Wednesday, April 29, 2009

Ms. Kathleen McMahon-----Les Artistes

Library Resources
ABC CLIO World History/Modern ERA
Art Museum Image Gallery
Proquest Historical New York Times (from 1851)
Student Resource Center
Online Catalog
Academic Integrity
Citation Machine

Title: Les Artistes
Due- May 8, 2009

You are working with a Speaking Partner.
You will have two days in the Library.

Directions: Using the Library Art books online databases and the Internet
pick out four paintings from various French Artists that will be listed here:

1. Calude Monet

2. Edgar Degas

3. Pierre-Auguste Renoir

4. Edourt Manet

5. Vincent Van Gogh

6. Henry Matisse

7. Paul Gauguin

8. Henri Rousseau

9. Berthe Marisot

10. Camille Claudel

2. Discuss the style of the art work, and explain the paintings. Write each summary in English.

3. Choose one of the four paintings and write two paragraphs in French explaining why you like it. Make sure you
include a copy (in color) of the painting that you selected.

4. This project will be presented orally on May 8, 2009

Posted by at

Tuesday, April 28, 2009

Ms. Kristen Cordella-----Economics-----Stock Market Project


Websites
Databases
Business Company Resource Center
Proquest Multiple Databases
(Newsday, New York Times, Wall Street Journal)

Stock Market Project: Due Monday, June 8, 2009

1. It’s your lucky day! You have inherited $50,000 with only a few strings attached:

· You must invest in two stocks on the New York Stock Exchange (NYSE), the American Stock Exchange (AMEX), or the NASDAQ. (You can split the money up any way you see fit.)
· You must buy your stocks no later than Monday, 4th and sell your stocks no later than Thursday, June 4th. (If you feel your stocks are falling, you can sell earlier- see me before you do this.) You must record the buying and selling price for your stock, as well as other pertinent information (see “Purchase Sheet”)
· You must record the closing prices for each day that you own the stock (see “Daily Tally Sheets”). There is no trading done on weekends.

2. Before you purchase your stock, you must do some research (see “How to Choose Stocks in a Recession” in this packet)
· Some suggested web sites that will provide you with the necessary information about the stock market appear at the top of this posting.
· Look for things like best performing industries, stock market news/updates, latest financial news headlines, and company performance information in order to select your stocks.
Be creative with your picks! Be aggressive and take a risk and maybe you will make a lot of money, or be safe with your stock choices and hopefully you will make some money. BONUS POINTS will be awarded for successful stocks!

3. You will need to prepare a presentation to the class. You can make portfolios, PowerPoint (check with me to see if your version is compatible with the school computer), or you can put your information on a posterboard. There are several things you must include in your presentation (see next page).

4. Complete the “Crash of ’29” reading and questions (typed)

Presentation Requirements:

1. What companies did you choose? Why did you choose these companies?
2. CEO Data (names, management information about your company)
3. History of the companies (when they started, where the headquarters are located, what products they make/services provided)
4. Identify the key competitors of the companies
5. Get some current news about each company you researched
6. You must create graphs for both of your companies that that show the performance of your stocks from when you bought them until the point that you sold them. You should indicate out the high and the low for each stock. (Use Excel or BigCharts.com to do this. You can also draw your graphs by hand and put them on posterboard).

7. Provide me with a typed transcript of all of the information in your presentation.

This project is due on Monday, June 8, 2009
Posted by at

Friday, April 24, 2009

Ms. Meg Prochilo-----Spanish-----Identificar unos Elementos Culturales de Varios Paises

CulterGrams
Informe
World Book Online
Gale Cengage Learning Databases
Student Resource Center
Online Catalog
Websites
CIA World Factbook

Una Investigación: Identificar unos Elementos Culturales de Varios Paises

ESPAÑA Guernica (no solo el cuadro, sino también el acontecimiento)

El Prado, El Museo de las Artes y de Ciencias

El Ave y otros modos de transporte (el coche español, la aerolinea nacional)

Francisco Franco

El Flamenco y los Gitanos: La guitarra y el baile

Miguel de Cervantes : El Quixote

José Carreras y Plácido Domingo

EL PERÚ
8. Machu Picchu: una ciudad perdida y re-descubierta

MÉXICO
Chichen Itza and Tulum

Guadalajara: la Ciudad de Cultura y Arquitectura Colonial

VENEZUELA
Simón Bolivar : el Libertador

El Salto del Ángel, los indios Pemones, y Canaima

LA ARGENTINA
Los Desaparecidos, la Guerra Sucia, y las Abuelas de la Plaza de Mayo

Las Islas Malvinas y el conflicto con Inglaterra

Las Pampas y los Gauchos: la vida y el folklore

PUERTO RICO
El Yunque y el Coquí, Culebra

El ciudadano Americano: ¿son iguales sus derechos y responsabilidades?

