Ms. Kristen Cordella-----Global 10-----Imperialism Project

Library Resources
Big6 Information Skills
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

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 ALL of 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, as well as a brief synopsis of the message you hope to convey in your cartoon.

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, three of which must be library media sources.
It is worth 5 points!

Countries: (Your assigned country is highlighted)
1. Angola
2. Congo (Dem. Rep.)
3. Namibia
4. Zimbabwe
5. South Africa
6. Algeria
7. Nigeria
8. Kenya
9. Chad
10. 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. Burundi
27. Gabon
28. Botswana
29. Zambia
30. Mozambique

Suggested Websites:

http://www.worldatlas.com/

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

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

Ms. Jacquelyn Murolo-----English Department

Our Town Project:
This Land is Your Land, This Land is My Land

Directions: You will be working in teams of four or five. Your team will create a book about your towns: Setauket, Stony Brook, and Old Field. Each team member will select one of the following topics and create 2-3 pages for the book. Note: If there are only four group members, the group will need to decide how to complete all five topics.

Topic
Guiding Questions
Statistics:
What is the population of these towns?
What is the ethnicity of the people?
Average income?
Number of children in a family?
Average home price?
Write a 100-word article about the towns today.
Entertainment:
What can a family do for fun?
What are some activities locals take part in?
Night life?
Write a 100-word review of one location.
Places to Eat:
What restaurants are popular?
Family friendly?
Romantic?
The hot spot?
Write a 100-word review of one location.
Ward Melville High School:
Size of school
Number of students
Number graduating/going to college
Changes at the HS that have taken place
Write a 100-word article about Ward Melville High School: Then and Now
History:
(3 pages required, one page for each town)
When were the towns established?
Where did the town names originate?
How were boundaries determined?
Write a 200-word article discussing the history of each of the three towns.

CAUTION:
THE GUIDING QUESTIONS ARE ONLY TO GUIDE YOU!
YOU SHOULD BE COVERING MUCH MORE THAN THIS!
EXAMPLE

Ward Melville HS

This is a model of what
one page could look like.
Notice the pictures and the writing!
*All topics need to include pictures!
(see written assignment for model)

COVER PAGE:
Each group MUST include a COVER PAGE with a title. You may decide to elect a group member to create an artistic cover with pictures or an original piece of artwork.

TABLE OF CONTENTS:
Each group MUST include a TABLE OF CONTENTS page that includes each group members name with the part he/she completed. Also, your pages MUST be numbered and the Table of Contents should provide a description of what is on each page.

Example:

History of Our Towns……………………………………………… 5-7
Ward Melville High School………………………………………..8-9
Entertainment………………………………………………………..10-12

WORKS CITED:
The LAST PAGE of each book will include a WORKS CITED. The words WORKS CITED should be in all capitals, centered on the top of the page. Use Moodle Tools to enter the websites you acquired the information from. YOU must keep track of the websites as you work! You may not use Wikipedia as a source!

Academic Integrity
Noodletools Citation System

Citation Machine

Citation Style for Research Papers

RUBRIC FOR GRADING MUROLO/MAIRE

Our Town Project:
This Land is Your Land, This Land is My Land

Group Member
Responsibility

Assignment
Possible Points
Points Received

Cover Page
1 2 3 4 5
Table of Contents
1 2 3 4 5
Completed Book
50
Effort: Tuesday
1 2 3 4 5 6 7 8 9 10
Effort: Wednesday
1 2 3 4 5 6 7 8 9 10
Effort: Thursday
1 2 3 4 5 6 7 8 9 10
Effort: Monday
1 2 3 4 5 6 7 8 9 10
TOTAL

Sra. Gisella Muller, Global Languages and Sr. David N. Miller, Information Center-----Los Dictatores de Latina America

Base de Datos

Virtual Reference Collection

eLibrary

Proquest Historical New York Times

Proquest Multiple Periodicals

Gale Cengage Learning Databases

Student Resource Center

Catalogo

Academic Integrity

Noodletools Citation System
Citation Machine
Citation Style for Research Papers

Sra. Muller/Sr. Miller Español 4

Los Dictatores de Latina America
(Escrito totalmente en Español)

Proyecto # 3 Qt 2: entregado el 21 de diciembre
tendremos 3 dias en la biblioteca
el primer dia de explicaciones
dos dias de busqueda
· Presentacion de Punto de accion*
Rubrica:
1. Cada estudiante tendra su propio dictator.
2.Harán una búsqueda sobre uno de los dictatores de
la lista y escriba una breve biografía.
3. Explica qué es una dictadura?
4. Necesitan presentar su proyecto por medio de
“punto de acción”(PowerPoint)
5. Necesitan 5 referencias de los siguentes: Virtual Reference Databases Collection and the Gale Cengage Learning Databases and books.

