Research SkillsU.S. History Fall 2014

What do you know?

Using your laptop, go to

PollEv.com/terrikaplan139

Await further instructions!

The Atlanta Journal-Constitution January 2013

An independent contractor who was paid $10,000 by the DeKalb County School District to analyze its alternative education program copied more than a third of his report from scholarly publications posted on the Internet, according to an examination by The Atlanta Journal-Constitution and interviews with the authors of the original works.

Taylor’s 15-page document — the school district calls it an “audit” — has been posted on the district website for months. It includes six pages with similar — in many passages, identical — prose to that in a report from the Urban Institute in Washington, D.C., and a paper from William Drakeford, an assistant professor at Bowie State University in Maryland.

“I’m just astonished that somebody would do something like that,” Drakeford said when told of the similarities to a 2004 paper he wrote about race and school discipline. He said he was paid nothing for his work. When told how much Taylor got, Drakeford whistled softly.“Wow,” he said. “This person’s in trouble.”

HOW WE GOT THE STORY

Someone concerned about the cost of Ralph Taylor’s consulting contract went to the school system website and downloaded the audit attributed to him. While reading it, this person was surprised by the academic-sounding language and searched the Internet for some of the phrases, then alerted The Atlanta Journal-Constitution that passages were identical to those appearing in a 2003 report by the Urban Institute in Washington entitled “Towards a Typology of Alternative Education Programs.” Excerpts from the DeKalb County audit and the original papers:

Clearly, school districts must reexamine the use of exclusionary discipline policies and consider alternative disciplinary practices if disproportionality is to be reduced. Alternative practices that have proven effective largely focus on primary, secondary, and tertiary levels of prevention (Osher, Woodruff, & Sims, 2001; Rutherford, Quinn, Leone, Garfinkle, & Nelson, 2002).

-From “Racial Disproportionality in School Disciplinary Practices,” by William Drakeford

Cleary, school districts must reexamine the use of exclusionary discipline polices and consider alternative disciplinary practices if disproportionality is to be reduced. Alternative practices that have proven effective largely focus on primary, secondary, and tertiary (of the third order) levels of prevention (Osher, Woodruff, & Sims, 2001; Rutherford, Quinn, Leone, Garfinkle, & Nelson, 2002).

- From “Safe School Alternative Program Audit” for DeKalb County, by Ralph Taylor

Definition:Plagiarism is using someone else’s words or ideas as your own without

giving credit to that person.

3 Steps to Avoid Plagiarism:

0Step 1 - Take good bulleted notes in your own words; no complete sentences

0Step 2 – Paraphrase your notes. Since your notes are in your own words, you are putting your notes back into complete sentences. This step is easy once you have notes in your own words.

0Step 3 – Citing your sources

Step 1: Note-TakingHints:0 Read all the way through the material you are using for

research.

0 AS SOON AS you decide to use the information, write down the source information for your citations.

0 Write down the important pieces of information in your own words.

0 Use a “bullet” form – no complete sentences. This eliminates the danger of copying phrases from the original document.

“Note taking.”Photograph. SunySullivan. Web. 28 Oct. 2012.

Note-taking Practice

Basic Gist:_______________________________________________________________________

Bulleted Notes:

As the French and Indian War drew to a close, imperial officials began considering future policies for trans-Appalachian settlement. The completed plan was included in the Proclamation of 1763, issued by King George III on October 7. It declared land west of the Appalachian Mountains to be Indian territory and prohibited white settlement there. The so-called Proclamation Line ran from Canada to Florida along the crest of the Appalachian range, clearly defined by geographical landmarks. West of the line, the Indian territory was placed under military jurisdiction, with no provision for civil government. Land grants were prohibited, previous purchases were declared void, and existing settlers were ordered to leave. Traders were required to obtain a special license. The Plan for the Future Management of Indian Affairs (or Plan of 1764) formalized Indian commissioners' power in the territory and decreed a tax on trade.Jaycox, Faith.” The Road to Revolution in the English Colonies: 1750–1776”. The Colonial Era, An Eyewitness History. New York: Facts on File, 2002. N. pag.  American History Online. Web. 31 Oct. 2014.

