Historical Research Essay, finding sources

o   Research Process #1:                    /10   (Due 1/13/14)

o    Find and print (or record on Evernote) 4-5 sources.

o   Evidence of note taking (highlighting, summarizing, paraphrasing, etc.)

o   Annotated bibliography (Due 1/21/14)

Evernote.com is a great way to keep track of and organize research.

Research Process 2:

Annotated Bibliography

For your essay, you must find at least five sources relating to your topic.  At least one of these must be a print source (book, magazine, newspaper, map, etc.).

Next you must create an annotated bibliography of your sources.  An annotated bibliography is a list of your sources (in MLA format, similar to a works cited page), but also includes a short description (2-3 sentences) of each source and its information.  In an essay where you must use multiple sources of information, the annotated bibliography is helpful in keeping track of your sources and the information they contain.

Your annotated bibliography (with at least five sources and annotations) is due

Tuesday, January 21.

                                           Annotated Bibliography Example
Colvin, Richard Lee and Martha Groves.  "Schools Learn Perils of Using a Single Test."

        Los Angeles Times  25 September 1999:  A1.

        (use literary present tense)
This article discusses the recent grading mistakes made by some of the top test-making  
companies in the United States.  The results supplied by CTB/McGraw-Hill sent over 8,600
students in New York to summer school, by mistake, due to faulty results.  This has also
occurred with other publishers and in other states.  With so much at risk, such as high school
graduation, it is imperative that results are given accurately.  It is also necessary to make sure
standardized tests are not the only factor in getting a diploma or advancing to the next grade.

Herman, Joan L. and Jamal Abedi.  "Assessing the Effects of Standardized Testing on Schools."
        Educational and Psychological Measurement  54  (Summer 1994):  471-482.
        This article gives statistical data collected from upper elementary teachers in 48 different
schools.  450 questionnaires were sent to the teachers to get information on what they
thought of standardized testing.  Questions included: how much pressure is felt from the
principal or school district, how much time is spent reviewing for standardized tests, and to
what extent changes in test scores are due to a change in instruction.  The surveys were
given out to all types of schools, poor and wealthy, and approximately 341 were received back.