Ward Melville High School Information Center

Summer Reading At New York Libraries

2011-06-16T08:41:00.020-04:00

2011 Summer Reading at New York Libraries Web Site

Teens

Book Lists and Book Trailers

•Hot Summer Reads -

Summer is a time to relax a little, have some adventures, earn a little money, and, in the case of the characters in many of these titles, have a life-changing moment.

•Tween Book List

•Teen Books: Explore New York

•Teen Corner Book Reviews

•Graphic Novel Reviews

•Young Adult Book Reviews

•3 Apples Book Award - New York State’s own teen pick book award.

•Favorite Teenage Angst Books

•Teen Books

•Flamingnet Book Reviews

•Teen Reads

•Which Book?

•Grade 7 to 8

Emma S. Clark Memorial Library

Setauket, New York

Emmas's Teen Loft

Just for Teens

New York Times Topic-----James Joyce

2011-06-13T09:08:00.046-04:00

A Gotham Bloomsday
By Robert Sullivan
June 15, 2010
The New York Times

James Joyce
Times Topics
June 13, 2011

"The status of James Joyce as a writer never could be determined in his lifetime. In the opinion of some critics, notably Edmund Wilson, he deserved to rank with the great innovators of literature as one whose influence upon other writers of his time was incalculable. On the other hand, there were critics like Max Eastman who gave him a place with Gertrude Stein and T.S. Eliot among the "Unintelligibles" and there was Professor Irving Babbitt of Harvard who dismissed his most widely read novel, "Ulysses," as one which only could have been written "in an advanced stage of psychic disintegration."

Originally published in 1922, "Ulysses" was not legally available in the United States until eleven years later, when United States Judge John Monro Woolsey handed down his famous decision to the effect that the book was not obscene. Hitherto the book had been smuggled in and sold at high prices by "bookleggers" and a violent critical battle had raged around it.
"'Ulysses' is not an easy book to read or understand," Judge Woolsey wrote. "But there has been much written about it, and in order properly to approach the consideration of it it is advisable to read a number of other books which have now become its satellites. The study of "Ulysses" is therefore a heavy task.
"The reputation of 'Ulysses' in the literary world, however, warranted my taking such time as was necessary to enable me to satisfy myself as to the intent with which the book was written, for, of course, in any case where a book is claimed to be obscene it must first be determined whether the intent with which it was written was what is called, according to the usual phrase, pornographic, that is, written for the purpose of exploiting obscenity. -- From the New York Times obituary, January 13, 1941
Related: Full obituary text"

The Periodic Table Expands Once Again

2011-06-10T09:25:00.018-04:00

Click to Enlarge

The Periodic Table Expands Once Again
By THE ASSOCIATED PRESS
Published: June 8, 2011
"They exist for only seconds at most in real life, but they have gained immortality in chemistry: two new elements have been added to the periodic table.
The elements were recognized by an international committee of chemists and physicists. For now, they are called Elements 114 and 116 — permanent names and symbols will be chosen later.
People are not likely to run into either of them. Scientists make them in labs by smashing atoms of other elements together to create the new ones.
“Our experiments last for many weeks, and typically, we make an atom every week or so,” said Ken Moody, a chemist with the Lawrence Livermore National Laboratory who was part of the discovery team.
In contrast to more familiar elements like carbon, gold and tin, the new ones are short-lived. Atoms of 114 disintegrate within a few seconds, while 116 disappears in a fraction of a second, Dr. Moody said.
Both elements were discovered by a collaboration of scientists from Livermore and Russia. They made them by smashing calcium ions into atoms of plutonium or another element, curium. The official recognition, announced last week, cites experiments done in 2004 and 2006.
In the periodic table, the number of an element refers to the number of protons in the nucleus of an individual atom. Leading the list is hydrogen (H) with one. Sodium (Na) has 11, Iron (Fe) has 26, and silver (Ag) has 47.
In the past 250 years, new elements have been added to the table about once every two and a half years on average, said Paul Karol of Carnegie Mellon University. He chaired the committee that recognized the new elements.
Despite the number 116, the new additions bring the total number of recognized elements to 114 — Elements 113 and 115 have not been officially accepted.
Dr. Moody said he had not talked to his colleagues about what element names to propose to an international group of scientists for approval, although they will have to end in “ium.”
For now, the elements have temporary names derived from their numbers. In recent decades, new elements have generally been named for famous scientists, producing such monikers as nobelium and einsteinium, said Peter F. Rusch, a consultant in Mountain View, Calif., who leads the American Chemical Society committee on nomenclature, terminology and symbols.
Before the two newcomers, the most recent addition to the periodic table came two years ago. Element 112 was named copernicium in honor of astronomer Nicolaus Copernicus.
Making new elements is a byproduct of an effort to discover things about the atomic nucleus, Dr. Moody said. “It’s just basic science,” he said. “And kind of fun.”
Dr. Moody, 56, recalled that the periodic table had 104 elements when he was in high school. At the time, chemists thought the list was about finished, he said.
He added that he recently spoke about his work to some high school students and found them fascinated.
To them the periodic table “is an icon,” he said. “The fact that it can change and it can be added to, I think, is a novel idea for younger people.”
Not so for most older people.
Dr. Moody said he does not talk about his work at parties “because people don’t generally invite you back.”
A version of this article appeared in print on June 9, 2011, on page A18 of the New York edition with the headline: The Periodic Table Expands Once Again."

Times Topics-----New York Public Library

2011-05-26T08:10:00.027-04:00

"Times Topics-New York Public Library"*

"News about New York Public Library, including commentary
and archival articles published in The New York Times."*

"The New York Public Library Navigator

A list of resources from around the Web about New York Public Library as selected by researchers and editors of The New York Times."

