2. Introduction
• Students create research projects as a
method to show detailed analysis of a
subtopic within their course of study.
• When completed, the idea is that they are
the “resident expert” on the topic, and
should have more in-depth knowledge
than their peers on the subject matter.
3. Choosing a Topic
• The first step is choosing a topic.
• Students, in most cases, have complete control over the
topic they choose to research, as long as it falls within
the parameters of the course they are taking.
• The purpose of leaving the topic open ended is to allow
students to learn, in more depth, about a subject that
interests them.
• It also gives them the freedom to survey many different
topics of study before choosing a subject, which can lead
to connections between different topics and potential for
imprinting (learning) about more things than previously
anticipated.
4. Choosing a Topic
• When choosing a topic to research in depth for Social
Studies, students should first look at the parameters of
the subject matter in which they are researching.
• An example would be, if a student is to be researching a
topic from U.S. History I, the topic needs to be within the
time constraints of the years that encompass U.S.
History I (roughly the 1600’s to the 1930’s).
• Students will be doing an in depth research project on
the topic, so they should highly consider topics that are
of interest; this will make reading and researching more
enjoyable.
5. Using Internet Search
Engines
• At the onset of beginning the research process, students
need to know the best types of sources to use in support
of their topic. Due to the almost unlimited sources of
information found on the internet, students will most
likely find most, if not all, information through internet
sources.
• The first part of internet research is using a search
engine or internet directory to locate relevant and related
information on the topic being searched.
• Major search engines include Google, Bing, and Yahoo
along with several lesser known, but useful sites.
6. Internet Search Engines, cont.
• These sites will display results based on the matching
and frequency of use of the typed in search keywords.
• Typically, the top resources displayed are the sources
that have the best matches of keywords and frequency,
which should make those sources the most relevant.
• Students should NOT limit themselves to one search
engine in hopes to find all the relative information.
• After trying the same keyword search in multiple search
engines, students should be able to see patterns, like the
same websites, or websites with the same links being
used.
– These results will most likely be the most relative to their search,
and may be the best sources used in their research.
7. Internet Search Engines-
Advanced
• Just using keywords to search alone will
not open enough options and
opportunities in the amount and accuracy
of a topic.
• The way in which a student inputs the
keywords can also alter the results of the
search results.
8. Internet Search Engines-
Advanced
• For instance, if a person is searching for information on
the topic of illegal immigration, a student can start by
typing in the keywords ‘illegal immigration’ and perusing
the results.
• However, by simply modifying the keyword input, the
results of the search can dramatically change, for better
or for worse.
• Students should consider using synonyms (words that
are different but have the same meaning), if possible, to
view different result sources.
• Instead of searching for illegal immigrants, student could
try the keywords ‘illegal aliens’.
9. Internet Search Engines-
Advanced
• Students may also find that the search results are too
broad to their topic. In this case, there are keywords and
symbols that can be used to help narrow the search.
• The first consideration should be typing in keywords or
short phrases that will display narrower search results.
• In the previous example, if a student was trying to find
information on illegal immigration in a certain part of the
U.S., they should consider typing things like ‘illegal
immigration in Arizona’ or ‘illegal immigration in the
southwest region of the U.S.’.
10. Internet Search Engines-
Advanced
• Another way of achieving more direct
search results are by using Boolean
words, or words that will combine or omit
portions of a search. The most common
Boolean words are ‘and’, ‘or’, and ‘not’.
• An example would be searching for ‘illegal
immigration and Arizona’
11. Internet Search Engines-
Advanced
• Students can also refine their search to include
results that only include the keywords used
exactly as typed (or searched).
• When searching for ‘illegal immigration’, a
student might consider using quotation marks
around their keywords- “illegal immigration”.
– This will display only results where the words ‘illegal
immigration’ are found together, and omit the sources
where the words ‘illegal’ and ‘immigration’ are found
within the same source, but not in conjunction.
12. Internet Search Engines
• All of these search methods need to be
considered and/or attempted before students get
serious about using the information provided in
the results of their search.
• Consistency and repetition among search
engines as well as consistency, patterns, and
relativity among website results will provide the
student with the best foundation for beginning
research.
13. Conducting Research and
Evaluation of Sources
• Once a student has mastered the basics of using
internet search engines, they are ready to move on to
the actual research portion of their project.
• Once a search has been conducted, the student will be
given a vast array of information on the topic or
keywords entered.
