October 28, 2011 Dear Parents and Guardians, Research is a vital part of a students academic experience, providing a unique

opportunity to explore a subject in depth. As part of the New York state and Bloomfield district goals, research is now a part of the secondary school curriculum, with each grade level completing a joint English-Social Studies research project (EnSo). These projects grow incrementally more demanding, so when students graduate high school they are prepared for the rigor of college and career by developing the ability to read and process information, and arrive at an independent conclusion. The 9th grade will begin its research unit next week. The focus of the research will be the ancient cultures of Greece and Rome. Our guiding question for the unit is To what extent was your topic a cause or effect of the rise or fall of its associated civilization? Students will conduct independent research, compile a list of sources, and use their findings to develop a thesis which answers this question. The final product will be a research paper of a minimum length of 1,250 words (approximately 5 pages). Here are details about the paper: Due Dates: You will find the project timeline in this packet. Students are expected to complete all work by Thursday, December 1. No work will be accepted after this point. In order to meet this deadline, students will need to be present and on task every day of the project. If they are absent, they will need to double their efforts to make up the missed research elements. Project Weight Because of the time and demands of this project, it is worth 200 points (2 test grades) for both English and Social Studies. It will be a part of the second quarter total grade. Parent Involvement We encourage parents to be involved in the project by asking their child questions about the research, showing an interest in the material, and most of all offering encouragement to their child in whatever way possible. Obviously, you are a big part of their lives, and we all are working together for the same goal: a productive and successful experience during this research unit. If you have any questions, please feel free to contact us. Regards, Glenn McCarty, English 9 Teacher gmccarty@bloomfieldcsd.org 657-6121, x1210 Class website: gmccarty.blogspot.com Scott Calabrese, Global 9 Teacher scottcalabrese@bloomfieldcsd.org 657-6121, x 1135 Please remove and save this sheet to refer to should any questions or concerns arise. Please remove the next sheet and return it with your child to Mr. Calabrese on Monday, Oct. 31.

English 9 Extended Essay Research Packet I have read the introductory letter and research packet, and I understand the terms of the project. Student signature: ___________________________________________________________ Parent/guardian name: _______________________________________________________ Parent/guardian signature: ____________________________________________________ Please return to Mr. Calabrese on Monday, October 31.

Name __________________________ SS Period ________

9th Grade Greece and Rome EnSo Extended Essay Research Packet
Overall Guiding Question: To what extent was your topic a cause (or effect) of the rise (or fall) of the Ancient Greeks (or Roman Empire)? Your Research Question:

Last Update: October 27, 2011 Bloomfield MSHS Library Mrs. Keyes, Library Teacher tkeyes@bloomfieldcsd.org 585-657-6121 x 1223

Bring this packet with you every day, and complete all assignments. You will hand it in; it is part of your grade.

Planning Your Research Strategy Once you know what youre trying to prove, gather information about your topic. Ask yourself: What facts or evidence do I need to answer my Research Question (RQ)? You will use this information to plan your avenues of defense the points you will make to prove your thesis. Example RQ: To what extent do sporting events held in Ancient China compare to ours today? Brainstorm: What evidence will you need that will help you answer that R.Q.? - Games - Rules - Players - Costs - Fans Your Guiding Questions (GQs) might be: 1) What sports did they play? 2) Who developed the rules of those sports? 3) Why were those sports so important to the community? 4) What sports do we play today that have similar rules? 5) How do Americans today view sporting events? Guiding Questions #1:

#2:

#3:

#4:

#5:

#6:

Identify the Best Sources of Information Complete only if not using databases Checklist for Evaluating Web Sites
No one has judged the quality or accuracy of the information found on the Web before you come across it, so you must evaluate the information you find. Some sites are created by experts, but the vast majority of WWW sites are designed and authored by non-experts.

