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