NOT ANOTHER RESEARCH PAPER

DISASTERS PROJECT

ORGANIZATION CHECKLIST E-MAIL GOOGLE DOCUMENTS LINK TO PROJECT SITE NOTE CARDS 4 COLORS – MARKERS OR HIGHLIGHTERS BIG ENVELOPE

PICK YOUR TOPIC

Choose a Disaster that interests youDID YOU LIVE IT?KNOW SOMEONE WHO LIVED IT?READ ABOUT IT?SAW A DOCUMENTARY OR NEWS REPORT?SAW A MOVIE?JUST CURIOUS?

WHERE TO BEGIN

START WITH A QUESTION??????????????????

WHAT HAPPENED?Describe what happenedTimeline or sequence of events

WHENWhat sorts of resources were available during the time period the disaster occurred?

WHEREDid geography or culture play a part in the amount of damage or rebuilding decisions?

WHY?Were there natural causes?Were there man-made causes?What were environmental, political or cultural factors that determined the amount of damage or loss of life?

HOW?What is the science behind this disaster?How was the disaster managed by government, volunteers, disaster relief organizations, scientists, media?How will future disasters be prevented or damaged minimized?

HOW MANY?HOW MUCH?

Statistics

SERIOUSLY?An amazing fact

WHO?Who was affected by this disaster?Who were responded while the disaster was taking place? What did they do?Who came to help? What did they do?Who are scientists, politicians, media, religious figures, humanitarians , celebrities involved?What organizations are involved?

QUESTIONS

CHECK YOUR QUESTIONSHave you included the basic SHORT ANSWER questionsWHATWHEREWHENWHOHOW MUCH – STATISTICS Do some of your questions require DESCRIPTION OR EXPLANATION? WHAT - DETAIL, SEQUENCE , TIMELINEWHO – ROLES AND Do some of your questions require ANALYSIS, MAKING CONNECTIONS, OR DRAWING CONCLUSIONS?WHY – CAUSESHOW – EFFECTS AND PROCESSES

PRINT BOOKS & WEBSITES FOLLETT LIBRARY CATALOG

PRINT ENCYCLOPEDIA, REFERENCE, AND MAGAZINE ARTICLES

GALE DATABASES

APPROVED WEB SITES https://sites.google.com/site/9thgradedisasterproject/home

FIND SOURCES

EVALUATE YOUR SOURCES

AUTHORITATIVE Who is the author or organization responsible for the content of the site?How is this person or organization qualified to speak to this subject?Do you recognize the name of the author or organization as a trustworthy source?Is the purpose of the site to educate and inform you, to persuade you to agree with a position on the topic, to sell you something?

ACCURATEAre sources cited for the information presented?Does the information agree with other information you’ve read about the subject?

CURRENTIs there a copyright date or posting date on the information?Is new information about your topic still being discovered and reported or has it happened far enough in the past that its history established? The answer to this question will determine how much the date of publication matters.

DOCUMENT YOUR SOURCES

GIVES CREDIBILITY to your work

GIVES CREDIT to your sources for their work

Standard form used in liberal arts research to reference sources within the paper using

PARENTHETICAL DOCUMENTATIONand to list bibliographic information about

sources at the end with aWORK CITED PAGE

MLA DOCUMENTATION

WHAT IS BIBLIOGRAPHIC INFORMATION?

TITLEAUTHORPUBLICATION INFORMATIONDATES

WHERE DO YOU FIND BIBLIOGRAPHIC INFORMATION?

DEPENDS ON THE SOURCEBOOK – TITLE PAGE OR VERSO TITLE PAGEGALE –BEGINNING OR END OF THE ARTICLEWEB - ON THE PAGE WITH THE ARTICLE

ON THE MAIN OR HOME PAGEON THE “ABOUT US” PAGE

WHAT DOES AN MLA CITATION LOOK LIKE FOR A BOOK?

BOOK

Vogel, Carole. Shock Waves through Los

Angeles: the Northridge Earthquake.

Boston: Little, Brown and Company,

1995.

The formatting does not always appear correctly on web pages.

WHAT DOES IT LOOK LIKE FOR A MAGAZINE FROM GALE DATABASE?

Monastersky, Richard. "Northridge quake packed

unusual punch." Science News 30 Apr.

1994: 287. Gale Student Resources In

Context. Web. 21 Mar. 2012.

