Lost Textbook Replacement Instructions

If a textbook is lost or damaged it must be replaced. PLEASE DO NOT pay the amount listed on your library account. Instead, you may purchase a replacement textbook online. Type the textbook ISBN number in the search engine of an online book source that sells used textbooks such as AbeBooks, directtextbook.com, Amazon etc. Purchase used editions that are in good or excellent condition. Have the textbook/s delivered to your house and then bring them to the your library to have the book removed from your account. Below are the ISBN numbers to use (do not use the dash when typing the number into a search). If you do not see your textbook title, ask for help from the Media Specialist to locate the correct ISBN number. Remember to the bring the replacement textbook to the media center to have your library account cleared. 

ISBN Numbers for Textbooks:

Algebra 1:  0-13-052316-X

Algebra 2:  0-07-865609-5

America's History (AP US History) 978-1-45762893-1

Americans Reconstruction To the 21st Century:  0-618-37724-7

Autentico 1 - Spanish 1 (green):  0-328-93437-2

Autentico 2 Spanish 2(purple):  0-328-93438-0

Autentico 3 (Aqua) Spanish 3:  0-328-93439-9

Basic Life Support (Bls) Provider Manual:  15-1010 - 1-61669-407-6

Biology:  0-07-894586-0

Biology AP:  0-07-662004-2

Business Management:  1-30566181-8

Calculus of a Single Variable :  978-0-618-63863-5

Chemistry - Author: Burdge :  978-0-07-340273-4

Chemistry In The Community: Chemcom:  0-7167-8919-1

Chemistry: Matter & Change:  0-02-828378-3

Chemistry - AP:  9780073402734

Child Development Early Stages:  1-63126-038-3

Civics: Responsibilities and Citizenship:  0-02-821913-9

Comprehensive Health:  1-61960-948-7

Conceptual Physics (White Roller Coaster):  0-13-364749-8

Diversified Health Occupations:  1-41803021-X

Economics Principles and Practices:  0-07-860693-4

Entrepreneurship Owning Your Future:  0-13-432490-0

Geometry (blue hardcover):  0-618-25022-0

Introduction to Criminal Justice:  0-534-62946-6

Language of Literature Grade 9 (brown):  0-395-73704-4

Literature: The American Exper. student gr hs (yellow/black): 978-0-13-131719-2

Magruder's American Government:  0-13-050016

Marketing Essentials McGraw Hill:  978-0-02-140110-9

Medical Terminology - / a programmed systems approach:  978-1-43543889-7

Mosbys Textbook for Nursing Assistants:  0-323-08067-7

Physics - Cutnell:  0-471-15183-1

Physics Principles and Problems:  0-07-845813-7

Precalculus with Limits a Graphing Approach:  978-0-618-39478-4

Precalculus With LImits a Graphing Approach (orange):  978-0-618-49900-7

Prentice Hall Literature Platinum Grade 10 (blue):  0-13-180435-9

Principles of Anatomy and Physiology:  0-471-41501-4

Psychology making Connections:  0-07-353183-9

Science Spectrum Physical Science:  0-03-093644-6

Sociology:  978-0-13-048884-8

Sports Marketing:  1-28403409-7

Stats in Your World:  0-13-138489-9

Strive for a 5 for Americas History:  1-45762902-X

Traditions and Encounters:  978-0-07-320483-3

World Cultures a Global Mosaic:  0-13-036895-4

World History:  0-07-860702-7

eBooks

MackinVIA eBooks

Log in using your student ID# and school password. 

Read online or download the app to read on your mobile device. 

eBooksMN

Consists of an online ebook collection for all Minnesotans covering a wide variety of subjects for readers of all ages and featuring content from our state's independent publishers. 

Read online or download the BiblioBoard Library app from Google Play or Apple

AudioFile SNYC

Free Audiobooks all summer long! Check out https://www.audiobooksync.com/ to get two free audiobooks each week starting April 27. 

Need a library card?: Arrowhead Library System student resource 

• If you live outside of the Duluth city limits click here.
• City residents who need a library card to access the resources click here.

Databases
If researching from home, use the ELM Database.

CHOOSE A DATABASE BY THE TYPE OF INFORMATION:
Encyclopedias Britannica High School	Newspapers Duluth News Tribune/Newsbank  (Duluth Public Library)  Minneapolis Star Tribune/Newsbank  (Duluth Public Library)   Proquest US Newsstream  (Duluth Public Library) Star Tribune eEdition (Contact Media Specialist for login)	College-Level Research Academic Search Premier (EBSCO) EBSCO MegaFILE (EBSCO) MasterFILE Premier EBSCO)
Magazines & Journals  Academic Search Premier (EBSCO)     EBSCO MegaFILE (EBSCO)      MasterFILE Premier (EBSCO) MAS Ultra-School Edition (EBSCO)	Biography EBSCO MegaFILE (EBSCO) MAS Ultra - Student Edition (EBSCO)	Science Science Reference Center (EBSCO)
Health Alt HealthWatch (EBSCO) Health Source - Consumer Edition (EBSCO) Consumer Health Complete (EBSCO)  (indexes Alt HealthWatch & Health Source) Health Source - Nursing/Academic Edition (EBSCO)	Pro/Con Information Points of View (EBSCO)	Digital Media  Master FILE Premier (EBSCO) EBSCO MegaFILE (EBSCO) MAS Ultra-School Edition (EBSCO)
Art CAMIO	Careers O*Net Online	eBooks NET Library

This table tells you about the companies that provide the individual databases:

Britannica Online Academic has an encyclopedia, atlas, dictionary, current news articles, timelines, links to selected web sites and more.  

EBSCO has 18 databases of scholarly peer-reviewed journals, magazines, reference books, primary source documents, biographies, images and more.

Net Library eBooks has full text of over 14,000 electronic books in the arts, humanities, social sciences, life and physical sciences, business, computers, and more.

Points of View has pro/con viewpoint articles, magazine, newspaper and journal articles, research guides, images, video,
statistics, links to selected web sites and more.

The Historic Minneapolis Tribune has full-text and article images from the Minneapolis Tribune (1867-1908) and the Minneapolis Morning Tribune(1909-1922).

CAMIO (Catalog of Art Museum Images Online) is a growing online collection documenting works of art from around the world, representing the collections of prominent museums . CAMIO highlights the creative output of cultures around the world, from prehistoric to contemporary times.

Electronic Library Minnesota (ELM) Student Databases will organize the information in our databases by subject.

MNLINK

This table helps you decide which database to use:

DATABASE	COMPANY	GOOD FOR:
Britannica Online Academic Encyclopedia	Britannica	A great place to begin research with information on thousands of topics. Gives recommended websites, photos and videos, current events, timelines, biographies, country information, atlases and more.
Academic Search Premier	EBSCO	Designed specifically for academic institutions. Full text database containing full text for more than 4,600 journals, including nearly 3,900 peer-reviewed titles. This scholarly collection offers information in nearly every area of academic study.
MasterFILE Premier	EBSCO	MasterFILE Premier contains full text for nearly 1,700 periodicals covering business, health, education, general science, multicultural issues and more. This database also contains full text for nearly 500 reference books and over 164,400 primary source documents, as well as an image collection of over 502,000 photos, maps & flags. Use for scholarly historical or reference-based research.
EBSCO MegaFILE	EBSCO	EBSCO MegaFILE  has coverage for every area of academic study and general interest subject area and offers information dating as far back as the 1800s. In addition, the database contains more than 85,800 biographies, 118,000 primary source documents, and an image collection of over 502,000 photos, maps and flags. EBSCO MegaFILE  combines EBSCO’s Academic Search Premier, Business Source Premier and Regional Business News databases.
MAS Ultra – School Edition	EBSCO	Contains full text for nearly 500 popular, high school magazines. All full text articles are assigned a reading level indicator (Lexiles). Full text is also available for 85,670 biographies and 105,786 primary source documents. Contains more than 360 reference books (including the Columbia Encyclopedia, the CIA World Fact Book and World Almanac & Book of Facts), and a large  image collection of over 500,000 photos, maps & flags.
Points of View	EBSCO	The Points of View Reference Center will give both sides of current controversial subjects. Contains information from magazines and journals, newspapers, reference books, and primary source congressional testimony. Use Points of View as a guide to develop arguments and write position papers.
Science Reference Center	EBSCO	Contains science-oriented content for science encyclopedias, reference books, periodicals, images and videos. Topics covered include: biology, chemistry, earth & space science, environmental science, health & medicine, history of science, life science, physics, scientists, technology and wildlife and more.
Gale In Context: High School	GALE	Encyclopedia, magazine, and journal articles, plus primary sources, images, video, and more for middle and high school students. Includes the InfoTrac Student Edition database. Part of eLIBRARYMN; subscription provided by the State of Minnesota.

 

Library Port Card

Sign Up for a FREE PORT CARD - Great Student Resource! Easy to Use. Impossible to Lose.

A PORT CARD is an electronic library card that gives ISD709 students FREE access to books, ebooks, audiobooks, and databases. The card enables students to:

• Borrow up to 5 books or materials for FREE from the Duluth Public Library.
• Borrow up to 10 ebooks or audiobooks for FREE from the Duluth Public Library.
• Access Duluth Public Library online databases for research.
• No physical library card required. Students check out books & materials with their Student ID number.
• No financial risk.

Check the PORT CARD FAQ Page for details.

Sign up for a PORT CARD.

Search Engines

Best Search Tools Chart

Great Education Search Engines You Should Try:

Google Scholar

http://scholar.google.com/ A search engine designed to search scholarly journals .

iSEEK Education

http://education.iseek.com/iseek/home.page A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.

RefSeek*

http://www.refseek.com/

a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

NSDL--National Science Digital Library

http://nsdl.org/

Emphasis on the sciences, technology, engineering, and mathematics (STEM)

Ancestryk12

http://www.ancestryclassroom.com

http://www.fold3.com

http://www.newspapers.com

Classroom Resources

Pathfinders

Use these research topic guides and Minnesota's state library resources to help you navigate through the enormous world of search choices and resources. 

American Decades: 1920s

American Decades: The 1920s 

Databases from the Media Center Webpage:

Britannica Academic Online

This encyclopedia has information, images and perhaps some web links.

Gale Centage Learning -  Discovering Collection

This database includes information that comes from reference books.

Databases from the Duluth Public Library Webpage:

Gale Biography In Context

This Duluth Public Library database has great biographic articles that come from reference books.  You’ll find information about famous people of the 1920s, as well as magazine articles, pictures, and web sites about them.  Check with your Media Specialist for the password.  Path to follow is: Denfeld/East Media Center > Research > Duluth Public Library > Electronic Resources > type in access code (that you got from your Media Specialist). Choose Biography In Context from the list.

Books:

Duluth Schools Media Centers have several books about events and people in the 1920s, both in Reference and on the regular shelves.  Search your Catalog for a particular subject.

Web Sites:

Alcohol, Temperance and Prohibition

American Cultural History: The 20th Century

American Memory—Library of Congress—The Coolidge Era Prosperity and Thrift

Authentic History Center—Primary Sources from American Popular Culture

Best of History—the Roaring 20s

Hemingway Adventure

I Jazz

InfoPlease –1920-1929 World History

Ohio State University—Clash of Cultures

Ohio State University—Temperance and Prohibition

PBS—The Devil’s Music: 1920s Jazz

PBS--Lindbergh

The People History—1920s

Pittsburg State University—Jazz Age Culture

Smithsonian Jazz

UMD—Jazz Culture, the 1920s

Works Cited

"Biography." Elvis Presley: The Official Site of the King of Rock ‘n’ Roll. Elvis Presley 

Enterprises, 2012. Web. 3 Jan. 2012.

Guranick, Peter. Careless Love: the Unmaking of Elvis Presley. Boston: Little, Brown and 

Company, 1999. Print.

Isaacs, Jonathan D. “Presley, Elvis Aron (1935-1977).” Encyclopedia of World Biography. Ed. Suzanne M. Bourgoin. 2nd ed. Detroit: Gale Research, 1998. Discovering Collection. 

Web. 29 Nov. 2011.

Marsh, Dave. “Elvis Presley.” Encyclopedia Britannica Online Academic Edition.  

Encyclopedia  Britannica. 2011.  Web. 29 Nov. 2011.

Miller, Daniel. “All Shook Up! Elvis Lives Again.” Hollywood Reporter 18 Nov. 2011: 28+. 

Gale Biography In Context.  Web. 02 Feb. 2008.

Biomes of the World

Research Databases: To access the Media Center databases:

• Go to the school’s web site: https://tinyurl.com/na4s8sfv
• Click on Databases
• If you are at home, click on ELM (if you don’t have a library card, get the Media library card number)
• Select the appropriate database from the list below

Britannica Online Academic
Encyclopedia information Use the search terms that describe your biome, such as temperate forest Pay attention to the Web Links and Images to the left  

Student Resources In Context
Images, videos, reference, essays, magazines, news, and websites Use the search terms that describe your biome, such as wetlands Pay attention to the View All in red

Science Reference Center (EBSCO)
Reference books and magazines Use the search terms that describe your biome, such as wetlands Pay attention to Full Text and Source Types on the left

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Great Search Engines You Should Try:

Sweet Search
http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts .

Google Scholar
http://scholar.google.com/
A search engine designed to search scholarly journals .

iSEEK Education
http://education.iseek.com/iseek/home.page
A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers .

IPL2 (The Librarian's Internet)
http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information.

RefSeek*
http://www.refseek.com/
a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

NSDL--National Science Digital Library
http://nsdl.org/
Emphasis on the sciences, technology, engineering, and mathematics (STEM)

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Web Links  

Exploring the Environment
http://www.cotf.edu/ete/modules/msese/earthsys.html

McGill College: Canadian Biodiversity
http://canadianbiodiversity.mcgill.ca/english/index.htm

Missouri Botanical Garden
http://www.mbgnet.net/

NASA Earth Observatory: Mission Biomes
http://earthobservatory.nasa.gov/Experiments/Biome/

Radford University: Biomes
https://php.radford.edu/~swoodwar/biomes/

RCN Corporation
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html

University of California, Berkeley
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/index.html

University of California Museum of Paleontology
http://www.ucmp.berkeley.edu/exhibits/biomes/index.php

University of California, Santa Barbara: World Biomes
http://kids.nceas.ucsb.edu/biomes/index.html

WorldBiomes.com
http://www.worldbiomes.com/

World Wildlife Fund: Biogeographical Realms
http://worldwildlife.org/biomes

Career Resources

Circulating Books  

To find books pertaining to your topic select the Electronic Catalog link from the Denfeld Media Center website. Log in using your school user name and password to place a book on hold.

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U.S. Government Websites:
U.S. Bureau of Labor Statistics
Occupational Outlooks
United States Census Bureau

Research Databases

Brainfuse: Job Now - career information and job seeking help

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Great Search Engines You Should Try:

Key word search:  Search for a job by name. For example, "Oceanographer", or type a key word. Example:  careers, employment,  jobs 

Sweet Search
http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts.

Google Scholar
http://scholar.google.com/
A search engine designed to search scholarly journals.

iSEEK Education
http://education.iseek.com/iseek/home.page
A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.

IPL2 (The Librarian's Internet)
http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information.

RefSeek*
http://www.refseek.com/
a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

NSDL--National Science Digital Library
http://nsdl.org/
Emphasis on the sciences, technology, engineering, and mathematics (STEM)

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Web Links

Cheese Project

Databases:
To access the Media Center databases:
--Go to the school’s web site: denfeld-site.isd709.org/media-center
--Click on Databases
--If you are at home, click on ELM (if you don’t have a library card, get the Media Center's library card number)
--Select the appropriate database from the list below, and 
try the following search terms:
Cheesemaking
Cheese Making
Cheese Recipe
Soft Cheese Recipe
Cheese Fermentation
Rennet
Cheese Chemistry
Cheese Science
Cheese History

Science Reference Center (EBSCO)
Reference books and magazines related to science

General Science Collection (Gale)
Over 1,000 peer-reviewed journals

EBSCO MegaFILE (EBSCO)
Magazines, Newspapers, and Academic Journals

Proquest
Mostly Newspapers

Great Search Engines You Should Try:

Sweet Search
http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts.

