SUNY Stony Brook Library Research Guide

The WMHS Information Center has added a link to the resources that promote Academic Integrity.

Check out a guide that college students are using for their research.

Subjects include choosing a topic, using the web, identifying sources, finding articles, citing sources and using the STARS online catalog

SUNY STONY BROOK LIBRARY RESEARCH GUIDE

Mr. John Sandolo-----Science Department

Name _________________­­­________ Period ______

Worksheet: “Smog City” Model Simulation
Smog City - computer model of ozone pollution in Sacramento, CA:
http://www.smogcity.com/

Air quality data, past and present:
http://www.epa.gov/airnow

Weather data, past and present:
http://www.weather.unisys.com/
By Stephen Jessup, CSIP Graduate Student Fellow, Cornell University


Directions: Use the Smog City model to answer the questions below.

1. How do ozone levels change over the course of a day? When are they highest? Lowest?

2. What is the ozone level (AQI name and approximate numerical value, use the table on p. 2!) for a “medium” population with “medium” emissions levels, a temperature of 100°F, a “low” inversion level, no wind, and full cloud cover?
· AQI Level-

· Numerical value-
How does increasing each of the following affect ozone levels? (Adjust each independently to find out.) In one sentence, explain why each variable is having this effect on ozone concentrations.

a) Temperature?


b) Inversion level?


c) Wind speed?


d) Cloud cover?

4. Which weather variable(s) in question (3) appears to have the greatest influence on
the ozone level.


5. Does weather or population/emission level appear to have a bigger influence on the ozone levels? Explain how you determined your answer.


6. The model assumes that weather and emissions are independent (you can make the temperature warmer, and emissions don't change), but this is often not the case in reality. When the weather changes, people change their behavior and their environment, which may affect emissions levels. Name one example of a way in which a change in the weather could cause a change in emissions.


7. Suppose you are the mayor of Smog City. If you could target only one sector for emissions reduction, which sector would you choose? Why? What types of regulations would you enact to control this sector? What political and economic consequences might result (name one of each)? How would you encourage people to support these regulations?
Sector:

Reason:

Proposed

Possible political consequences:

Possible economic consequences:

Incentives to encourage people to support these regulations:

Mr. Ira Sterne-----U.S. History and Government

Gale Student Resource Center
Virtual Reference Collection
Proquest Historical NY Times (from 1851)
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine



What was the significance of Antietam in relation to the Emancipation Proclamation?
• Do you think the ultimate significance of the Battle of Antietam was or could be understood in 1862?• How might the course of history have changed had Lee successfully invaded the North at Antietam? • What might have happened had McClellan successfully pursued Lee’s army after the battle? • What might it have been like to have lived through these times had you been a soldier, woman, slave or freed person?• What effect might the battle have had on the issuance of the Emancipation Proclamation?

To answer this final question you will need to access the following documents from the Abraham Lincoln papers at American Memory
"Lincoln’s July 12, 1862 Address to Border State Representatives Draft" "July 22, 1862 Preliminary Draft of the Emancipation Proclamation.""September 22, 1862 Preliminary Emancipation Proclamation""January 1, 1863 Final Emancipation Proclamation-Final Draft"

For each fill in a Document Analysis Worksheet

available from the National Archives Digital Classroom. See also Teaching With Documents/Analysis Worksheets

In addition answer the following questions:• Who issued the document, on what date, to what audience?• What are the suggested means of fowarding emancipation in the document? (e.g. Federal compensation, military action)• What branch of government provides the means of emancipation in each document (e.g. Congress, President…)?

What did the public know?

The following explains how to access public documents…it would be helpful to see how public opinion was shaped by the contemporary media. Make sure to properly evaluate the documents.

Shadow: The War Years.

Go The Valley of the "Newspapers"

(There are actual accounts of the Battle of Antietam in The Valley Spirit)

Search "Nineteenth Century Periodicals" at American Memory

Run a search for "Frank Leslie’s Illustrated Newspaper" using Google or similar search engine.

Locate "The Civil War: A Newspaper Perspective" at

The University of Virginia Etext Library

Ms. Emma Domino-----Childcare ECE

Gale Cengage Learning Database

EMOTIONAL DEVELOPMENT OF THE PRESCHOOLER


FRIDAY
Find an article on emotional development and either type and attach to the sheet given or with neat handwriting write it out.

Some suggested topics:

Anger
Rage
Loneliness
Sibling rivalry
Defiance
Fear
Isolation
Aggressiveness
Separation anxiety
Sadness
Violent behavior


MONDAY
Be prepared to read what you have written(so proofread) and give at least 2 suggestions for the problem you research. The suggestions would be as if you were an Early Childhood Educator and was giving advice to a parent or fellow colleague. This will be handed in to me and counted as a test grade.

