disasters project
Post on 29-Jun-2015
592 Views
Preview:
TRANSCRIPT
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.
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
top related