The Official Web Site of the New York Public Library

Digital Collections

Libraries and Hours

Calendar

New York Public Library Picture Collection Online

BBC Podcasts-----A History of the World in 100 Objects

2011-05-25T07:59:00.009-04:00

A History of the World in 100 Objects Podcasts

Welcome to A History of the World. .. you can find all 100 episodes in the series. Although the series has ended, you can continue to listen to the episodes on this page or download them to keep on your computer or mp3 player by following the links on the right."BBC

3M Announces Cloud Library e-book Lending Service for 21st Century Libraries

2011-05-23T08:46:00.005-04:00

The New York Public Library

"3M announces Cloud Library e-book lending service for '21st century' libraries
By Amar Toor posted May 20th 2011 12:34PM

Both Amazon and Sony have already hopped aboard the e-book library lending train and now, it looks like they'll have to make room for 3M, as well. Yesterday, the company announced a new Cloud Library e-book lending service that will allow users to browse and borrow digital books directly from their iPads, Nooks and Android-based tablets. Under the program, 3M will outfit local libraries with its own software, hardware and e-book collection, which bibliophiles will be able to access via special apps, or 3M's new eReaders, which will be synced with available digital content. The company is also planning to install so-called Discovery Terminal download stations in libraries, allowing visitors to leaf through the collection from a touch-based interface. Thus far, both Random House and IPG have signed on to the initiative, though licensing details remain murky. There's also no word on when or where the service will launch, but 3M's Discovery Terminal and iPad app will be on display next month in New Orleans, at the American Library Association's Annual Conference. Full presser after the break. "Engadget.com

Ms. Clarice Riggio-----Social Studies-----AP World History News Research Project

2011-05-20T07:48:00.028-04:00

4th Quarter Project

Comparing Events

Introduction
Every day various news organizations report on events and trends that relate to this AP World History course. Careful analysis of such events will give you a better understanding history's recurring themes and the changes over time that have made the world what it is. This project is designed to help you attain such an understanding.
The Assignment
Select a modern theme or event of global significance (Suggested themes below). Research the theme/event on the VRC and news outlets. Discuss and cite the background and facts. Compare and contrast the theme/event to a historical event you have studied in AP World History.
Possible Themes
Migration/movement of people, refugees. Examples: immigration from Asia to Europe/U.S., immigrants trying to cross the Channel Tunnel, Mexicans heading to the U.S., Africans heading for Europe.

Ethnic/religious conflict. Examples: Northern Ireland/Irish Republican Army, Middle ---East/Palestine.

Environmental issues. Examples: global warming, pollution, ozone layer depletion,
El Niño, Green Revolution, Flooding, Earthquakes, BP Oil Spill

Medical and health issues. Examples: AIDS, cancer, Ebola, stem cell research, Swine Flu
Human rights. Examples: the Balkans/Kosovo/Serbia, Chechnya (Russia), Falun Gong (China), Tibet -- OR -- gender issues/women's rights.

Communications technology. Examples: communication satellites, cell phones, Palm pilots, satellite phones, Internet communication and business.

Recommended Sources: You are NOT limited to these suggestions!

Library

The Virtual Reference Collection (VRC)
ABC CLIO World History/Modern Era
eLibrary
SIRS
Proquest k12 (includes New York Times and other newspapaper and periodcals)
Facts.com Issues and Controversies
Facts.com World News Digest
Gale Cengage Student Resources in Context
Web Collection Plus Online Catalog
Academic Integrity
NoodleTools
Citation Machine

Websites

New York Times newspaper
BBC
The Economist magazine

Time Magazine
U.S. News and World Report

MSNBC.com CNN.com

ABCNEWS.com
Discovery News
ProCon.org

Some historical examples you may wish to consider when comparing your modern trend with the past:
Migration: Irish potato famine, Columbian exchange, Europeans and African slaves in the Western Hemisphere.
Conflict: the Crusades fought between European Christians and Arab Muslims.
Environmental issues: impact of the Industrial Revolution, European crops coming to the New World, New World crops in Africa and Asia, the potato, Volcanoes.
Health: the Plague in Athens, Black Plague in Europe and Asia, smallpox in the New World, influenza pandemic after WWI.
Slavery: Arab slavery, Atlantic slave trade, caste system in India, Serfdom in Russia
Communication: Egyptian hieroglyphs and scribes, Battle of Marathon, Great Wall of China, block printing in China, moveable type printer (Gutenberg), telegraph and telephone.
Paper
 Papers will be 5-7 pages plus your bibliography. You MUST use 3-5 resources from the Library (Mr. Miller will introduce you to these resources).
 You MUST properly cite your resources both within your essay (parenthetical) and in an alphabetical order Bibliography/Works Cited
 10-12pt font Arial or Times New Roman
 We will have 4 class days in the Information Center to work on your research and learn proper research and paper writing skills(Monday, May 23-Thursday, May 26)
 This paper can be compared to a Change Over Time essay, in that you will explain the issue, then write about it in the modern world and then research and report on its historical trend. Make sure you include changes and continuities AND you discuss how the issues compare and contrast!
 Papers will be due NO later than Friday, June 3!!!! (Late Papers will lose 10 points for each day they are late!)

Mr. Brian McAuliffe-----English Chairperson-----A.P. Research Assignment

2011-05-16T08:14:00.012-04:00

Library Resources

Virtual Reference Collection

Bloom's Literary Reference Online

LiteratureResourceCenter

Proquest Learning Literature

Teaching Books

Gale Student Resources in Context

Web Collection Plus Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Research Paper A.P. Literature and Composition
Assignment. Choose a major work or an author we have studied this year, a novelist, playwright, or short story writer. Or choose a poem or poet we have studied. Write a 5-7 page research paper about this subject using a minimum of three legitimate outside sources. Your paper must follow MLA guidelines for manuscript format and citation conventions.
Getting Started. Begin with a school-sponsored site (e.g. Bloom or Gale Group). The subject should be one that you are interested in. It may be one that you have already thought about (e.g., the role of female characters in Hamlet), or it may be a question you have not yet considered (e.g., How much did Dylan Thomas use “closed form” in his poetry?)
Read pages 2179-2184 in your textbook. This will give you an overview of what this kind of paper entails. It also addresses important issues like internet reliability and plagiarism.
Review the hand out, “Sample Research Topics.” This will give you some idea of suitable topics for this assignment. It may also stimulate ideas of your own. Whatever topic you choose must be related directly to this course; it should not derive from a class you took previously (e.g., A.P. Language, 11 H, or 10H).
Some of the work on this assignment will be done in school, though obviously you will have to do drafting on your own time. Steps along the way will be graded.
Schedule.
_______________ Topic due
_______________ Tentative thesis statement and Preliminary Works Cited due
_______________ Rough draft peer annotation
_______________ Paper due