Ms. Kristen Cordella-----Global History and Geography 10-----Imperialism Project

Library Resources
Gale Student Resource Center
Virtual Reference Collection
ABC CLIO World History (Modern Era)
Proquest Historical NY Times (from 1851)
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine


Click on Map to Enlarge

Age of Imperialism Project:
Miss Cordella
Global History and Geography 10
DUE ON DECEMBER 22, 2008

Historical Context: As a result of the Industrial Revolution, many European nations needed to find sources of raw materials and new markets to sell their product. An Age of Imperialism ensued, as nations began looking outside their borders for the means to meet their insatiable demands.

Task: You will be assigned to research a present-day country that was a victim of the forces of imperialism during the 19th and/or 20th centur(ies). The information you gather will be used to complete the following:

Part I: Research Report (45 points)
Write a report that thoroughly discusses the following components:

History of your assigned country before imperialism:
Type of government that existed before imperialism
Names of ethnic/cultural groups that lived there before the land was imperialized
Cultural aspects of society before imperialism

History of your assigned country during imperialism:
Name of European country that imposed imperialistic rule
Name of your assigned country during imperialistic rule
Explain how imperialism occurred- was there violence involved? Which resources/raw materials did the European country look to acquire?
How did the imperial country rule- was it a colony? If so, was it directly or indirectly ruled? Was it a protectorate? Sphere of influence?
For how long was your assigned country imperialized?

Independence:
Explain how independence was achieved- Was there any violence involved?
Key figures from both sides
Year independence was achieved

· Effects of Imperialism:
o Type of government today
o Evidence of cultural diffusion
o Positives and negatives

Part II: Timeline (20 points)
Create a timeline that includes 10 key events in your country’s history. At least 5 of the events must have occurred during the time of imperialistic rule.



Part III: Map (10 points)
1. On the map provided, locate, label, and color in your assigned country.
2. Create a map of your assigned country (find a blank outline map online) and include the following details:

o Rivers and lakes
o Capital and major cities
o Natural resources
o Industrial centers

Part IV: Opinion Piece (20 points)
You must complete one of the following:

1. Create a political cartoon depicting life in your assigned country during imperialistic rule. This can be from the point of view of a foreign imperialist or a native to the country. Be sure to include symbols such as the names of key figures, places, and/or events.

OR

2. Write an editorial news article detailing an opinion of imperialism in your assigned country. Be sure to include the names of key figures, places, and/or events. This can be from the point of view of a foreign imperialist or a native to the country. Must be at least one full page typed in 12-point Times New Roman font. Please double space.

A works cited page must be included. You must use at least 5 sources of information.
It is worth 5 points!

Countries: (Your assigned country is highlighted)
1. Angola (Cabinda)
2. Congo
3. Namibia
4. Zimbabwe
5. South Africa
6. Algeria
7. Nigeria
8. Kenya
9. Chad
10. Zanzibar (Tanzania)
11. Egypt
12. Tunisia
13. Morocco
14. Western Sahara
15. Senegal
16. Uganda
17. Rwanda
18. Somalia
19. Sudan
20. Cameroon
21. Cote D’Ivoire
22. Sierra Leone
23. Malawi
24. Gambia
25. Ghana
26. Sao Tome & Principe
27. Gabon
28. Botswana
29. Zambia
30. Mozambique

Suggested Websites:

www.worldatlas.com

https://www.cia.gov/library/publications/the-world-factbook/index.html

http://www.fordham.edu/halsall/africa/africasbook.html

http://encarta.msn.com/encnet/refpages/search.aspx?q=imperialism+in+africa

Ms. Clarice Riggio-----AP World History-----19th Century Biographies

Queen Victoria of England
1819-1901

Library Resources
Gale Student Resource Center
Virtual Reference Collection
ABC CLIO World History (Modern Era)
Proquest Historical NY Times (from 1851)
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