Google Scholar
http://scholar.google.com/
A search engine designed to search scholarly journals.

iSEEK Education
http://education.iseek.com/iseek/home.page
A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.

IPL2 (The Librarian's Internet)
http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information.

RefSeek*
http://www.refseek.com/
a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

NSDL--National Science Digital Library
http://nsdl.org/
Emphasis on the sciences, technology, engineering, and mathematics (STEM)

Debate Team Pathfinders: The Refugee Crisis

Resources

Help Citing Resources You Used

Easybib.com
What is MLA Style?

Databases

Search term examples: "refugee crisis" Mexico or "refugee crisis"  Europe, or "refugee crisis" United State, or "refugee crisis" Middle East 

Points of View - search term Refugee Crisis

Britannica School High - Search term Refugees

ASKMN - Student Resource Center - keyword search on "refugee crisis"

Proquest - Newspapers

Search Engines

Suggested search terms to try: "refugee crisis" Africa or "refugee crisis" Europe or "refugee crisis" Middle East

Google Scholar

iSEEK (click web tab) - search terms "refugee crisis" Africa or Europe or Middle East or United States

Circulating Books

To find books for Refugee Crisis Research, select the Electronic Catalog link from the your school's  Media Center website.

Call # 304.8 MIL

Books about Refugees and Refugee Issues are located in the Dewey numbers:
United States immigration : a reference handbook
By Miller, E. Willard
Provides a short analysis of the roots of immigration, a historical account of the development of American immigration policy, and discussion of trends in legal, illegal, and refugee immigration, and includes a chronology of immigration laws and regulations, a directory of organizations, and lists of additional resources.

Call # 361.53
The Refused: the agony of the Indochina Refugees
By Barry Wain
Investigates and analyzes how refugees escaped from Vietnam, Laos, and Cambodia, what happened to them at sea and afterward, and who is to blame for their tragic problems.

Call # 323 RED
Human rights : a reference handbook
By Nina Redman and Lucille Whalen.
A compilation of essays and documents related to the issue of human rights in contemporary society, including a chronology, biographical sketches, a copy of the Universal Declaration of Human Rights, descriptions of advocacy organizations, and lists of print and nonprint references.

Countries and Their Cultures
Melvin Ember and Carol R. Ember, editors

Call #: R 306.03 COU

Profiles 225 alphabetically arranged countries, providing an overview of the cultures that shape each one. Topics covered include history, ethnic relations, urbanism, food and economy, social stratification, politics, gender roles and statuses, marriage, kinship, etiquette, religion, health care, secular celebrations, arts and humanities, and the sciences.

Call #: R 306.03 PEO V.1

An encyclopedia of world peoples combining anthropological and social information, both historical and current, on the status of ethnic groups worldwide.

Diseases Pathfinder

 

 

“Virus Microscope.” Pixabay, Istock by Getty Images, 16 Nov. 2016, https://cdn.pixabay.com/photo/2016/11/09/16/24/virus-1812092_960_720.jpg. Accessed 31 Mar. 2023.

Good Databases to Use:

Health Source – Consumer Edition - This database is the richest collection of consumer health information available to libraries worldwide, providing information on many health topics including the medical sciences, food sciences and nutrition, childcare, sports medicine and general health.

Alt-HealthWatch - This database focuses on the many perspectives of complementary, holistic and integrated approaches to health care and wellness.  Alt HealthWatch provides in-depth coverage across the full spectrum of subject areas covered by complementary and alternative medicine.

Consumer Health Complete - Consumer Health Complete is a comprehensive resource for consumer-oriented health content. It is designed to support patients' information needs and foster an overall understanding of health-related topics.

Provide the following information for periodicals from a database: 
•author’s, editor’s, compiler’s, etc. name, if given 
•title of article, poem, short story, or similar short work in quotation marks, followed by a     description, if necessary, i.e. Photograph 
•publication information for any print version of the source, including:
- title of journal, newsletter, or periodical, italicized
- volume and issue if given
- date of publication - do not abbreviate May, June, July 
•number range or total number of pages, paragraphs, or other sections, if they are numbered;  use n.pag. if no pagination given
•title of the database, italicized, i.e, MasterFILE Premier, Student Edition - K12, Proquest Newspapers, Points of View, etc.
•medium of publication consulted (Web)
•date when the researcher accessed the source

•URL in angle brackets if necessary or required by the instructor

Model:

Hensen, Johannes. “Cortisone Replacement Therapy in Endocrine Disorders – Quality of Self-Care.” Journal Of Evaluation In Clinical Practice 16.6 (Jan. 2010): 7. Consumer Health Complete. Web. 27 Feb. 2012.

Good Books to Use:

Our reference collection has numbers books about diseases, with most located in the 600s.

Provide the following information:
•author or editor
•title of book, italicized

•volume (if necessary)

•city of publication 
•publisher 
•date of publication

•publication medium - Print

Use the following format for a multivolume work:

Izenberg, Neil, ed. Human Diseases and Conditions.  Vol. 1. New York: Charles Scribner’s Sons, 2000. Print.

Good Websites to Use:

·American Academy of Pediatrics

·AIDSInfo

·American Cancer Society

·American Heart Association

·American Medical Association

·BodyQuest

·CDC National Prevention Information Network

·Center For Science in the Public Interest

·Centers For Disease Control

·FamilyDoctor

·Food and Drug Administration

·Health Central

·HealthFinder

·Mayo Clinic

·MedLine Plus

·MERCK Online Medical Library

·Minnesota Department of Health

·Minnesota Institute of Public Health

·NATS – Tools for Good Health

·National Eating Disorder Center   

·National Woman's Health Information Center  

· National Institutes of Health

·NOAH: New York Online Access to Health  

· WebMD

Provide the following information for webpages: 

WORLD WIDE WEB (not in a database)

Provide the following information:
•author’s name, if given
•title of work in quotation marks if part of a larger work; or italicized if the work is independent •title of the overall website italicized

•publisher or sponsoring institution/organization, if given; if not given use n.p.
•date of electronic publication or last revision, if available; use n.d. if no date is given

•medium of publication (Web)
•date when the researcher accessed the site
•URL in angle brackets, if necessary or required by instructor

Model:

"Addison Disease." Diseases and Conditions. Mayo Foundation For Medical Education and Research, 2012. Web. 2 Mar. 2012 <http://www.mayoclinic.com/health/addisons-disease/DS00361>.

When citing a graphic found on the internet:

 Provide the following information:

•author name, if given

•title of work, in quotation marks

•publication medium

•title of the website, italicized

•publisher or sponsoring institution/organization, if given; if not given use n.p.
•date of electronic publication or last revision, if available; use n.d. if no date is given 

•medium of publication (Web) 

•date when the researcher accessed the site

•URL in angle brackets, if necessary or required by instructor

Models:

“Who First Described Addison’s Disease.”  Illustration.  Bing Images. Microsoft, 2012. Web.  2 Mar. 2012 <http://www.bing.com/images/search?q=addison%27s+disease&view=

detail&id=03CF590B63954164C2E3877655FC779ACDB6BCB4&first=1&FORM=IDFRIR>.

“Treat His Addison's Disease Probably Also Helped Control His Asthma.” Photograph.  Bing Images.  Microsoft, 2012. Web.  2 Mar. 2012.

Drug Abuse Pamphlet

Drug Project Websites

Club Drugs 
http://www.clubdrugs.org/
Research reports and information about club drugs

Heroin Abuse and Addiction
http://www.nida.nih.gov/ResearchReports/Heroin/Heroin.html
Facts on heroin from the National Institute of Drug Abuse

Meth: Abuse and Addiction
http://www.nida.nih.gov/ResearchReports/methamph/methamph.html
Information and links on meth

Meth, Not Even Once
http://notevenonce.com/
Real stories about meth use, statistics, information and links

National Council on Alcoholism and Drug Dependence
http://www.ncadd.org/
Lots of information about alcohol; click on “Facts”

National Inhalant Prevention Coalition
http://www.inhalants.org/
Basic information on inhalants

National Institute on Drug Abuse
http://www.nida.nih.gov/
Information on many drugs, trends and statistics, additional websites; click on “Students and Young Adults”

Prescription Drug Abuse
http://www.ncapda.org/

Prescription Drug Abuse from Kids’ Health
http://kidshealth.org/teen/drug_alcohol/drugs/prescription_drug_abuse.html

Science Behind Drug Abuse
http://www.teens.drugabuse.gov/
Facts on drugs, real stories

Steroid Abuse
http://www.nida.nih.gov/ResearchReports/Steroids/Anabolicsteroids.html
From the National Institute on Drug Abuse

Encyclopedia Britannica
http://www.britannica.com/?cameFromBol=true
Search for your topic and then look for WEB LINKS in the left menu

Above the Influence 
http://www.abovetheinfluence.com/

Drug Abuse Project for Health

Circulating Books  

To find books for background information on your Health Drug Abuse Project, select the Catalog link from your school's Media Center website.

Books about drugs are in these Dewey ranges:

362.2 - 362.29 General books about drug abuse, including books about specific drugs

613.8 - 616.86 Medical aspects of drug abuse, including books about specific drugs

Books may be checked out, but please limit of two books per student.

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Research Databases  

To access the Media Center databases:

• Go to the school’s web site and click on your media center's site:

• https://isd709.follettdestiny.com

• Click on Databases
• If you are at home, click on ELM (if you don’t have a library card, get the
• Media library card number)
• Select the appropriate database from the list below

Britannica Online Academic  
(encyclopedia information, a great atlas, and flag images)

Proquest
(newspaper information about the issues, including editorials that show opinion)

Student Resources In Context
(reference, newspaper, and magazine articles in a student-friendly format)

Discovering Collection (Gale)
(reference, primary sources, biographies, and multimedia)

Health Source
(books and periodicals related to health)

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Web Links

Directory of Alcoholism & Drug Abuse Resources
http://nationalsubstanceabuseindex.org/

Drug Enforcement Administration Fact Sheets
http://www.dea.gov/druginfo/factsheets.shtml

Go Ask Alice from Columbia University
http://goaskalice.columbia.edu/alcohol-other-drugs

KidsHealth
http://kidshealth.org/teen/index.jsp?tracking=T_Home

Medline Plus
http://www.nlm.nih.gov/medlineplus/drugabuse.html

National Institute on Drug Abuse
http://www.drugabuse.gov/publications/drugfacts/understanding-drug-abuse-addiction

National Institute on Drug Abuse for Teens
http://teens.drugabuse.gov/

Palo Alto Medical Foundation
http://www.pamf.org/teen/risk/drugs/

Partnership for Drug-Free Kids
http://www.drugfree.org/

Substance Abuse and Mental Health Services
http://www.samhsa.gov/

---

Great Search Engines You Should Try:

IPL2 (The Librarian's Internet)
http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information

iSEEK Education
http://education.iseek.com/iseek/home.page
A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.

RefSeek*
http://www.refseek.com/
A web search engine for students and researchers that aims to make academic information easily accessible to everyone

Sweet Search
http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts

GMOs - Pros and Cons

Databases:
To access the Media Center databases:
--Go to the school’s web site: denfeld-site.isd709.org/media-center
--Click on Databases
--If you are at home, click on ELM (if you don’t have a library card, get the Media Center's library card number)
--Select the appropriate database from the list below

Britannica Online Academic
Use this database for basic background information so that you will better understand the topic

Points of View
points and counterpoints--pro and con articles--search for "Genetic Modification" or "Genetically Modified Foods"

Student Resources In Context
Images, videos, reference, essays, magazines, news, and websites Search "Genetic Engineering"

Science Reference Center (EBSCO)
Reference books and magazines Search "genetically modified organism" or terms that describe your topic

---

Great Search Engines You Should Try:

Sweet Search
http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts.

Google Scholar
http://scholar.google.com/
A search engine designed to search scholarly journals .

iSEEK Education
http://education.iseek.com/iseek/home.page
A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.

IPL2 (The Librarian's Internet)
http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information.

RefSeek*
http://www.refseek.com/
a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

NSDL--National Science Digital Library
http://nsdl.org/
Emphasis on the sciences, technology, engineering, and mathematics (STEM)

---

Websites:  

BASICS ABOUT GMOs:

Bill Nye GMO episode
http://www.youtube.com/watch?v=GKm2Ch3-Myg

US Food and Drug Administration
http://www.fda.gov/food/foodscienceresearch/biotechnology/ucm346030.htm

World Health Organization
http://www.who.int/foodsafety/publications/biotech/20questions/en/

In fact about copy paste related to book
http://www.youtube.com/watch?v=fIgqXCRkMkA

Risks of GMO's 
http://toxsci.oxfordjournals.org/content/71/1/2.full

Are GMO's safe 
http://www.nytimes.com/2014/01/05/us/on-hawaii-a-lonely-quest-for-facts-about-gmos.html?_r=0

Debate about toxicity -- International Journal of Biological Sciences
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2952409/

PRO GMOs:

Monsanto commercial 
http://www.youtube.com/watch?v=SUHTBABXbu8

GMO's are safe 
http://www.forbes.com/sites/jonentine/2013/10/14/2000-reasons-why-gmos-are-safe-to-eat-and-environmentally-sustainable/

Cargill statement on GMO food
http://www.cargill.com/news/issues/gmo/index.jsp

General Mills statement on GMO
http://www.generalmills.com/Home/ChannelG/on_biotechnology.aspx

CONS GMOs:

PSA for labeling GMO products in grocery stores 
http://www.youtube.com/watch?v=GBVi3tH0Fqs (just the first part)

Seed saving with Shiva 
http://www.theperennialplate.com/episodes/2013/02/episode-113-two-options/

Scientific study results 
http://www.scientificamerican.com/article/study-linking-genetically-modified-corn-to-cancer/

Written statements
http://www.gmwatch.org/index.php/news/archive/2013/15018-michael-pollan-on-golden-rice

SALMON GMOs:

GMO salmon 
http://www.huffingtonpost.com/sea-to-table/why-do-we-need-gmo-farmed_b_2488350.html

Concerns about GMO salmon 
http://www.huffingtonpost.com/ocean-robbins/is-genetically-engineered_b_2522547.html

Canada approves GMO salmon eggs /video to visit GMO fish farm
http://www.theguardian.com/environment/2013/nov/25/canada-genetically-modified-salmon-commercial

Feb 2013 CBS news report 
http://newyork.cbslocal.com/2013/02/04/genetically-modified-salmon-may-be-coming-with-no-identifying-labels/

DE-EXTINCTION:

Growing extinct frogs 
http://www.nytimes.com/2013/03/19/science/earth/research-to-bring-back-extinct-frog-points-to-new-path-and-quandaries.html

Bringing back extinct animals
http://www.nytimes.com/2014/03/02/magazine/the-mammoth-cometh.html?_r=0

HUMAN GMOs:  

GM Babies? 
http://www.nytimes.com/2014/02/24/opinion/genetically-modified-babies.html?action=click&contentCollection=U.S.&module=MostEmailed&version=Full&region=Marginalia&src=me&pgtype=article
Gene transfer in humans 
http://www.genome.gov/10004764

Genetic inhancement in humans 
http://www.genome.gov/10004767

Should we select embryos? 
http://embryo.asu.edu/pages/ethics-designer-babies

Gene therapy basics 
http://www.youtube.com/watch?v=U3RygvuSrok

Gene therapy restores boy's vision 
http://www.youtube.com/watch?v=H0RvTOF1fEc

Gene therapy for color blindness 
http://www.youtube.com/watch?v=0IBT-jGja28

Gene selection (not transferring new DNA - just picking certain ones)
http://abcnews.go.com/Health/Wellness/fertility-clinic-offers-gender-selection-draws-women-abroad/story?id=17219176

Hope, Grit and Resilience

Databases:
To access the Media Center databases:  

• Go to the school’s web site: denfeld-site.isd709.org/media-center
• Click on Databases
• If you are at home, click on ELM (if you don’t have a library card, get the Media Center's library card number)
• Select the appropriate database from the list below

EBSCO: MAS-Ultra 
(High School version of EBSCO magazine, journal, newspaper database)

Hint: Be sure to click on "Subject" at the top and look for the personality trait

Proquest
(newspaper information)

Hint: Combine search terms with the word AND example: Resilience AND Optimism; Hope AND Gratitude

---

Great Search Engines You Should Try:

Sweet Search
http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts.