The formatting does not always appear correctly on web pages.

WHAT DOES IT LOOK LIKE FOR A WEB SOURCE?

National Institute of Standards and Technology.

Earthquake Northridge California. NIST: U.S.

Department of Commerce. 12 Aug. 2011.

Web. 21 Mar. 2012

<http:www/northridge/nist.gov>

The formatting does not always appear correctly on web pages.

Citation made

easierhttp://easybib.com/

EASY BIB

WHAT DO YOU HAVE TO DO?

Be able to identify: •Author, Editor, or Responsible Entity•Title of the book, article, or web page•Title of the anthology, magazine, journal, or web site•Name of the editor or compiler for an anthology•Responsible individual or organization•Date of publication•Place of publication and publisher for print sources

WHAT DOES EASY BIB DO?

•Provides cues for bibliographic information you need to include.•Formats the information you supply.•Saves citations from previous entries.

HOW SHOULD YOUR WORKS CITED PAGE LOOK?

Works Cited Monastersky, Richard. "Northridge quake packed unusual punch." Science News 30 Apr. 1994: 287. Gale Student Resources In Context. Web. 21

Mar. 2012.  National Institute of Standards and Technology. "Earthquake Northridge California 1994." NIST. U.S. Department of Commerce, 12 Aug. 2011.

Web. 21 Mar.2012. <http://www.nist.gov/el/disasterstudies/1994.cfm>  Vogel, Carole. Shock Waves through Los Angeles: the Northridge Earthquake.

Boston: Little, Brown and Company, 1995.

*THIS EXAMPLE MAY NOT APPEAR CORRECTLY ON THE WEB PAGE .PLEASE REFER TO THE PRINT EXAMPLE ON THE PINK BROCHURE YOU PICKED UP IN THE LIBRARY.

CHECK YOUR WORKS CITED PAGE

•DOUBLE SPACE WITH NO EXTRA SPACES BETWEEN ENTRIES•HANGING INDENT FOR EACH ENTRY•ALPHABETICAL ORDER•“Works Cited” AT THE TOP OF THE PAGE•CAPITALIZE ALL WORDS IN TITLE EXCEPT ARTICLES AND PREPOSITIONS (unless the first word is an article or preposition)•PUT URLS INSIDE BRACKETS <http://www...>

Focus your paperTell what you hope to prove

Explain which questions you will answer

THESIS STATEMENT

USE QUESTIONS TO FORM THESIS

EXAMPLE: Spanish Flu PandemicWhat caused the Spanish Flu? Why did it spread so quickly? How did it spread from country to country?How did doctors handle the epidemic? Did each country handle it differently? Did that effect the number of deaths?

THESIS STATEMENTS FOR THE SAME TOPIC MAY VARY

EXAMPLE 1: Several factors contributed to the Spanish Flu pandemic which spread across the entire world between 1918 and 1920 killing between 50 and 100 million people.

EXAMPLE 2: The Spanish Flu Pandemic that occurred worldwide between 1918 and 1920 had a profound effect on modern medicine and health practices.

DIFFERENT THESIS/DIFFERENT QUESTIONS

When? Where? How many people died? What caused it to spread?In the paper: Describe the disease and its symptoms Explain how the disease was transmitted

between people Trace how the disease spread across the

world Explain how World War I, health practices

and social practices, mobility of the population, etc. contributed to the spread of the disease

Focuses on the medical and health aspects: When? Where? What was the effect of the pandemic on

medicine and health practices?In the paper Describe the disease and its symptoms Explain how it was transmitted and

spread Explain what doctors and health officials

did to treat it Why did so many people die from Spanish

Flu? Explain what changes were made in

health practices after this event  Has it occurred since and, if so why was

it less deadly?

Several factors contributed to the Spanish Flu pandemic which spread across the entire world between 1918 and 1920 killing between 50 and 100 million people.

The Spanish Flu Pandemic that occurred worldwide between 1918 and 1920 had a profound effect on modern medicine and health practices.

CHECK YOUR THESIS STATEMENT•Can your thesis statement be proved?•Which questions do you need to answer in order to prove your thesis?•Have you found sources that answer those questions?