Observaciones:
Que es un dictador?
Cuales condicioes ocurren para facilitar una dictura?
Cual grupo de la societad apoyo la dictadura?

6. Contesten las siguentes preguntas:
a) Por qué pudo subrir al poder y como logro
el poder?
b) Cuál era el clima político y económico?
c) Quiénes eran sus victimas y como las eliminó?
d) Cuáles países lo apoyaron y por qué?
e) Qué cambios hizo en el país y por qué lo siguia
la gente ?
f) Cómo perdió su poder y quién lo derrota?
g) Qué elemento de su caracter lo hizo un
dictator?
h) Qué opinas de tu dictator?

Lista de Dictators
1.Gerardo Machado (Cuba)
2.Oswaldo López Arellano (Honduras)
3.Alberto Fujimori (Peru)
4.Hugh Chavez (Venezuela)
5.Hugo Banzer (Bolivia)
6.Vinicio Cerezo (Guatemala)
7.Roberto Suazo Cordova (Honduras)
8.Alfredo Cristiani (El Salvador)
9.General Francisco Franco (Spain)
10.Maximiliano Hernandez Martinez (El Salvador)
11.General Efrain Rios Montt (Guatemala)
12.General Manuel Noriega (Panama)
13.General Augusto Pinochet (Chile)
14.Anastasio Somoza Debayle (Nicaragua)
15.Alfredo Stroessner (Paraguay)
16.Luis Garcia Meza Tejada (Bolivia)
17.General Jorge Rafael Videla (Argentina)
18.José Gaspar Rodriquez de Francia (Paraguay)
19.Gabriel Garcia Moreno (Ecuador)
20.Rafael Reyes (Colombia)
21.Gregorio Conrado Alvarez (Uruguay)
22.Fidel Castro (Cuba)
23.Rafael Trujillo (Dominican Republic)
24.Juan Perón (Argentina)

Instruction in the Research Process
David N. Miller,
Information Specialist

Dictators of Latin America

Students will construct a definition of the term “dictator” and prepare
responses to a series of project questions specified by Sra. Muller. Students will uncover biographical information and gain an understanding of the historical record of the rise to power in Latin America of a selected group of leaders. Each student’s research will then be incorporated into a Spanish language PowerPoint presentation.

The questions, originally posed in Spanish, for the students to research are:

(1) Why and how was the dictator able to achieve power.
(2) What was the political and economic climate.
(3) How were the dictator’s victim eliminated. Who were the victims.
(4) What countries supported the dictator and why.
(5) What changes did the dictator make the country and why did they follow.
(6) How did the dictator lose power and by whom was he overthrown.
(7) What element of his character made him a dictator.
(8) What is your opinion of the dictator that you have been assigned.

Often students as a first step resort to Google for their information needs.
Google provides little organizational structure and displays results in non-academic manner.

To complete the assignment students will be using the academic resources listed below from the Virtual Reference Collection, Gale Cengage Learning Databases and books. All sources will have to be cited in MLA format.

A simple dictionary definition of a dictator and dictatorship appearing in the links below will not suffice:

http://www.merriam-webster.com/dictionary/dictator

http://www.merriam-webster.com/dictionary/dictatorship

Students will define a dictator using empirical (fact-based) research
from original newspaper accounts (primary documents), academic resources
such as reference material/biographies, journal articles and content from books to answer the questions posed by Sra. Muller.

Students should do the following:

(1) Become familiar with and follow the steps outlined Big6 Information Skills that appear in the URL below. This will also be distributed to students.

http://nb.wsd.wednet.edu/big6/big6_resources.htm

Since the task and sources have been specified by the instructor students
Should become familiar with sections 3 ,4, 5 and 6 appearing below.