Step 2: Paraphrasing

Paraphrasing is writing in your own words the essential information and ideas expressed by someone else.

Is it Paraphrasing?

How about these?

Paraphrase Practice

Paraphrase:

As the French and Indian War drew to a close, imperial officials began considering future policies for trans-Appalachian settlement. The completed plan was included in the Proclamation of 1763, issued by King George III on October 7. It declared land west of the Appalachian Mountains to be Indian territory and prohibited white settlement there. The so-called Proclamation Line ran from Canada to Florida along the crest of the Appalachian range, clearly defined by geographical landmarks. West of the line, the Indian territory was placed under military jurisdiction, with no provision for civil government. Land grants were prohibited, previous purchases were declared void, and existing settlers were ordered to leave. Traders were required to obtain a special license. The Plan for the Future Management of Indian Affairs (or Plan of 1764) formalized Indian commissioners' power in the territory and decreed a tax on trade.Jaycox, Faith. “The Road to Revolution in the English Colonies: 1750–1776”. The Colonial Era, An Eyewitness History. New York: Facts on File, 2002. N. pag.      American History Online. Web. 31 Oct. 2014.

Step 3: Citing Sources

“Citations.”Peter’s Power Point Station. Phillip Martin, 2014. Web. 31 Oct. 2014.

In-class and homework activity

1. Open the U.S. History – Taxation Fall 2014 libguide and bookmark it. 2. Open NoodleTools and create a new project (MLA, Jr) entitled DEMO. 3. Cite the following in your DEMO project:

 Hint: Don’t forget to read the NoodleTools Notes in source boxes on the libguide.

• The BOOK on your table.• The PRINT ENCYCLOPEDIA on your table.• Open the libguide and click on the Books, Ebooks, and Encyclopedia tab. Click on the

American Revolution ebook and search James Madison in the search box under the cover of the book. Cite the first result in NoodleTools.

• In the libguide, click on the Database tab and then click on the American History Online link. Search James Madison and cite the first result in NoodleTools.

• Go to the Website tab and follow the link to “The Seven Years War to the American Revolution.” Cite the webpage.

• Now return to the libguide and follow the link below the one you just cited (the 2nd link), which has information from the Massachusetts Historical Society. Cite that webpage.

 4. “Print/export” your bibliography to Word, change the title, put your name on it and print it to turn in.

Yesterday?

0 What plagiarism is0 Ways to avoid plagiarism0 Demo NoodleTools project

“Pencils.” Photograph. Buzzsugar. Web. 2 Nov. 2012.

Today

A new way to cite our sources:

In- Text Citations

“Stack of file folders.” Photograph. 123rf .Web. 2 Nov. 2012.

Step 3: Citing Sources:

There are two ways to cite your sources:

0Bibliography or Works Cited - at the end of your project; this is always required!

0 In-text citations - within the text of your paper; you would add this feature when you write a paper.

“student1.” Photograph. Research Haven. Web. 31 Oct. 2012.

In-Text Citations0 In-Text Citations

0 citing sources within the body of your paper

0 Purpose of an in-text citation- to indicate specifically which information came from which source.0 Which of your sources.0 Where in that source.

0 You will call your list of sources “Works Cited” instead of “Bibliography.”

0 Each in-text citation should refer clearly to one of the items in the Works Cited list at the end of your paper.

0 You will include an in-text citation at the end of every direct quote.

0 You will include at least one in-text citation in every paragraph.

Example of parenthetical citations and a works cited

Parenthetical citations and the works cited MUST match

In-Text Citations

Therefore, the Continental army not only had to fight the British, but they also had to make sure that they hindered them from using the waterways (Beller 22).

From the Works Cited page:

Beller, Susan Provost. The Revolutionary War. New York:Benchmark

Books, 2002. Print.

Which source? Where in the source?

What an in-text citation looks like:

In-Text Citations

Near the end of the French and Indian War, “imperial officials began considering future policies for trans-Appalachian settlement” (Jaycox par. 12).

From the Works Cited page:

Jaycox, Faith. The Road to Revolution in the English Colonies: 1750–1776. The      

Colonial Era, An Eyewitness History. New York: Facts on File, 2002. N. pag.      

