Works Cited Example

Template:

Author's Last Name, Author's First Name. "Title of Website." Title of Source. Title of Organization, Date of Publication. Web.

Works Cited

"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund. Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York Times, 22 May 2007. Web. 

GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of Sustainability." International Journal of Sustainable Development and World Ecology 14.1 (2007): 27-36. Print.

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New York: Springer, 2005. Print.

Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global Warming and Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63. Print

Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American Economic Review 96.2 (2006): 31-34. Print.

Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge: Cambridge UP, 2003. Print.

Documents for Malcolm X and Martin Luther King Jr.

Class of 2018,

This week in social studies you will be writing two 3 paragraph essays. These essays will be due Monday, February 24. In each essay, you will be arguing in favor of either nonviolence, or Malcolm X's philosophy of violence. These essays will serve as preparation for a class debate that will be conducted next week.

Your first essay will answer the prompt: Why was Martin Luther King Jr.'s theory of nonviolence the most effective way for blacks to achieve their goals during the Civil Rights Movement?

Your second essay will answer the prompt: Why was Malcolm X's belief in Black Nationalism the most effective way for blacks to achieve their goals during the Civil Rights Movement?

Your essay will contain three paragraphs. Below are the criteria for each paragraph:

Introduction:

• An engaging lead or hook that makes the reader want to continue reading
• A summary of who [MLK or Malcolm X] is, and why they are important.
• A summary of [nonviolence, Black Nationalism] and why it was important.
• A thesis statement in which you answer the prompt.

Body Paragraph:

• An assertion that answers the prompt (will have the same meaning as your thesis, but try to word it differently to make your writing more interesting).
• Substantiation - a brief summary of [nonviolence or Black Nationalism]
• Evidence - at least 3 quotes, statistics, facts, examples, etc that prove your assertion is correct. For this essay, quotes from either Malcolm X or Martin Luther King Jr. will probably be most effective.
• Interpretation - your own explanation of how your evidence proves your assertion is correct.

Conclusion:

• A brief summary of your arguments (evidence) and why it proves your answer to the prompt is correct.
• Something to leave the reader thinking, or a call for the reader to take action.

Below are some links to helpful resources. However, you are encouraged to do independent research as well. Google "Malcolm X speeches" or "Martin Luther King speeches" as a starting point.

Malcolm X:

The Ballot or the Bullet

The House Negro or the Field Negro

Letter from Mecca

Martin Luther King Jr.

I Have a Dream

Loving Your Enemies

I've Been to the Mountaintop

Links to Documents for Voting Conditions Essay

Document 1: Quotations by Southern whites William Simmons, spokesman for Mississippi White Citizens' Council Hodding Carter, editor-publisher of the Delta Democrat, Greenville, Mississippi, quoted in the Delta Democrat Times, Greenville, Mississippi, February 10.

• Document 1: Quotations by Southern whites
  • William Simmons, spokesman for Mississippi White Citizens' Council
  • Hodding Carter, editor-publisher of the Delta Democrat, Greenville, Mississippi, quoted in theDelta Democrat Times, Greenville, Mississippi, February 10.
• Document 2: "A Soldier Who Came Home to Die," Chapter 10, Ray Sprigle, 1948, Pittsburgh Post-Gazette
• Document 3: "1964: Three Civil Rights Activists Found Dead," BBC News
• Document 4: Trying to Vote in Mississippi (from Eyes on the Prize study guide), p. 69.
• Document 5: "Part of the Government Activity": Testimony from an African-American Taxpayer Unable to Vote in Alabama
• Document 6: "There Was a Purpose in My Being There," Mr. Gustave Hulkower, Tucson, Arizona, white civil rights activist
• Document 7: "I Didn't Know Anything About Voting," Fannie Lou Hamer on the Mississippi Voter Registration Campaign (audio and text file)
• Document 8: Voter registration posters
  • http://ncmuseumofhistory.org/workshops/civilrights1/voter_register_poster.jpg
  • http://www.stg.brown.edu/projects/FreedomNow/scans/GM0001-01.jpg
  • http://www.stg.brown.edu/projects/FreedomNow/scans/GM0001-02.jpg
• Document 9: Mississippi Freedom Summer images
  • http://www.newseum.org/mississippi
  • http://www.crmvet.org/images/imgfs.htm
• Document 10: PBS: The Rise and Fall of Jim Crow - Voting Then and Now Activity (includes literacy test)
• Document 11: Fifteenth Amendment to the Constitution
• Document 12: The Enforcement Acts (Scroll down to the Enforcement Act of 1970 and the Civil Rights Act of 1971.)
• Document 13: Statistics on voter turnout and elected representatives:
  • Voter Registration Rates (1965 vs. 1988)
  • Number of Black Southern Legislators, 1868-1900 and 1960-1992