RefSeek*
http://www.refseek.com/
a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

---

Websites:

"Angela Duckworth: What is Grit" from TED Talks
http://www.thirteen.org/programs/ted-talks-education/angela-duckworth-what-is-grit/

"Being Resilient" from Kids Helpline
http://www.kidshelp.com.au/teens/get-info/hot-topics/being-resilient.php

"Got Bounce?" from American Psychological Association
http://www.apa.org/helpcenter/bounce.aspx

"Got Grit?" Why it Matters" from Hathaway Brown
http://www.hb.edu/uploaded/eNotify/Your_Teen_-_Got_Grit.pdf

"Hope" from KidsHelpPhone
http://events.kidshelpphone.ca/flipbooks/tipsheets/Hope%20Tipsheet%20Final.pdf

"How to Foster Grit, Tenacity and Perseverance: An Educator’s Guide" from MindShift
http://blogs.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/  

"Resilience" from Teen Health
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=293&id=2198

"Resilient Teens" from Psychology Today
http://www.psychologytoday.com/blog/teen-angst/201203/resilient-teens

"Teaching Students the ABCs of Resilience" from Edutopia
http://www.edutopia.org/blog/teaching-the-abcs-of-resilience-renee-jain

"True Grit: The Best Measure of Success and How to Teach It" from Edutopia
http://www.edutopia.org/blog/true-grit-measure-teach-success-vicki-davis

King Arthur

Databases from the Media Center Webpage:

Britannica Academic Online
This encyclopedia has information, images and perhaps some web links.

Gale Centage Learning -  Discovering Collection
This database includes information that comes from reference books.

Ebsco Host
This is a mega database including reference quality resources.

Databases from the Duluth Public Library Webpage:

Gale Biography In Context

This Duluth Public Library database has great biographic articles that come from reference books.  You’ll find information about famous people of the 1920s, as well as magazine articles, pictures, and web sites about them.  Get the password from your media specialist.  Path to follow is: your Denfeld/East Media Center > Research > Duluth Public Library > Electronic Resources > type in access code (ask your media specialist if you need help with the code). Choose Biography In Context from the list.

Books:

Your Media Center has several books about King Arthur on the regular shelves in both fiction and nonfiction.  Search our Library Catalog for a particular subject.

Web Sites:

Arthurian Legend also includes a unique search tool for only King Arthur sites

Balyn

Britannia: America’s Gateway to the British Isles

The Camelot Project: King Arthur’s Court

Classic Literature

How King Arthur Worked

King Arthur and Early British Kingdoms

King Arthur and the Knights of the Round Table

Timeless Myths: Arthurian Legends

Works Cited Examples

Britannica Encyclopedia

"Arthur." Encyclopædia Britannica. Encyclopædia Britannica Online Academic Edition.                     
Encyclopædia Britannica Inc., 2013. Web. 25 Apr. 2013

Discovering collection

McCarthy, Paul. “Criticism of John Steinbeck.” John Steinbeck. New York: F. Unger,         
1980. Discovering Collection. Web. 23 Apr. 2013.

EBSCO Host

“Court Rules Against U.S. on Guantanamo Detainee.” Audio. All Things Considered. National Public Radio.
23 June 2008. Points of View Reference Center. Web. 23 Apr. 2013.

Web Page

“Merlin.” Britannia. Britannia.com LLC, 2013. Web. 22 April 2013.

MN Climate Project

Databases:
To access the Media Center databases:

--Go to the school’s web site: denfeld-site.isd709.org/media-center
--Click on Databases
--If you are at home, click on ELM (if you don’t have a library card, get the Media Center's library card number)
--Select the appropriate database from the list below

Britannica Online Academic
(encyclopedia information--after you search for "climate change Minnesota," look for "Magazines" and "Web Search" in the column to the left)

Points of View
(points and counterpoints--pro and con articles--search for "Climate Change Minnesota")

Proquest
(newspaper information--search for "Climate Change Minnesota")

---

Websites--Minnesota View:

National Climate Assessment 
http://nca2014.globalchange.gov/highlights

Union of Concerned Scientists: Minnesota
http://www.ucsusa.org/greatlakes/glregionmin.html

MN Department of Health: Climate and Health
http://www.health.state.mn.us/divs/climatechange/

MN Department of Natural Resources: Climate Change Mitigation and Adaptation
http://www.dnr.state.mn.us/conservationagenda/energy_climate/direction/climate_change.html

National Resources Defense Council: Climate   Health Threats in Minnesota
http://www.nrdc.org/health/climate/mn.asp

---

Websites--National and International View:

Almanac of Policy Issues: Global Warming
http://www.policyalmanac.org/environment/global_warming.shtml

The Atlantic.com - Global Warming: Who Loses and Who Wins?
http://www.theatlantic.com/doc/200704/global-warming

Carbon calculator
http://www.epa.gov/climatechange/ghgemissions/ind-calculator.html

Chevron (oil company) Addressing Climate Change
http://www.chevron.com/globalissues/climatechange/sevenprinciples/

EPA Climate Change
http://www.epa.gov/climatechange/

EPA Climate Change Basics
http://www.epa.gov/climatechange/basics/

EPA Climate Impact on Agriculture and Food Supply
http://www.epa.gov/climatechange/impacts-adaptation/agriculture.html

EPA Greenhouse Gas Info
http://www.epa.gov/climatechange/ghgemissions/

EPA What can you do about climate change?
http://www.epa.gov/climatechange/wycd/

Exploratorium: Global Climate Change Research Explorer
http://www.exploratorium.edu/climate/index.html

National Geographic Global Warming Simulation
http://science.nationalgeographic.com/science/environment/global-warming/gw-impacts-interactive.html

Farming Affected by Weather
http://www.globalization101.org/cause-for-concern-market-structure-and-drought-creates-fear-over-corn-prices

Global Warming: Early Warning Signs
http://www.climatehotmap.org/

Greenhouse Gases
http://youtube/NoMZ6XOvnTQ

NASA Space View: Climate Time Machine
https://climate.nasa.gov/interactives/climate-time-machine

PBS Energy Effeciency Quiz
http://www.pbs.org/now/shows/413/energy-efficiency-quiz.html

PBS Global Warming Timeline
http://www.pbs.org/now/science/climatechange.html

Renewable Energy Resources
http://www.youtube.com/watch?v=D-cwMZE_UeQ

This American Life Broadcast: Hot in my Backyard, May 2013
http://www.thisamericanlife.org/radio-archives/episode/495/hot-in-my-backyard

UN article about Humans and Climate Change, Sept 2013
https://climate.nasa.gov/news/988/new-un-report-humans-responsible-for-climate-change/

Video from Will Steger in the Arctic 2007
http://www.youtube.com/watch?feature=player_embedded&v=DezLEZaNhL4#t=79

Weather or Climate?
http://www.youtube.com/watch?v=ukIIA2D0BUU

What can I do?
http://www.youtube.com/watch?v=yx8MR_QCvaE

World View of Global Warming: The Photographic Documentation of Climate Change
http://www.worldviewofglobalwarming.org/pages/glaciers.html

---

Great Search Engines You Should Try:

Sweet Search
http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts.

Google Scholar
http://scholar.google.com/
A search engine designed to search scholarly journals.

iSEEK Education
http://education.iseek.com/iseek/home.page
A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.

IPL2 (The Librarian's Internet)
http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information.

RefSeek*
http://www.refseek.com/
a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

NSDL--National Science Digital Library
http://nsdl.org/
Emphasis on the sciences, technology, engineering, and mathematics (STEM)

Mythology Project

Circulating Books  

To find books for your Mythology Project, select the Catalog link for your Media Center website.

Books about mythology are in these Dewey ranges:
201 World Mythology
291 European Mythology
291.1 World Mythology
292 Greek and Roman Mythology
293 Scandinavian Mythology
299 Chinese, Native American Mythology

Look in both the REFERENCE area and on the REGULAR bookshelves.  
Books may be checked out, but please limit of one book per student.

HINT: Check the book's table of contents or index to go to the relevant pages of the book

---

Research Databases  

To access the Media Center databases:

• Go to the Duluth School’s Media Center's catalog web site and click on your school's link:

• Duluth Schools Destiny Follett online catalog

• Click on Databases

• If you are at home, click on ELM (if you don’t have a library card, get the Media library card number)

• Select the appropriate database from the list below

Britannica Online Academic  
(encyclopedia information and great web links)

Britannica Online Academic - Mythology Student Resources In Context
(reference, newspaper, and magazine articles in a student-friendly format)

Discovering Collection (Gale)
(reference, primary sources, biographies, and multimedia)

eBook Collection (EBSCO)
(full text books)
HINT: Check the book's table of contents or index to go to the relevant pages of the book

Web Links General (including several cultures):

The Big Myth
http://www.mythicjourneys.org/bigmyth/2_eng_myths.htm

Catholic Encyclopedia
http://www.newadvent.org/cathen/04405c.htm

Encyclopedia Mythica
http://www.pantheon.org/

God Checker
http://www.godchecker.com/

Mythologies From Around the World
List of mythologies

Myth Home
http://www.mythome.org/theme.html

Project Gutenberg
http://www.gutenberg.org/wiki/Mythology_(Bookshelf)  
HINT: This is a website of full-text books. Check the book's table of contents or index to go to the relevant pages of the book

Specific:

Inca Pantheon
http://www.mythicjourneys.org/bigmyth/myths/english/eng_inca_pantheon.htm

Incan Gods
http://www.machupicchu-inca.com/inca-gods.html

Mesopotamian Pantheon
http://www.ancient.eu/article/221/

Norse Mythology: Gods and Goddesses
http://www.viking-mythology.com/

Roman Religion
http://www.ancient.eu/Roman_Religion/

Theoi Greek Mythology
http://www.theoi.com/

---

Great Search Engines You Should Try:

IPL2 (The Librarian's Internet)
http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information.

RefSeek*
http://www.refseek.com/
A web search engine for students and researchers that aims to make academic information easily accessible to everyone

 

Debate Team Pathfinders: The Refugee Crisis

Resources

Help Citing Resources You Used

Easybib.com
What is MLA Style?
Databases

Search term examples: "refugee crisis" Mexico or "refugee crisis"  Europe, or "refugee crisis" United State, or "refugee crisis" Middle East 

Points of View - search term Refugee Crisis

Britannica School High - Search term Refugees

ASKMN - Student Resource Center - keyword search on "refugee crisis"

Proquest - Newspapers

Search Engines

Suggested search terms to try: "refugee crisis" Africa or "refugee crisis" Europe or "refugee crisis" Middle East

Google Scholar

iSEEK (click web tab) - search terms "refugee crisis" Africa or Europe or Middle East or United States

Circulating Books

To find books for Refugee Crisis Research, select the Electronic Catalog link from the Duluth Public Schools Media Center website and select the school's catalog you want to search.

Call # 304.8 MIL

Books about Refugees and Refugee Issues are located in the Dewey numbers:
United States immigration : a reference handbook
By Miller, E. Willard
Provides a short analysis of the roots of immigration, a historical account of the development of American immigration policy, and discussion of trends in legal, illegal, and refugee immigration, and includes a chronology of immigration laws and regulations, a directory of organizations, and lists of additional resources.

Call # 361.53
The Refused: the agony of the Indochina Refugees
By Barry Wain
Investigates and analyzes how refugees escaped from Vietnam, Laos, and Cambodia, what happened to them at sea and afterward, and who is to blame for their tragic problems.

Call # 323 RED
Human rights : a reference handbook
By Nina Redman and Lucille Whalen.
A compilation of essays and documents related to the issue of human rights in contemporary society, including a chronology, biographical sketches, a copy of the Universal Declaration of Human Rights, descriptions of advocacy organizations, and lists of print and nonprint references.

Countries and Their Cultures
Melvin Ember and Carol R. Ember, editors

Call #: R 306.03 COU

Profiles 225 alphabetically arranged countries, providing an overview of the cultures that shape each one. Topics covered include history, ethnic relations, urbanism, food and economy, social stratification, politics, gender roles and statuses, marriage, kinship, etiquette, religion, health care, secular celebrations, arts and humanities, and the sciences.

Call #: R 306.03 PEO V.1

An encyclopedia of world peoples combining anthropological and social information, both historical and current, on the status of ethnic groups worldwide.

Online Short Story Links

Booksie - Booksie is a free social publishing site that provides a place where writers and readers can connect from across the globe. Over the past ten years, tens of thousands of writers have posted hundreds of thousands of short stories, novel, poems, articles and more. The "status" of the book will tell you if it is in progress or finished. 

Amazon.com - You'll need to add the Kindle app to your computer or device to open these free young adult short stories.

Speak Topics

Web Links:

Assertiveness

Better Health Channel: Assertiveness
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Assertiveness

TeensHealth: Assertiveness
http://kidshealth.org/teen/your_mind/relationships/assertive.html?tracking=T_RelatedArticle#cat20019

Teen Health: Assertiveness - What it Means
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=291&id=2174

Communication

Center for Young Women's Health: Speaking Up for Yourself
http://www.youngwomenshealth.org/speaking_up.html

Charlotte Parent: Say What? Helping Teens Communicate Effectively
http://www.charlotteparent.com/articlemain.php?Say-HAT-Helping-Teens-Communicate-Effectively-3834 

Palo Alto Medical Foundation: Communication Skills
http://www.pamf.org/teen/abc/buildingblocks/skills.html 

TeensHealth: Talking to Your Parents or Other Adults
http://kidshealth.org/teen/your_mind/families/talk_to_parents.html?tracking=T_RelatedArticle#cat20019 

Emotional Intelligence

TeensHealth: Emotional Intelligence
http://kidshealth.org/teen/your_mind/emotions/EQ.html?tracking=T_RelatedArticle#cat20019

Relationships

Center for Young Women's Health: Healthy Relationships
http://www.youngwomenshealth.org/healthy_relat.html
Young Men's Health: Healthy Relationships
http://www.youngmenshealthsite.org/healthy_relationships.html

Safety

Young Men's Health: Staying Safe at Parties
http://www.youngmenshealthsite.org/safety_at_parties.html

Self Esteem

TeensHealth: How Can I Improve My Self-Esteem?
http://kidshealth.org/teen/your_mind/emotions/self_esteem.html#cat20019

Shyness

TeensHealth: 5 Ways to Shake Shyness
http://kidshealth.org/teen/your_mind/emotions/shy_tips.html?tracking=T_RelatedArticle#cat20019
TeensHealth: Shyness
http://kidshealth.org/teen/your_mind/emotions/shyness.html?tracking=T_RelatedArticle#cat20019

To Cite Your Source:

WORLD WIDE WEB (not in a database)

Provide the following information:

• author’s name, if given
• title of work in quotation marks if part of a larger work; or italicized if the work is independent
• title of the overall website italicized
• publisher or sponsoring institution/organization, if given; if not given use n.p.
• date of electronic publication or last revision, if available; use n.d. if no date is given
• medium of publication (Web)
• date when the researcher accessed the site
• URL in angle brackets, if necessary or required by instructor

Example:

“Judge To Hear Government’s Arguments in CIA Tapes Case.” CNN Politics. Cable News Network, 21 Dec. 2007. Web. 22 Dec. 2007.