Sample Research Topics
This is not a comprehensive list. It is intended to provide a sense of what kind of topics are appropriate. You must have teacher approval for whatever topic you choose.
Novels and Plays
The relationship between a writer’s life and work: Jane Eyre/Charlotte Bronte; Joseph Conrad/Heart of Darkness; Tim O’Brien/The Things They Carried.
Translation in literature: Oedipus; The Plague; (The Aeneid; The Divine Comedy; Beowulf).
Literature and Politics: Heart of Darkness; The Things They Carried.
Literature and the Absurd: Camus, Stoppard, Becket.
Changes in perspective on a classic: Hamlet (e.g. 18th century excisions; 20th century Freudian readings).
Race in American literature: Song of Solomon.
A feminist perspective on mostly male-centered stories: The Plague; The Mayor of Casterbridge; Heart of Darkness; The Things They Carried.
A new historicist perspective on literature: Stephen Greenblatt on Shakespeare.
Poetry
Explore a verse form or metrical pattern: The sonnet, sestina, villanelle, haiku, free verse.
Read more of the work of a poet we have studied: Shakespeare, Donne, Marvell, Blake, Wordsworth, Hardy, Dylan Thomas, Elizabeth Bishop, Mark Doty, Robert Creeley, Billy Collins.
Explore a poet who influenced or was influenced by one of the poets we studied.
Research a category of poetry: Romantic, Naturalist, Pastoral, Symbolist.
Research a prize winner: U.S. Poet Laureate; Nobel Prize; Pulitzer Prize.

American Physical Society Online Journals Available Free in US High Schools

2011-05-09T11:58:00.010-04:00

American Physical Society

Check Out the APS Resources on the WMHS Library Blog
Under the American Physical Society Public Access Section

American Physical Society Editorial Office
1 Research Road, Ridge, NY 11961-2701 USA

American Physical Society Online Journals Available Free in US High Schools

--Contact: Amy Halsted, Special Assistant to the Editor in Chief, halsted@aps.org, 631-591-4232.

Ridge, NY, 9 February 2011 — The American Physical Society (APS) announces a new public access initiative that will give high school students and teachers in the United States full use of all online APS journals, from the most recent articles back to the first issue in 1893, a collection including over 400,000 scientific research papers. APS will provide access to its journals, Physical Review Letters, Physical Review, and Reviews of Modern Physics, at no cost, as a contribution to public engagement with the ongoing development of scientific understanding.

The high school program is a natural follow on to last summer's offering to U.S. public libraries. "When we made our journals freely available to public libraries, we were happily surprised to receive requests for access from high schools as well," said APS Publisher Joseph Serene. "We are now delighted to share our journals and their archive with interested secondary school students and teachers."

"We want to foster the interest of high school students in the primary scientific literature. Some of it will be beyond their reach, but there are also papers such as the invention of the transistor and laser diode that can pique the interest of many high school students." said Gene Sprouse, APS Editor in Chief.

High school teachers or librarians can obtain access by accepting a simple online site license and providing valid IP addresses of public-use computers in their high school or high school library https://librarians.aps.org/account/public_access_new. The license requires that users be in the high school when they read the APS journals online or download articles. Initially the program is limited to the U.S., but it may be extended to high schools in other countries in the future.

"We've been excited to obtain access to the online APS journals, since we heard about the program for public libraries," said Becca Ferrick, head librarian at Thomas Jefferson High School for Science and Technology in Alexandria, VA. "Our students and faculty look forward to using these valuable resources to support our science curriculum and student research."

About APS: The American Physical Society (www.aps.org) is a non-profit membership organization working to advance and diffuse the knowledge of physics through its outstanding research journals, scientific meetings, and education, outreach, advocacy and international activities. APS represents 48,000 members, including physicists in academia, national laboratories and industry in the United States and throughout the world. Society offices are located in College Park, MD (Headquarters), Ridge, NY, and Washington, DC.

May is Get Caught Reading Month

2011-05-04T10:40:00.007-04:00

"Welcome to Get Caught Reading, a nationwide campaign to remind people of all ages how much fun it is to read. Launched in 1999 and supported by the Association of American Publishers, GCR encourages you to order our free posters, read our newsletters, download our free videos, and join the thousands of celebrities, booksellers, teachers and librarians who continue to embrace this campaign across the country."

For additional educational materials see readwritethink/Thinkfinity.

Please stop by the Information Center and check out our new book display.

Ms. Lisa Primerano-----Spanish Department-----Artists

2011-04-28T07:32:00.013-04:00

Diego Rivera, Man Controller of the Universe

Library Resources

Online Databases

Virtual Reference Collection

Ehostes (Spanish language periodicals)
Biobraphy Reference Bank Select Edition (Wilsonweb)

World Book Online

Gale Student Resources in Context

Web Collection Plus Online Catalog

(search for books in our collection)

Academic Integrity

(cite your sources)

Noodletools Citation System

Citation Machine

Please consult your WHMS Information Center worksheet for home access passwords

Research questions for artists

El Greco, Picasso, Goya, Velazques, Dali, Rivera, Kahlo, Miro

1. ¿Cuándo nació? ¿Cuándo murió?

2. ¿Dónde nació? ¿ Donde vivia?

3. ¿ Por qué es famoso?

4. Describe su niñez.

5. ¿Dónde y con quien estudió?

6. Describe su tecnica y su estilo de pintura.

7. Describe 2-4 obras famosas.

- ¿Cuándo la pintó?

- ¿ Que significa?

- ¿ En qué estilo la pintó?

- ¿ Cual es tu opinión de la obra?

Mr. Erick Sussin---Science Department--Infectious Disease Research

2011-04-27T12:42:00.025-04:00

CDC

Library Resources
Virtual Reference Collection
Ebsco General Science Collection
Facts.com Today's Science
Science Online
Science Reference Center
Proquest k12
Gale Cengage Learning Databases
Gale Virtual Reference Library - e/Books (Encyclopedia of Medcine, Encyclopedia of Nursing and Allied Health)
Gale Student Resources in Context
Web Collection Plus Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

Infectious Disease Research Paper

As you all know, most microorganisms we discuss in class our very beneficial for our needs as well as the needs of the Earth. Unfortunately, some can also be pathogenic in nature and usually make the headlines of newspapers and television shows. For this project, each of you will be investigating an infectious disease. Your task is to write a research paper (4-5 double-spaced pages) and create a short PowerPoint presentation (5-10 minutes). In the paper, you must include:

• a historical perspective of the disease (origins?)