Identify which questions apply to your thesis

Sort your questions into categories of knowledge

Create an outline

OUTLINE

BASIC SAMPLE OUTLINEI. IntroductionII. Causes

A. NaturalB. Man-made

III. DamageA. Financial costB. Human cost

IV. PreventionA. GovernmentB. Private

V. Conclusion

QUESTIONS FOR INQUIRY

Where did the Spanish Flu originate?What are the symptoms?Why was it called a pandemic?How did it spread?How fast did it spread?Why did it spread so fast?How was it transmitted?What was it’s geographical path?Who treated the Spanish Flu?What health regulations resulted from the epidemic?

CATEGORIZE YOUR QUESTIONS

What is the Spanish Flu?What are it’s symptoms?Where did the Spanish Flu start?Why was it called a pandemic?How was it transmitted?How fast did it spread?What caused it to spread so fast?What was it’s geographical path?What were symptoms?Who treated the Spanish Flu?What health regulations resulted from the epidemic?What medical knowledge was gained from the experience?

CATEGORIES

Disease Spread of the disease

Treatment of the disease

Impact of the disease on society and

medicine

USE YOUR CATEGORIES AS OUTLINE TOPICS AND SUB TOPICS

I. IntroductionII. Disease

A. Biological characteristics – What is the Spanish Flu? B. Symptoms – What are the symptomsC. Treatment – How was it treated?

III. SpreadA. Transmission – How did people catch flu from one another?B. Geographic Path – How did it spread across the world? C. Social, biological, and political factors – Why did it spread so quickly?

IV. ImpactA. Medicine and health – What did doctors and nurses learn from treating flu?B. Social and economic – How did it effect families, cities, and nations?

V. Conclusion

CHECK YOUR OUTLINE•Logical categories for your topic•Introduction at the beginning with Roman numeral I.•Conclusion at the end with the last Roman numeral in sequence•Double spaced•All the Roman numerals line up•All the subtopic letters line up•All letters are indented evenly under the Roman numerals•There has to be more than one category to break down a Roman numeral - no A. with or a B; does not have to be a C•If there is more than A, B, and C consider making a new category with another Roman numeral

One fact per cardFacts that answer questions

Match fact to outline slugMatch fact to source

NOTES

ANSWER ONE QUESTION ON EACH CARD

Movement of troops after World War I allowed to flu to travel across borders or countries and oceans.

THIS CARD HELPS ANSWER THESE QUESTIONS: How did it travel worldwide?

AREN’T NOTECARDS OLD FASHIONED?

YES, BUT…

Writing your notes on the cards helps prevent plagiarism.

It is easier to tell whether you have found enough information to cover your topic.

It is easier to sort note cards into the order you want to present your facts when you are ready to write your paper.

What is an outline slug?

Each letter Roman numeral

combo counts as a slug –

II.A. is a slugIII.B. is a slug

Each Roman numeral that does not have a letter to subdivide itcounts as a slug.IV. is a slug

I. I. Introduction

II. II. Disease A. Biological characteristics B. Symptoms C. Treatment

III. III. SpreadA. TransmissionB. Geographic Path

C. Social, biological, and political factors

IV. IV. ImpactA. Medicine and health

B. Social and economic

V. IV. Conclusion

INCLUDE THE CORRESONDING OUTLINE SLUG FOR EACH FACT

I. Introduction

II. Disease A. Biological characteristics B. Symptoms C. Treatment

III. SpreadA. TransmissionB. Geographic Path

C. Social, biological, and political f

IV. ImpactA. Medicine and health

B. Social and economic

V. Conclusion

Movement of troops after World War I allowed the flu to travel across borders and oceans.

III. C. Billings

INCLUDE THE SOURCEFOR EACH FACT

Works cited

Aaronson, Virginia. The Spanish Flu Pandemic of

1918. Philadelphia: Chelsea House, 2000.

Billings, Molly. The 1818 Influenza Pandemic.

Stanford University. Feb. 2005. 26 Mar. 2012.

<http://virus.stanford.edu/uda/>

Holmes, Edward C. "1918 and all that." Science

303.5665 (2004): 1787+. Gale Student Resources In Context. Web. 27 Mar. 2012.

Movement of troops after World

War I allowed the flu to travel

across borders.

Include the first word of the bibliographic entry. Author’s last name or the first word of the title that is not an article if your entry has no author listed.

BillingsIII.C.