Stuck in Neutral

The topics for this project include the following:

Euthanasia or Assisted Suicide
Cerebral Palsy
Teen Anger
Living with a Disability

Research Databases  

To access the Media Center databases:

1. Go to the school’s web site: Denfeld High School or Duluth East High School to choose your school's media center.
2. Click on Databases
3. If you are at home, click on ELM (if you don’t have a library card, get the
4. Media library card number)
5. Select the appropriate database from the list below

Student Resources In Context

Images, videos, reference, essays, magazines, news, and websites Pay attention to the "Everything" on the left  

Science Reference Center (EBSCO)

Reference books and magazines Pay attention to Full Text and Source Types on the left

ProQuest

Newspapers and magazines Pay attention to narrowing your search on the right

EBSCO Health Source--Consumer Edition

Health information from a variety of sources Pay attention to narrowing your search

Points of View

Opinionated, Pro-Con articles from a variety of sources Pay attention to refining your results on the left

Web Links  

Cerebral Palsy

AETNA InteliHealth: Cerebral Palsy
http://www.intelihealth.com/article/cerebral-palsy?nid=3925

Center for Disease Control: Cerebral Palsy
http://www.cdc.gov/ncbddd/cp/index.html

Centers for Disease Control: Cerebral Palsy: Links to other Websites
http://www.cdc.gov/ncbddd/cp/links.html

Cerebral Palsy International Research Foundation: Mental Health and Cerebral Palsy
http://www.cpirf.org/stories/3109

Gillette Children's Hospital: Cerebral Palsy
http://www.gillettechildrens.org/conditions-and-care/cerebral-palsy/

Kid's Health from Neumors
http://kidshealth.org/parent/medical/brain/cerebral_palsy.htmlhttp://kidshealth.org/teen/diseases_conditions/brain_nervous/story_cerebral_palsy.html

Mayo Clinic: Cerebral Palsy
http://www.mayoclinic.org/diseases-conditions/cerebral-palsy/basics/definition/CON-20030502

National Institute of Neurological Disorders and Stroke
http://www.ninds.nih.gov/disorders/cerebral_palsy/cerebral_palsy.htm

Euthanasia

BBC Ethics Guide
http://www.bbc.co.uk/ethics/euthanasia/

National Institutes of Health: End of Life Issues
http://www.nlm.nih.gov/medlineplus/endoflifeissues.html

New York Times Topics: Euthanasia
http://topics.nytimes.com/top/reference/timestopics/subjects/e/euthanasia/index.html?8qa

ProCon.org: Euthanasia
http://euthanasia.procon.org/view.resource.php?resourceID=000132

Teen Anger

American Psychological Association: Controlling Anger Before It Controls You
http://www.apa.org/topics/anger/control.aspx

National Association for School Psychologists: Anger Management for Teens
http://www.nasponline.org/educators/HCHSII_AngerMgmtTeens.pdf

Nemours: TeensHealth: How Can I Deal With My Anger
http://kidshealth.org/teen/your_mind/emotions/deal_with_anger.html

NYC Teen: Anger
http://www.nyc.gov/html/doh/teen/html/feeling-ok/anger-facts.shtml

Living with a  Disability

Easter Seals: Living with Disability
http://www.easterseals.com/explore-resources/facts-about-disability/helpful-hints.html

Girl's Health.gov: Disability
http://www.girlshealth.gov/disability/

Palo Alto Medical Foundation: Living with Disabilities
http://www.pamf.org/teen/health/diseases/disabilities.html

Teen Health: Living with Disability
http://www.cyh.com/healthtopics/healthtopicdetails.aspx?p=243&np=292&id=2336

United Cerebral Palsy: Disability Etiquette
http://ucp.org/resources/disability-etiquette/

Vimeo: I'm Just Like You Video Project
http://vimeo.com/5845753

The Odyssey: the Journey and the Return of a Hero

The topics for this project include the following:

• What are the qualities of a hero?
• Can a hero have too much ego or arrogance?
• How important are our homes?
• What goes into a "Home"?
• What does it mean to "Come Home"?
• Why do military people often have a hard time returning home?
• What are the concerns or problems related to coming home after serving in war?
• If life is a journey, what is the importance of the journey?

Research Databases 

To access the Media Center databases:

• Go to the school’s web site:denfeld-site.isd709.org/media-center or Duluth East Media Center
• Click on Databases
• If you are at home, click on ELM (if you don’t have a library card, get the Media library card number)
• Select the appropriate database from the list below

ProQuest

Newspapers and magazines Pay attention to narrowing your search on the right

EBSCO MegaFILE (EBSCO)

Magazines, Newspapers, and Academic Journals

• Hint: Because these two databases are so large, use many words in your search terms, such as: Soldiers Returning from War Difficulties
• HINT: Consider putting quotation marks around words that should occur together, such as "Life is a journey"

---

Web Links

Qualities of a Hero

Moral Heroes
http://moralheroes.org/how-to-become-a-hero

Psychology Today: "Why We Need Heroes"
http://www.psychologytoday.com/blog/why-we-need-heroes/201405/how-heroic-is-your-personality

Santa Clara University: "Heroism: Why Heroes are Important"
http://www.scu.edu/ethics/publications/ethicsoutlook/2005/heroes.html

Self Esteem vs. Arrogance

Orma, Dr. Steve: Arrogance is Not the Same as High Self-Esteem
http://drorma.com/2012/01/18/arrogance-is-not-the-same-as-high-self-esteem/

Psychology Today: "The Key Difference Between Pride and Arrogance"
http://www.psychologytoday.com/blog/the-squeaky-wheel/201407/the-key-difference-between-pride-and-arrogance

The Importance of Home

The Atlantic: "The Psychology of Home: Why Where You Live Means So Much"
http://www.theatlantic.com/health/archive/2011/12/the-psychology-of-home-why-where-you-live-means-so-much/249800/

PhychCentral: "The Emotional Meaning of Home"
http://psychcentral.com/lib/the-emotional-meaning-of-home/0001428

PhychCentral: "Home and the Meaning of Place"
http://blogs.psychcentral.com/angst-anxiety/2012/03/home-and-the-meaning-of-place/

Smithsonian Magazine: The Definition of Home
http://www.smithsonianmag.com/science-nature/the-definition-of-home-60692392/?no-ist

Returning Soldiers

Military.com: "Returning to Homelife after Deployment"
http://www.military.com/spouse/military-deployment/reintegration/returning-to-home-life-after-deployment.html

New York Times: "After Combat, the Unexpected Perils of Coming Home"
http://www.nytimes.com/2011/05/29/us/29soldiers.html?pagewanted=all&_r=0

PBS Frontline: "When They Come Home"
http://www.pbs.org/wgbh/pages/frontline/shows/heart/themes/cominghome.html

The Washington Post: "The Unemployment Rate for Recent Veterans"
http://www.washingtonpost.com/blogs/wonkblog/wp/2013/11/11/recent-veterans-are-still-experiencing-double-digit-unemployment/

Life is a Journey

Liberty Voice: "Life is a Journey; Enjoy the Ride"
http://guardianlv.com/2014/04/life-is-a-journey-buckle-up-and-enjoy-the-ride/

Pensacola News Journal: "Life is a Journey, Not a Destination"
http://www.pnj.com/story/life/style/bella/2014/08/15/maia-rizzi-life-is-a-journey-not-a-destination/14136491/

Search Engines

Sweet Search

http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts

To Kill a Mockingbird--Option #1

Possible Topics for Research

Civilian Conservation Corps & New Deal	Harper Lee
Civil Rights	Jim Crow Laws
Duluth Lynchings	Ku Klux Klan
Dust Bowl	Prohibition
Eleanor & Franklin Delano Roosevelt	Scottsboro Boys Trial
The Great Depression	Stock Market Crash of 1929

Required databases for research:

Britannica Online Academic

Gale -  Discovering Collection

Be sure to print off your sources.

Information about the Duluth lynchings need to be searched differently. Use the sites listed below:

Duluth News Tribune/Newsbank You will need to enter East’s access code.

This collection of Duluth News Tribune articles is located with the Duluth Public Library databases. Sort by oldest date first.  Search Duluth Lynchings or Clayton, Jackson, McGhie Memorial

Duluth Lynchings Online Resource – Minnesota Historical Society

Clayton Jackson McGhie Memorial

CITING Models

Taken from the East Library Page – Citing Resources

For Britannica:

Marsh, Dave. “Elvis Presley.” Encyclopedia Britannica Online Academic Edition. Encyclopedia  Britannica, 2012.  Web. 29 Oct. 2012.

For Discovering Collection:

Isaacs, Jonathan D., and Neil D. Isaacs. “Presley, Elvis Aron (1935-1977).” Encyclopedia of World Biography. Ed. Suzanne M. Bourgoin. 2nd ed. Detroit: Gale Research, 1998. Discovering Collection. Web. 29 Oct. 2012.

For a webpage:

“Elvis’ Life In Music.” Elvis Presley: Official Site of the King of Rock n’ Roll. Elvis Presley Enterprises, 2012. Web. 29 Oct. 2012.

For Print :

Guranick, Peter. Careless Love: the Unmaking of Elvis Presley. Boston: Little, Brown and Company, 1999. Print.

SAMPLE WORKS CITED PAGE 

Works Cited 

“Elvis’ Life In Music.” Elvis Presley: Official Site of the King of Rock n’ Roll. Elvis Presley Enterprises, 2012. Web. 29 Oct. 2012.

Guranick, Peter. Careless Love: the Unmaking of Elvis Presley. Boston: Little, Brown and Company, 1999. Print.

Isaacs, Jonathan D., and Neil D. Isaacs. “Presley, Elvis Aron (1935-1977).” Encyclopedia of World Biography. Ed. Suzanne M. Bourgoin. 2nd ed. Detroit: Gale Research, 1998. Discovering Collection. Web. 29 Oct. 2012.

Marsh, Dave. “Elvis Presley.” Encyclopedia Britannica Online Academic Edition. Encyclopedia  Britannica, 2012.  Web. 29 Oct. 2012.

To Kill a Mockingbird--Option #2

To Kill a Mockingbird Pathfinder

Possible Ideas for Research

Civilian Conservation Corps & New Deal	Harper Lee
Civil Rights	Jim Crow Laws
Duluth Lynchings	Ku Klux Klan
Dust Bowl	Prohibition
Eleanor & Franklin Delano Roosevelt	Scottsboro Boys Trial
The Great Depression	Stock Market Crash of 1929

REQUIRED databases for research:

Britannica Online Academic

Gale -  Discovering Collection

Be sure to print off your sources.

Additional websites for research:

Information about the Civilian Conservation Corps and New Deal:

New Deal Network
A site maintained by the Franklin and Eleanor Roosevelt Institute that includes primary documents, lesson plans, images, and an amazing amount of information. 

The New Deal from the National Archives

Links to web sites relating to the New Deal era for research on New Deal agriculture, labor, and arts programs.

Information about Civil Rights:

• African-American Resources on the Internet
• Civil Rights in Mississippi Digital Archive
• Historic Places of the Civil Rights Movement
• NAACP
• Documenting the American South – primary sources from the University of North Carolina

Information about the Duluth Lynchings:

• Duluth News Tribune/Newsbank
• Minneapolis Star Tribune/Newsbank

This collection of Duluth News Tribune articles is located with the Duluth Public Library databases.  The password is on the gold tag taped to your computer.  Sort by oldest date first.  Search Duluth Lynchings or Clayton, Jackson, McGhie Memorial

• Clayton Jackson McGhie Memorial – Official Site
• Minnesota Historical Society – Duluth Lynching
• Teaching Tolerance - Southern Poverty Law Center

Information about the Dust Bowl:

• American Memory—Library of Congress—Voices from the Dust Bowl
• The Dust Bowl—PBS

Information about Eleanor and Franklin Roosevelt:

•  Franklin D. Roosevelt Presidential Library and Museum

Information about The Great Depression:

• Timeline of the Great Depression

Information about Harper Lee:

• Biography Resource Center

This Duluth Public Library database has great biographic articles that come from reference books.  You’ll find chronological events from the Presidents’ lives as well as magazine articles, pictures, and web sites.  The password is on the gold tag taped to your computer.  Choose Biography Resource Center from the list.

• Harper Lee today:

An article from The New York Times about Harper Lee.

Information about Jim Crow Laws:

• Jim Crow History Websites
• Remembering Jim Crow—American Radio Works
• Rise and Fall of Jim Crow--PBS

Information about the Ku Klux Klan:

• About the Ku Klux Klan - Anti-Defamation League
• Alabama KKK Timeline

Information about Prohibition:

• Temperance and Prohibition—Information about the prohibition of alcohol from Ohio State University
• FBI History

Information about the Scottsboro Trial:

• Famous American Trials
• The Scottsboro Trial - PBS
• The Scottsboro Trial 2 - PBS
• The Scottsboro Trial Timeline- PBS

Information about the Stock Market Crash of 1929:

• The Crash of 1929 – The American Experience
• Stock Market Crash - PBS

Information about the 1930s:

• American Cultural History by the Decades:  great site for information on the 1930s
• American Memory Collection
• America in the ‘30s—University of Virginia
• The People History—1930s 

CITING Models 

Taken from the East Library Page – Citing Resources

United Nations Simulation Pathfinder

Circulating Books  

Most of the topics in this assignment are too current to find book information in our library. To find books for background information on your UN Simulation, select the Catalog link to your school's Media Center.  

Books about flags are located in the Dewey numbers:

• 929.9

Books about Capital Punishment are located in the Dewey numbers:

• 345.73

• 364.6

• 364.66

Books about Nuclear Weapons are located in the Dewey numbers:

• 355.02
• 358

Books about Global Warming and Climate Change are located in the Dewey numbers:

• 363.73

Books about the United Nations are located in the Dewey numbers:

• 341.23

---

Reference Books  

Books about countries and their cultures are located in the Dewey numbers:

• R 306.03

Books about flags are located in the Dewey numbers:

• R 929.9

Books about the United Nations are located in the Dewey numbers:

• R 341.23

---

Research Databases  

To access the Media Center databases:  

1. Go to the your school’s Media Center's site: denfeld-site.isd709.org/media-center 
2. Click on Databases
3. If you are at home, click on ELM (if you don’t have a library card, get the Media library card number)
4. Select the appropriate database from the list below

Britannica Online Academic  
(encyclopedia information, a great atlas, and flag images)  

Points of View
(Points and counterpoints--pro and con articles--about all of the issues)

Proquest
(newspaper information about the issues, including editorials that show opinion)

Student Resources In Context
(reference, newspaper, and magazine articles in a student-friendly format)

Discovering Collection (Gale)
(reference, primary sources,biographies, and multimedia)

---

Great Search Engines You Should Try:

• Sweet Search

http://www.sweetsearch.com
Searches only the sites that have been reviewed and approved by a team of librarians, teachers, and research experts.

• Google Scholar

http://scholar.google.com/
A search engine designed to search scholarly journals.

• iSEEK Education

http://education.iseek.com/iseek/home.page
A non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.

• IPL2 (The Librarian's Internet)

http://www.ipl.org/
Created and maintained by librarians, offers high-quality academic information.

• RefSeek*

http://www.refseek.com/
a web search engine for students and researchers that aims to make academic information easily accessible to everyone.