• The results usually display in order of websites that are
most cross-referenced by other websites, meaning the
website at the top (with the exception of the
advertisement sites if any) will have the most amount of
links to it from other websites discussing the keywords
searched.
14. Evaluation of Sources
• The next task at hand is the evaluation of the
sources provided by the search.
• This is the most difficult part of the research
process, because it requires students to closely
examine not only the content of the source, but
the entire source itself.
• When evaluating a website, there are a number
of things that students need to consider before
relying on and using the information provided.
15. Type of Source
• The source or provider of the website can be identified by
looking at the URL domain. There are a number of URL
domains and each suffix provides a different meaning or
agenda to the type and way the information is presented on
the website. The following are a few examples of the most
common domains:
• - .edu Educational site (academic, college, or
university)
• - .com Commercial site (business or company)
• - .gov U.S. non-military governmental agency site
• - .mil U.S. military site
• - .net Networks and internet service providers
• - .int International organization
• - .org Non-profit, non-academic, non-governmental
organization
16. Type of Source
• If the web site has a suffix with a country abbreviation,
example .uk (United Kingdom) or .ca (Canada), the
website’s origin/organization is from that country.
• The suffix of a website can provide insight into how
reliable the information provided is.
• For instance .com sites are typically trying to promote a
business and or a product. These sites will have more
bias as they are trying to make money.
• More reliable suffix sites include .edu, .gov, and .org;
these sites typically are created and maintained to
provide information with less bias.
17. Authority
• The internet does not prevent anyone from putting
information out.
• An important thing students need to look for once they
have referenced a “reliable” site is the author(s) of the
information.
• Students should look for information on the author(s)
including:
– education level; experience; where they work; credentials
(degree[s] or certifications); email addresses; biographical
information; affiliations.
• The more academic, scholarly, or just associated an
author is in relation to the topic, the better information
provided should be.
18. Accuracy
• Just because it’s on the internet does NOT mean it is
truthful or factual.
• There are several things to look for to help determine
how accurate the information is.
• Students should look for detailed explanations of the
topic they are attempting to research.
• The information should be factual and detailed and
provide a solid knowledge base of information on the
topic.
• Students should also make sure to cross-reference their
findings to ensure that the facts are consistent between
the various authors.
• Obvious factual errors and discrepancies along with
basic errors including spelling and grammar should
provide a red flag to students to tread lightly before using
the information provided.
19. Currency
• Once something is posted on the internet, it is
basically there for eternity.
• A website can be published and the author might
decide to move on to a new site or new material
and never bother to update the original
information.
• Students should look for publication dates,
usually found on the bottom of websites.
• They should also look for revision dates to
ensure that the site is being properly maintained.
20. Currency
• Other key things to watch for are outdated sources in
which the author has used to publish their information.
• With the exception of primary sources (sources that
have come from a moment in history, like a letter
written by George Washington) secondary sources,
dissertations, academic publications, etc. should be
current.
• When navigating the site, check for dead end web
links. If there is a number of links to supporting
websites that do not work, the information provided is
probably outdated along with its sources.
21. Objectivity
• All sources provide some sort of angle, or bias,
upon which they are written.
• This does not mean that the source is a bad
source; students just have to evaluate the
source to ensure that information is factual and
not misconstrued just to make a point.
• The site should provide factual based
information in as neutral of a tone/language as
possible.
• The goals or purpose of the website should be
clear, if not clearly stated.
22. Objectivity
• Some forms of bias include:
– flat-out lies;
– misuse, twisting, or taking out of original context of statistical or
factual information;
– emotional language and tone (trying to persuade the reader);
– vague or broad generalizations;
– oversimplification of the subject (“dumbing down”);
– arguments are one-sided and do not present both sides of the
story;
– are there advertisements on the website- these might prove a
subtle slant or bias.
• Examples of websites that are sure to include bias are
blogs, editorials or personal columns, commercial
websites that are trying sell a product and personal
websites with no “credible” author (ex. Joe Website just
sharing his feelings, beliefs, and personal knowledge).
23. Coverage/Reasonableness
• Many websites that a search brings back will just
touch on the basic information regarding the
topic that was originally searched.
• When doing a research based project, students’
objective is to delve deeper into the knowledge
pool in order to get more detail oriented.
• Students should be looking to reference
websites that provide a wealth of detailed and in
depth information as opposed to the basic
knowledge that can be found in a textbook.