Websites

19th Centry Biographies

19th Century Documents 1800-1899 Yale Law School

The Long Nineteenth Century

Background Information: The umbrella of the 19th Century covers the time period of 1750 to 1914. Historians refer to this period as The Long 19th Century and it is characterized by several themes which have shaped the world we live in today. These themes are Industrialization, Revolution and Independence Movements, Nationalism, Reform Movements, Imperialism and Emancipation. These themes illustrate the changes that helped set in motion the increase in the power of the West in the world at large.
Task: You are to choose one of the aforementioned themes of the 19th Century and discuss TWO individuals that personified that theme. You are to discuss ONE Male and ONE Female. They must be related to the same theme and have had similar goals, but they do NOT have to have worked together! You should try to avoid people from the United States, but you may use ONE person from the U.S.. Papers should discuss the background information of each individual, the contributions/activities of each individual and their impact on World History. Your introduction should examine the theme and your conclusion should establish a connection between the two individuals.
Grading: The grade for this project will be determined by the following criteria:
Discussion of Theme: 10 points
Background Information: 20 points total (10 points for each individual)
Activities/Contributions: 20 points total (10 points for each individual)
Impact: 20 points total (10 points for each individual)
Conclusion/Connection: 10 points
Bibliography/Citation: (MLA Format): 10 points
Format, Spelling, Grammar: 10 points
MLA Format can be found at: WMHS Information Center Blog
Papers should be approximately 5-7 pages in length.
Papers MUST be typed, doubled-spaced, 1” margins, 12 pt. font Times New Roman or Arial.
Papers should have the rubric staples to the front. Papers will NOT be accepted unless they are stapled!
Papers are Due no later than Friday, January 16.
Late papers will lose half a letter grade for each day they are late.
This project is part of your second quarter project grade which is 20% of your second Quarter grade!!
Plagiarism will NOT be tolerated!!
Biography Proposal: You MUST discuss with me the people you are planning to research by Friday, December 19!

Mr. Michael Rosequist-----10th Grade Global History-----Imperialism Project

Library Resources
Gale Student Resource Center
Virtual Reference Collection
ABC CLIO World History (Modern Era)
Proquest Historical NY Times (from 1851)
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

Websites:
Use the websites below as starting points for your research. Next, refer to electronic WMHS library resources and databases.

African Colonies:
http://www.bbc.co.uk/worldservice/specials/1624_story_of_africa/

British India:
http://www.casahistoria.net/british%20imperialism.htm#2c._The_European_experience_-_Britain:_British_India

French Indochina:
http://www.casahistoria.net/frenchindochina.htm#1%20South%20East%20Asia:%20Background%20to%20Indo%20China

China: European Spheres of Influence:
http://wsu.edu/~dee/CHING/CONTENTS.HTM

Project # 1: Imperialism

Due dates: Projects are due by Monday, December 8th.

Description:
These projects focus on the effects (political, social, and economic) of European imperialism from the 18th through the 20th centuries in Asia and Africa. In collaborative groups, you will create a posterboard that addresses these aspects. You will submit the presentation to the teacher, and then you will present it to the class.

At the conclusion of your presentation, you will discuss key aspects of your project topic with the audience (the class and the teacher). Be prepared to clarify or expand upon your points by fielding questions and comments from the audience. Know your topic. While you may refer to your poster during the presentation, do not simply read the data to the class. Use eye contact with your audience as you further explain the data and images in your project.

Directions:
1. Review the project rubric.
2. Assemble into a project group.
3. Choose one of the Imperialism Project Topics below.
4. Determine roles within your specific group
5. Collaborate continuously with your fellow group members throughout the course of this project.
6. Locate appropriate websites and print resources for your topic. Use WMHS Info Center electronic resources in
addition to other resources suggested by the teacher.
7. Collect data and assemble your poster.

Imperialism Project Topics
British Imperialism in India
British Imperialism in South Africa
British Imperialism in China
Belgian Imperialism in the Congo
French Imperialism in French Indochina
German Imperialism in southern Africa

Group Roles
Tasks
Geographer
· Locate and label one map of your colony
· Locate and label one map of a particular area of your colony that your group will be discussing, such as a region, city, town, village .
· Locate two photos or illustrations of particular areas in this colony, such as regions, cities, towns, or villages .
Political Scientist
· Describe and analyze two examples of the political effects of imperialism in this country. For example, describe policies, laws, or actions used by the mother country in this colony.
· Identify one political leader from the mother country and include a quote from this leader about the political effects of imperialism in this colony
· Locate and label one graph, chart, image, photo, or illustration related to the political effects of imperialism in this colony.
Sociologist
· Describe and analyze two examples of the social effects of imperialism in this colony. For example, describe social policies, laws, or actions used by the mother country in this colony.
· Identify one native person from this colony and included a quote from this person about the social effects of imperialism in this colony
· Locate and label one graph, chart, image, photo, or illustration related to the social effects of imperialism in this colony.
Economist
· Describe and analyze two examples of the economic effects of imperialism in this colony. For example, describe economic policies, laws, or actions used by the mother country in this colony.
· Identify one native person or European from this colony and included a quote from this person about the economic effects of imperialism in this colony
· Locate and label one graph, chart, image, photo, or illustration related to the economic effects of imperialism in this colony.

Mr. Michael Rosequist-----10th Grade AP World History-----Imperialism Project

Project # 1: Imperialism

Due date: Projects must be completed and e-mailed to me:

mrosequist@3village.org by Monday, December 8th.

Library Resources

Gale Student Resource Center

Virtual Reference Collection

ABC CLIO World History (Modern Era)

Proquest Historical NY Times (from 1851)

Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Websites:
Use the websites below as starting points for your research. Next, refer to electronic WMHS library resources and databases.