CHECK YOUR NOTES•Every fact or card answers a question and has a slug•At least one slug per outline slug•Every fact has a documented source•Enough facts for each slug to answer the corresponding question

Write an introductionUse your outline and note cards to write

the bodyWrite a conclusion

WRITE YOUR PAPER

Introduction

Make sure you answer What? When? And Where? In your introduction.

Hook your reader. Start with one of your “Seriously?” factsIntroduce your topic with basic facts that lead into to your thesis.Last sentence of your introduction is your thesis statement.

SAMPLE INTRODUCTIONWith the thesis statement at the end

In spite of the name, Spanish Flu did not originate in

Spain. There are a number of theories about where this

deadly, highly contagious disease originated. Several

factors contributed to the Spanish flu pandemic that

spread across the entire world between 1918 and 1920

killing between 30 and 40 million people (PBS).

WHAT?

WHERE?

WHEN?

SERIOUSLY?

Write from your note cards

Put your note cards in outline orderPut facts on cards into a complete sentencesIt’s okay to combine several related facts into one sentence Use outline categories to form paragraphs. If you have enough facts you can make each A. B. C. slug its own paragraph. If not use larger divisions II. III. IV. to separate facts into paragraphs

Parenthetical documentation

Credit your sources with parenthetical documentation when you use:

QUOTESSTATISTICSUNIQUE FACTS OR IDEAS FOUND IN ONLY ONE SOURCE

PARENTHETICAL DOCUMENTATION EXAMPLE

In spite of the name, Spanish Flu did not originate

in Spain. There are a number of theories about

where this deadly, highly contagious disease

originated. Several factors contributed to the Spanish

flu pandemic that spread across the entire world

between 1918 and 1920 killing between 30 and 40

million people (PBS).

IV.B. PBSDeath Stats30 to 40 million died worldwide

Cite statistics with

parenthetical documentation

It’s a Rough Draft

Just go through your note cards and writeJust get your facts and ideas on paperYou can reword and grammar & punctuation mistakes later

SAMPLE BODY PARAGRAPH

100 times more deadly than the H1N1

virus that today’s flu shot prevents (Jones

36) the Spanish flu often killed its victims

just hours after they became

symptomatic. Scientists recreated the

Spanish flu in a lab. They learned that the

Spanish Flu started as a bird flu and

passed through swine before it could

infect the human population.

IIA Jones 100 times more deadly than H1N1 (36)

IIA Jones lung tissue preserved from autopsies of two soldiers genes showed the Spanish flu came directly from a bird virus and moved humans after mutating (49)

IIA PBS

Some victims died within hours of the first signs of infection

When citing a PRINT source, include the page

number in the parenthetical

documentation

The symptoms were fevers over 104

degrees and extremely painful body aches.

Some victims turned blue-black because of a

lack of oxygen. (Spanish) Most victims were

healthy young adults. This was unusual

because victims of most infectious diseases

are babies, the elderly, and people with poor

immune systems. The kind of people the flu

claimed as victims influenced the way it

spread. Younger people were the ones who

travelled more and who were in World War I.

IIB Spanishyoung healthy adults usually flu strikes older people, babies, and those with weakened immune systems

r

SAMPLE BODY PARAGRAPH

IIB SpanishCyanosis, a lack of oxygen in the blood that turns the skin a bluish-black color

II B Spanish Symptoms:

fevers of 104 degrees or higher and aches

IIB JonesIncreased mobilityCars-faster plane & boats

JUST KEEP WRITING FROM YOUR NOTE CARDSIIIB Spanish

 The Spanish flu probably did not originate in Spain. World War I was still going on and since Spain was neutral and its press uncensored, the Spanish press reported on the epidemic.

IIIB JonesTheory: Started w/ milder case among Austrian soldiers Spring of 1917 & mutated. Another theory- France

IIIB PBS Theory: Some believe that it started in Kansas. 1st really serious cases were there

IIIB PBSTheory: China, to the United States to Europe - spread worldwide because of the war.

There are several theories on where

the Spanish Flu originated. Early, but

milder cases in the flu in Austria made

cause some scientists to say that’s where

it started (Jones, 87). The first serious

cases were in Kansas where they spread

to a nearby Army post and could have

been carried overseas from there. Since

many bird flu start in China many

scientists think that if it didn’t start there,

it

III.C Spanishclose troop quarters and massive troop movements made it easier for flu to spread III.C. PBSTravel easier - Cars, faster trains and steam ships

deadly strain may have mutated there

then moved out with troops (PBS).