– This “tip of the iceberg” information should be
common knowledge for most students who have been
exposed to the material.
24. Coverage/Reasonableness
• Students first should look to see if the
information provided is relevant to their topic.
• Sometimes the keyword search brings back a
website that includes the keyword(s) but the
information is completely off topic.
• Students should consider the level at which the
information reads.
– If it is too difficult to understand, they may
misuse the information in their project.
25. Coverage/Reasonableness
• Students look to see if the website is
covering all aspects of the topic, including
the opposing view points (if applicable).
• A well covered and reasonable website is
more credible and relevant than one that
does not provide enough, if any,
information.
26. Sources
• When researching a topic, authors should be using a
variety of reliable sources from which their materials
were gathered.
• Students should check to see that there are additional
resources or sites used by the author to back up their
claims.
• If a site does not contain any reference sites or
materials, the website in question could be strictly
opinionated or based on the authors’ personal
knowledge only and the site should probably not be
used.
• Good resources always provide links or at least a list of
sources from which their information was cultivated.
27. Sources
• Along with just checking for supporting resources,
students should highly consider using the additional links
to dig deeper in their research.
• As previously stated, cross-referencing sources is the
best way to ensure that the facts stay the same with
each site used.
• A good case in point of using linked resources is if a
student starts their research with Wikipedia.
– This site, although similar in comparison to a hard copy,
“old fashioned” encyclopedia, is a good starting point, a
better application of the website is found at the bottom
where the additional links and resources cited are found.
28. Note Taking
• Once students have found a website(s) worthy
of using as a base for information, the next step
is taking notes.
• The most common methods of note-taking
include hand writing the information on a
separate piece of paper and typing the
information into a word processor (ex. Microsoft
Word).
• Students should take notes in a manner in which
they can use the information when creating their
project.
• The notes should be taken so that students can
reference the information at any time and
understand what it means.
29. Note Taking
• Each set of notes should be linked with the specific
website, including the web address or URL, so that
students can access the original source at any given
time.
• These specific websites will also need to be included on
a reference or works cited page attached to the project.
• Students should consider three basic methods of note-
taking:
– directly quoting, paraphrasing, and summarizing.
– The majority of a students work should be done using
paraphrasing and summarizing with only occasional
direct quotes.
30. Directly Quoting
• If a student feels that the information provided in a
website is worded in a way that very strongly supports
their project, the student can directly quote the statement
by re-typing the statement exactly word-for-word and
enclosing the statement in quotations (“ “).
• The student must also make sure to include the exact
website address in the reference page from which the
quote was taken.
• It is highly advised that the student also make reference
to the source immediately within the project, either
directly after or at least on the same page, slide, etc. in
which the quote appears.
31. Directly Quoting
• There are very strict and precise rules for directly quoting
statements from websites (as well as other sources).
• However, due to the intricacies and sophistication, these
guidelines will not apply to the final grading process
unless the student is using quotes and claiming the work
as original and/or their own voice within the project.
• Students should only use quotes if the phrasing is very
supportive, convincing, or ultimately the most precise
way of stating something.
• A project should not be primarily developed using
quotes; they are a secondary method of presenting the
information.
32. Paraphrasing
• Paraphrasing is used to condense a particular segment
or piece of another authors work by restating the
information in your own words.
• Paraphrasing usually ends up similar in length to the
original source, or slightly smaller.
• It involves re-stating the information in a way that
completely changes the sentence(s), and not by simply
adding, deleting, or changing a few words here and
there.
• The source(s) from which the paraphrased information
originated needs to be cited using the specific web
address (not just www.wikipedia.com) on the reference
page attached to the assignment.
33. Paraphrasing
• One method to consider for paraphrasing
a source would be to take the information
you have read and restate it, or actually
say it, in a more simple form.
– First, read the original source.
– Then minimize the website source.
– Next, think of the main idea(s) from the
particular sentence(s) you are paraphrasing.
– Finally, restate the main idea of the
sentence(s) by saying out loud and/or writing
it down.
34. Summarizing
• Summarizing is used to condense the main idea of
another authors work by restating the information in your
own words.
• Summarizing usually ends up a bit shorter in length than
the original idea or statement.
• It involves re-stating the information in a way that
completely changes the sentence(s), and not by simply
adding, deleting, or changing a few words here and
there.
• The source(s) from which the paraphrased information
originated needs to be cited using the specific web
address (not just www.wikipedia.com) on the reference
page attached to the assignment.