• NSDL--National Science Digital Library

http://nsdl.org/
Emphasis on the sciences, technology, engineering, and mathematics (STEM)

Web Links  

Country Studies

1. CIA - The World Factbook
   • https://www.cia.gov/library/publications/the-world-factbook/index.html
2. Background Notes: U.S. Department of State
   • http://www.state.gov/misc/list/index.htm
3. Countries of the World 
   • http://www.infoplease.com/countries.htm
4. Country Studies - Library of Congress 
   • http://lcweb2.loc.gov/frd/cs/cshome.html
5. Country Profiles | Asia Society 
   • http://asiasociety.org/countries/country-profiles
6. National Geographic Places Directory 
   • http://travel.nationalgeographic.com/travel/countries/?source=NavTravCount
7. BBC NEWS | Middle East | Country Profiles 
   • http://news.bbc.co.uk/2/hi/middle_east/country_profiles
8. BBC NEWS | Europe | Country Profiles 
   • http://news.bbc.co.uk/2/hi/europe/country_profiles
9. BBC NEWS | Africa | Country Profiles 
   • http://news.bbc.co.uk/2/hi/africa/country_profiles
10. BBC NEWS | Asia-Pacific | Country Profiles 
    • http://news.bbc.co.uk/2/hi/asia-pacific/country_profiles
11. BBC NEWS | South Asia | Country Profiles 
    • http://news.bbc.co.uk/2/hi/south_asia/country_profiles
12. BBC NEWS | Americas | Country Profiles 
    • http://news.bbc.co.uk/2/hi/americas/country_profiles

Flags and Maps  

Flags of the World 
http://flagspot.net/flags/

Global Warming  

Global Warming Simulation - National Geographic 
http://science.nationalgeographic.com/science/environment/global-warming/gw-impacts-interactive.html

Global Warming: Early Warning Signs 
http://www.climatehotmap.org/

World View of Global Warming: The Photographic Documentation of Climate Change 
http://www.worldviewofglobalwarming.org/pages/glaciers.html

Climate Change | U.S. EPA 
http://www.epa.gov/climatechange/

Almanac of Policy Issues: Global Warming 
http://www.policyalmanac.org/environment/global_warming.shtml

The Atlantic.com - Global Warming: Who Loses and Who Wins? 
http://www.theatlantic.com/doc/200704/global-warming

Capital Punishment  

Death Penalty - Amnesty International 
http://www.amnestyusa.org/death-penalty/page.do?id=1011005

Death Penalty Worldwide 
http://www.deathpenaltyworldwide.org/

World Coalition Against the Death Penalty 
http://www.worldcoalition.org/

New York Times Topics: Capital Punishment 
http://topics.nytimes.com/top/reference/timestopics/subjects/c/capital_punishment/index.html?8qa

Guantanamo Bay  

National Public Radio Stories about the Guantanamo Bay Detainees 
http://www.npr.org/templates/story/story.php?storyId=4711397

U.S. Department of Defense: Guantanamo Bay 
http://www.defenselink.mil/home/features/gitmo/

The Guardian (British Newspaper) series about Guantanamo Bay 
http://www.theguardian.com/world/guantanamo-bay

The New York Times Topics: Guantanamo Bay
http://topics.nytimes.com/top/news/national/usstatesterritoriesandpossessions/guantanamobaynavalbasecuba/index.html

Nuclear Weapons 

Nuclear Files 
http://www.nuclearfiles.org/

United Nations Office for Disarmament Affairs 
http://www.un.org/disarmament/WMD/Nuclear/NPTtext.shtml

International Coalition to Ban Nuclear Weapons 
http://www.bandepleteduranium.org/en/overview

Kashmir / Pakistan  

BBC Special Report : Kashmir Flashpoint 
http://news.bbc.co.uk/2/hi/in_depth/south_asia/2002/kashmir_flashpoint/default.stm  

BBC Kashmir Dispute Q & A 
http://www.bbc.co.uk/news/10537286  

New York Times Topics: Kashmir 
http://topics.nytimes.com/top/news/international/countriesandterritories/kashmir/index.html?8qa

Iran and Nuclear Weapons  

New York Times: Iran's Nuclear Program 
http://topics.nytimes.com/top/news/international/countriesandterritories/iran/nuclear_program/index.html

Nuclear Threat Initiative: Iran 
http://www.nti.org/country-profiles/iran/nuclear/

BBC Questions and Answers: Iran Nuclear Crisis 
http://www.bbc.co.uk/news/world-middle-east-11709428

NPR: The Challenges of a Nuclear Iran 
http://www.npr.org/series/112170402/the-challenges-of-a-nuclear-iran

North KoreaPBS Newshour Special Report: Nuclear Standoff 
http://www.pbs.org/newshour/indepth_coverage/asia/northkorea/index.html

New York Times Topics: North Korea 
http://www.npr.org/series/112170402/the-challenges-of-a-nuclear-iran

U.S. Department of State: U.S. Relations with North Korea 
http://www.state.gov/r/pa/ei/bgn/2792.htm

Syria  

New York Times Topics: Crisis in Syria 
http://topics.nytimes.com/top/news/international/countriesandterritories/syria/index.html?8qa

BBC: Syria Conflict 
http://www.bbc.co.uk/news/world-middle-east-17258397

Kurdistan  

BBC: Kurdistan Timeline
http://www.bbc.co.uk/news/world-middle-east-15467672

New York Times Topics: The Kurds 
http://topics.nytimes.com/top/reference/timestopics/subjects/k/kurds/index.html

Two-State Plan for Israel and Palestine  

New York Times Topics: The Palistinian Authority 
http://topics.nytimes.com/top/reference/timestopics/subjects/k/kurds/index.html

United NationsUnited Nations 
http://www.un.org/english/

World ConflictsFlashpoints: Guide to World Conflicts 
http://www.flashpoints.info/FlashPoints_home.html

World LeadersWorld Leaders 
https://www.cia.gov/library/publications/world-leaders-1/

Good Books To Read

ALA Booklist

Amazon Editors' Young Adult Book Club

The HUB: Your Connection to Teen Reads

Duluth Public Library Recommendations

Favorite Teenage Angst Books

Teen Link

Banned Books

Guys Read

LibriVox (free audio books)

Nancy Pearl's Recommendations

Reading Rants

GoodReads - Teens

The Young Adult Book Club

TeenReads

Turning the Page

Book Trailers, Book Reviews & Author Interviews

Book Reviews:

GoodReads
Plugged In Book Reviews
SLJ Young Adult Reviews
The Thread - A new twist on book talk.

How-To

Coding Websites - learn basic programming 

• Hour of Code
• Code Monster
• Computer Programming

Using Google

• Google Docs Tour
• Google Search Tips
• Google Take Out -  Are you Graduating or moving to another school district? Transferring Google Files and Gmail from one Account to another is easy with Google Take Out. Learn how here.

MovieMaker & PowerPoint:

• MovieMaker: YouTube Tutorial

• MovieMaker: General Directions
• MovieMaker: Book Trailer
• PowerPoint: Adding Music
• PowerPoint: Adding Narration

MovieMaker: General Directions

How-To Make Marvelous Movies with Movie Maker 

Movie Maker is a great way to present your “story” to an audience.  The most important part is the CONTENT.  

The visual component is secondary.  The types of movies can be:

• Visual essays
  • Much like a PowerPoint (with or without narration)
• Documentary
  • Research based
• Digital storytelling or poetry
  • Tells a personal story or poem

99.9% of your research and writing should be complete before you even open up MovieMaker.

Movie Maker tends to freeze, so save often!
Be sure that the first time that you save your project that you go to File/Save Project As. 
Put your files into the correct My Videos/My Project folder.

Three words to remember are:  CONTENT, FOLDERS, IMPORT.

Setting up your folders

You will create a folder inside your “My Videos” folder, which is located in your “My Documents” folder.

1. From your desktop, open up “My Documents.”
2. Open up “My Videos” folder. (If you do not have a “My Videos” folder, you will need to make one.)
3. Click on “Make a new folder.”
4. Call it ____________ Project:
   1. Inside this project folder, create a folder called Pictures (you will need to click on “Make a new folder).
   2. Inside this project folder, create a folder called Videos (you will need to click on “Make a new folder).
   3. Inside this project folder, create a folder called Music (you will need to click on “Make a new folder).
5. Every component of your movie must be saved in the Project folder and in the correct folder, or your movie will have red Xs instead of what you thought would be on your movie.

If you are working with a group, designate one person as the "Saver," or pass around a USB drive so everyone can save in a common place.

Finding your pictures can be done several ways:

• You may scan pictures to use in your movie (use the computer to the right of the library scanner)
• You may download pictures from your digital camera to use in your movie – make sure your video camera will work first with our software and firewire! BRING ALL YOUR CORDS WITH YOUR CAMERA. Do a test run first before you spend a lot of time shooting stills. You may borrow the library’s digital camera, but only to use in school.
• You may email yourself photos from your Smartphone, and then save them into your Pictures folder (or save them to a USB drive.
• You may use digital images from the internet, such as Bing or Google Images, to find pictures
  • The frame in Moviemaker is 640 pixels wide by 480 pixels tall
  • Try to find pictures that are at least 2/3 that size so they don’t become pixilated and blurry
  • Try to find pictures that are wider than they are tall—tall pictures will have black on the sides in you Moviemaker project
  • Click on the picture, and then click on “See full size Image”
    • Right click on the picture to save it. You will get the message “save target (or image) as.” Save the image into the Pictures folder inside your Project folder. Save as a JPEG if possible. GIF images will also work.
  • Cite your image in a Word document so that you can add it later to your movie credits. The model to follow is:
    • "Michael Moore." Image. Google Images. 2009. Web. 27 Apr. 2009.
• You may find images on webpages, online encyclopedias, etc., that can be saved to your Images folder. Right-click the image. Choose “Save picture as” and choose your Pictures folder. These images can then be imported into your project.
  • Pictures that you find must be imported into your project. If you don’t import, you will get the dreaded red X.
    • Once imported, pictures can be dragged onto the MovieMaker timeline.

Finding your videos can be done several ways:

• You may find video clips on YouTube.com.  To download them, do the following:
  • Find your clip on YouTube.com and copy the URL
  • Go to http://www.onlinevideoconverter.com/
    and select United States of America
  • Choose the top row, middle icon (to avi, mp4, flv, etc.)

Paste the YouTube URL and click the arrow (A new tab may open, which you can close and go back to the original tab)

• Select MPEG by clicking in the small circle below it and click the arrow
• Wait for it to load and then click on Download
• Click the circle with the arrow going into the box, and "Save As into the Videos folder

• You may borrow one of the Media Center's FLIP cameras.  The video clips will need to be converted (see above).

• You may ask Mrs. B to videotape you using the movie camera in the SmartBoard room (the camera that is used for announcements).

•  Capturing video from a digital movie camera:
  • You may download videos from your digital movie camera to use in your movie – make sure your video camera will work first with our software and firewire! BRING ALL YOUR CORDS WITH YOUR CAMERA. Do a test run first before you spend a lot of time shooting video.
    • You can only use designated computer that has firewire in the library to capture video from a camera.
    • Choose “Capture video from a video device”
    • Name your video
    • When choosing a place to save, click Browse and choose the desktop at the top of the list.
    • Follow the directions on the screen to capture your video.
    • When you are finished capturing, open up your project folder and move your video from the desktop to your Video folder.
    • OR, if your camera has a card, ask Mrs. B to download for you.
  • Capturing video from your digital movie camera
  • If you’ve taken videos with your digital camera, they will probably download as a .mov or a .mod.  A .mod may not be converted, and is not useable.  A .mov may be converted to .wmv in Zamzar.com.
  • Go to www.zamzar.com
  • Step 1: Browse for your file and download it. (It looks like nothing happened, and the box remains blank.)
  • Step 2: Choose .wmv
  • Step 3: Put in your gMail email address.
  • Step 4: Click Convert (It may take a few hours for it to show up in your email.)

Setting up your title slides, adding text to your movie, and adding credits

• Set up the beginning of the movie before you start the movie, title at the beginning. You will always be able to go back and edit it. You will add credits at the end. Choose “Edit Movie/Make titles or credits."
  • The title can consist of several frames.
  • If you choose to put text on an image: in Storyboard view, click on the image on which you want the text to appear. Choose “Edit Movie/Make Titles or credits.” Choose “Add title to selected clip.” When you click “Done, add title to movie” your movie will be automatically changed to the timeline view and the text will be placed on the “Title Overlay” bar. It will be on your image when the movie is played. Double-click or right-click the text to change color, size, etc.
• In the credits, cite every picture or video that is not your original work. The credits page will only allow one frame, so you may need to give your teacher a complete Works Cited” document if it is requested. Check the Media Center webpage for citing information.

At the top of the credits frame, type “Works Cited.” For videos projects use an abbreviated form of “Works Cited.”

Doing your narration

• Write down what you intend to say
  • Edit, rewrite, polish
• Write and record  your clips in short segments of one or two sentences
• Place your curser at the end of the movie to record. WMM will place your recording on the timeline and pallet, but delete then when finished and import them onto the movie where you want them placed.
• To record, click on the icon that looks like a microphone above the timeline.
  • Adjust the volume control so that you don’t go into the red (distortion).
  • Modulate your voice so that none of the words jump into the red.
  • Use a microphone to direct the sound and cut out background noise. Please ask to use the microphones.
  • MovieMaker will automatically make a Narration folder, but it will not be placed into your project folder – you will have to move this Narration folder into your Project folder
    • When you save it, name it in logical sequence (a, b, c, or 1, 2, 3 or a key word)
• Import the clips and drag them onto the timeline where you want them to be.
• You may right click on the narration line to adjust volume.

Adding music

• Music is the last element to add because it may overwrite any narration or sound and takes the longest time to choose. To get music (over your narration or any other sounds) onto your project you may have to first finalize your project – get help with this. You will then import this newly created movie and drag it to the top line of a new project and then add your music to the storyboard.
• If you do not have any other sounds or narration, you do not need to finalize first.
• Go to www.freeplaymusic.com.
  • This music is copyright free so you are not restricted as to how much you can use.
  • Browse or search for the genre and/or mood of the music you want.  Then click on "Add to Cart." Go to your cart to check out.  Choose Education as the License Type.  Proceed to check out, Put in your name and email address, and click on Accept.  Click on Download (this will take a minute or two), and at the bottom of the screen, save as into your Music folder. This is a zipped file, so you will need to unzip it to use the music clip.
  • In MovieMaker, import the clip (at the very end of your project). You will have to first finalize your project to add music over your narration. (See below - #10).
• Drag the clip onto your timeline where needed
• Right click on the music clip to adjust volume, fade-in/fade-out, etc.
• If you use copyrighted music, you may only use 30 seconds, which is considered “fair use” for education. You may “rip,” not “burn,” copyrighted music from a CD. Go to Start/Programs/Windows Media Player. Choose “Rip Music from CD by using Windows Media Player.” When you rip music, it automatically stores the file in a “My Music” folder in My Documents, not in your project folder. You will have to move the file to My Videos/My Project/Music. The program will give you clips of the music that you can drag onto your project timeline.
• You may import MP3 files from a flash/USB drive. Start playing the file. In WMM go to Tools > Narrate Timeline > Show more options > Audio Import Source. Choose Stereo Mix. Click Start Narration to start recording the music. REMEMBER – you may only use 30 seconds. Remember to save this recording in your Music folder within your Project folder and import into you WWM project.
• You may use Google.com to find music. If you find here, on iTunes or another online source, and they are not MP3files, you may have to convert them by using Zamzar.
• If you find a recording of the music you want to use, start playing the file and follow the directions as for files from a flash/USB drive. Remember to save this recording in your Music folder within your Project folder and import into you WMM project.
• DO NOT BREAK COPYRIGHT LAW! You may only use 30 seconds of copyrighted music.
•  If you do not get sound when finding your music clips, go to Start/Programs/Accessories/Multimedia/Volume and unclick where the sound may be muted.
• Cite your source for music onto your credits page. Check the library webpage for citing information.

Timing the slides and prettying them up

• You may stretch the picture to the amount of time you want in order to line up with your narration and/or music on the timeline view)
  • Hover until you see the double red arrow and pull it to the correct duration (the red arrow will trim or stretch pictures). Your stretched picture will then remain on the screen until your narration has ended.
• You may overlap the slides to make them flow better
  • Hover until you see the hand and pull the blue line into the slide to the left (the hand will drag pictures)
• You may go to Video Effects to pretty up the effect

Making transitions between pictures

• You may go to Video Transitions to drag in transitions—best done in the StoryBoard mode. Adding transitions will alter your timing, so plan ahead and drag in your transitions before you add your narration or music.