3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources

4. Use of Information
4.1 Engage (e.g. read, hear, view) the information from within a source
4.2 Extract relevant information from a source (citation included)

5. Synthesis
5.1 Organize information from different sources
5.2 Present the Information

6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the information problem solving process (efficiency)

The sections below are designed to assist with these research skills.

(2) Skill 3.1 /3.2-Students should access the Virtual Reference Collection and
The Gale Cengage Learning Databases as instructed below:

Access the Information Center weblog located at:

http://www.wardmelvillelibrary.blogspot.com/

(a) Select Gale Cegage Learning Databases-Student
Resource Center. The password is: wardmelville

This database contains reference materials/biographies
magazine and academic journals. Submit the name
of the dictator in the search box (e.g. Hugo Chavez).
A citation will appear at the end of the article.

(b) Select the Virtual Reference Collection.
The username is: wardmelville
The password is: tvcsd8

The following sources within the VRC are recommended for this assignment:

1. Proquest Historical New York Times (1851-1986)
Students will be able to access articles chronologically arranged constituting primary sources. (e.g.track the dictator’s rise to power). A citation may be generated using citationmachine.net.

2. Proquest Multiple Periodicals (1986-present)
Students will be able to access newspaper articles (including the New York Times) and magazine articles. Contains a “cite this” feature.

3. eLibrary (1986-present)
Students will be able to access magazines, journals and transcripts. Contains a “citation view” feature.

(3) Skill 3.1/3.2-Students may locate books using the online catalog for WMHS titles or the Emma S. Clark link for public library titles. Assistance will be provided to locate books and a book cart will be available for student use.

(4) Skill 4.1/4.2-Students will read and analyze the content of the information
retrieved and determine how it relates to the questions posed by Sra. Muller.

(5) Skill 4.2-Citing Resources-Students are required to provide a citation for
sources used in their project using MLA format. Most databases
have a feature to generate a citation. If this is not available students
can use http://www.citationmachine.net/ or the NoodleTools citation system
if an account has been established.

(6) Skill 5.1/5.2- Students will organize and present their research under the supervision of the classroom instructor and Information Specialist.

(7) Skill 6.1/6.2 – The Information Center will distribute to students a rubric
for the use and citation of required resources. The rubric will be used in the
review and grading process with the classroom teacher as part of the assessment process.

Assistance will be available for students during all schools hours to complete the requirements of this project. This lesson will be placed on the Information Center weblog and all links will be active and accessible.

Mr. Erick Sussin-----Science Department

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


APES Lab: Flashy Fish

Purpose: The purpose of this activity is to analyze how guppy populations change over time. The simulation activity allows you to start with a pool of guppies and your choice of predators. You will be able to watch what happens to your guppy population and how the introduction of predators can affect the guppy's appearance. The simulation will help you understand what pressures drive guppy evolution.
Background: Professor John Endler traveled to Trinidad in the 1970s to study wild guppies. The guppies live in small streams that flow down the mountains from pool to pool. In this activity, you will take part in an online simulation of Endler's work. You will collect data, formulate a hypothesis, and run a series of experiments. You will find out about the interplay between natural selection and sexual selection in this wild population of guppies.

Define: natural selection -
sexual selection –
population –

Procedure:
1. Open up the guppy sex simulator by typing the following web address:
http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.html
2. If being flashy and colorful attracts predators, why do you think guppies are so colorful?


3. After viewing the guppy gallery, pick the fish you find most interesting. What is the fish’s scientific name, origin and average size? Describe the coloration of the fish you chose.
4. After viewing the predator gallery, pick the fish you find most interesting. What is the fish’s common name, scientific name, and origin?


5. View the guppy’s habitats. What habitat conditions would affect the predator populations?


Endler’s Discovery and Variations of Guppy’s in Pools
6. Who is John Endler? What did he study and where did he study it?