CHILE
Tierra del Fuego y la Isla de la Pascua

LA REPÚBULICA DOMINICANA
El Merengue y la influencia de la música africana

COSTA RICA
Costa Rica
Flora y Fauna : las especies protegidas y la Isla Coco, Monteverde Cloud Forest

PANAMÁ
La Historia del Canal

COLOMBIA
Gabriel García Márquez: Cien Años de Soledad

La Música de Colombia : Cumbia, Salsa, Champeta, Porro, Vallenato, Currulao, Bambuco, Joropo, y lo Moderno

URUGUAY Y PARAGUAY
El Mate: la preparación, el origin y la leyenda

BOLIVIA
Lago Titicaca: sus islas y su gente, los Uros

Potosí: el Cerro Rico

NICARAGUA
Daniel Ortega y los Sandistas

ECUADOR
Quito, su geografía significante, monumentos
Las Islas Galápagos, la flora y la fauna

LOS ESTADOS UNIDOS
Los Hispanos en los E.E.U.U. : la historia de la inmigración y su importancia con respeto a la economía y la cultura

Esquema : La Investigación sobre su Tema
-This sheet is not going to fit all of your info- USE REVERSE as well

Identifique el tema en cuanto a : el lugar donde está, o donde vivía, o donde tuvo lugar, etc…

Una descripción de la persona, el lugar, el evento, etc…Con muchos detalles

Describa bien la importancia del tema, para quiénes es importante, como es importante en cuanto a la historia, el turismo, la economía, la vida actual (of today), el medio ambiente (the environment), etc…

Busque fotos u otras formas para ilustrar el tema.
Posted by at

Ms. Meg Prochilo-----Spanish-----Proyecto

Library Resources
Virtual Reference Collection
ABC CLIO World History/Modern ERA
Proquest Historical New York Times (from 1851)
Gale Cengage Learning Databases
Student Resource Center
Online Catalog

Temas para el Proyecto

1. The Spanish-American War- La Guerra Española-Americana
a. causes
b. parties involved
c. outcomes

2. The Spanish Civil War- La Guerra Civil
a. two principal political parties involved in the struggle
b. foreign alliances of both parties
c. principal causes and outcomes

3. El Franquismo: the era of Francisco Franco
a. his role in the Spanish Civil War
b. Life under the dictatorship
c. Post-WWII relations with US

4. The Modern Spanish Monarchy (20th -21st centuries) La Monarquía Moderna
a. Roles during Franco years
b. Roles Post-Franco
c. Members of the Royal Family

5. Present-Day Spanish Political Parties (post-Franco)- Los Partidos Políticos
a. The President and other key political figures
b. Key Parties which emerged post- Franco
c. The 1981 Coup-de-etat

Proyecto: España en los Siglos 20 y 21

1. Your group will be assigned a topic.

2. Each member of the group will be responsible to do individual research and taking notes while in the library. You must use Spanish and English sources.

3. Once back in the classroom, groups will have an opportunity to discuss and organize information.

4. Group members will each take on a different portion of the presentation,

a. writing the information in Spanish
b. creating a vocabulary list to share with the class
c. finding images to illustrate your portion of the project
d. creating 5 questions for the class about your portion of the project

5. Your group will present your topic to the class, and hand-out questions and vocabulary to students to use while they listen to your project.

Posted by at

Thursday, April 23, 2009

Standards for the 21st Century Learner-----American Association of School Librarians













Information Specialists develop and employ resources in support of the school curriculum. The American Association of School Librarians has developed Standards for the 21st-Century Learner to assist with this process.
Learners Use Skills, Resources, & Tools To:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.
4. Pursue personal and aesthetic growth.
Each collaborative lesson in the Information Center is designed to promote student skills and encourage responsible research.
The Association (AASL) has established a wiki offering essential links for Information Specialists and an implementation plan for the Standards.
AASL has developed a blog, discussion lists, and networking tools to assist the Information Specialist.
Posted by at

Wednesday, April 22, 2009

Sra. Gisela Muller-----Spanish Department-----Los Pintores

The Diego Rivera Mural at San Francisco Art Institute
"The Making of a Fesco Showing the Building of a City ("Making a Fresco" ) (1931) is one of four murals in the Bay Area painted by Mexican Deigo Rivera (1886-1957)"