Additional Background Information:

• Document 14: United States Department of Justice, Civil Rights Division, "Before the Voting Rights Act"
• Document 15: Fighting Back: A Black Lawyer Argues Against Disenfranchisement-Early Evidence of Voter Discrimination After the Passage of the Fifteenth Amendment
• Document 16: Mississippi and Freedom Summer
• Document 17: United States Voting Rights timelines
  • http://www.infoplease.com/timelines/voting.html
  • http://www.aclu.org/votingrights/gen/12999res20050304.html

Is Wal-Mart Good for America?

Class of 2018,

Look below for some links that will help you in your research:

http://www.pbs.org/wgbh/pages/frontline/shows/walmart/

http://www.independent.org/events/transcript.asp?id=125

http://www.nbcnews.com/id/22719054/#.Uq8MhpT46SM

http://www.debate.org/opinions/is-wal-mart-good-for-america

http://www.usatoday.com/story/money/business/2013/08/04/wal-mart-low-wage-jobs-no-jobs/2613415/

Links to Resources on Government Surveillance

Surveillance Research Topics

DNA Databases

Exhibit A: In last Thursday’s Times Joseph Goldstein reported that local law enforcement agencies, “largely under the radar,” are amassing their own DNA databanks, and they often do not play by the rules laid down for the databases compiled by the F.B.I. and state crime labs. —“Living With the Surveillance State”

• Police Agencies Are Assembling Records of DNA
• Justices Allow DNA Collection After an Arrest
• Why the Court Was Right to Allow Cheek Swabs
• DNA and Suspicionless Searches

Cop-Cams and CCTV

Exhibit B: Nothing quite says Big Brother like closed-circuit TV. — “Living With the Surveillance State”

• Police Surveillance May Earn Money for City
• The NYPD’s Domain Awareness System Is Watching You (New York Magazine)

Domestic Spy Drones

Exhibit C: Congress has told the F.A.A. to set rules for the use of spy drones in American air space by 2015. It is easy to imagine the value of this next frontier in surveillance: monitoring forest fires, chasing armed fugitives, search-and-rescue operations. — “Living With the Surveillance State”

• U.S. Border Agency Allows Others to Use Its Drones
• As Spy Drones Come to the U.S., We Must Protect Our Privacy (Scientific American)
• Domestic Drones Stir Imaginations, and Concerns
• The Dawning of Domestic Drones

Facial Recognition Technology

The federal government is making progress on developing a surveillance system that would pair computers with video cameras to scan crowds and automatically identify people by their faces, according to newly disclosed documents and interviews with researchers working on the project. — “Facial Scanning Is Making Gains in Surveillance”

• The Face Scan Arrives
• Facial Scanning Is Making Gains in Surveillance
• Facebook Can ID Faces, but Using Them Grows Tricky

Raymond McCrea Jones for The New York TimesA GPS tracker. The Supreme Court recently ruled that such a device placed on a suspect’s car was an unreasonable search. Go to related article »

GPS Tracking

Law enforcement tracking of cellphones, once the province mainly of federal agents, has become a powerful and widely used surveillance tool for local police officials, with hundreds of departments, large and small, often using it aggressively with little or no court oversight, documents show. — “Police Are Using Phone Tracking as a Routine Tool”

• Police Are Using Phone Tracking as a Routine Tool
• GPS Tracking and Secret Policies
• Justices Say GPS Tracker Violated Privacy Rights
• Court Case Asks if ‘Big Brother’ Is Spelled GPS

Link to Article of the Week (December 2)

http://www.nytimes.com/2013/06/17/opinion/keller-living-with-the-surveillance-state.html?pagewanted=print