7. For each of the three stream areas, describe the guppy coloration:Pool 1:Pool 2:Pool 3:8. Develop your own hypothesis about guppy coloration. The hypothesis should answer the questions: Why do guppies in different areas of the stream have difference in coloration? (You can choose from the list on the simulation, or make up your own)


Guppy Simulation
In this part of the project, you will run 5 experiments and collect data about guppy populations. This data will then be analyzed to determine whether your hypothesis was correct or not. Make sure each simulation runs through at least 5 generations.9. Trial 1Guppy Color Types ___________________________________Predator Species and Numbers _________________________Results and Analysis:Percentage of Brightest Guppies after 5 generations ______Percentage of Bright Guppies after 5 generations ________Percentage of Drab Guppies after 5 generations _________Percentage of Drabbest Guppies after 5 generations ________Analysis of the data: (What happened in this simulation, did the guppy coloration change over time? Did the predators seem to affect guppy Coloration? )
10. Trial 2Guppy Color Types ___________________________________Predator Species and Numbers _________________________Results and Analysis:Percentage of Brightest Guppies after 5 generations ______Percentage of Bright Guppies after 5 generations ________Percentage of Drab Guppies after 5 generations _________Percentage of Drabbest Guppies after 5 generations ________Analysis of the data: (What happened in this simulation, did the guppy coloration change over time? Did the predators seem to affect guppy Coloration? )



11. Trial 3Guppy Color Types ___________________________________Predator Species and Numbers _________________________Results and Analysis:Percentage of Brightest Guppies after 5 generations ______Percentage of Bright Guppies after 5 generations ________Percentage of Drab Guppies after 5 generations _________Percentage of Drabbest Guppies after 5 generations ________Analysis of the data: (What happened in this simulation, did the guppy coloration change over time? Did the predators seem to affect guppy Coloration? )










12. Trial 4Guppy Color Types ___________________________________Predator Species and Numbers _________________________Results and Analysis:Percentage of Brightest Guppies after 5 generations ______Percentage of Bright Guppies after 5 generations ________Percentage of Drab Guppies after 5 generations _________Percentage of Drabbest Guppies after 5 generations ________Analysis of the data: (What happened in this simulation, did the guppy coloration change over time? Did the predators seem to affect guppy Coloration? )








13. Trial 5Guppy Color Types ___________________________________Predator Species and Numbers _________________________Results and Analysis:Percentage of Brightest Guppies after 5 generations ______Percentage of Bright Guppies after 5 generations ________Percentage of Drab Guppies after 5 generations _________Percentage of Drabbest Guppies after 5 generations ________Analysis of the data: (What happened in this simulation, did the guppy coloration change over time? Did the predators seem to affect guppy Coloration? )











Summary
14. Describe how predators influence guppy coloration.

15. Was your hypothesis correct, use your data to justify your answer.


16. What does it mean that “male guppies live in a crossfire between their enemies and their would-be mates?”

17. Why do you think guppies in different areas of the stream have different coloration?

18. How does the number of predators affect the number of brightly colored guppies?




More about Sexual Selection
Read the article in Scientific American titled: “How Females Choose Their Mates”http://www.freerepublic.com/focus/news/646047/posts
1. Why might females be choosier when picking a mate, as opposed to males?



2. Summarize Darwin’s hypothesis on how showy or flamboyant traits might have evolved.


3. How do female grouse choose a mate?



4. Describe the “handicap principle.”



5. What is runaway selection?



6. Describe the scientific method involved in Dugatkin’s experiment to determine whether genetic predisposition or imitation plays a greater role in guppy mate selection.

Señora Gisela Muller-----Español 4-----Indigenous Tribes of Latin America

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

Big 6 Information Skills Featured in this Lesson
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within resources
Students will locate academic websites and
use online databases
4. Use of Information
4.1 Engage (e.g. read, hear view) the information within a source
4.2 Extract relevant information from a source

Students will select the appropriate information and place in their powerpoint presentations

Español 4-Señora G. Muller 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 Information Center.
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 Cengage Learning Databases-Student Resource Center and in the Virtual Reference Collection use Informe, eLibrary, and Worldbook Online.
All information must be posted on a BIG poster board and presented orally as a group.
7. Due date: November 23, 2009
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.

Sra. G. Muller-----Presentaciones

LAS MODAS DE LAS DÉCADAS EN LOS ESTADOS UNIDOS de los años/50's/60's/70's/80's/90'sRubricaTodo Estará hecho en ACCIONE EL PUNTO (Power Point)Usen libros, la Red y citaciónBuscan 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 BibliotecaSitio

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

Ms. Dianne Kraemer-----Social Studies Department-----Nationalism Worksheet

Napoleon III ----- Otto von Bismarck

Name_________________Date_____________Period________________
TOPIC: NATIONALISM


TASK: Answer the following questions on a separate piece of paper. Attach this sheet to your responses. COUNTS AS A QUIZ GRADE. Due Friday 11/13.