African Colonies:
http://www.bbc.co.uk/worldservice/specials/1624_story_of_africa/

British India:
http://www.casahistoria.net/british%20imperialism.htm#2c._The_European_experience_-_Britain:_British_India

French Indochina:
http://www.casahistoria.net/frenchindochina.htm#1%20South%20East%20Asia:%20Background%20to%20Indo%20China

China: European Spheres of Influence:
http://wsu.edu/~dee/CHING/CONTENTS.HTM

Presentation schedule will be announced in class this week.

Description:
These projects focus on the causes and effects (political, social, and economic) of European imperialism from the 18th through the 20th centuries in Asia and Africa. In collaborative groups, you will create a Powerpoint presentation that addresses these aspects. You will submit the presentation to the teacher, and then you will present it to the class.

At the conclusion of your presentation, you will discuss key aspects of your project topic with the audience (the class and the teacher). Be prepared to clarify or expand upon your points by fielding questions and comments from the audience. Know your topic. While you may refer to your slides during the presentation, do not simply read the slides to the class. Use eye contact with your audience as you further explain the data and images in your project.

Debate option: See me for a description of a debate project that you can do in place of the Powerpoint.

Directions:
1. Review the project rubric.
2. Assemble into a project group.
3. Choose one of the Imperialism Project topics below.
4. Determine roles within your specific group
5. Collaborate continuously with your fellow group members throughout the course of this project.
6. Locate appropriate websites and print resources for your topic. Use WMHS Info Center electronic resources in
addition to other resources suggested by the teacher.
7. Collect data and assemble your Powerpoint presentation.
8. Include the following 15 slides in your presentation:
1) Background: One slide: Give a brief description of the background to your topic.
2) Maps: Two slides: Show labeled maps of the entire colony and a specific part of that colony that you will discuss in your project (region,city,town,village, etc.)
3) Political Slides: Two slides: Text-only slides describing political aspects of your project topic.
4) Economic Slides: Two slides: Text-only slides describing economic aspects of your project topic.
5) Social slides: Two slides: Text-only slides describing social aspects of your project topic.
6) Primary sources/ Two slides: Text-only slides of quotes from individuals or groups affected by your
Quotes project topic. Include both European and native peoples’ viewpoints.
7) Images: Four slides: Include labeled images to illuminate key points of your project topic.
Include photos, illustrations, political cartoons, graphs, etc.
Project Topics:
Tasks
1
British India
Analyze the political, social, economic conditions of Indian women in British India.
2
Sudan
Analyze and evaluate political, social, economic effects of British imperialism in the Sudan.
3
Belgian Congo
Analyze and evaluate political, social, economic effects of Belgian British imperialism in the Congo.
4
South Africa
Analyze and evaluate political, social, economic effects of British imperialism in South Africa.
5
French Indochina
Analyze and evaluate political, social, economic effects of French imperialism in French Indochina.
6
Indonesia
Analyze and evaluate political, social, economic effects of Dutch imperialism in Indonesia.
7
Debate
Positive vs. negative effects of British imperialism in India.
AP World History Imperialism Project Rubric
Directions:
1. Follow the tasks/directions for your specific project.
2. Your grade will be determined according to how well you meet the tasks and rubric criteria below.
3. Your grade will be based on the number of rubric points that you earn out of 25 total points. For example, a rubric
score of 22/25 points translates to a numerical grade of 88 % for this project.
4. Your group will receive one grade for all members
5. Absences: An unexcused absence on the due date or presentation date will result in a grade of 0 % for your project
only; your group will not be penalized for your unexcused absence.

Mr. David Eaton-----English-----10H The Shakespeare Project

The Shakespeare Project
As an introduction to The Tragedy of Julius Caesar, your group will be responsible for teaching an element of the background information necessary to understand the play and Shakespeare.

The Topics Are:
1. Shakespeare's Life and Times
-What was England like while Shakespeare lived
-A brief Biography of Shakespeare’s life

2. Shakespeare's Theatre
- The Globe-History and design
-Theatre practices and conventions

3. Shakespeare's Impact on and Contributions to the English Language
-What influence did Shakespeare have on our Language, our culture, our literature?

4. Julius Caesar: The Man, his Life and Times
-What was Rome like while Caesar lived
-A brief Biography of Caesar’s life

5. Julius Caesar: The Play
-Shakespeare's sources of information on Caesar
-Important characters
-The Language of the Play

These topics are quite broad, part one of your assignment is to divide these topics into smaller more manageable sub-topics.

Example: In a biology class your topic is a report on mammals. This topic is very broad and lacks a specific focus. You might narrow that down to marine mammals. That is still quite broad, so you might further narrow it down to the migratory habits of marine mammals. Even that might turn out to be too much, so finally you decide to focus on the migratory habits of the killer whale.