• the organism that causes the disease (be specific in taxonomy and morphology)

• the signs and symptoms

• how the disease is spread

• how a person suffering with the disease is treated

• how the disease can be prevented

• new laboratory research investigations on the disease (primary source journal articles)

• any other interesting pieces of information

Below are some of the infectious diseases you can choose from:

Anthrax

Avian Flu

Bubonic Plague

Cat-Scratch Fever

Chlamydia

Dengue Fever

Ebola

Encephalitis

Gangrene

Genital Warts

Giardiasis

Hand-Foot-Mouth

Herpes

Leprosy

Lymes Disease

Mad Cow Disease

Malaria

Marburg Virus

Meningitis

Monkeypox

Mononucleosis

Necrotizing Fasciitis

Pneumonia

Ringworm

Rubella

SARS

Scarlet Fever

Shingles

Smallpox

Syphilis

Toxoplasmosis

West Nile Virus

Whooping Cough

Yellow Fever

You must cite all sources that you use in your paper. The sources can be from websites, books, and magazines, but you also want to include at least two primary sources (journal articles). We will be learning how to find these in the library. Plagiarism will not be accepted and will immediately result in a zero grade as well as disciplinary action.

Due Date: May 24th

Mr. Ira Sterne--Social Studies--20th Century Research Project

2011-04-27T09:44:00.015-04:00

Library Resources
Web Collection Plus Online Catalog
Virtual Reference Collection
ABC-CLIO American History; World History/Modern Era
Issues and Controversey in American History
Proquest Historical NY Times (from 1851)
Gale Student Resources in Context
Academic Integrity
NoodleTools Citation System
Citation Machine

20th Century LIBRARY SEARCH

Below find the lyrics to Billy Joel’s We Didn’t Start the Fire, and a map packet

Harry Truman, Doris Day, Red China, Johnny Ray

South Pacific, Walter Winchell, Joe DiMaggio

Joe McCarthy, Richard Nixon, Studebaker, Television

North Korea, South Korea, Marilyn Monroe

Rosenbergs, H Bomb, Sugar Ray, Panmunjom

Brando, The King And I, and The Catcher In The Rye

Eisenhower, Vaccine, England's got a new queen

Maciano, Liberace, Santayana goodbye

We didn't start the fire

It was always burning

Since the world's been turning

We didn't start the fire

No we didn't light it

But we tried to fight it

Joseph Stalin, Malenkov, Nasser and Prokofiev

Rockefeller, Campanella, Communist Bloc

Roy Cohn, Juan Peron, Toscanini, Dancron

Dien Bien Phu Falls, Rock Around the Clock

Einstein, James Dean, Brooklyn's got a winning team

Davy Crockett, Peter Pan, Elvis Presley, Disneyland

Bardot, Budapest, Alabama, Khrushchev

Princess Grace, Peyton Place, Trouble in the Suez

We didn't start the fire

It was always burning

Since the world's been turning

We didn't start the fire

No we didn't light it

But we tried to fight it

Little Rock, Pasternak, Mickey Mantle, Kerouac

Sputnik, Chou En-Lai, Bridge On The River Kwai

Lebanon, Charles de Gaulle, California baseball

Starkwether, Homicide, Children of Thalidomide

Buddy Holly, Ben Hur, Space Monkey, Mafia

Hula Hoops, Castro, Edsel is a no-go

U2, Syngman Rhee, payola and Kennedy

Chubby Checker, Psycho, Belgians in the Congo

We didn't start the fire

It was always burning

Since the world's been turning

We didn't start the fire

No we didn't light it

But we tried to fight it

Hemingway, Eichmann, Stranger in a Strange Land

Dylan, Berlin, Bay of Pigs invasion

Lawrence of Arabia, British Beatlemania

Ole Miss, John Glenn, Liston beats Patterson

Pope Paul, Malcolm X, British Politician sex

J.F.K. blown away, what else do I have to say

We didn't start the fire

It was always burning

Since the world's been turning

We didn't start the fire

No we didn't light it

But we tried to fight it

Birth control, Ho Chi Minh, Richard Nixon back again

Moonshot, Woodstock, Watergate, punk rock

Begin, Reagan, Palestine, Terror on the airline

Ayatollah's in Iran, Russians in Afghanistan

Wheel of Fortune, Sally Ride, heavy metal, suicide

Foreign debts, homeless Vets, AIDS, Crack, Bernie Goetz

Hypodermics on the shores, China's under martial law

Rock and Roller cola wars, I can't take it anymore

We didn't start the fire

It was always burning

Since the world's been turning

We didn't start the fire

No we didn't light it

But we tried to fight it.

YOUR TASK:

A) You are to take the lyrics that apply to Global History and using the dates placed in the appropriate countries, figure out the meanings of the references and to whom or what they apply…

B) Choose two (2) dates from each decade- 60’s, 70’, and 80’s and on the back of the packet you are to list:

The name of the person or event, and what the significance of the reference is.

THIS WILL BE DUE ON Friday May 8, 2011

Mr. Ira Sterne--Social Studies-----Nazi Medical Experiments

2011-04-27T08:29:00.023-04:00

INFORMATION CENTER RESARCH QUESTIONS

Many Nazi doctors and scientists justified their “experiments” as advancing their nation and the cause of science.

QUESTION 1: In light of historical evidence, and codes of accepted practices how do these justifications and experiments conflict with our concept of social and moral righteousness? Check the “fallout” from the Milgram experiments on obedience.

QUESTION 2: Is it really ethical to use the data-that is- the results of these experiments? Can their use be justified? If what happened is now history, is it okay to look at this data? (“what’s done is done”)

You should use the list of modern experimental guidelines that is on the reverse of the Milgram handout.

Some keywords with which to search are:

Hippocratic Oath
Declaration of Helsinki
Nuremberg Code

Library Resources

Web Collection Plus Online Catalog
Virtual Reference Collection
ABC-CLIO American History; World History/Modern Era
Issues and Controversey in American History
Proquest Historical NY Times (from 1851)
Gale Student Resources in Context
Academic Integrity
NoodleTools Citation System
Citation Machine

websites

1) Nazi Medical Experiments

http://www.ushmm.org/

2) Medical Experiments of the Holocaust and Nazi Medicine

www.remember.org/educate/medexp.html

3) The Ethics Of Using Medical Data From Nazi Experiments

www.jewishvirtuallibrary.org/jsource/Judaism/naziexp.html

4) A Synopsis of the Medical Experiments of Nazi Doctors

http://www.isurvived.org/

5) The Nazi Doctors

www.auschwitz.dk/doctors.htm

6) Human medical experimentation in the United States

http://www.naturalnews.com/

7) Personal Statements from Victims

http://www.claimscon.org/

8) NCUR Abstract: NAZI MEDICAL EXPERIMENTS

http://www.dominican.edu/

The Future of Libraries in the E-Book Age

2011-04-11T12:15:00.006-04:00

Michel Porro/Getty Images

"Pedestrians walk past the main building of the New York Public Library. But will they be going in to check out books in the future?" NPR