1. Complete one of these checklists for each free website you use (not necessary for our databases)
2. Attach a printout of the first page of the Web site to the checklist What is the URL or Web address of the Web site you are evaluating? ___________________________________________________________________________________ What is the title of the Web site? (Look in the top left corner in the blue Windows banner) ___________________________________________________________________________________ AUTHORITY & ACCURACY Anyone can create and load a Web site. It is important to find out who the author is and what are the author's qualifications or expertise, in order to determine the credibility and reliability of the information. Who is the author of the Web site? ___________________________________________________________________________________ I couldn't tell. What part of the URL (Web address) gave you clues about authorship? Check all that apply: (.com).a company (.org) non-profit organization (.edu) academic institution (.uk) country sponsored site (.gov) U.S. Government agency (www.joetaylor.com or ~ ) a personal Web page (.mil) U.S. military site Other? Please describe: _________________________________ (.net) network of computers What are the qualifications of the author or group that created the site? _____________________________________________________________________________ I couldn't find this information. CONTENT & OBJECTIVITY Determine the purpose of the Web site by looking closely at the content of the information. Some sites provide links to information about our organization or a Mission Statement, detailing the purpose in creating the Web site, while the purpose of others might not be obvious at first. Take the time to thoroughly explore a site to determine if the information is subjective (biased or opinionated) or objective (factual), or mixed. What is the purpose of the Web page or site? Check all that apply: a personal Web page. for entertainment. a company or organization Web site. an advertisement or electronic commerce. a forum for educational/public service information. a forum for ideas, opinions or points of view. a forum for scholarly/research information. Other? Explain: ___________________________________________________

What does the Web site provide? Check one: Balanced, objective or factual information. Biased, subjective or opinionated statements. If yes: Are the arguments well supported? Yes No Both objective and subjective information. I couldn't tell. Does it provide any means of communicating with the author or Webmaster? Yes, the site provides _____________________________________________________ No CURRENCY The currency or regularity of updating information is vital for some sites, and not so important for others. For example, Web sites that provide historical information, such as presidential papers of George Washington, do not have to be updated as often as sites that provide news stories or stock market information. Is there a copyright year, or range of years, mentioned? Yes year(s): ___________________________________ No. When was the Web site last revised, modified or updated? It was updated: _________________________________ I couldn't tell. Is currency important to the type of information available on this Web site? Yes. Please explain: ________________________________________________________ No. Please explain: _________________________________________________________ Is the site well-maintained? Yes. No. Are links broken (Error 404 messages)? Yes. No. DESIGN, ORGANIZATION AND EASE OF USE Design, organization and ease of use are important considerations. Web sites can provide useful sources of information. However, if they are slow to load or difficult to navigate, search and read, then their contribution and usefulness will be lost. In your opinion, how does the Web site appear overall? Check all that apply: Well designed and organized. Easy to read and navigate. HELP screens are available. A search feature/site map is available. Poorly designed and organized. Difficult to read and navigate. Too many popup ads. HELP screens are unavailable. A search feature/site map is unavailable.
Checklist developed : University Libraries at University of Maryland (2207); revised: Bloomfield MSHS Library 20 Feb 2009.

Print Materials: Complete one of these sheets for EVERY print source. Author or Editor. Title of Article. Title of Book or Encyclopedia. City of Publication : Publisher, Copyright year. # of volumes, if encyclopedia. Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

Print Materials: Complete one of these sheets for EVERY print source. Author or Editor. Title of Article. Title of Book or Encyclopedia. City of Publication : Publisher, Copyright year. # of volumes, if encyclopedia. Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

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Print Materials: Complete one of these sheets for EVERY print source. Author or Editor. Title of Article. Title of Book or Encyclopedia. City of Publication : Publisher, Copyright year. # of volumes, if encyclopedia. Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

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Print Materials: Complete one of these sheets for EVERY print source. Author or Editor. Title of Article. Title of Book or Encyclopedia. City of Publication : Publisher, Copyright year. # of volumes, if encyclopedia. Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

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Online Materials: Complete one of these sheets for EVERY online source you use. If you use a database with a citation function, copy the citation into Word and staple it over this section. Author, if listed. Webpage or article title. Website title (or database title circle one) MC Gale Grolier Facts Sponsor = Owner of the website. Copyright date. Date of access. (Date you found it) Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

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Online Materials: Complete one of these sheets for EVERY online source you use. If you use a database with a citation function, copy the citation into Word and staple it over this section. Author, if listed. Webpage or article title. Website title (or database title circle one) MC Gale Grolier Facts Sponsor = Owner of the website. Copyright date. Date of access. (Date you found it) Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