Nombre_______________Fecha_______________Sra. Muller/Spanish 4
ProjectTitle: Los Pintores
Due: May 15
You are working in pairs.
You will have two days in the Library (April 30, May 1).
Directions: Using art books in the library, online databases and quality websites you will...
1. Select 4 paintings which we have not studied in class from any of the 5 Spanish painters or the 4 Mexican Painters.
2. Discuss the style of the 4 art works and explain the paintings. Write each summary in English.
3. Choose 1 of the 4 paintings and write a paragraph in Spanish why you like the work (a paragraph consists of at least 6 sentences).
4. The project will be presented to the class orally on May 15.
5. You will receive an oral and written grade.
Presentations to be placed on posterboard.
Library Resources
Online Databases
Virtual Reference Collection
Informe (Spanish language periodicals)
Wilson Biographies
World Book Online
Gale Cengage Learning Databases
Literature Resoruce Center (literary biography, criticism)
Student Resource Center ( reference sources, journals and periodicals)
Online Catalog
(search for books in our collection)
Academic Integrity
(cite your sources)

Please consult your WHMS Information Center worksheet for home access passwords

Print Resources
REF 709.2 CON Tom Pendergast (ed), Contemporary Artists
REF 703 ENC Bernard S. Meyers (ed.), Encyclopedia of World Art
REF 973 ENC Ilan Stavans, Encyclopedia Latina
921 GOY Evan S. Connell, Francisco Goya
759 VEN Piero Ventura, Great Painters
REF 703 INT James Vinson (ed.), International Dictionary of Art and Artists
759.6 SCH Richard Schikel, The World of Goya, 1746-1828
a book cart is available for student use
Posted by at

Tuesday, April 21, 2009

Mrs. Jennifer Lesson Thomas-----English Department-----Poetry Project













April Is National Poetry Month
Poets.org from the Academy of American Poets

Library Resources
Virtual Reference Collection
Bloom's Literary Reference Online
Proquest Multiple Databases
Teaching Books
Gale Cengage Learning Databases
Literature Resource Center
Student Resource Center
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine


English 10H

The Life of a Poet: A Research Project

Due Date: Friday, May 8, 2009

Directions: You will select a poet and do the following:

Research the life and times of the poet and prepare a one page biographical essay on her or him.
Choose five (5) poems and complete the Poem Response Sheet for each one.
Choose one (1) poem from the five to present to the class. Your presentation must include:
Interpret the meaning of the poem.
Explain how the poet makes you
feel something,

see something,

and hear something.

Explain how knowing about the poet’s life and times helps you to understand and enjoy the poems more or not.

4. Write an original poem in the style of your chosen poet.


Present your poem in an original and creative way. Use visuals or music to enhance the experience for your listeners. For extra credit, memorize the poem you’re presenting!!!


Posted by at

Thursday, April 16, 2009

Mr. Erick Sussin-----Science Department-----Pesticides














click to enlarge

Library Resources
Virtual Reference Collection
Ebsco General Science Collection
Facts.com Today's Science
Science Online
Science Reference Center
Proquest Multiple Databases
Proquest Historical New York Times
SIRS Researcher
Gale Cengage Learning Databases
Student Resource Center
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine


APES: PESTICIDE PERIODICAL

The U.S. Environmental Protection Agency (EPA) defines a pesticide as “any substance or mixture of substances intended for preventing, destroying, repelling, or mitigating any pest.”
A pesticide may be a chemical substance or biological agent (such as a virus or bacteria) used against pests including insects, plant pathogens, weeds, mollusks, birds, mammals, fish, nematodes, and microbes. These organisms may compete with humans for food, invade lawns and gardens, destroy wood in houses, spread disease, or just be a general nuisance in our everyday lives. Pesticides are usually, but not always, poisonous to humans.
There are 5 major types of pesticides you will encounter: insecticides (insect killers), herbidicides (weed killers), fungicides (fungus killers), nematocides (roundworm killers), and rodenticides (rat and mouse killers). Be aware that although the 5 are listed here, there are many (e.g. algicides, miticides).
Below is a small list of 48 pesticides either used at one time and is now banned or is still currently being used.
After being assigned one pesticide, you (and up to 2 partners if you would like) will be creating a newspaper. You must answer at least the following information about your pesticide:
1.) what type of pesticide? (see above)
2.) how long does it persist in the environment?*
3.) is it biologically magnified?*
4.) what is history of the chemical? (who invented it? what company?)
5.) where is it being applied? (golf course, park lawn, schools, etc.)
6.) what good does this pesticide do? what harm?*
7.) does this threaten human health? how so?*
8.) is there an alternative to controlling the pest that you can think of? (be specific for that pest)

· Appropriate newspaper name
· Front page story (with headline)
· Basic articles about your pesticide
· Obituaries
· Op/Ed section
· Comics
· Interviews
· Advertisements
· Love or advice column
· Sports

Be creative and have fun with it!