Because of World War I troops were

moving around the globe. Troops were

housed in close quarters and travelled in

large groups. For example within a

month of the first Kansas solder’s

illness,1100 troops at Camp Funston

were hospitalized. Almost

simultaneously the same thing was

happening in Boston and Chicago. “All a

boy got when he died was a sheet.

There weren’t enough caskets to bury

the dead.” (Spanish).

It was common to quarantine homes

where the flu. Some countries tried

blockades to keep the flu out.

III. C. SpanishKansas case in 1918 mutated strain

III. C. Spanish

“All a boy got when he died was a sheet. There weren’t enough caskets to bury the dead.

III.C. Jones

Started in Kansas

3 months later at Army camp

Week later 100 troops

Month later 1100 troops (22)

III.C. PBS

Quarantines

Week later 100 troops

Month later 1100 troops (22)

III.C. Spanish

Countried with blockades had fewer cases

People wore masks for protection but

this backfired because dirty masks were good

hosts for the virus (PBS). Spanish Flu offered

this and other lessons for doctors. A large

number of deaths originally blamed on

Spanish Flu were really from aspirin

poisoning(Spanish). Studying this flu with

modern technology is helping doctors learn

how flu spreads.

The personal impact of the flu on

individuals is reflected in 675, 000 deaths in

the U.S. alone (Spanish), and over 3 million

worldwide It is impossible to separate out the

social and economic impact of the flu

because so much of the same population

affected by the flu died in the war. Because

more Axis troops than Allied troops died

overall,

IV. A. PBS

Dirty masks were hosts for the virus

IV. A. Jones

Doctors exhumed bodies to study spread of the flu and were able to discover that the nature of the fluIV A. Spanish

Aspirin poisoning – the treatment acutally caused more people to die

IV. B. Jones

Because so many people died in the war at the same time the economic and social impact of the flu can’t be separated from that (87)IV. B.

Spanish

Same population, young adults died from flu and in WWI

Axis “Commander Erich von Ludendorff blamed

Spanish Flu for the failure of Germany’s major

Spring offensive” (Spanish)

The factors that caused the spread of the

Spanish Flu were World War I, modern

transportation, and the population it affected.

While the timing led to its other nickname, “The

forgotten pandemic” (PBS) the Spanish Flu may

have helped the Allies win the war (Spanish).

IV. B. Spanish

“Commander Erich von Ludendorf blamed Spanish Flu for the loss of Germany’s major Spring offensive.”

II.A PBs

Called the “forgotten pandemic”

CONCLUSION EXAMPLE

The factors that caused the spread of the

Spanish Flu were World War I, modern

transportation, and the population it affected.

While the timing led to its other nickname,

“The forgotten pandemic” (PBS) the Spanish

Flu may have helped the Allies win the war

(Spanish).

RESTATE YOUR THESIS

ADD YOUR CONCLUSIONS ABOUT

THE THESIS

END WITH ANOTHER

INTERESTING FACT OR IDEA

After you write it READ IT!

Have someone else read itMake it better

EDIT AND REVISE

LOOK FOR MISTAKESSpell check and Grammar check – The first thing, not the only thing

Tense agreement – Past Tense when you are talking about an event

Person – 3rd Person for a formal paper

Documentation – (Source) after quotes, statistics, unique facts

Punctuation – If documentation is at the end of the sentence the period goes after the (Parenthesis).

Complete sentence – Minimum 1 verb

Paragraphs – Facts from one Roman number slug together in a paragraph

If paragraph is longer than 5 sentence make a separate paragraph for A and B.

EDITING WITH MICROSOFT REVIEWHOW TO REVIEW A DOCUMENT IN WORD 2007 1. Select the text you would like to comment upon2. Open the Review ribbon, 3. Click on Balloons and choose Show revisions in Balloons4. Select New Comment in the Comments section3. In the balloon that appears in the right margin, type your comment4. Click anywhere in the document to continue editing the document

COMMON CORRECTION TERMS

G = fault in grammarP = fault in punctuationwdy = wordyawk = awkward or confusing phrasingrep = unnecessary repetitionS/V = subject verb agreementT = tensefrag = fragment – not a complete sentence