Finalizing your movie – GET HELP

• Once you finalize you will not be able to change your movie, so be sure you are completely done before finalizing (see above if you will be adding music)
• Make a copy of your movie (Save Project As) – call it something else, just in case something happens to your original during finalizing
• Under Finish Movie – click on “Save to my computer”
• Click Browse to save to the desktop (top of list).
• Click next, twice
• It may take about 15 minutes
• Go to My Computer; open up My Documents
• Move your finished movie from the Desktop to My Documents/MyVideos/My Project
• When you log off, your finalized movie (located on the desktop) will disappear, so be sure that you put it into your movie folder before logging off.
• The icon of your finalized movie will look like movie film, not a movie reel – you’ll know then that it has been finalized

Important Notes:

• If you open your project to work on it again, and it comes up with red X’s instead of pictures or videos, don’t panic…yet.  Right click on the red X and select “Browse for Missing File.”  Open folders stored in “My Documents” until you find the image/video that you are looking for. Click open. When you bring in the first missing file, the rest MAY follow.
• Do not use red text – it does not show up when viewing your projects through the projector.
• 99.9% of your research or writing should be completed BEFORE you even open up MovieMaker and begin – content, content, content is what is important. 99.9% of your narration (written down) also needs to be complete before starting your project.
• A rule of thumb is that every minute of video takes a hour to complete.  Allow yourself enough time to complete your project. Expect problems and mistakes that will need to be corrected, re-done, etc.
• You can find many digital files for your project at the following websites. Be sure to cite your sources. Check the library webpage for citing information.
  • Animation Factory
  • FreePlayMusic
  • Icon Bazaar
  • Library of Congress Photos
  • Life.com
  • Minnesota Reflections Digital Library
  • NYPL Digital Library
  • NYPL Picture Library
  • Panoramic Photos - 1951-1991
  • PictureHistory
• Your first project in MovieMaker will be learning experience! Be organized, be creative, have fun.

Back to MovieMaker & PowerPoint Index

Movie Maker: Book Trailer

The key to using Moviemaker for this assignment is to follow the step by step instructions, keep it simple, and BE ORGANIZED!  

1. When you open up the “My Documents” folder on your desktop you see a “My Videos” folder.
2. Open this folder.  On top of the page you will see a “New folder” tab.  RENAME this folder with the name of your book.  You may abbreviate if you wish.  You will put ALL your files for your project in THIS FOLDER.  You are required to have pictures AND audio.  You will import these files into your project.  You will add text once you are in Moviemaker on the editing step.
3. Now that you have made this folder find your pictures first, start your Moviemaker, and complete importing and editing text. Do NOT open Moviemaker until you have your pictures.  When saving files to your project folder NAME each so that you can easily identify what the file is.  ONLY LOOK FOR MUSIC AFTER YOU HAVE YOUR PICTURES ALREADY IN YOUR MOVIEMAKER PROJECT ALONG WITH YOUR TEXT. 

Finding your pictures and audio:

1. At school Bing Images may work better than Google.  Google images are often blocked.  Try to find pictures that are oriented in the landscape format, not portrait.  Another way of saying this is horizontally not vertically. If you know of other sources of images, feel free to use them.
2. To save an image, right click, save picture as, select your project folder, and name the file.  Be careful, Windows will default to your “My Pictures” folder.  You want YOUR project folder in your “My Videos” folder.  This applies to music also.  Save to YOUR project folder, NOT your “My Music” folder.

Opening up Moviemaker:

1. Go to the “High Schools” folder on your desktop.  The files are arranged alphabetically.  Go to Windows Moviemaker 2.6 and open.
2. Note the THREE steps in the left-hand column:  1.) Capture Video, 2.) Edit Movie, and 3) Finish Movie.  You are in Step One.

Step One- Capturing Video

You will import pictures and audio to your project from your folder where you saved them.  Import your pictures first.  Drag and drop the pictures to the Storyboard below.  Once you have your pictures on the storyboard, move on to step two.

Step Two- Editing the Movie

When you click on the caret (the inverted V shaped thingy) the following choices appear:  View video effects, View video transitions, Make titles or credits.  You will use this to ADD TEXT to your moviemaker. 

Make Titles or Credits:   

You have several options for WHERE you place your text. Everyone should have a title slide at the beginning of the movie with the project name.

1. Add title (text) AT THE BEGINNING of the movie.
2. Add title (text) BEFORE the selected clip on the storyboard.
3. Add title (text) ON the selected clip on the storyboard.
4. Add title (text) AFTER the selected Clip on the storyboard.
5. Add credits AT THE END of the movie. Follow these models:

• “The Client Bookcover.” Illustration. Bing Images.
• “Grift, Kiss and Flee.” Audio.  freeplaymusic.
• “John Grisham Talks About Writing.” Photograph. Bing Images.

Step Three- Adding video effects and transitions is done ONLY if time permits.  

This step is a lot of fun so it can become VERY time-consuming, very easily.  Avoid spending too much time doing this.

Step Four- Add your music after you have your storyboard completed. 

1. For this project I would encourage you to use Freeplaymusic.com.   (Please note it is .com- NOT .org). You can select the type of music and the instrument.  If you wish to use copyrighted music, you must follow the copyright laws.  You many use NO MORE than 30 seconds of a selection.  You cannot repeat these 30 seconds four times to make a 2 minute video.  Please adhere to this rule.  Breaking copyright is not a good thing.
2. You should save the music file to the same folder where your pictures are saved. Import the music file, drag and drop it to you timeline.  Make sure your music ends when your video is over.

Step Five- Finishing the Movie

This is the FINAL step you will do to change your Moviemaker from a works in progress   to a FINISHED project.  Please note that the icon changes when you have a “finished project.” The biggest thing to remember is to BROWSE to save to your desktop and then DRAG to your “My Videos” folder where your project folder is located.  You MUST drag your finished project off your desktop to your folder otherwise it will disappear when you log off. Ask for help when you do this process.  It can be confusing.

Back to MovieMaker & PowerPoint Index

PowerPoint: Adding Music

To add music to a PowerPoint presentation, follow the steps below:

• Go to http://www.freeplaymusic.com to find copyright free music
• After previewing the mp3 clips (on the right side) and choosing the perfect one (from the left side), right-click on the length of mp3 that you need and choose "Save Target As"
• Save the clip to "My Documents"
• This is a good time to cite the source for this clip, so remember to copy the URL
• In PowerPoint, be on the slide where you want the music to start, and then pull down "Insert" to "Movies and Sounds" to "Sound from File"
• Choose the clip you just saved and insert
• Click "Yes" to having the music play automatically
• You will see a little speaker on your slide--pull it to a corner
• Double-click on the speaker and the music menu will appear on the top of the slide. Choose from the Play Sound menu.
• Click "Continue Slide Show" and type in the number of slides you have
• Click "More Options" and choose to loop until finished
• Click "OK" and click "OK"
• Test your PowerPoint presentation to see if the music plays

If your volume doesn't work, follow these steps:

• Click on "Start" in the lower left corner of your screen
• Choose Programs>Accessories>Multimedia>Volume Control
• Be sure that no checks are in the Mute boxes and that all sliders are to the top of the range
• Close the window

Back to MovieMaker & PowerPoint Index

PowerPoint: Adding Narration

To add narration to a PowerPoint presentation, follow the steps below:

• Plug your microphone/headset in with the red on the bottom (microphone) and white on the top (headset)
• Under "Slide Show," choose "Record Narration"
• Click "Set Microphone Level" and test your microphone volume-slide the lever to the left if you are in the red
• Click on "Change Quality" and choose "CD Quality" (the other settings are correct)
• Click the box beside "Link Narrations In" and browse for the correct folder in "My Documents" (This step is optional)
• When you are ready to record, click on "OK" and start narrating
• When you have finished the narration for that slide, click the mouse and continue narration on the next slide, and so on

To edit and improve the sound quality of your presentation, consider these tips:

• If you want to re-record a slide, drag and drop it to the end of the slides, record over the original narration, and then drag and drop it back into place
• Under "Slide Show," choose "Rehearse Timings" to remove dead space at the beginning and end of each narration

If your volume doesn't work, follow these steps:

• Click on "Start" in the lower left corner of your screen
• Choose Programs>Accessories>Multimedia>Volume Control
• Be sure that no checks are in the Mute boxes and that all sliders are to the top of the range
• Close the window

Back to MovieMaker & PowerPoint Index

MANUSCRIPT FORM

For research papers turned in at Duluth High School, the following are recommended; however, individual teachers will have their own instructions for all other manuscript requirements.

All papers:

• A research paper does not need a title page. Instead, beginning one inch from the top of the first page and flush with the left margin, type your name, your instructor’s name, the class title, and the date on separate lines, double-spacing between the lines.
• Leave a one-inch margin around the page.
• Double-space all typed papers.
• Font size should be no smaller than 10 point, not larger than 12.
• Times New Roman is the MLA standard, but some teachers will allow Helvetica or New Century Schoolbook.

WRITING PROCESS

1. PREWRITE. Gather information. Brainstorm, map, cluster, jot notes and clump details – there are many prewriting techniques. Try different methods; you’ll discover what works for you.
2. “Since sites and other resources on the Web sometimes disappear altogether, you should… print the material you use during your research, so that you can verify it if it is inaccessible later” (MLA Handbook 183).
3.  OUTLINE your essay or, at the very least, rough out your main ideas and the supports you’ll use.
4. Determine your THESIS and write a first ROUGH DRAFT.
5. REVISE the draft, making additions, corrections, deletions; rearrange material; polish your use of language – clarify, look for wordiness and economize; clean up error in grammar and usage; write smooth transitions. You may need several drafts to accomplish all this.
6. PROOFREAD and EDIT. Spell check.
7. PRINT or WRITE and error free final draft. Use correct manuscript form.

10 GENERAL NOTES ON WRITING ESSAYS

1. Understand the directions or purpose of the essay.
2. Know your due date and don’t procrastinate until the night before.
3. Know your audience. For whom are you writing?
4. Consult the library and electronic resources for up-to-date information.
5. Use the writing process.
6. Avoid such phrases, as “this essay will show,” or “in this essay.”
7. Write in consistent verb tense, all past or all present.
8. When writing about literature always use present tense (MLA).
9. Write in active voice rather than passive voice.
10. Avoid using “you” and “I” (all first and second person pronouns) unless the teacher directs.

Avoid the use of slang

ESSAY OUTLINE FORMAT

An outline is a good organizational tool, which helps ensure that you don’t miss any essential parts while you are planning your writing. Below is an outline with the minimum requirements. This format could be used for the MN Basic Standard Test or MCA test in Composition. Individual teachers may elaborate on this outline.

TRANSITION WORDS & PHRASES

A transitional expression is a word or phrase that makes a specific, logical connection between ideas. Transitional expressions tie ideas together, show their relative importance, and generally help the reader to follow a writer’s thought. Transition words and phrases will help your paper flow smoothly from one point to the next.

AVOID THESE COMMON ERRORS

We write to record and to share our ideas. If we can avoid common errors, we can make our written communication easier to understand. To be acceptable, written work in classes should meet the requirements that are listed below.

PROOFREADING MARKS

Many teachers use these symbols when correcting student papers. This is by no means a comprehensive list. Your teachers may ask you to add other symbols to this list.

PLAGIARISM WARNING

Click here if you would like to download a copy of the writing style guide.

Note the Academic Honesty Statement on page 10 of this booklet. You will be given a separate copy to sign and return to your English teacher.

Plagiarism is taking someone else's ideas or writing and presenting them as your own. This includes, but is not limited to, copying portions or passages from articles, books, and other reference materials; downloading from the Internet; submitting work written by a friend or family member. You are encouraged to incorporate others' ideas and facts into your writing, but you must remember to give them credit.

Sometimes young students plagiarize because they don’t know that it is wrong. Whether it is unintentional or not, it is still plagiarism.

Students must cite when:

• using another writer's facts, ideas, or opinions
• repeating a writer's wording
• repeating a writer's particularly apt term
• paraphrasing a writer's argument
• presenting a writer's line of thinking

The electronic resources available to you are vast and significant. Use them to supplement your won scholarship, not as a replacement for it.

Students will use Turnitin.com for submitting papers for plagiarism review. Also realize that teachers also have access to “cheater’ websites” where they can type in a few sentences from an essay that they suspect may have been plagiarized. These sites will then show the teacher specifically if and where the phrase was copied on the internet.

Save all your research notes and rough drafts.

DOCUMENTATION

All Duluth public high schools use the Modern Language Association (MLA) style to cite sources.

CITING YOUR SOURCES AT THE END OF YOUR ESSAY

High Schools use the MLA format for documentation. When creating your Works Consulted page, make sure you do the following:

• center Works Consulted at the top of your page; use size 12 font
• list entries in alphabetical order by first word of the entry, excluding “a,” “an,” and “the”
• use a hanging indent for entries longer than one line
• double-space entries and between entries
• end each entry with a period
• do not number of bullet entries

COMPLETE CITING INFORMATION IS AVAILABLE ON THE LIBRARY WEBPAGE

CITING SOURCES WITHIN YOUR ESSAY

You must give credit to every fact or opinion that is not your own. The only exceptions are universally known facts, familiar proverbs, and well-know quotations. If you fail to cite someone else’s ideas, you are guilty of plagiarism.

This is a serious offense. When in doubt, always cite your source.

To give credit for a quote of paraphrased idea, put the author’s last name and the page number in parentheses at the end of the sentence.

The following are various situations you may encounter. Complete information is available on the Library webpage.

You must first have your Works Cited document complete and correct before you can correctly use parenthetical citation as your reader is referred to your Works Cited when using parenthetical citation.

Author named in text

If you name the author in your text, then include only a page number in parentheses.

Model:

Noted nutritionist Hannah Holmes states that Americans eat 246 pounds of meat per person annually (3).

Model:

Meat products also contain a huge amount of cancer-causing chemicals and pollutants, while plant products do not have near as much (“Vegetarianism” 2).

TIPS FOR PARENTHETICAL DOCUMENTATION

Complete information may be found on the Library webpage.

• If you have two points from the same author that are on different pages that are not interrupted by another source or your own comments, list only the page number for the second point.

• If you mention the author’s name in your text be sure the reader will know who the author is. If not, you must explain the author’s credentials.

• Long quotations

If you use a long quotation (five lines or more), type it double-spaced as a block that is indented ten spaces from the left margin, and do not use quotation marks. Put two spaces after the last punctuation mark, and add the parenthetical citation. The block quotation is indented on the left only and is double-spaced. The period goes at the end of the quotation.

Example:

Different people have different ideas about what is means to be a vegetarian. As vegetarianism grows in popularity, it is important to know exactly what it is. The World Book Encyclopedia defines it this way:

• Electronic Resources

In-text citations for electronic resources follow the same parenthetical citation format as a print source. The only real difference is that electronic texts usually do not have page numbers, although sometimes paragraphs are numbered. If so, the paragraph number should appear in your citation following the abbreviation par (for paragraph).

Model:

Employees "blogging" on the job may find themselves without one (Tapper and Taylor)

Help for Writing Research Papers

MLA (Modern Language Association) style is most commonly used to write papers and cite sources within liberal arts and humanities.

Use the format that best suits your computer software and your teacher approves.

Basic steps in Writing a Research Paper

Writing Style Guide

Citing Resources

EasyBib Website Evaluator

How to Write a Strong Thesis Statement

How to Cite an Instagram Post

The MLA Syle Center

Why You Should Use Online Databases

Parenthetical Citation

Copyright Information

Plagiarism

Easy Bib

OWL - Purdue University Online Writing Lab

Synthesizing

How to Cite a photograph from the web

Using Google Docs? click here for a Hanging Indent tutorial to format your works cited page.

Help for Writing Research Papers

MLA (Modern Language Association) style is most commonly used to write papers and cite sources within liberal arts and humanities.

Use the format that best suits your computer software and your teacher approves.

Basic steps in Writing a Research Paper

Writing Style Guide

EasyBib Website Evaluator

How to Write a Strong Thesis Statement

The MLA Syle Center

Why You Should Use Online Databases

Copyright Information

OWL - Purdue University Online Writing Lab

Synthesizing

Using Google Docs? click here for a Hanging Indent tutorial to format your works cited page.

Citing Basics

Copyright

ISD 709 Copyright Guidelines

Citing Resources

Parenthetical Citations

Plagiarism

Easy Bib

How to Cite a photograph from the web

How to Cite an Instagram Post

Citing resources using MLA Style of citation.