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Online Materials: Complete one of these sheets for EVERY online source you use. If you use a database with a citation function, copy the citation into Word and staple it over this section. Author, if listed. Webpage or article title. Website title (or database title circle one) MC Gale Grolier Facts Sponsor = Owner of the website. Copyright date. Date of access. (Date you found it) Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

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Online Materials: Complete one of these sheets for EVERY online source you use. If you use a database with a citation function, copy the citation into Word and staple it over this section. Author, if listed. Webpage or article title. Website title (or database title circle one) MC Gale Grolier Facts Sponsor = Owner of the website. Copyright date. Date of access. (Date you found it) Evidence / what I found Analysis / How does this support my point? (pg # _____)

(pg # _____)

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Some methods of organizing your paper: A) Rank with justification Most important to least important Least important to most important Contrasts (of perspectives of sources): 1) The three most pressing issues causing the Roman decline were X, Y and Z. 2) While many factors contributed to the situation, the greatest impact was caused by B) Perception versus reality: 1) While most people believe X was the result of the Roman decline, recently uncovered evidence shows otherwise. 2) You may think Spartans were responsible for , but the reality is .... C) Cause and effect: 1) Although casualties were high, the Romans decision to go to war led to an increase in territory 2) The impact of religious beliefs went far beyond its influence on the local community. D) Chronological Order: 1) Despite its decades of military victories, the dominance of Athens was destined to fail. 2) As the territory of Alexander the Greats empire expanded, so too did the status of women.
***This is Important*** Your thesis statement may change to reflect the information you find during your in-depth research! Many researchers rethink and retool their original argument when they examine the evidence. You must be willing to do this that is honest research!

Apply Critical Thinking Skills The ______________ = the fact you found in the book or online. Summarize or paraphrase it. The = your thoughts / analysis / opinion about that fact. You will NOT find this online. Its what YOU think, not what the author or website contributor thinks. Learning that _____________ leads one to believe that The pros or cons of ___________ are The reason for ____________ is probably After learning _____________, one could infer that Before ________________, there must have been Learning _____________ demonstrates that After learning ________________, one could compare this to Knowing _______________, one can argue that If __________________ occurred, the effect would be Given that ______________, one needed to have After learning _____________, the belief must have been Knowing _________________, the thing that that was most valued was Visualizing ________________, one might be able to understand Now that we know __________, one could predict . The benefits of ______________ would be that The disadvantages of _______________ would be that Experiencing ________________, the impact might be Realizing _____________, one could imagine reasons for feeling The fact that ________________ means that In light of __________________, its obvious that When looking at _________________, one might assume Certainly, the result of _____________ would have been Because of ________________, it seems likely that Comparing _________ and _________, one could surmise In contrast to ________________, _____________ seems The main difference between _________ and ________ might be

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Extended Essay Grading Rubric

Category A) Content Facts 40 points Exemplary (100 %) Good (80 %) Fair (50 %) Content is fair and suggests the student has not discovered most of the important facts. Demonstrates some knowledge of the subject. Poor (20 %) Content is poor and suggests the student has not done sufficient research. Demonstrates very little knowledge of the subject. Content is exemplary Content is good and and suggests the student suggests the student has has discovered the discovered most of the important ideas of topic. important facts of topic. Shows deep knowledge Demonstrates good of the subject. knowledge of the subject. Fulfills all requirements; addresses key elements; shows insightful interpretation, analysis and critical thought; makes connections and demonstrates reflection Fulfills most requirements; addresses some key elements; shows a predominantly literal interpretation of the text with some critical thought; makes some connections

B) Meaning 40 points

Fulfills some Fulfills few requirements; requirements; addresses addresses basic elements; basic elements; shows shows little evidence of little evidence of understanding more than understanding more than parts of the research; no parts of the research; no critical thought; makes few critical thought; makes connections few connections Shows little attempt to establish a focus; may be repetitive, focusing on minor or irrelevant info; little or no attempt at organization Difficult to read; little or no sense of engagement or voice; uses minimal, below grade-level vocabulary; may included fragmented or incomplete thoughts Demonstrates a lack of knowledge and control of the conventions of written English; contains many errors that make the writing incomprehensible

Establishes and C) maintains a clear focus; Organization shows logical sequence of ideas through the use of appropriate transition 15 points and other devices