What is nationalism? http://www.beyondbooks.com/eur12/2.asp

What are the possible results of nationalism? http://www.regentsprep.org/Regents/global/themes/nationalism/index.cfm

How can nationalism be a unifying force on a group of people? http://www.regentsprep.org/Regents/global/themes/nationalism/unification.cfm

How did nationalism lead to the creation of nation-states in Italy and Germany? (Briefly describe) http://www.regentsprep.org/Regents/global/themes/nationalism/unification.cfm


Identify the following individuals and identify what each individual’s role was in the unification process of Italy: http://www.beyondbooks.com/eur12/2a.asp


a. Giuseppe Mazzini-

b. Camillo Cavour -

c. Giuseppe Garibaldi -


6. Who is Otto Von Bismarck? http://www.zum.de/whkmla/region/germany/bismarck.html


7. 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://www.regentsprep.org/Regents/global/themes/nationalism/unification.cfm

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

Who is the first Kaiser of the unified Germany? http://www.beyondbooks.com/eur12/2b.asp

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

"The Making of a Fresco 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

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 November 20, 2009
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 Resource 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)
Noodletools Citation System
Citation Machine
Citation Style For Research Papers
Please consult your WHMS Information Center worksheet for home access passwords

Ms. Katherine Brown-----Social Studies Department-----Trail of Tears Editorial Project

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


The Trail of Tears
Editorial Project

As American settlers moved ever westward in the 1800s, conflict continued with the Native Americans who lived in these territories. The federal government used a combination of treaties and force to move Native Americans westward. The treaties were worthless, because Native Americans were forced repeatedly to give up their land that had been guaranteed by treaty.
In the late 1830s, President Andrew Jackson began his policy of Indian removal – forcing all Native Americans to move west of the Mississippi. Even though the Cherokee won their case in the Supreme Court to keep their land, Worcester v. Georgia (1832), President Jackson ignored the ruling. In 1838, President Martin Van Buren (Jackson’s successor) ordered the U.S. Army to the Cherokee homeland to take them on a forced march known as the Trail of Tears.
The road 17,000 Cherokee Indians plodded into exile more than 160 years ago winds 1,200 miles through the heartland of America from North Carolina to Oklahoma. A proud nation, uprooted and dispossessed, traveled it for six long, bitter months in the winter of 1838-39. Sickness broke out at every mile. One person out of every four died on the forced march. The humiliation and suffering that the Cherokee experienced on this sorrowful march have no parallel in American history. The story of that march into exile and its cause forms one of the darkest chapters in the history of American empire building.


Directions. The year is 1838 and you are a newspaper reporter assigned to write an editorial article on President Jackson’s Indian removal policy. [An editorial is article by a news organization that expresses an opinion rather than attempts to simply report the news.] After researching the subject, you have spent some time traveling with the U.S. Army and the Cherokee people from Georgia to Oklahoma on the Trail of Tears.

Your task is to write an editorial about the policy of the United States toward the Cherokee and what you have seen in your travels. You may choose to support or to criticize the government’s policy of Indian removal.
Explain the background of the issue: the history of treatment of the Native Americans by the white men in America, the Cherokee position, and the President’s position. Be creative in your writing and use examples and details from your research.

Include a graphic of some kind in your article: a picture, a map, a graph, etc.

Your editorial must be a minimum of two pages in length (excluding the graphic), but no more than three pages. It must be typed, double spaced, with standard 1 inch margins, and use Times New Roman 12 point font. You must use at least THREE sources and cite your sources at the end of your editorial using MLA formatting.