Use the format that best suits your computer software.

Using Google Docs? click here for a Hanging Indent tutorial to format your works cited page.

 

Parenthetical Citations

MLA Format For Parenthetical Citations

MLA style uses parenthetical citations in the text following each quotation, paraphrase, summary, or reference to a source. Each citation, made up of the author's last name or key words from the title, and the page reference, refers to an entry in the Works Cited list at the end of the essay. The name or key words allow the reader to locate the entry with complete publication information for the resource. The page reference allows readers to find the exact material in the source itself. Place the citation, in parentheses, at the end of a sentence or at a logical break in its syntax. Place any punctuation marks - periods, commas, semicolons, etc. -- after the closing parentheses. Below are the various ways of citing sources within a text:

Author page format
After a quotation, paraphrase, or summary of an author's work, add the author's last name and the page number of the source in parentheses. Note that you do not need a comma to separate the author's name and the page number. The period for the sentence comes after the parentheses.
Model:
In places de Beauvoir "sees Marxists as believing in subjectivity as much as existentialists do" (Whitmarsh 63).

Author named in text
The shorter your parenthetical references are, the easier your essay will be to read. Therefore, if you name the author in your text, then include only a page number in parentheses.
Model:
As Mueller and Rodgers have shown, television holds the potential for distorting and manipulating consumers as free-willed decision makers (370).

Author of more than one reference
If you cite more than one work by an author in your Works Cited list, signal which work you mean by adding a comma and a short form of the title after the author's name.
Model:
Through Grendel, "a pointless, ridiculous monster, crouched in the shadows, stinking of dead men, murdered children, and martyred cows" (Gardner, Grendel 2), readers are presented with their own silliness.

Title without identified author
Use a short version of titles with no identified author. Use quotation marks or underlining as you would in the Works Cited list.
Model:
"Hype" by one analysis, is "an artificially engendered atmosphere of hysteria" ("Today's Marketplace" 51).

Bible
"Identify biblical quotations by chapter and verse (John 3:16). Spell out the names of all books mentioned in your text...use an abbreviation for books whose names are longer than five letters (Gen. for Genesis, Matt. For Matthew)" (Lunsford 628).

Two works referred to in one sentence
When you refer to two titles, you must make two citations in the order in which they are referred. This example is of two texts by the same author. The full titles are Tess of the D'Urbervilles and The Mayor of Casterbridge.
Model:
Thomas Hardy reminds readers in his prefaces that "a novel is an impression, not an argument" and that a novel should be read as "a study of man's deeds and character" (Tess xxii, Mayor 1).

Citing several authors who have written on the same topic
As in the example below that refers to three different writers who treat the same topic, simply list the authors and page numbers separating each by a semi-colon.
Model:  
Several sources have addressed this aspect of gang warfare as a fight for survival, not just turf (Rollins 34; Templass 561-65; Robertson 98-134).

Citing a source by more than one author
If you cite a work with two or three authors, list each author's last name in the order used on the title page.
Model:
"Opinion leaders" influence other people in an organization because they are respected, not because they hold high positions (Cortner, Mahier, and Nicholson 175).

Citing a work with four authors or more
If you cite a work with four authors or more, use only the last name of the first author followed by et al.
Model:
As the Schools Council study showed in the 1960's, children will learn to write if they are allowed to choose their own subjects (Britton et al. 37-42).

Quotations for Indirect Sources
When you are using a quotation from an indirect source, i.e. not the original source, put the abbreviation qtd. in, then the author's name and page number.
Model:
Physician Michael Klaper has stated that there is "absolutely no nutrient, no protein, no vitamin, no mineral that can't be obtained from plant-based foods" (qtd. in Seamens 7).

Long quotations
If you use a long quotation (five lines or more), type it double-spaced as a block indented ten spaces from the left margin, and do not use quotation marks. Put two spaces after the last punctuation mark, and add the parenthetical citation. The block quotation is indented on the left only and is double-spaced. The period goes at the end of the quotation.
Model:
In similar fashion, the beginning of Being and Time also raises this problem: The question of the meaning of Being must be formulated. If it is a fundamental question, it must be made transparent and in an appropriate way. We must therefore explain briefly what belongs to any question whatsoever, so that from this the question of Being can be made visible as a very special one with its own distinctive character.  (Heidigger 24)

Electronic Resources

In-text citations for electronic resources follow the same parenthetical citation format as a print source. The only real difference is that electronic texts usually do not have page numbers, although sometimes paragraphs are numbered. If so, the paragraph number should appear in your citation following the abbreviation par (for paragraph).
Model:
Employees "blogging" on the job may find themselves without one (Tapper and Taylor).

Library Research Guide from the U of M

Works Cited (for this Webpage):

Gibaldi, Joseph.MLA Handbook for Writers of Research Papers. 6th ed.  New York: The Modern Language Association, 2003. Print.

Hacker, Diana. A Pocket Style Manual. 2nd edition. Boston: Bedford Books, 1997. Print.

Lunsford, Andrea and Robert Connors, eds. The St. Martin's Handbook. 3rd ed. New York:  St. Martin's Press. 1995. Print.

MLA Handbook For Writers of Research Papers. 7th ed. New York: The Modern Language Association, 2009. Print.

MLA Handbook For Writers of Research Papers. Modern Language Association. 2009. Web. 3 Nov. 2009 <http://www.mlahandbook.org>. 

A. PLAGIARISM: This is when an individual uses another person's ideas, expressions, or writing  as if they were his/her own.

1. Copying verbatim- The most common form and happens when an individual copies words, expressions, or ideas directly from another source (e.g. book, article, Internet site, lab report, friend's paper) without giving proper credit to the author.

2. Paraphrasing- An individual borrows written ideas from a source and rewrites them in his/her own words, but does not give credit to the original author.

3. Use of an idea- An individual adapts an idea from a source without giving proper credit. (e.g. This could happen when asked to write an original piece such as a short story, you borrow an idea from a TV program, video, article, or classmate).

4. Unequal group participation- It is also considered cheating when a group is assigned an assignment as a team and the individuals do not do an equal share of the work, e.g., one member does the assignment and the other members copy from him/her instead of contributing their share.

Academic Honesty Statement For Duluth High Schools

All students need to be aware of the importance of academic honesty. The following information elaborates on what is in your student handbook and is meant to clarify this issue. If you have a question about academic honesty, please ask your counselor or English teacher before signing this document. Your signature indicates that you have read this carefully, understand what academic honesty is, and are prepared to bear the consequences of academic dishonesty if you practice it in any form. Ignorance is not an acceptable excuse.

I. WHAT ARE THE MOST COMMON FORMS OF ACADEMIC DISHONESTY?

A. PLAGIARISM: This is when an individual uses another person's ideas, expressions, or writing  as if they were his/her own.

1. Copying verbatim- The most common form and happens when an individual copies words, expressions, or ideas directly from another source (e.g. book, article, Internet site, lab report, friend's paper) without giving proper credit to the author.

2. Paraphrasing- An individual borrows written ideas from a source and rewrites them in his/her own words, but does not give credit to the original author.

3. Use of an idea- An individual adapts an idea from a source without giving proper credit. (e.g. This could happen when asked to write an original piece such as a short story, you borrow an idea from a TV program, video, article, or classmate).

4. Unequal group participation- It is also considered cheating when a group is assigned an assignment as a team and the individuals do not do an equal share of the work, e.g., one member does the assignment and the other members copy from him/her instead of contributing their share.

B . SHARING IDEAS DURING TEST SITUATIONS: (e.g., sharing answers on a take-home exam, asking/telling other students what is on a quiz/test)

C. CHEATING ON TESTS AND QUIZZES: (e.g., bringing answers into the test room, copying from another student, or using unauthorized notes or technology)

II. WHAT HAPPENS WHEN A STUDENT IS INVOLVED IN ACADEMIC DISHONESTY?

The teachers and administrators of this school expect all students to do their own work and not submit as their own work ideas from a resource book, another student, or any other source. This expectation refers to all homework, in­-class assignments, and tests. Teachers will report cases of academic dishonesty to the principal. The consequences may include, but are not limited to:

A. FIRST OFFENSE: Parents will be informed of the incident, and the student loses credit for the  assignment or test. The student will receive a "Warning" conduct mark.

B. SECOND OFFENSE: A conference is scheduled with an administrator, the teacher, the student, and his/her parents. The student loses credit for the assignment or test. The student receives an  "Unsatisfactory" conduct mark.

C. THIRD OFFENSE: Parent notification. The student is dropped from the class and is ineligible for school activities. Official letter may be placed in student's file. Student will be disqualified from  academic honors at graduation.

III. HOW CAN I A VOID THE PROBLEM OF ACADEMIC DISHONESTY?

If you have any doubts about your academic habits or about what constitutes academic honesty in a given class or on a given assignment, ask your teachers. They will tell you what the acceptable and permissible parameters are for their assignments, tests, or classes.

You and your parents should sign this form and return it to your English teacher. It will remain on file.

I understand the seriousness of academic dishonesty in its various forms, and I know how to avoid it. I will not engage in any form of academic dishonesty. My signature is evidence of my understanding and my commitment to uphold this policy.

Student Signature 

Parent/Guardian Signature 

Date

3187 - USE POLICY FOR INTERNET ACCESS  

A.   Purpose

The purpose of this policy is to set forth policies and guidelines for access to the Duluth Public Schools’ computer system and responsible and safe use of the Internet, including electronic communications.

B. General Statement of Policy

In making decisions regarding student and employee access to the Duluth Public Schools’ computer system and the Internet, including electronic communications, the school district considers its own stated educational mission, goals, and objectives. Electronic information research skills are now fundamental to preparation of citizens and future employees. Access to the school district computer system and to the Internet enables students and employees to explore thousands of libraries, databases, blogs,and other resources while exchanging messages with people around the world. The school district expects that faculty will promote responsible use of the school district computer system and the Internet throughout the curriculum and will provide guidance and instruction to students in their use.

C.   Limited Forum for District’s Educational Use

The Duluth Public Schools is providing students and employees with access to the school district computer system, which includes Internet access. The purpose of the system is more specific than providing students and employees with general access to the Internet. The school district system has a limited educational purpose, which includes use of the system for classroom activities, educational research, and professional or career development activities. Users are expected to use Internet access through the district system to further educational and personal goals consistent with the mission of the school district and school policies. Uses which might be acceptable on a user’s private personal account on another system may not be acceptable on this limited-purpose network.

D.   Use of System is a Privilege

The use of the Duluth Public Schools’ system and access to use of the Internet is a privilege, not a right. Depending on the nature and degree of the violation and the number of previous violations, unacceptable use of the school district system or the Internet may result in one or more of the following consequences: suspension or cancellation of use or access privileges; payments for damages and repairs; discipline under other appropriate school district policies, including suspension, expulsion, exclusion or termination of employment; or civil or criminal liability under other applicable laws.

Guidelines for Internet Access use are contained in Regulation 3187R.

Internet Safety

A.   Introduction

It is the policy of the Duluth Public Schools to:

(1) prevent user access over its computer network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of direct electronic communications;

(2) prevent unauthorized access and other unlawful online activity;

(3) prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors;

(4)   educate minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response; and

(5) comply with the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].

B. Definitions

Key terms are as defined in the Children’s Internet Protection Act.

C.   Access to Inappropriate Material

To the extent practical, technology protection measures (or “Internet filters”) shall be used to block or filter the Internet. Specifically, as required by the Children’s Internet Protection Act, blocking shall be applied to visual depictions that are deemed obscene, child pornography, or harmful to minors.

Subject to staff supervision, technology protection measures may be disabled or, in the case of minors, minimized only for bona fide research or other lawful purposes.

D.   Inappropriate Network Usage

To the extent practical, steps shall be taken to promote the safety and security of users of the Duluth Public Schools online computer network when using electronic mail blogs, instant messaging, and other forms of direct electronic communications.

Specifically, as required by the Children’s Internet Protection Act, prevention of inappropriate network usage includes:

(1) unauthorized access, including so-called ‘hacking,’ and other unlawful activities; and

(2) unauthorized disclosure, use, and dissemination of personal identification information regarding minors.

E. Supervision and Monitoring

It shall be the responsibility of all members of the Duluth Public Schools staff to supervise and monitor usage of the online computer network and access to the Internet in accordance with this policy and the Children’s Internet protection Act.

Procedures for the disabling or otherwise modifying any technology protection measures shall be the responsibility of the Technology Department or designated representatives.

F. CIPA definitions of terms:

TECHNOLOGY PROTECTION MEASURE. The term “technology protection measure” means a specific technology that blocks or filters Internet access to visual depictions that are:

(1) OBSCENE, as that term is defined in section 1460 of title 18, United States Code;

(2)   CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code; or

(3)   Harmful to minors.

HARMFUL TO MINORS. The term “harmful to minors” means any picture, image, graphic image file, or other visual depiction that:

(a).   Taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion;

(b). Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the genitals; and

(c).   Taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.

(4) SEXUAL ACT; SEXUAL CONTACT. The terms “sexual act” and “sexual contact” have the meanings given such terms in section 2246 of title 18, United States Code.

REFERENCES:

Children’s Internet Protection Act

Protecting Children in the 21st Century Act

Legal References:

15 U.S.C. § 6501 et seq. (Children’s Online Privacy Protection Act)

17 U.S.C. § 101 et seq. (Copyrights)

20 U.S.C. § 6751 et seq. (Enhancing Education through Technology Act of 2001)

47 U.S.C. § 254 (Children’s Internet Protection Act of 2000 (CIPA))

47 C.F.R. § 54.520 (FCC rules implementing CIPA)

Minn. Stat. § 125B.15 (Internet Access for Students)

Minn. Stat. § 125B.26 (Telecommunications/Internet Access Equity Act)

Tinker v. Des Moines Indep. Cmty. Sch. Dist., 393 U.S. 503, 89 S.Ct. 733,21 L.Ed.2d 731 (1969)

United States v. American Library Association, 539 U.S. 194, 123 S.Ct.2297, 56 L.Ed.2d 221 (2003)

Layshock v. Hermitage Sch. Dist., 412 F.Supp. 2d 502 (2006)

J.S. v. Bethlehem Area Sch. Dist., 807 A.2d 847 (Pa. 2002)

Cross References:

MSBA/MASA Model Policy 403 (Discipline, Suspension, and Dismissal

of School District Employees)

MSBA/MASA Model Policy 406 (Public and Private Personnel Data)

MSBA/MASA Model Policy 505 (Distribution of Nonschool-Sponsored

Materials on School Premises by Students and Employees)

MSBA/MASA Model Policy 506 (Student Discipline)

MSBA/MASA Model Policy 515 (Protection and Privacy of Pupil Records)

MSBA/MASA Model Policy 519 (Interviews of Students by Outside Agencies)

MSBA/MASA Model Policy 521 (Student Disability Nondiscrimination)

MSBA/MASA Model Policy 522 (Student Sex Nondiscrimination)

MSBA/MASA Model Policy 603 (Curriculum Development)

MSBA/MASA Model Policy 604 (Instructional Curriculum)

MSBA/MASA Model Policy 606 (Textbooks and Instructional Materials)

MSBA/MASA Model Policy 806 (Crisis Management Policy)

MSBA/MASA Model Policy 904 (Distribution of Materials on School

District Property by Nonschool Persons)

Adopted: 12-16-97   ISD709

Revised: 7-17-2001

Revised: 6-12-2007

Adopted:

Revised: 5-13-2008

Revised: 4-02-2012

Adopted: 6-19-2012

 

---

 

3187R – INTERNET USE REGULATIONS

These regulations pertain to the use of District and personal technology resources while on school property, in school vehicles and at school-sponsored activities, as well as the use of District technology resources via off-campus access.

A. Appropriate Use of Technology Resources for Students

(1)  Introduction

The Duluth Public Schools is pleased to offer students access to District computers, communications systems1, the Internet and an array of technology resources to promote educational excellence.  Each student is responsible for his/her use of technology, whether personal or District-provided.  While using District and personal technology resources on school property, in school vehicles and at school-sponsored activities, as well as using District technology resources via off-campus access, each student must act in an appropriate manner consistent with school, District, and legal guidelines in this limited forum.  It is the joint responsibility of school personnel and the parent or guardian of each student to educate the student about his/her responsibilities and to establish expectations when using technology.