May show an attempt to Generally focused, though it establish focus; may may include some irrelevant include some irrelevant details; shows a clear info; shows little attempt attempt at organization at organization

Is fluent and easy to Is still fluent and easy to Is readable with little read, with vivid language read, with some sense of sense of engagement or D) Language and a sense voice; is engagement or voice; takes voice; uses minimal, Use: stylistically fewer chances with varied below grade-level sophisticated, using sentence structure, vocabulary; may include varied sentence preferring more simple 15 points fragmented or structure and sentences; primarily uses incomplete thoughts challenging vocabulary basic vocabulary E) Writing Mechanics 15 points F) Citations 20 points Demonstrates thorough Demonstrates a good knowledge and control of knowledge and control of the conventions of the conventions of written English; mistakes are English; mistakes are still minor and occur with minor, but they may occur sophisticated vocabulary with basic vocabulary and or sentence structures structures Student used NoodleTools to properly document 4+ good sources. Demonstrates a minimal knowledge and control of the conventions of written English; contains many errors that interfere with readability, flow and comprehension.

Student used NoodleTools to 4+ sources, but not with Student did not document document 4+ good sources; NoodleTools; citations sources; sources are too contains typos or small are done incorrectly. few or inappropriate. errors. Students essay contained eight or more in-text citations, with some small errors. Project shows the use of several sources. Used databases; used sites that sound valid, but did not complete Checklist. All pages completed with facts, but missing some analysis or source info. Shows critical thinking and some effort to analyze evidence. Students essay Students essay did not contained less than eight include parenthetical in-text citations, some citations. are done incorrectly. Project shows very little variety in the sources Used database; no attempt to validate online sources. Packet submitted, but shows little effort. Few notes, lacking analysis, lacking source info. Is little more than restatement of evidence. No evidence of resource variety. Used only free websites and showed no attempt to validate online sources. Packet not submitted or missing most info. Analysis is incomplete or shows no critical thinking.

G) Parenthetical Students essay contained eight or more Citations in-text citations, with no errors. 20 points H) Websites Project shows the use of a variety of sources. Used Used databases; student validated free websites 15 points w/Checklist. I) Research Packet 20 points All pages completed with significant facts, analysis and source info. Shows critical thinking and conscientious effort to analyze evidence.

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Total Score A_____ + B _____ + C ______ + D ______ + E _____ + F ______+ G ______ + H ______ + I _____ = Total Score ______

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9th Grade EnSo Timeline Monday Oct. 31 Primary Source Investigation (PSI) LIBRARY Global and English periods Tuesday Nov. 1 Broad topic search Print sources only LIBRARY Global and English periods Wednesday Nov. 2 Intro to databases Broad to narrow search LIBRARY Global and English periods Nov. 9 English - Outline work and research Global - MLA Works Cited and parentheticals LIBRARY Global only Outline Due end of period Nov. 14 Draft writing time Both classes in classrooms Nov. 15 Draft writing time Nov. 16 Draft writing time Nov. 17 Draft Essay Due (beginning of period) Nov. 18 Draft Conferences (w/ McCarty, Calabrese, Keyes) Thursday Nov. 3 Ticket out the door: Thesis and Avenues of Defense LIBRARY Global and English periods Nov. 10 English Model EnSo first drafts Global Outline work and research LIBRARY Global only Friday Nov. 4 Thesis conferences Gap research for Avenues of Defense LIBRARY Global and English periods Nov. 11 NO SCHOOL VETERANS DAY HOLIDAY

Nov. 7 English - Outlining Lesson Global Research on topic LIBRARY Global only

Nov. 8 English Outline writing (computers) Global - Research LIBRARY Global only

Both classes in classrooms Both classes in classrooms

Nov. 21 Draft Conferences (w/ McCarty, Calabrese, Keyes)

Nov. 22 Nov. 23 Draft Conferences (w/ NO SCHOOL McCarty, Calabrese, Keyes) THANKSGIVING HOLIDAY

Nov. 24 Nov. 25 NO SCHOOL NO SCHOOL THANKSGIVING HOLIDAY THANKSGIVING HOLIDAY

Nov. 28

Nov. 29

Nov. 30 PAPER DUE

Dec. 1 GRACE DAY All papers collected