American History Online. Web. 31 Oct. 2014.

Which source? Where in the source?

OR an in-text citation could look like:

In-Text Citations, No Page Numbers

With most electronic or website sources, you do not have page numbers to use in your in-text citations. If you are using a direct qoute, you use the paragraph number.

It will look like this:

(Jaycox par.12)

Jaycox, Faith. The Road to Revolution in the English Colonies: 1750–1776. The      

Colonial Era, An Eyewitness History. New York: Facts on File, 2002. N. pag.      

American History Online. Web. 31 Oct. 2014.

****This means you will have to keep track of which paragraph your notes came from!****

In-Text Citations, No Page Numbers

With most electronic or website sources, you do not have page numbers to use in your in-text citations. If you are paraphrasing,

it will look like this:

(Jaycox)

Jaycox, Faith. The Road to Revolution in the English Colonies: 1750–1776. The      

Colonial Era, An Eyewitness History. New York: Facts on File, 2002. N. pag.      

American History Online. Web. 31 Oct. 2014.

In-Text Citations with No Author

Use the first important word in the citation.Here’s what you do:

Paraphrasing – (Address)

Quoting – (Address par. #)

“Address Supporting the Constitution.” American

History Online. Web. 19 Oct. 2011.

In-Text Citations when two sources have the same first

important word.Works Cited

American Flag. Photography. Encyclopædia Britannica ImageQuest. Web. 3 Nov 2014. "American Revolution." Britannica School. Encyclopædia Britannica, Inc., 2014. Web.

3 Nov. 2014.

Kaplan, Terri. How to Cite Anything. Atlanta: Peachtree Publishers, 2013. Print.

Kaplan, Terri. Best Books for Middle School. New York: Random House, 2014. Print.

In-text citations will look like:(American Flag)(American Revolution par. #)(Kaplan, How #)(Kaplan, Best #)

In-Text Citations

1. Appropriate form

• No pages?

• Use paragraph number if quoting.

• No author?

• Use first important word in the

citation.

2. How often do you add?

• Parenthetical citations and Works Cited

sources have to match up

Points to consider:

Example of parenthetical citations and a works cited

Parenthetical citations and the works cited MUST match

Your turn to try!

In-Text Citation Activity

Answers:

Works Cited

"Frosty The Snowman." Kidsongs. Together Again Video Production Inc,

2013. Web. 1 Nov. 2014.

Moore, Clement Clarke. "A Visit from St. Nicholas." Poetry Foundation. Poetry

Foundation, 2014. Web. 1 Nov. 2014.

Seuss. Horton Hears a Who! Westminster: Random, 1981. Print.

- - -. How the Grinch Stole Christmas. New York: Random, 1976. Print.

A Christmas Essay (of sorts)

All was quiet in the house on Christmas Eve; even the mice were still in their nests. Everyone had made the house ready for the arrival of St. Nicholas and “the stockings were hung by the chimney with care” (Moore par. 1). The children were fast asleep, dreaming of candy, while the parents were asleep also. All of a sudden, something made a loud noise on the roof and the father jumped out of bed to look out the window for the cause of such a racket. To his amazement, he saw a small sleigh being pulled by 8 reindeer (Moore).

One very cold and snowy day, all the children in the neighborhood made a snowman that they named Frosty. They gave him a button for a nose, coal for his eyes, a pipe made from a corncob, and an old silk hat. That must have been very special hat because, as one observer noted “there must have been some magic in that old silk hat they found for when they placed it on his head he began to dance around” (Frosty par. 3).Soon, all the children were following him through the streets of town stopping only when the local policeman asked them to (Frosty).

"The Grinch hated Christmas! The whole Christmas season! / Now, please don't ask why. No one quite knows the reason" (Seuss, How 3). Dr. Seuss's small-hearted Grinch ranks right up there with Scrooge when it comes to the crankiest, scowling holiday grumps of all time. Compare the Grinch to another Dr. Seuss character, the much-loved Horton of Horton Hears a Who! Horton is minding his own business when he hears a tiny cry for help. Although Horton has no proof that the person asking for help is real, he vows to do what he can to save this unknown creature because “a person’s a person, no matter how small” (Seuss, Horton 6).