Editorial Grading Rubric
20
15
10
5

SupportingDetails
Provides 3 or more strong details, reasons and/or examples from your research in support of the opinion
Provides 3 details, reasons and/or examples from your resources in support of the opinion.
Provides at least 2 details, reasons and/or examples from your resources in support of the opinion.
Provides little or no support of the opinion.
Tone/Language
Chooses words that are clear, descriptive and accurate. Maintains consistent persuasive tone throughout article.
Adequately chooses words that are clear and descriptive. Demonstrates a persuasive tone in parts of the article.
Chooses some words that are clear and descriptive. Lacks consistent persuasive tone.
Language and tone of article is unclear and lacks description.
Organization / Format
Sentences and paragraphs are complete, well written and varied. All directions are followed.
Sentence and paragraph structure is generally correct. Most directions are followed.
Sentence and paragraph structure is inconsistent. Few directions are followed.
Little or no evidence of sentence or paragraph structure. No directions are followed.
Conclusion
Summarizes personal opinion in a strong concluding statement.
Summarizes personal opinion in a concluding statement.
Concluding statement is a weak summary of personal opinion.
Concluding statement makes no reference to personal opinion.
Mechanics and Grammar
Contains few, if any punctuation, spelling or grammatical errors. Sources are cited using MLA formatting.
Contains some errors in punctuation, spelling or grammar that do not interfere with meaning. Sources are not cited using the proper format.
Contains many punctuation, spelling and/or grammatical errors that interfere with meaning. Sources are not cited.
Contains many punctuation, spelling and/or grammatical errors that make the piece illegible. Sources are not citied.

DATE DUE: __________________________________

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

Big 6 Information Skills Featured in this Lesson

3. Location and Access

3.1 Locate sources (intellectually and physically)

3.2 Find information within resources

Students will locate academic websites and

use online databases

4. Use of Information

4.1 Engage (e.g. read, hear view) the information within a source

4.2 Extract relevant information from a source

Students will review their research and receive instruction in the Noodletools Citation System

Library Resources
Gale Cengage Learning Databases
Student Resource Center
Literature Resource Center
Virtual Reference Collection
Bloom's Literary Reference Online
Twayne's Authors Series
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine
Home Access Passwords are Available in the Information Center

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 five 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” (first person) 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. Keep note cards on Noodle Tools. Some that I suggest you consider are:
o Google Images
§ 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. Typical research paper section. 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 two databases and websites, if applicable. Do not list search engines (Google).

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.
No PowerPoint. January 2010.

Actual paper:
‚ must be typed (and original 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 Advanced format (use Noodle Tools only)

Dates are tentative. Gandt/English 10R
Nov. 16
Library

17
Library

18
Antigone
19
Antigone

20
Antigone
23
My Question due
24
25
26
Thanksgiving
27
Nov. 30

Vocab 4
Dec. 1
My Search Process due
2
3

Vocab test
4
7
Library W Cite

8
What I Have Learned due
9
Works Cited due
10 What This Means to Me due
11


14
I-Search due
Vocab 5
15
16
17

Vocab test
18
Antigone Critical Lens
21

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
Bring notebook daily for journal entries.
Antigone: pop quizzes, act tests, final test and critical lens essay
Oral presentations in January 2010!

Works Cited
"Business Coalition for Climate Action Doubles." Environmental Defense. 8 May 2007. Environmental Defense Organization. 24 May 2007 .
Clinton, Bill. Interview. New York Times on the Web. May 2007. 25 May 2007 . Keyword: Climate.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times on the Web 22 May 2007. 25 May 2007

Mr. Jeremy Oatis-----English Department-----Mythology Project

Delphi

OMGods and Monsters!
Mythology Project


In the absence of science, both the Greeks and Romans used myths to explain the natural world. Everything from the weather to the prospects for the harvest— even death itself—was explained by a mythical tale.
These myths were widely known by most all Greeks, and were used by playwrights as a way for the audience to better understand the actions of the characters, by way of comparison to the myth.

Assignment:
Working with a partner, research one of these popular Greek myths and present your story to the class. The myth my be about a god or goddess, event, or place. The story should be compelling and its telling should take about 10 minutes.


Visual Aids:
You will be required to use a visual aid in the relation of your story. You may use any means available, such as oak tag. If you prefer technology, you can utilize computer graphics.

Citation Requirement:
A minimum of three MLA citations are required. Use the Ward Melville High School Information Center’s database to locate and research these myths, and generate accurate citations.

The project is due Monday, November 16.

May the gods be with you!!!!

Mr:-O

Websites
Internet Public Library-Greek Mythology
Encyclopedia Mythica
Encyclopdia of Greek Mythology
Library Resources
Virtual Reference Collection
Bloom's Literary Reference Online
ABC-CLIO World History/Ancient and
Medieval Eras
Gale Cengage Learning Databases
Student Resource Center
Literature Resource Center
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine