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!