*NOTE: you will be getting primary source information for your specific pesticide by obtaining journal articles and/or abstracts and citing this information (on last page of paper). Use the many databases that our school subscribes to and the techniques that we learned in the library. You must have a minimum of 3 primary sources.

DUE DATE: will not be accepted after May 4th
Posted by at

Wednesday, April 15, 2009

WMHS Information Center Awarded Picturing America Grant


WMHS Information Center has been awarded a grant of instructional materials sponsored by the National Endowment for the Humanities entitled Picturing America.
A description and related internet websites are found below.
Stop by the library and view our weekly display of large print masterpieces of American art or schedule a class using the resources of Picturing America.
A teacher resource book containing suggested lessons for each item in the collection is available in the Information Center.
"Great art speaks powerfully, inspires fresh thinking, and connects us to our past.
Picturing America, an exciting new initiative from the National Endowment for the Humanities, brings masterpieces of American art into classrooms and libraries nationwide. Through this innovative program, students and citizens will gain a deeper appreciation of our country’s history and character through the study and understanding of its art.
The nation’s artistic heritage—our paintings, sculpture, architecture, fine crafts, and photography—offers unique insights into the character, ideals, and aspirations of our country. Picturing America, a far-reaching new program from the National Endowment for the Humanities in cooperation with the American Library Association, brings this vital heritage to all Americans. By bringing high-quality reproductions of notable American art into public and private schools, libraries, and communities, Picturing America gives participants the opportunity to learn about our nation’s history and culture in a fresh and engaging way. The program uses art as a catalyst for the study of America—the cultural, political, and historical threads woven into our nation’s fabric over time. Collectively, the masterpieces in Picturing America, used in conjunction with the Teachers Resource Book and program Web site, help students experience the humanity of history and enhance the teaching and understanding of America’s past."
About Picturing America from Humanities, September/October 2007, Volume 28/Number 5
//
About Home
Acknowledgments
Resource Book
Additional Resources
Program FAQs
Comments/Questions
Image Gallery
Posted by at

Digital Resources-----Sometimes Information Wants to Be Free

Mobile Edition
Posted by at

Saturday, April 11, 2009

Celebrate National Library Week, April 12-18, 2009

Posted by at

Wednesday, April 1, 2009

Ms. Kristen Cordella-----Social Studies---United Nations Project






United Nations Project







Library Resources
Gale Cengage Learning Databases
Student Resource Center
Virtual Reference Collection
ABC CLIO World History/Modern Era
Proquest Multiple Databases
Proquest Historical NY Times
eLibrary
World Book Online
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine
Home access passwords are available in the Information Center

Part I: Historical Background (15 points)

Directions: Use the information provided in this packet about the United Nations to complete the Historical Background worksheet.

Part II: League of Nations vs. United Nations (15 points)

Directions: Use the information provided in this packet about the United Nations to complete the comparison chart: Comparing the League and the UN.

Part III: Current Issues (40 points)

Directions: Choose ONE of the following current global issues/sources of conflict and explain how the United Nations has addressed the problem.

· Poverty
· Famine
· AIDS
· Genocide
· Civil Conflict
· Terrorism
· Infectious Disease
· Nuclear Proliferation
· Environmental Degradation

· You must do research (Internet, magazines recommended), USING AT LEAST THREE SOURCES OF INFORMATION (in addition to the information found in the packet), to complete Part III.
(2-3 pages typed: Times New Roman 12-pt)

The following are suggested websites:

http://www.un.org/ (Official United Nations website)
http://www.newsday.com/ (Newsday)
http://www.washingtonpost.com/ (The Washington Post)

Part IV: The Future of the United Nations (25 points)

Directions: Currently, there is controversy about the role of the United Nations in world affairs.

· Based on your reading, choose one of the three options provided (see packet) for the UN to go forward with in the future.
· Thoroughly discuss the reasoning for your choice.
(1-2 pages typed: Times New Roman 12-pt)

Part V: Bibliography/Works Cited (5 points)

Directions: Provide a complete list of the sources of information you have used for this project.
Posted by at
Subscribe to: Posts (Atom)