The project has three graded components:
A research paper of 3-5 pages with citations done in the MLA style, with parenthetical citations and a Works Cited page
A class presentation of you information that is clear, concise, and does not go over 3 minutes.
A short paper (2-3 pages) on the information presented by your classmates.

Caveats:
Use your time in the library wisely: amass more than enough information. It is usually better to have too much of something than not enough.

Use at least one source that you have held in your hand (a book or periodical). There are many college professors who will require you to do so, and some that even frown on using the internet at all.

Make sure that any website you use is reputable and scholarly. Do not cite Wikipedia, do not use an encyclopedia.

Make sure that as a group you have divided your main topic up into sub-topics that do not overlap too much. Part of your grade will be based on your ability to communicate with others in a group situation. Any evidence of poor intra-group communication will be looked upon in an unfavorable light.

Utilize the databases that Mr. Miller has demonstrated during his presentation, and the NoodleTools citation creator.

MLA documentation outlines are available on several websites. The student handbook also has information on this method of citation.

DUE DATES:

The presentations will begin on Tuesday, December 2 .The research papers will be due Monday, December 4.
The papers on the presented information will be due 3 calendar days after the last presenter presents.

Library Resources
Online Databases
Virtual Reference Collection

Bloom's Literary Reference Online
Twayne's Author Series

Gale Cengage Learning Databases
Student Resource Center
Literature Resource Center
Online Catalog
Academic Intergrity
NoodleTools Citation System
Citation Machine

Mrs. Dianne Kraemer-----Social Studies-----Nationalism

Library Resources

Virtual Reference Collection-ABC-CLIO World History-Modern Era

Gale Databases-Student Resource Center

Cite your resources using the Academic Intergrity links on the Blog

NATIONALISM

TASK: Answer the following questions on a separate piece of paper. Attach this sheet to your responses. COUNTS AS A QUIZ GRADE. Due Monday, 11/24

What is nationalism?

http://en.wikipedia.org/wiki/Nationalism

What are the possible results of nationalism? http://en.wikipedia.org/wiki/Nationalism

How can nationalism be a unifying force on a group of people? http://www.fresno.k12.ca.us/schools/s090/lloyd/nationalism.htm

How did nationalism lead to the creation of nation-states in Italy and Germany? (Briefly describe) http://www.fresno.k12.ca.us/schools/s090/lloyd/nationalism.htm

Identify the following individuals and identify what each individual’s role was in the unification process of Italy:
http://www.age-of-the-sage.org/cavour_garibaldi_italy.html#Cavour_Garibaldi_Italy
OR
http://www.beyondbooks.com/eur12/2.asp

Giuseppe Mazzini-

Camillo Cavour

Giuseppe Garibaldi

Who is Otto Von Bismarck?http://encarta.msn.com/encyclopedia_761571668/otto_von_bismarck.html
http://mail.3villagecsd.k12.ny.us/exchweb/bin/redir.asp?URL=http://www.germanculture.com.ua/library/weekly/aa092000a.htm

What was his role in German Unification? http://www.zum.de/whkmla/region/germany/bismarck.html

What is Otto Von Bismarck’s policy of “Blood and Iron”?
http://encarta.msn.com/encyclopedia_761571668/Bismarck_Prince_Otto_Eduard_Leopold_von.html

What is a Kaiser? http://en.wikipedia.org/wiki/Kaiser

Who is the first Kaiser of the unified Germany? http://en.wikipedia.org/wiki/Kaiser

Mrs. Deborah Gandt-----English 10R-----The I-Search Paper

Gale Databases

Virtual Reference Collection

NoodleTools Citation System

Internet Safety

The I-Search Paper
Notes based on The I Search Paper (1988) by Ken Macrorie

Q. What is a traditional term paper/ research paper (at its worst)?
A. An exercise in badly done bibliography
B. An introduction into the art of plagiarism
C. Alien to its writer
D. A triumph in meaninglessness
E. All of the above

The I-Search Paper directly involves you, the writer, into both process (searching for info) and product (the writing about that search). It challenges the concept that research is the searching again for information already documented. If you have never searched for information on the topic before, there is little re about it. You will connect to the topic in a unique way that cannot be ignored.