Ms. Kerri Cowan-----Comprehensive English 11-----Research Project

2011-04-11T08:54:00.019-04:00

Poets.org

Library Resources

Virtual Reference Collection

Bloom's Literary Reference Online
LiteratureResourceCenter

Proquest Learning Literature

Teaching Books

Gale Student Resources in Context

Web Collection Plus Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Research Project
This quarter you will work on a research project. The first part is an annotated works cited list. Please follow the steps and adhere to the deadlines. You will be completing most (hopefully all) of the work in class.
Here is some helpful vocabulary.
Primary source – A work written by the writer you have chosen to study.
Secondary source – A work written by someone else about the writer you have chosen or his/her work.
Annotate – to furnish with critical commentary or explanatory notes.
Annotated Works Cited List
a) Choose and American Poet. Read 4-6 poems by him/her. What theme or idea seems to be present in many of the works? Research sources that support this.
Read each article/essay/book. Take notes. Prepare a works cited list in which you evaluate 4 of your sources. You will probably find more than four sources. Please list them on your works cited list, but you do not need to annotate every source you find. You must annotate one example of each of the four types listed above. As always, your works cited list will include primary sources as well. At least three of these should be annotated.
Step 1: Read poems by 3 American poets. Choose one about whom you will do your project. Hand in a list of the poets, their poems that you read, the poet you have chosen to research further and an explanation.
Step 2: Read 4-6 poems by your poet. These poems are your primary sources. Read your primary sources. Annotate them. (Write responses, notes on them.) Decide on an idea, theme or thread that runs through these pieces.
Step 3: Find secondary sources (books, articles, videos, cds, electronic articles) about your poet/poems. Take notes on these sources.
Step 5: Write your paper using parenthetical references.

April Is National School Library Month and April 10-16 is National Library Week

2011-04-06T12:34:00.020-04:00

American Association of School Libraries
I Love Libraries.org

National Library Week

April Is National Poetry Month

2011-04-01T09:10:00.011-04:00

"2011 Poster

Design: Stephen Doyle

Sponsors: The New York Times, National Endowment for the Arts, Random House, Inc., Merriam-Webster, and The Poetry Foundation

The 2011 poster features the line "bright objects hypnotize the mind" from Elizabeth Bishop's poem "A Word with You." Bishop was born February 8, 1911, so we are celebrating her centennial in 2011." www.poets.org From the Academy of American Poets

Poets.org for Educations

Scholastic

readwritethink-thinkfinity

Mr. David Eaton--English Department--Research Paper--Julius Caesar

2011-03-26T10:14:00.012-04:00

SPQR
abbr. Latin
Senatus Populusque Romanus (the Senate and the people of Rome)

Library Resources
Virtual Reference Collection
ABC-CLIO-World History/ Ancient & Medieval Eras
Bloom's Literary Reference Online
Literature Resource Center
World Book Online
Gale Student Resources in Context
Web Collection Plus Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

Before we begin the play The Tragedy of Julius Caesar we need to do some research into some of the topics that are covered in the play. Your research paper must be done according to the MLA format, which will be gone over in class. Papers will lose points (and possibly fail) if these guidelines are not met.

Topic one: The Roman form of government
Relevance: The play takes place in ancient Rome and is very political in nature. Therefore it is integral to understand the form of government during this time in order to understand the play.
For this research paper, find out how the Roman Senate was set up and how it compares to our form of government. In the course of your research, find the meanings and functions of the following terms and incorporate some discussion of each into your paper:
Senator, Caesar, Praetor, and Consul.
Topic two: Leadership
Relevance: Arguments are made against Caesar’s ability to lead based on the conditions listed below. It is important to examine how these conditions actually impact a person’s ability to lead.
Examine the effect a leader's domestic relationships, physical condition, and/or athletic ability may have on his or her leadership abilities. Research historical and current leaders who dealt with questions about their leadership abilities because of one or more of these issues and include an analysis and conclusion based on this information in your paper.
Topic three: Elizabethan England during Shakespeare’s time
Relevance: Shakespeare wrote his plays with current events and loyalty to Queen Elizabeth in mind. In order to understand how the play was relevant to his time, and can continue to be relevant in our time, we must examine the political climate of Shakespeare’s time
research the form of government during Shakespeare’s time, and some of the domestic issues that the government had to deal with during his era. Include a discussion of how the issues that the play tackles (governmental overthrow, monarchy vs republic, and civil war) are relevant to Elizabethan audiences.
BEFORE READING
Topic four: Suicide across different cultures
Relevance: During the play, several characters commit suicide. The attitudes toward suicide in the play may differ from those that we hold in our society, or they may mirror them. This topic is serious and we need to understand its gravity before we encounter it in the play.
Research attitudes toward suicide held by the following cultures: ancient Roman, modern Japanese, and modern American. Compare and contrast these attitudes using evidence obtained from reputable sources, and draw some conclusion about the similarities and differences between these attitudes.
This paper will be done in stages: you will NOT be able to move onto the next stage until you have completed the stage before.
1. Stage one – Topic analysis and thesis generation due- Friday 3/25
2. Stage two – Preliminary works cited page due Wednesday 3/30
3. stage three- Introduction and 1st body paragraph due Friday 4/01 (no fooling)
4. stage four- Paper due Wednesday 4/6
5. Stage five- The mystery stage due ???????

Triangle Shirtwaist Factory Fire-----March 25, 1911-----100th Anniversary

2011-03-25T12:48:00.014-04:00

Cornell University-Remembering the Fire

"It was Saturday, March 25, 1911. The work week was ending at the Triangle Waist Company factory in Lower Manhattan, and the men and women who operated the sewing machines and cut the cloth were pushing away from their tables, with some anticipating a night on the town and all looking toward their one day of rest.
On the 8th floor, flames suddenly leaped from a wastebasket under a table in the cutters’ area.
While workers frantically struggled with pails of water to douse it, the fire hopscotched to other waste bins and snared the paper patterns hanging from strings overhead.
The fire spread quickly — so quickly that in a half hour it was over, having consumed all it could in the large, airy lofts on the 8th, 9th and 10th floors of the Asch Building, a half block east of Washington Square Park.
In its wake, the smoldering floors and wet streets were strewn with 146 bodies, all but 23 of them young women.
The Triangle shirtwaist factory fire, as it is commonly recorded in history books, was one of the nation’s landmark disasters, a tragedy that enveloped the city in grief and remorse but eventually inspired important shifts in the nation’s laws, particularly those protecting the rights of workers and the safety of buildings.
The tragedy galvanized Americans, who were shaken by the stories of Jewish and Italian strivers who had been toiling long hours inside an overcrowded factory only to find themselves trapped in a firestorm inside a building’s top floors where exit doors may have been locked. At least 50 workers concluded that the better option was simply to jump.
Triangle was one of the nation’s largest makers of high-collar blouses that were part of the shirtwaist style, a sensible fusion of tailored shirt and skirt. Designed for utility, the style was embraced at the turn of the century by legions of young women who preferred its hiked hemline and unfettered curves to the confining, street-sweeping dresses that had hobbled their mothers and aunts." New York Times, Friday March 25, 2011

Ms. Debra Benowitz, Mr.Ira Sterne-----Global Studies-----Group Project

2011-03-20T16:13:00.022-04:00

Library Resources

Web Collection Plus Online Catalog

Virtual Reference Collection

ABC-CLIO American History; World History/Modern Era

Issues and Controversey in American History

Proquest Historical NY Times (from 1851)

Gale Student Resources in Context

Academic Integrity

NoodleTools Citation System

Citation Machine

Students will be guided to appropriate print selections by the Information Specialist.

Each group will create a display in the form of a graphic organizer. Graphic organizers can be timelines, flow charts, graphs, concept maps, etc. The display must include several pictures, charts, maps, and/or graphs for visual description. The displays will be used oral presentation. All group members must take part in the creation and presentation of the given subject. Excessive absence and/or absence during the oral presentation will result in the expectation of a written assignment. Please let your group’s members know if you will be absent during this time and make alternate plans to get your work to them. Members will be graded individually.

• Group One will label and describe the causes, events and effects of the Space Race during the Cold War Era.

• Group Two will label and describe the causes, events, and effects of the Arms Race during the Cold War Era.

• Group Three will label and explain the causes, significance, events and effects of the Vietnam War. Be sure to connect the war to Cold War issues.

• Group Four will label and discuss the causes, significance, events and effects of the Korean War. Be sure to link the war to Cold War issues.

• Group Five will label and describe the events related to President Kennedy and the Cold War. Be sure to include the causes, effects and significance of Cuban Missile Crisis.

• Group Six will label and explain the causes, effects of conflict, and contemporary issues concerning the Middle East (Israel and Palestine). Be sure to relate events to the Cold War Era.

Celebrate Pi Day-March 14, 2011

2011-03-14T19:25:00.003-04:00

"Celebrate Pi Day with Illuminations Lessons and Activities

(Teaching Tips) Permanent link All Posts

What sounds like a delicious dessert but is actually a magical number? Yes, pi. Although the ratio has been around for 4,000 years, the symbol just turned 300 years old in 2006. The symbol for pi was first used in 1706 by a Welsh man, William Jones, but it was made popular by Swiss mathematician Leonhard Euler in 1737. Today your students can learn about pi in lessons and activities from Illuminations with delicious sounding names—Apple Pi and Pi Filling to mention a few—to whet your appetite for math. And for an additional serving of pi activities..."

National Counil of Teachers of Mathematics

Ms. Emma Domino--Childcare Lesson/Assignment

2011-03-10T08:57:00.007-05:00

Using the websites below or finding your own, your group shouldcreate a math activity that will tie into the themes of the month of March i.e. spring, St. Patrick’s Day, or lions and lambs. Please print and save any important material. This includes instructions, pictures or templates you need to make your activity. Remember this should be challenging for the students. Your math problems should have activities from 1-20. they should incorporate both addition and subtraction.
Here are some websites to use:General March ideas:

http://www.learnnc.org/

http://www.hubbardscupboard.org/
http://www.preschoolrainbow.org/
http://www.kinderthemes.com/
www.kindergarten2.homestead.com/march.html
www.firstschool.ws/theme/numbers
www.kidzone.ws/kindergarten
http://www.printables4kids.com/

St. Patricks Themes:

http://www.first-school.ws/
http://www.mathisfun.com/

March Is National Women's History Month

2011-03-02T10:34:00.020-05:00

National Women's History Project

Congressional Resolution Designating the Month of March as "Women's History Month"

Every year, the President issues a special Women's History Month Proclamation. The following resolution can be used as a model for your local school district or city council.

Whereas American women of every race, class, and ethnic background have made historic contributions to the growth and strength of our Nation in countless recorded and unrecorded ways;

Whereas American women have played and continue to playa critical economic, cultural, and social role in every sphere of the life of the Nation by constituting a significant portion of the labor force working inside and outside of the home;

Whereas American women have played a unique role throughout the history of the Nation by providing the majority of the volunteer labor force of the Nation;

Whereas American women were particularly important in the establishment of early charitable, philanthropic, and cultural institutions in our Nation;

Whereas American women of every race, class, and ethnic background served as early leaders in the forefront of every major progressive social change movement;

Whereas American women have been leaders, not only in securing their own rights of suffrage and equal opportunity, but also in the abolitionist movement, the emancipation movement, the industrial labor movement, the civil rights movement, and other movements, especially the peace movement, which create a more fair and just society for all; and

Whereas despite these contributions, the role of American women in history has been consistently overlooked and undervalued, in the literature, teaching and study of American history:

Now, therefore, be it resolved by the Senate and House of Representatives of the United States of America in Congress assembled, that March is designated as "Women's History Month. The President is authorized and requested to issue a proclamation each March, calling upon the people of the United States to observe March as Women’s History Month with appropriate programs, ceremonies, and activities.

~ This resolution was passed by Congress in 1987 and successive years since then.

For more information about the origin of National Women's History Month, or the activities of the National Women's History Project, contact:

National Women's History Project

Santa Rosa, CA 95403

RL: http://www.nwhp.org/

Ms. Tracy Beauchamp-----Social Studies Chairperson-----Immigration, Expansion, and Growth of Industry and Cities

2011-02-28T11:55:00.020-05:00

Library Resources

Virtual Reference Collection

ABC-CLIO American History
Biography Reference Bank Select

Issues and Controversey in American History

Proquest Historical NY Times (from 1851)
Gale Student Resources in Context

Web Collection Plus Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

TOPIC: EFFECTS OF WESTWARD EXPANSION
GROUP #1 -Moving West
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 EFFECTS OF WESTWARD EXPANSION
1. CH 15 –Section 1 Moving West– 433 – 435
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Describe what inspired the many groups that participated in the great migration into the West?
o Gold Rush
o Oregon Trail
o Mormons
o Exodusters
o Immigrants
• Compare the Wagon Train journey to the journey by railroad. Describe the costs, advantages, and disadvantages of both.
• How did Railroads and the U.S. government promote the migration of immigrants to the west?
• Explain the benefits and drawbacks of the Homestead Act of 1862.
TOPIC: EFFECTS OF WESTWARD EXPANSION
GROUP # 2 - Farming, Mining, & Ranching
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted.
 EFFECTS OF WESTWARD EXPANSION
2. CH 15 – Section 3 Farming, Mining, & Ranching– 440 – 445
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Compare and contrast the following:
o Small Farms and Bonanza Farms
 What were some of the disadvantages of farming the Great Plains?
 What new technology developed to help farmers?
 Were Bonanza Farms a success or failure? Explain.
 How did the invention of barbed wire affect life (positive and negative) in the west?
o Pan Miners and Corporation Miners
 Describe the mining techniques and the life of miners from 1849 – 1860.
 How did mining techniques and technology change after 1860 and how did it effect the environment?
 How did cooperate mines treat their workers?
o Open Range Ranching and Sheep Herding
 Explain how the “open range” system worked and describe the lives of the cowboy (vaqueros) on the cattle trails.
 Describe the “Cow Towns” of the west. Include details on the lawmen and outlaws and weapons that gave rise to the “Wild West”.
 Explain how the introduction of sheep and barbed wire affected the Cattle Kingdom.
 Why did the frontier close in 1900?
TOPIC: EFFECTS OF WESTWARD EXPANSION
GROUP # 3 - Populism
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
EFFECTS OF WESTWARD EXPANSION
3. CH 15 – Section 4 Populism – 446 – 451
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• What led to the rise of the Populist Movement and what effects did it have?
• What were the major grievances (complaints) of the farmers of the west and south between 1870 and 1895?
• How did organizations like “The Grange” and the “Farmers Alliance” help the farmers?
• Explain the debate between the “Gold Standard” and “Free Silver”
• What was the purpose of the Populist Party and describe its FIVE goals.
• Compare the campaigns of William Jennings Bryan and William McKinley in the presidential election of 1896 and explain how the results affected the Populist Party.
TOPIC: INDUSTRIALIZATION
GROUP #4 - Technological Revolution
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 INDUSTRIALIZTION
4. Ch 14 – Section 1 – Technological Revolution 407 – 413
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Transportation:
o Describe the role the US government played in the construction of the Transcontinental Railroad.
o Explain the significance of Promontory Point, Utah.
o Analyze the benefits and drawbacks of the railroad construction projects.
o How did the completion of the Transcontinental Railroad impact the growth of business? How did it affect the Native Americans?
• Communication:
o Analyze the inventions of the telegraph and the telephone. How did they transform American?
• Electric Power
o Why are Thomas Edison and George Westinghouse credited with transforming American society?
o How did the introduction of electricity impact the growth of business and industry?
• Bessemer Process
o Explain how the Bessemer Process worked and why it can be called “Revolutionary”?
o How did the invention of cheep, strong steel, affect American industry?
TOPIC: GROWTH OF BIG BUSINESS
GROUP #5 - The Growth of Big Business
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 GROWTH OF BIG BUSINESS
5. CH 14 – Section 2 - The Growth of Big Business– 414-418
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Explain the strategies corporations and trusts used to decrease costs and increase profits. (Corporations, Trusts, Vertical Integration, Horizontal Integration).
• Explain how EACH of the following individuals were BOTH “Robber Barons” and “Captains of Industry”. Analyze their business practices and effects those practices had on both industrial growth and workers.
o Cornelius Vanderbilt – New York Central Rail Company
o Andrew Carnegie – Carnegie Steel
o John D. Rockefeller – Standard Oil
• Explain the idea behind Laissez-Faire government policy and how it helped big business grow.
• Evaluate the success and failures of the Interstate Commerce Commission and Sherman Anti-Trust Act.
TOPIC: GROWTH OF BIG BUSINESS
GROUP #6 - Politics (and Economics) in the Gilded Age
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 GROWTH OF BIG BUSINESS
6. CH 16 – Section 1 Politics (and Economics) in the Gilded Age– 461-466
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Why are the years 1878-1889* called the “Gilded Age”? *Note some sources use 1900)
• How did the government’s policy of laissez-faire lead to increased corruption in the U.S. Congress?
• How did the Spoils System affect the presidencies of: Rutherford B. Hayes (1877), James Garfield (1880), Chester Arthur (1881), and Grover Cleveland (1884)?
• Describe the role political cartoonists such as Tomas Nast and Joseph Keppler play in Gilded Age politics? Why were their methods successful?
• Much of the corruption in the Gilded Age was due to economic prosperity. Analyze the acts that were designed to stop this corruption and explain them in terms of being a success or a failure?
o Pendelton Civil Service Act (1883)
o Interstate Commerce Act (1887) - Railroads
o Tariff of 1888 - Taxes
o Sherman Anti-Trust Act (1890) - Monopolies
TOPIC: IMMIGRATION
GROUP #7 - People on the Move -Working Conditions & the Rise of Labor Unions
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 IMMIGRATION
7. CH 16 - Section 2 People on the Move– 467 – 472
CH 14 – Section 3 Industrialization and Workers– 419 – 422
CH 14 – Section 4 – The Great Strikes – 423 -428
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Who were the “New Immigrants” and what were the Push and Pull factors that brought them to America.
• Compare the experiences of immigrants at Ellis Island and Angel Island and explain why they were treated differently.
• Why did entire families need to work in factories?
• What were “Company Towns” and how did the conditions there exploit the workers? Why were people willing to work there?
• Describe the working conditions in factories.