(2)  Using the Internet and Communications Systems1

District technology resources are provided to students to conduct research, complete assignments, and communicate with others in furtherance of their education.

(a)  Access is a privilege not a right; as such, general rules of school behavior apply.

(b)  Access to these services is given to students who agree to act in a considerate and responsible manner.  Just as students are responsible for good behavior in a classroom or a school hallway, they must also be responsible when using school computer networks or personal technologies.

(c)  Students must comply with District standards and honor this agreement to be permitted the use of technology.

(d)  All digital storage that is provided by the District is District property, and as such, authorized district employees may review files and communications to maintain system integrity and ensure that students are using technology responsibly.

(e)  Students should not expect District provided file storage will be private.

(f) The educational value of technology integration in curriculum is substantial.  Access to the Internet will enable students to use extensive online informational resources.

(g)  Families should be warned that some material accessible via the Internet might contain items that are illegal, defamatory, inaccurate, profane, sexually oriented or potentially offensive to some people.  While the intent is to make Internet access available to further educational goals and objectives, students may find ways to access these other materials as well.  The Duluth Public Schools does not condone or permit the use of this material and uses content filtering software to protect students to the extent reasonable.

(h)  Parents and guardians must be aware that content filtering software is not completely fail-safe and while at school, direct supervision by school personnel of each student using a computer is desired but not always possible.

(i)   Students are expected to use technology resources in a manner consistent with the rules below and will be held responsible for their intentional misuse.

(j)   The Duluth Public Schools believes that the benefits of student access to the Internet in the form of information resources and opportunities for collaboration exceed any disadvantages.

(k)  Ultimately, parents and/or guardians are responsible for setting and conveying the standards that their children should follow when using technology.  If a student accidentally accesses inappropriate material they should back out of that information at once and notify the supervising district employee.

(l)   When on district property or at a district sponsored event personal technologies must use district provided internet.

(3)  Proper and Acceptable Use of All Technology Resources

All District technology resources, including but not limited to District computers, communications systems1 and the Internet, must be used in support of education and academic research and must be used in a manner consistent with the educational mission and objectives of the Duluth Public Schools.

Activities that are permitted and encouraged include:

(a)  school work;

(b)  original creation and presentation of academic work;

(c)  research on topics being studied in school;

(d)  research for opportunities outside of school related to community service, employment or further education consistent with District requirements

Activities that are not permitted when using District or personal technologies include but are not limited to:

(a)  plagiarism or representing the work of others as one's own;

(b)  any activity that violates a school rule or a local, state, federal, or copyright law;

(c)  using obscene language; harassing, insulting, ostracizing, cyber bullying or intimidating others;

(d)  representing Copyright ©, Registered ®, and/or Trademark ™ materials as one’s own work;

(e)  searching, viewing, communicating, publishing, downloading, storing, or retrieving materials that are not related to school work, community service, employment, or further education (thus, searching inappropriate materials is not permitted);

(f) damaging or modifying computers, networks or District-installed software;

(g)  intentional or neglectful transmission of viruses or other destructive computer files; hacking into District or external technology systems; intentionally bypassing District filters;

(h)  use of USB, bootable CDs, or other devices to alter the function of a computer or a network;

(i)   subscription to any online services or ordering of any goods or services;

(j)   online sharing of any student's or staff member’s name, home address, phone number or other personal information;

(k)  non-educational uses such as games, role-playing multi-user environments, gambling, junk mail, chain mail, jokes or raffles;

(l)   non-district supported participation in online Web 2.0 tools including but not limited to texting and social media unless specifically assigned by a district employee;

(m) use of District resources for commercial purposes, personal financial gain, or fraud, including but not limited to any activity that requires an exchange of money and/or credit card numbers, any activity that requires entry into an area of service for which the school will be charged a fee, any purchase or sale of any kind; and any use for product advertisement or political lobbying;

(n)  pornographic, obscene, or vulgar images, sounds, music, video, language or materials, including screen savers, backdrops, and/or pictures, are prohibited

(o)  downloading, uploading, or importing games, screen animations as well as programs or files that can be run or launched.

(p)  Illegal use or transfer of copyrighted materials to a school-owned technology device is prohibited

(q)  File sharing unless District approved.

(r) Adding, modifying or deleting files, except in the student's 'directory' or 'home directory,' are prohibited.

(s) Putting non-school related material (files) on school district technology devices is prohibited.

(t)   Altering/modifying the original District pre-set software image is prohibited.  Examples include, but are not limited to:

1.   loading/installing any software applications

2.   changing the desktop picture

3.   changing the computer name

4.   changing or removing operating system extensions

5.   altering security software

6.   altering the pre-loaded operating system or applications

7.   taking apart the computer for access to internal parts

Students are expected to report harassment, threats, hate-speech and inappropriate content to a teacher or administrator.  If a student has any questions about whether a specific activity is permitted, he or she should ask a districted employee.

(4)  Online Assessments

Student assessments may be conducted using technologies such as the Internet or audience response systems. Normally, students will use these technologies as a part of their instructional day.  Privacy and security, as defined above, along with confidentiality of assessment responses, are expected.

(5)  Vandalism

Any intentional act by a student that damages District technology hardware, software, operating systems, data, or services will be considered vandalism and will be subject to school rules and disciplinary procedures.  Any intentional act that requires a person's time to repair, replace, or perform corrective work on District technologies or data is also considered vandalism.

(6)  Consequences of Misuse

(a)  Misuse of personal² or District technology resources while on school property, in school vehicles and at school-sponsored activities, as well as the use of District technology resources via off-campus access may result in disciplinary action up to and including expulsion.

(b)  This regulation shall be used in conjunction with Duluth Public Schools’ student policies.  In addition, the student’s use of District technologies may be suspended or restricted.

(c)  A school may temporarily hold (pending parental and/or same-day pick up) personal technology resources that are used inappropriately.

(d)  Individual schools may choose to have additional rules and regulations pertaining to the use of personal, resources in their respective buildings.

(e)  Intentional unauthorized access and/or damage to hardware, software, operating systems, data; or services may be punishable under local, state, or federal law.

(7)  Student Access

Parents or guardians who do not wish their children to access the Internet must return the “Student Internet Permission Form” to their children’s schools by the date indicated on the form.  These forms will be distributed to all households with the Back-to-School information in August prior to the start of the school year.

(8)  Student Photographs and Works Displayed on the Internet

Parents or guardians who do not wish their children’s pictures or their children’s student work to be displayed on the Internet must return the “Request To Deny Public Access To Directory Information and Annual Notification Of Rights Under the Family Education Rights And Privacy Act (FERPA)”  form to their children’s schools by the date indicated on the form.  These forms will be distributed to all households with the Back-to-School information in August prior to the start of the school year.

Employees of Duluth Public Schools are granted the privilege of using technology only in an authorized and acceptable manner.  Generally, a use is unacceptable if it conflicts with Duluth Public Schools or the individual department’s purpose, goal, or mission, or interferes with an employee’s authorized job duties or responsibilities as determined by his/her immediate supervisor.  For purposes of this policy, the term “staff” includes permanent and temporary personnel, substitutes, contract personnel, hourly non-contract personnel, student teachers, volunteers, and outside agency personnel allowed use of District technology access.
Administration reserves the right to archive, monitor, review, and audit an employee’s use of technology at any time. By using technology, the user consents to this monitoring.
(1)  Proper and Acceptable Use of All Technology Resources
Examples of acceptable uses include, but are not limited to, the following types of communication:
(a)  for educational purposes;
(b)  with students, staff, parents, and other customers of the District;
(c)  with federal, state, and local government personnel or agencies, and private businesses with which the School District conducts business;
(d)  for professional development;
(e)  for administrative purposes;
(f) limited and judicious use of technology for personal use so long as the use is not unacceptable use or violation of School Board policy or the law, and work productivity is not impacted.  Employees are to use technology for personal use during designated break time or before/after scheduled work hours;
(g)  limited and judicious use of technology for union business.  Prior authorization is required from the Department of Human Resourcesor Superintendent.

Activities that are not permitted when using District or personal technologies include but are not limited to:

(a)  excessive personal use of technology.  Personal use will be deemed excessive if, in the opinion of an employee’s immediate supervisor, the use detracts from the individual employee’s or the department’s productivity;
(b)  communicating to promote personal business ventures (e.g., advertise, promote, or attempt to sell any product, investment, insurance, or other financial proposition) or solicit funds for personal business, political, religious, or other personal causes;
(c)  communicating for illegal purposes including, but not limited to: political lobbying, violating copyright laws, downloading, copying, or using unauthorized software (including screensavers), creating or knowingly spreading viruses, impersonating another user, or accessing restricted systems;
(d)  interfering with or disrupting network users, services, or equipment including, but not limited to: creating or forwarding chain letters, subscribing to any form of personal mailing list; damaging equipment, accessing a system (including using another user id and/or password) without authorization, altering software settings such operating system configurations (except for wallpaper, default colors, and other standard desktop customization settings), or destroying communications systems or electronic files;
(e)  accessing or distributing any communication which may constitute or contain intimidating, hostile, pornographic, offensive or discriminatory material on the basis or sex, race, color, religion, nation origin, sexual orientation or disability;

(2)  Social Media Networks

  The District recognizes the importance of online social media networks as a communication and e-learning tool.  Toward that end, the District provides access to password-protected social media tools and District-approved technologies for e-learning and encourages use of District tools for collaboration by employees.  However, public social media networks, outside of those sponsored by the District, may not be used for classroom instruction or school-sponsored activities without the prior authorization of the Superintendent, or designee, and parental consent for student participation on social networks.  The District may use these tools and other communication technologies in fulfilling its responsibility for effectively communicating with the general public.

The District recommends Google Apps as its password protected social medial tool for educational use. The District has greater authority and responsibility to protect minors from inappropriate content and can limit public access within this limited public forum.

All social networking must be conducted using district-approved and/or provided and password-protected social media tools and technologies for e-learning.  The District prohibits social networking relationships on non-district approved networks between employees in their roles as employees and students as well as between employees and alumni under the age of 18. The District does not discourage staff from having social networking relationships with students who are family members. “Family members” include the immediate family of a staff member, spouse, or registered domestic partner and shall include father, mother, brother, sister, husband, wife, child, grandparent, aunt, uncle, niece, nephew, brother-in-law, sister-in-law, daughter-in-law, sister-in-law, and grandchild. Teachers are reminded of their responsibility to abide by the professional code of ethics at all times, including during the use of social networking sites. Employees have responsibility for maintaining appropriate employee-student relationships at all times and have responsibility for addressing inappropriate behavior or activity.

(3)  Consequences of Misuse

(a)  Misuse of personal or District technology resources while on school property, in school vehicles and at school-sponsored activities, as well as the use of District technology resources via off-campus remote access may result in disciplinary action up to and including termination.

(b)  Intentional unauthorized access and/or damage to networks, servers, user accounts, passwords, or other District resources may be punishable under local, state, or federal law.

C.  Privacy and Security

Students and staff must use District technologies responsibly and in a secure manner.  They must not share their logins, passwords, or access with others.  By using technology, staff is agreeing to, and understands, it is their responsibility to protect employee and/or student information accessed through the Financial/Human Resources information system and/or student information system, and will not release the data to any unauthorized employees or outside agencies.

D.  Reliability and Limitation of Liability

(a)  The Duluth Public Schools makes no warranties of any kind, expressed or implied, for the technology resources it provides to students and staff.

(b)  The Duluth Public Schools will not be responsible for any damages suffered by the student, including those arising from non-deliveries, mis-deliveries, service interruptions, unauthorized use, loss of data, and exposure to potentially harmful or inappropriate material or people.  This applies to personal use of technology by students and staff.

(c)  Use of any information obtained via the Internet or communications technologies is at the student’s or staff’s own risk.

(d)  The Duluth Public Schools specifically denies any responsibility for the accuracy or quality of information obtained through the Internet.

(e)   The student and his/her parent/guardian will indemnify and hold the Duluth Public Schools harmless from any losses sustained as the result of misuse of the District’s technology resources by the student.

1(Communication systems include e-mail, web social media, phones, pagers, text messaging, instant messaging, blogging, podcasting, listservs, and/or other emerging technologies).

2(Personal technologies include but are not limited to cell phones, digital and image devices, handheld electronic devices, two-way radios, and/or other emerging technologies).

References: MSBA/MASA Model Policy 524

Duluth School District Policy 5085 (School Discipline Policy)

Duluth School District Policy 3090 (Copyright Policy)

Duluth School District Policy 4025 (Standards of Conduct for Personnel)

Duluth School District Policy 3187 (Use Policy for Technology and Internet Access)

Boulder (Colorado) School District Acceptable Internet Use Policy

Henrico (Virginia) County Public Schools Acceptable Use Policy

E-rate Central

Children’s Internet Protection Act

Protecting Children in the 21st Century Act

Approved:   12-16-97 ISD 709

Revised: 07-21-98

09-21-99

02-15-00

06-19-01

02-19-02

04-20-04

06-12-07

11-20-07

05-04-2010

9-20-2011

4-02-2012

5-24-2012

Received by School Board:

6-19-2012

NETWORK MISUSE

I.S.D. #709 Student Discipline Policy
Unacceptable Computer Use 

The Duluth School District has tracking software that monitors student use on the computer network and has taken precautions to attempt to limit access to inappropriate or offensive materials on the Internet. The Library Media Specialist and teaching staff also randomly monitor students while they are using the computer network. However, parents/guardians must recognize it is impossible for the District and/or staff to restrict access to all inappropriate or offensive materials available through the computer network.

Students and parents are reminded that the "... use of Duluth Public Schools Internet access is limited to educational purposes such research, professional development, instruction and collaborative educational projects." ( 3187R -  Internet Use Regulations)    

Students misusing the computer network, Internet, software applications, and/or hardware are in violation of the following school district policy and will be disciplined:

5.27 School Discipline Policy 5085  
Section:  5.27.1 School Discipline Policy 
Sub-Section:  5.27.3 Definitions of Disciplinary Actions:  Violations Against School Administration Procedures

Technology Tampering:

Data tampering, unauthorized use of data, violation of the District Internet Policy (Board Policy 3187 and 3187R); i.e. software modification or copyright violation, any attempt to install or use slftware that has not been approved by the district, violation of district network security, hardware damage/vandalism, etc.

Minimum Discipline Action:

1st Offense - Loss or restriction of Technology use. Suspension and notification of parents/guardians, police, or probation officer, if applicable. Required restitution by parent/guardian and student, and student conference. 1 to 3 days in-school or out-of-school suspension.

2nd Offense - Loss or restriction of Technology use. 3 days out-of-school suspension. Consideration for expulsion. The parent/guardian and student shall be liable for restitution.

3190 - COPYRIGHT POLICY STATEMENT

 It is the intent of the School District to adhere to the provisions of state and federal copyright laws. The following procedures represent a sincere effort to comply with the law:
Only legal copies of copyrighted materials may be made or used on school equipment.
Any illegal copying of any School District-owned copyrighted materials is prohibited.
The Superintendent is responsible for distributing to all school employees a written copy of this policy. The principal of each building is responsible for establishing practices which support this policy at the building level.
Employees who violate copyright laws do so at their own risk. Legal copies are those that follow copyright laws pertaining to specific materials. Guidelines for legal copying are contained in Regulation 3190R. Note: A user may be able to obtain legal copies by requesting permission from the holder of the copyright.

Adopted: 1-16-90 ISD 709
Revised: 6-20-95
Additional Resources For Students and Staff

U.S. Copyright Office
Copyright Clarity from Temple University
Copyright for Kids
American Library Association: Copyright Information
Univerity of Minnesota - Copyright Information & Education
WATCH - Writers, Artists and their Copyright Holders (request permission to use copyrighted materials