The paper will have six components:
1. My Question (and why I decided to research this question) “I” format
2. My Search Process (the story of the hunt) “I” format
3. What I Have Learned (connect findings to the original question) not “I” format
4. What This Means To Me (how has researching this question changed you) “I” format
5. Works Cited Page (all references in alphabetical order)
6. Oral Presentation ( speech, skit, poster, video, or some other exhibition of knowledge to be presented to the class) January 2009

Examination of the six components:
1) My Question: You may research a question of interest to you. All topics must be approved by Mrs. Gandt. Some sample topics are: Greek drama/tragedy, Greek theaters, civil disobedience, concept of the Greek hero, migrant workers in California in 1930’s, agriculture in California in the 1930’s, Dust Bowl, book banning in the United States, book burning in history, family and gender roles in the early 1900’s. I suggest you select a topic of personal interest. Explain where your question originated, what you think you know about this topic and what you want to learn. CAVEAT: must have at least one graphic component. “I” format

2. My Search Process: Keep a journal of your search and this section will be easier to write. You are encouraged to use a variety of resources. Some that I suggest you consider are:
§ read books magazines, newspapers, or reference texts
§ watch videos or television shows
§ use database reference tools
§ interview people or conduct surveys
§ go on a personal field trip
Then you will describe the sequence of steps in your research. You may also discuss if your question changed as you researched. “I” format


3. What I Have Learned: In this section you will focus on three of four major findings or conclusions and support them with examples, stories, or arguments that will help the reader understand how you arrived at these conclusions. You will also connect your findings to the original question. You should include any analysis you did (cause and effect, pro/con, compare and contrast, or sequencing). At least two (2) references to the graphic and three (3) quotations with parenthetical notations must be included. This section is not in “I” format.

4. What This Means to Me: You will answer the question: what do you now know about searching for information that you didn’t know before? To answer this you must describe the findings that meant the most to you. You may also want to discuss how this new knowledge will affect the way you will act and think in the future. You may also want to write about the skills you developed as a researcher and a writer. “I” format

5. Works Cited: This is an alphabetical listing of all the sources you found, good and bad, using the MLA format. The library will instruct you in Noodle Tools. Keep an up-to-date journal of all sources as you use them; they are very difficult to rediscover for vital info. References must include one encyclopedia article, two databases and websites, if applicable.

6. Oral Presentation: We will discuss this as a class. You may choose a speech format, an original skit, original video, original poem or some other exhibition of knowledge to the class. Do not be concerned with this at the start; an idea will come to you. All ideas do need my seal of approval, but I do endorse creativity. January 2009.

Actual paper:
‚ must be typed (and saved for portfolio purposes)
‚ 12 point
‚ Times New Roman
‚ black ink for text
‚ illustrations do not count as pages of text
‚ do not plagiarize or just ‘cut and paste’
‚ illustrations and titles may appropriately be in color
‚ must include:
· title page with appropriate title (not I-Search paper), your name, date, period and English 10R, Mrs. Gandt and optional graphic
· My Question pages ( about 1 ½ typed)
· My Search Process pages ( about 1 ½ typed)
· What I Have Learned pages (3-5 typed)
· What This Means To Me pages (about 1 ½ typed)
· Works Cited page listing sources precisely according to MLA format (use Noodle Tools only)

Dates are tentative. Gandt/English 10R
Nov. 17
Library

18
Library

19
Library

20
Antigone
21
Antigone
24
My Question due
25
26
27
Thanksgiving
28
Dec. 1

Vocab 3
2
My Search Process due
3
4

Vocab test
5
8
Library W Cite
Vocab 4
9
What I Have Learned due
10
Works Cited due
11 What This Means to Me due
12

Vocab test
15
I-Search due
Vocab 5
16
17
18

Vocab test
19
Antigone Critical Lens
22
Antigone Test

23



Christmas

Rough drafts of I-Search Paper due on above dates
Antigone will be read in class, but it is also is available on line at http://www.krucli.com/Antigone%20text.htm
Quizzes on reading will be unannounced.
Bring notebook daily for journal entries.
Antigone: quizzes, act tests, final test and critical lens essay
Oral presentations in January 2009!

Señora G. Muller-----A P Español-----Presentaciones: 19 de noviembre

LAS MODAS DE LAS DÉCADAS EN LOS ESTADOS UNIDOS
de los años/50's/60's/70's/80's/90's

Rubrica
Todo Estará hecho en ACCIONE EL PUNTO (Power Point)
Usen libros, la Red y citación
Buscan informes sobre:
1. el estilo de vestirse
2. La música
3. Las modos de transporte (carros, etc.)
4. Tecnología
5. Estilos del cabello
6. Avances de médicina
7. Palabras de moda
8. Personas de moda
9. Personas importantes
10. Pasatiempos populares
11. Noticias importantes
12. ESCOJAN UN PAíS HISPANOHABLANTE Y COMPAREN Y CONTRASTEN LOS ELEMENTOS DEL 1-11 (Ensayo Formal)
Recurso de la Biblioteca
Sitio Web