Rubric for Project Essay

Criterion	5 – Advanced (above grade level)	4 – Proficient (at grade level)	3 - Basic	2 - Below Basic	1 - Far Below Basic
Focus CCSS -W: ·       2a ·       4	·   Insightfully addresses all aspects of the prompt ·   Introduces topic(s) in a sophisticated thesis statement	·   Competently addresses all aspects of the prompt ·   Introduces topic(s) in a clear thesis statement	·   Superficially addresses all aspects of the prompt ·   Introduces topic(s) in a thesis statement	·   Partially addresses all aspects of the prompt ·   Introduces superficial or flawed  topic(s) in a weak thesis statement	·   Minimally addresses all aspects of the prompt ·   Fails to introduce a relevant topic(s) and/or lacks a  thesis statement
Organi- zation/ Structure CCSS – W: ·       2a ·       2c ·       2f ·       4	·   Skillfully orients reader to topic(s) in introduction and previews what is to follow ·   Thoroughly develops topic(s) with relevant body paragraphs ·   Provides a meaningful and reflective conclusion that follows from and supports information or explanation presented ·   Creates cohesion and clarifies relationships through skillful use of transition/linking words, phrases, and clauses within or between paragraphs ·   Purposefully and logically uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension	·   Orients reader to topic(s) in introduction and previews what is to follow ·   Develops topic(s) with relevant body paragraphs ·   Provides a conclusion that follows from and supports information or explanation presented ·   Creates cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs ·   Uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension	·   Partially orients reader to topic(s) in introduction and previews what is to follow ·   Superficially develops topic(s) with relevant body paragraphs ·   Provides a conclusion which repetitively or partially follows from and supports information or explanation presented ·   Creates some cohesion and clarifies relationships through transition/linking words, phrases, and clauses within or between paragraphs ·   Uses some techniques (e.g., headings, charts) to adequately organize ideas, concepts and information to aid comprehension	·   Inadequately orients reader to topic(s) in introduction and/or fails to preview what is to follow ·   Inadequately develops topic(s) with minimal body paragraphs ·   Provides a sense of closure, but may weakly articulate significance of the topic ·   Uses limited or inappropriate transition/linking words, phrases, and clauses ·   Uses few techniques (e.g., headings, charts) to inadequately organize ideas, concepts, and information to aid comprehension	·   Fails to orient reader to topic(s) in introduction or introduction is missing ·   Fails to develop topic(s) with body paragraphs ·   Provides an inadequate conclusion or omits conclusion ·   Uses few to no transition/linking words, phrases, or  clauses ·   Includes little or no discernible organization of ideas
Develop-ment CCSS -W: ·       2 ·       2b ·       9	·  Skillfully develops the topic using well-chosen facts, definitions, concrete details, quotes, and other information and examples that are pertinent and substantial ·   Effectively  integrates and cites credible sources* ·   Shows insightful understanding of topic or text	·  Develops the topic using well-chosen facts, definitions, concrete details, quotes, and other information and examples that are relevant and sufficient ·   Competently integrates and cites credible sources ·   Shows competent understanding of topic or text	·  Develops the topic using facts, definitions, concrete details, quotes, and other information and examples that are limited or superficial ·   Ineffectively integrates and cites sources ·   Shows superficial understanding of topic or text	·   Provides minimal and/or irrelevant evidence to develop the topic ·   Incorrectly integrates/cites sources ·   Shows limited or flawed understanding of topic or text	·  Provides inaccurate, little, or no  evidence to support topic ·   Does not use or cite sources ·   Shows no and/or inaccurate understanding of topic or text
Language CCSS – L:** ·       1 ·       2 ·       3 ·       4 CCSS -W: ·       4	·   Uses purposeful and varied sentence structure ·   Contains minimal to no errors in conventions(grammar, punctuation, spelling, capitalization) ·   Strategically uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Uses correct and varied sentence structure ·   Contains few,  minor errors in conventions ·   Competently uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Uses mostly correct and some varied sentence structure ·   Contains some errors in conventions which may cause confusion ·   Usually uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Uses limited and/or repetitive sentence structure ·   Contains numerous errors in conventions which cause confusion ·   Inadequately uses academic and domain-specific vocabulary clearly appropriate for the audience and purpose	·   Lacks sentence mastery (e.g., fragments/run-ons) ·   Contains serious and pervasive errors in conventions ·   Fails to use academic and domain-specific vocabulary clearly appropriate for the audience and purpose