.
Follow directions for how to sort and import from Noodletools.
· Annotated Bibliography information does not need to be double spaces but can be.
· Only the first line of each entry is indented. All other lines in an entry are indented by using the tab key.
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EDITING YOUR PROJECT
1) Go back through the directions to make sure you set up your paper correctly. Fix any mistakes in:
a. Margins d. Titles
b. Font size and type e. Placement of annotated bibliography
c. Spacing f. Paper length
2) Read and reread your paper to make sure it makes sense.
3) Have your parents edit your paper with you for mechanical errors and fix them:
a. Indentation d. Spelling
b. Capitalization e. Grammar (It should be written in past tense.)
c. Punctuation f. Sentence variety
4) Turn in a “Advanced Class Student-Parent Draft Editing” worksheet on the day the theme paper is due.
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PLANNING YOUR THEME Name __________________________________________
Directions: This is a brainstorming sheet to help you outline the parts of your theme paper. Use it to plan.
Introductory Paragraph Hook: Plan your hook sentence. Make it so the reader wants to keep reading.
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Introductory Paragraph Content: List related topics that can lead into your thesis statement. You will make these into sentences when you write your draft.
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Introductory Paragraph Thesis Statement: This is the one sentence you are going to use to introduce your subtopics which support your overall research topic.
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Subtopic One Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Subtopic Two Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Subtopic Three Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Subtopic Four Topic Sentence: This sentence simply introduces the subtopic but does not give actual information you learned. The information you learned will be written after this when you write your draft.
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Conclusion Paragraph Thesis Restatement: Do not use the same wording for this restatement. Be creative in rewording but be sure that it reminds the reader of your four subtopics.
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Conclusion Paragraph Additional Comments: Share some things you thought were memorable (but don’t refer to yourself)… Example: From the onset of the Revolutionary War, there were amazing efforts by the people residing around the Boston area. They…. etc. List some ideas here.
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Conclusion Paragraph Last Sentence: Make this really, really memorable. Say something witty.
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7th Advanced Annotated Bibliography Editing
Student’s name ___________________________
Editing is a necessary part of all projects, including the annotated bibliography part of projects.
Editing one set at a time will cause a lot less work when the final project is due. It is also hoped
that through engaging in editing as you work, it will make you more careful as you construct
your project. You will be turning in one form each time a set is due. One form will also be due
prior to the final project due date.
NOTE: Each set of four sources need to have the citation and annotations checked.
Directions: This assignment requires you (the student) to go over your Noodletools
bibliographies and annotations with your parents to edit for writing mechanics errors
(Capitalization, punctuation, spelling, and grammar). Please refer to the directions in this
packet for specific elements on citations if needed. Also, check which set each form is for.
Citation Skills (check when complete):
___ Capitalization is correct.
___ Spelling is correct.
___ Punctuation is correct.
___ Grammar is correct.
Annotation Skills (check when complete):
___ Written in full sentences.
___ Written in past tense.
___ Identified what type of source or how you found it.
___ Told how it was important to your research.
___ Capitalization is correct.
___ Spelling is correct.
___ Punctuation is correct.
___ Grammar is correct.
Parent’s signature verifying completion of editing the entire annotated bibliography with the student:
X _____________________________________ Date _________________________
Parent’s name printed _______________________________
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7th Advanced Research Theme Editing
Parent-Student Draft Editing Worksheet
Name ________________________________________
Before you finish and submit your final theme paper, it is necessary to edit your draft. You want it to be the best it can possibly be before you submit this important work.
So, what all do you need to edit? See the list below and check off all the following when you have them completed with your parents. When done, have your parent sign to verify they have helped you edit. Turn this sheet in by the paper due date, but share your paper via [email protected] that day as well. You do not need to submit a printed copy of your final paper.
Directions: Check and correct each of these mechanical elements for all components below:
1) Go back through the directions to make sure you set up your paper correctly.
Fix any mistakes in:
____ a. Margins ____ d. Titles
____ b. Font size and type ____ e. Placement of annotated bibliography
____ c. Spacing ____ f. Paper length
2) ___ Read and ___ reread your paper to make sure it makes sense.
3) Have your parents edit your paper with you for mechanical errors and fix them:
____ a. Indentation
____ b. Capitalization
____ c. Punctuation
____ d. Spelling
____ e. Grammar (Written in past tense)
____ f. Sentence variety
Parent’s signature verifying completion of editing the entire research draft with the student:
X _____________________________________ Date _________________________
Parent’s name printed _______________________________
Note: Grades for the final project will be typed onto your final project Google Doc.
You will also be able to view your grade on PowerSchool once all have been graded.
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Thesis Worksheet
Name __________________________________
Here are things to keep in mind when writing a thesis statement:
• It should use clear, strong language;
• It must be arguable – someone could disagree with your claim;
• The reader should know what your entire paper will be about by just reading your thesis;
• Use specific language--NOT "some people say," "most people think," "experts believe," "usually," "sometimes," "at least," and "some of the time;"
• It will never be a question, and it will always be complete sentences;
• It is does NOT contain researched facts because it is like a topic sentence;
• It should NEVER contain – “in my opinion,” “I think,” “I believe,” etc. Leave yourself out but state
your argument/view of the situation.
Here are things that were mentioned previously that need to be included in your thesis statement:
• Keep it between 40-60 words.
• Include all five W’s: who-what-where-when, and why-is-this-important.
• Include the theme words: your topic and possibly the subtopics.
• Include your arguments.
Directions: Write two different thesis statements based on what is listed above. Vary your style.
These will be revised until you have it as perfect as possible.
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#2: _____________________________________________________________________________
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Bibliography Matrix Name _______________________________________
Currently, we are working on the first step of research paper project. This is the research step... finding and documenting information using Noodletools. To begin your research, you should first use sources that can give you a good overview of the topic you chose. Do not use Wikipedia for this, except as a springboard to look at their bibliography and find reputable related sources. Wikipedia should not be documented in your Noodletools bibliography citations.
After finding some good overview sources, you will be expected to go further in depth. This means you will need a wide variety of high quality sources to understand your topic. Search for locations on the matrix below to gather information. It is possible to use the internet to locate all of these, but attempt to find a variety of at least eight different types. It is important to have a balance for a well-researched project. Make a tally on the line to show how many resources you used for each type. This matrix will be checked periodically.
Tally of Times Used Type of Source
Online Encyclopedia Sources (Not Wikipedia)
Online Sources Dedicated To Your Topic
Walnut Springs Library Sources From the Reference Section or a Book
Westerville, Columbus, or Other Local Library Sources
College/University Library Source
Newspaper/Magazine/Periodical Publication Sources
Source Found Through InfOhio or Other Databases
Sources Found in Chronicling America (If topic is from 1836 to 1932)
Sources From the Library of Congress, National Archives, or Smithsonian
Audio/Video/Movie Sources
Book Sources
Museum or Archive Sources (not Government)
Secondary Source Images
Primary Source Documents
Primary Source Images/Artifacts
Interview(s) With a Living Expert
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