Notable Hispanic Americans, A-Z
Hispanic Latino-Americans
Base de Datos

Virtual Reference Collection

eLibrary

Informe
World Book Online

Gale Cengage Learning Databases

Student Resource Center

Catalogo

Academic Integrity

Noodletools Citation System
Citation Machine
Citation Style for Research Papers

Señora G. Muller-----Español 4-----Indigenous Tribes of Latin America

click to enlarge

Español 4
Señora G. Muller
Project #3 Group Project Qt. 1

Indigenous Tribes of Latin America

1. Research the following Tribes according to your assign Country. There will be 4 days in the library.
2. Include pictures of the tribe and village
3. You need to report on the following
a. language
b. culture
c. history
d. list of 5 words and their meanings
4. Use http://www.native-languages.org/
5. Use Gale Group -Student Resource Center
6. All information must be posted on a BIG poster board and presented orally as a group.
7. Due date: November 19, 2008
Country: Tribes
Panama: Guaymi
Guatemala: Kaqchikel
Paraguay: Guarani
Colombia: Kuna
Mexico: Amuzgo
Honduras:Garifuna
Puerto Rico: Taino
Venezuela: Carib

Student are reminded to cite your resources using our Academic Integrity Links.

When using the web consult our Internet Safety resources. Home access passwords to the Virtual Reference Collection and Gale Cengage Learning Databases are available in the Information Center.

Ms. Natalie Rudolph-----Social Studies-----Economics

BARACK OBAMA AND JOHN MCCAIN ECONOMIC DEBATE

Students will debate the following topics:

1. Economic Issues

2. The Wall Street Crisis

3. How Your Policy Will Effect "Middle-Class Americans"

4. Taxes- Which Social Class Will Your Candidate Support?

5.War- Are the Troops Coming Home Once and For All

Reporters will develop questions with their team and those in the audience will vote and record notes of the debate.

Websites to Consider

Obama/Biden

Vote ABC News 08

McCain/Palin

Real Clear Politics

The Democratic Party

The Republican Party

The White House

Virtual Reference Collection

Facts.com World News Digest

Please see the library staff for the username and password to the VRC

Ms. Jennifer Thomas-----English Department-----Persuasive Writing: Editorial

Persuasive Writing: Editorial

Due Date:

For this assignment you will research a controversial scientific issue. You may choose an issue that interests you as long as it deals with a controversial aspect of science, including medicine. These include but are not limited to:
Embryonic stem cell research
Cloning
Genetic engineering (manipulating human DNA)
Space exploration
Genetically modified foods
Weapons technology
Objective: Write an editorial in which you take a stand on a controversial issue. Your goal is to persuade your readers to agree with you.
Before you can write a persuasive argument you must educate yourself about the issue. To do this you should:
Find a minimum of three articles in newspapers, magazines, or online.
These should be factual articles from reputable sources and not editorials or letters to the editor.
Each article should be from a different source.
Document and cite your sources.
Create an argument outline in which you make arguments for both sides of the issue.
After you’ve researched, read a variety of editorials and take note of the characteristics of good persuasive writing.
Write an editorial, based on your research, in which you argue one side of an issue.

Instructor Resources/Moodle

Library Resources

Online Databases

Virtual Reference Collection
SIRS Researcher
Facts.com World News Digest

Proquest Multiple Databases
Gale Cengage Learning Databases

Student Resource Center

Literature Resource Center

Online Catalog

Academic Intergrity

NoodleTools Citation System

Citation Machine
Home access to our online databases is available. Please see the library staff for usernames and passwords.

Internet Safety

Resources for Internet Safety

Fact Sheet

Microsoft Downloads for Educators

New York State Department of Education

Staysafeonline.org

Mrs. Kimberly Marinello-----AP Comparative Government-----Social Studies Department

AP Comparative Government

Task:
Choose a revolution you are interested in.
Research the revolution and a political scientist’s theory on why revolutions happen.
Create a thesis, which you will prove to be a valid.
Write a 3-5 page paper, Times New Roman style, 12 font, double spaced, regular margin size, MLA format, parenthetical citations.

List of Revolutions
Glorious Revolution, 1689
Constitutional Revolution, 1997
Bolshevik Revolution, 1917
Russian Revolution, 1991
Chinese Communist Revolution, 1949
Mao’s Cultural Revolution, 1966
Mexican Revolution, 1917
Iranian Revolution, 1979
Nigeria’s Independence Movement, 1960

List of Political Scientists
Karl Marx
James Davies
Samuel Huntington
Ted Robert Gurr
Charles Tilly
Theda Skocpol
Jack A. Goldstone
* If you decide on another political scientist, please let me know.

Include in your Paper:
The political, economic, and social preconditions of the revolution.
The goals of the revolution.
The paradigm shift.
Other turning points.
How this revolution and your political scientist’s theory as to why revolutions happen are related.
To what extent were the revolutionary goals achieved?
The aftermath and the impact the revolution has on today.
How has this revolution changed civil society, globalization, etc…?