35. Summarizing
• One method to consider for summarizing a
source would be to take the information you
have read and restate it, or actually say it, in a
more simple form.
– First, read the original source.
– Then minimize the website source.
– Next, think of the main idea of the source as a whole
(ex. A particular paragraph, or page- more than just a
sentence or two where paraphrasing would be the
best method).
– Finally, restate the main idea by saying out loud
and/or writing it down.
36. Organizing Information
• Once students have gathered all of the
necessary information about their topic, they
need to organize it in preparation for
presentation.
• In some Social Studies classes (U.S. History
and World History) students are dealing with
events from the past.
• Typically, the best method or organization for
these projects will be chronological (time or
sequence) order.
• This means that most topics will have a
particular start date and a particular end date,
with a multitude of events occurring in order in
between.
37. Organizing Information
• Students should approach organizing their
information in order from the first occurring date
(ex. Birth of a significant person), key
achievements or events (ex. Majority or how
they spent their life), and the end date (ex. Last
days and/or death of said person).
• For most projects a chronological approach will
be the easiest to organize and create.
• A primary example of chronological organization
would be using an outline.
38. Organizing Information
• Another approach, less commonly used in
social studies, would be to chunk the
information together into subtopics
according to relevance and relationship.
• A topic might not have a solid
chronological time frame in which to follow
so the student will look to break the
information down into smaller (sub) topics.
39. Organizing Information
• To do this, the student will take all of the
subtopic information that is similar and chunk it
together to form a main idea.
• These core subtopic main ideas put together will
form and support the project’s main idea or
focus.
• An example of organizing a topic into subtopics
or chunks would be an idea web where the main
topic is the center bubble and the core subtopics
branch out from there.
• Each subtopic will then have branches with
supporting ideas and pieces of research.
40. Plagiarism
• Plagiarism is described as taking
someone else’s work, words, or ideas and
claiming it as your own.
• This can be done both intentionally and
unintentionally.
• Whenever someone else’s work is used to
develop a project, it always needs to be
cited on a reference or works cited page.
41. Plagiarism
• Plagiarism also extends into other forms of ideas
as well.
• Borrowing pictures, photographs, artwork, video
clips, audio clips, graphs and charts are other
forms of information that also need to be cited
when referenced in a student project.
• It is not enough to put the search engine which
generated the alternative idea- students must
cite the specific website in which it originated.
42. Plagiarism
• There is such as thing as “common knowledge” with
certain ideas and information.
• Common knowledge is a term loosely used about ideas
or concepts that are general enough that any person can
easily find or that the audience of the project should
know.
• If the same information can be found presented on
several (5 or more) websites/ sources then the
information is such that it can be granted common
knowledge status.
• However, students should always cite any sources used
even for common knowledge information.
43. Plagiarism
• In the event that students claim the work of others as
their own (using a phrase, idea, image, etc. without
proper citation) the consequences may include but are
not limited to:
1) the student may be asked revisit the assignment and
correctly paraphrase, summarize, quote, cite, etc.
until the project is found to be free of plagiarism;
2) the student will receive a failing grade and/or zero
credit for the assignment;
3) the student will receive a reduced grade in the class
and/or a failing grade for the entire class;
4) the student will face formal discipline charges
including but not limited to a LOR and/or suspension.
44. Citing Sources
• All websites, resources, ideas, alternative
material, etc. that is used in the creation of the
students assignment must be cited in a works
cited or references page.
• The works cited page is not something that a
student should wait until the end of the
assignment to create.
• It is something that the student needs to put
together throughout the process of the
assignment to ensure that every sources gets
cited, thus reducing the risk of plagiarism.
45. Citing Sources
• Students using internet based information need to include
the specific web address of each website where they
gathered some form of information.
• Again, citation of sources extends beyond text and includes
everything that a student borrows for an assignment.
• A specific web address is not simply the address of the
search engine or general home page where the information
was found.
• If a student uses Google to search for a topic, for instance,
than www.google.com is not the citation.
• The website(s) and specific page website address within
that website from which Google returned the search would
be the citation.
46. Citing Sources
• The same should be said for pictures (the
most common text alternative used) as
well.
• Google, for example, only returns
thumbnail images but is not the actual
host of those images.
• If a student has any question whether or
not to cite a resource used they should
ask their teacher and/or cite it anyway.
• When in doubt, always cite the resource.