** Please approve your thesis with me prior to completing your paper.

Instructor Resources/Moodle

Library Resources
Online Databases
Virtual Reference Collection

ABC-CLIO World History/Modern Era

Facts.com World News Digest

Proquest Historical NY Times
Gale Cengage Learning Databases

Student Resource Center
Online Catalog
Academic Intergrity
NoodleTools Citation System
Citation Machine

Home access to our online databases is available. Please see the library staff for usernames and passwords.

Sophomore Orientation to the Information Center

All tenth grade English classes receive an orientation to the resources of the Ward Melville High School Information Center.
Subjects include hours of operation, staff, procedures, organization of materials, access to print and 24 x 7 online databases.
Special emphasis is placed upon academic integrity and the avoidance of plagiarism as well as internet safety.

All students and staff are invited to view the resouces in this posting as well as the organization of
our blog and webpage.
WMHS Information Center: Webpage; Blog
Online Catalog
Virtual Reference Collection
Gale Cengage Learning Databases
Academic Integrity
NoodleTools Citation System
Citation Machine
A+ Research and Writing
Citation Sytle for Research Papers
Internet Safety
National Public Radio-Internet Safety
Cybersecurity
ISafe.org

ISafe.org Video Presentation

Sra Muller-----Hispanic Heroes

Sra. Muller Spanish 4

Q1 Project - Hispanic Heroes



Objectives: To develop a knowledge and understanding about the Hispanic Culture through the research of a Hispanic Hero.

Procedure: Create a brochure as specified below.

Requirements:1. Front cover must have picture of your hero.
2. Information must be written in Spanish.
3. Information must be cited.

Content:
1. Where were they born, what is their heritage if they were born in the US?
2. Short biography about them.
3. What was the political climate of their country?
4. What contributions did they provided for their community and/or the world.

Library Resources:
1. A Book from the Library/Online Catalog
2. Gale Cengage Learning Databases-Student Resource Center
Web Sites:
Hispanic/Latino-Americans
Hispanic-American Experience
Hispanic American Hall of Fame
Google

Due Date: September 25, 2008

a selection of books are available for student use

Mrs. Lisa Rockrord-----English Department

Research Assignment
Introduction to The Great Gatsby

Overview: In order to appreciate the beauty and social commentary embedded in The Great Gatsby, we need to understand the culture of the 1920’s. In your groups, you are going to research an aspect of this time period and present your findings in an oral presentation for the class. You will be given two class periods to research in the library and two class periods in the room to organize and prepare your presentation.

TOPICS:
Women in the 1920’s
The Gold Coast (Then and Now)
F. Scott Fitzgerald and Zelda Sayre
Prohibition
Music and Dance in the 1920’s
Art in the 1920’s

Requirements:
Your group presentation should be approximately 10 minutes long
Your discussion must be informative and touch upon the most important details of your topic. If your topic seems too broad, your group should decide upon a more specific focus for your presentation. Remember, we are trying to illustrate how these topics/events reflect the culture and social life during this time period.
When you present your topic to the class, each member of your group must address the class in some way. (Think about how you might divide up the work to ensure that everyone plays an equal role. This might include dividing up the actual research, note taking, artwork, and speaking responsibilities.)
You must have some sort of audio/visual aspect of your presentation. This can take the form of posters, handouts, musical selections, photographs, video clips, PowerPoint, etc. Just keep in mind the time frame as you prepare your presentation.
Your research must come from at least three different sources. One should be from a print source, and one must be from one of the library’s databases. BEWARE OF SHADY INTERNET SOURCES!


Time Frame
Friday 9/12 and Monday 9/15 – Library Work Sessions
Tuesday 9/16 and Wednesday 9/17 – In-Class Work Sessions
Thursday 9/18– Begin Presentations!

** If a group member is absent on the day of the presentation, THE GROUP WILL STILL PRESENT! The missing student will have to present his/her portion of the presentation in writing!

Grading:
Group Grade: You will receive a class work grade for this short research presentation. In determining your grade, I will consider the following qualities:
Quality of Information 40 points
Quality of Audio/Visual 30 points
Oral Presentation Skills 15 points
clarity, projection, eye contact, organization, etc…
Work Cited Page (MLA) 15 points

Individual Response Grade: You will write a response log as a result of these presentations. You should write a short summary of what you learned from your own group’s presentation and research. Then, you should use your notes to summarize what you learned from the other groups’ presentations. THIS WILL BE COLLECTED ON WEDNESDAY 9/24 and will count as a writing grade.

Library Resources
Online Databases
Virtual Reference Collection
Gale Cengage Learning Databases
Online Catalog
Academic Intergrity
NoodleTools Citation System
Citation Machine
Websites
American Cultural History 1920-1929
1920's Answers.com
United States History 1920-1929
A selection of books are available for student use.
Home access to our online databases is available. Please see the library staff for usernames and passwords.