• Compare the goals and strategies of the labor organization of the late 1800s
• Analyze the causes and effects of strikes (Haymarket, Homestead, Pullman
• Why did labor unions have a difficult time gaining public support?
TOPIC: GROWTH OF CITIES
GROUP #8 - The Challenge of the Cities
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 GROWTH OF CITIES
8. CH 16 –Section 3 – The Challenge of the Cities - 473-478
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Why did immigrants and rural migrants (farmers) move into the cities?
• How did skyscrapers reflect technology merged with art?
• Explain the inventions that made skyscrapers a more practical form of construction.
• Why were commuter rail lines (mass transit) that were powered by electricity and improvement over earlier commuter rail lines
• Why did the cities of the late 1900s have so many problems? What solutions did city planners develop to combat these problems?
o Tenements and housing conditions
o Overcrowding
o Water and Sanitation
o Fire
o Crime
• How did city planners help make cities safer, more functional and beautiful? (Frederick Law Olmsted)
• How did the increase in Newspaper (NY World & NY Journal) and Magazine (McClures & Cosmopolitan) circulation affect the American public?
• Describe the new forms of entertainment that urban centers began to offer?
Amusement Parks
o Wild West Shows
o Vaudeville Shows
o Ragtime and Jazz
o Baseball and other sporting events.
TOPIC: MINORITY GROUPS
GROUP #9 - Conflict with Native Americans
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 MINORITY GROUPS
9. Native Americans – CH 15 Section 2 Conflict with Native Americans– 436 – 439
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• How did the pressures of westward expansion impact the lives of Native Americans
• How did the differing view of land and disease lead to the establishment of reservations?
• What impact did white people have on the buffalo herds of the west? How did it affect the lives of the Native Indians of the Great Plains?
• Analyze the Sand Creek Massacre (1864) and the Sioux Wars (1868) and explain why peace treaties such as the Forth Laramie Treaty, failed.
• Compare and contrast the actions of Sitting Bull and Chief Joseph and the effects of those actions on the Native Americans. Analyze: Was the United States government justified in their actions against the native tribes? Explain.
• How did the Dawes Act (1887) change the way Indians were treated?
TOPIC: MINORITY GROUPS
GROUP #10 – African Americans and the World of Jim Crow
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
 MINORITY GROUPS
10. African Americans – CH 17 – Section 3 World of Jim Crow 498 – 402
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Why did Southern states limit the rights of African Americans despite the passage of the 15th Amendment to the US Constitution?
• Explain the restrictions imposed on African Americans under “Jim Crow” (1830) and the defeat in Plessy vs. Ferguson (1883).
• Why did lynching become an accepted, and in many ways, an unpunished violent crime in the south?
• How did Frederick Douglas, W.E.B. DuBois, and Booker T. Washington all strive to improve the lives of African-Americans in the United States?
• Explain “de facto segregation” and why it existed in the North?
• Despite restrictions, several African Americans made their mark on U.S History.
o George Washington Carver
o Granville T. Woods
TOPIC: MINORITY GROUPS
GROUP #11 – People on the Move and Growing Divisions – Asians and Irish in America.
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
MINORITY GROUPS
11. Asian Americans – CH 16 – Section 2 – People on the Move 469 – 471
& Irish Americans – CH 9 – Section 2 – Growing Divisions – 279 – 281
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Explain the idea behind “Nativism” and why some American’s wanted to restrict immigration.
• What was the Know Nothing Party and what were it’s goals
• Why did the Transcontinental Railroads companies (Union Pacific and Central Pacific) recruited immigrants as workers?
• Compare and contrast the reasons why the Irish and Chinese came to America and how their goals differed from each other
• Analyze and compare how each rail company treated their workers (hours, salary, etc.)
• Explain the goal of the Chinese Exclusion Act 1882 and how it affected Asian immigrants and the jobs that were available to them?
• Explain how and why were the Irish were discriminated against in many eastern cities such as New York and Boston? What jobs were available to them?
• How were the Chinese and Irish portrayed in political cartoons? Why? (Thomas Nast)
TOPIC: MINORITY GROUPS
GROUP #12 – Women and Suffrage in the late 1800s and early 1900s
TASK: To create a tri-fold display board that provides detailed information on the assigned topic.
CRITERIA/(Grading): All display board must contain the following elements:
• Title: (10 points)
o Group topic
o Group #
o Class Period
o Group Members - Alphabetical
• Information: (40 points – Individual grade)
o clearly organized
o answers each question in a detailed and creative manner.
• Images: 7 – minimum – with captions (30 Points)
o 1 map/diagram/chart
o 1 political cartoon
o 4 photographs or images
o 1 primary source document
• Worksheet (10 points)
o 5 regents multiple choice questions
o 5 short answer
o Blank copy & Answer key
• Works Cited: (10 points)
o MLA format
• Organization & Mechanics
o Up to 10 Points can be deducted
MINORITY GROUPS
12. Women CH 17 – Section 4 Women in the late 1800s – 403 – 406
CH 19 – Section 4 – Suffrage at last – 557 - 560
• Include: Maps, Photographs, Diagrams, and Primary Sources.
• Was the Seneca Falls Convention in 1848 a success? Explain the outcome.
• How did the Civil War derail the Women’s Rights Movement?
• Explain the strategies employed by Susan B. Anthony and Elizabeth Cady Stanton in their efforts to gain the right to vote for women.
• How was the Women’s Christian Temperance Movement (Francis Willard) connected to the Suffrage Movement?
• Explain how Carrie Chapman Catt reenergized the National American Woman Suffrage Association (NASWA) by comparing her strategies to Anthony and Stanton.
• Compare the actions of Alice Paul and Lucy Burns and the National Women’s Party (NWP) during World War I to Anthony and Stanton’s actions during the Civil War.
• Was the passage of the 19th Amendment and simple process? Explain.

A selection of books has been set aside for student use

Please see staff for passwords to the online databases

Ms. Kimberly Santino-----Social Studies Department-----Critical Issues

2011-02-14T18:35:00.021-05:00

Moodle
Library Resources
Virtual Reference Collection
SIRS
Gale Student Resources in Context
Web Collection Plus Catalog
Academic Integrity
OWL Purdue Online Writing Lab
NoodleTools Citation System
Citation Machine
Website ProCon.org

Critical Issues

Task: Research topics of Gay & Lesbian topics.

Directions: Complete you topic questions and create a power point presentation.

GROUP TOPIC QUESTIONS TO BE ADDRESSED BY THE GROUP

#1 GAY AND LESBIAN MARRIAGE OR FORMAL UNION
• Explain the difference between civil rights and human rights.
• Should gays/lesbians have equal rights to marry in America? Explain both pro and con arguments.
• Describe how local/state governments have passed laws limiting or promoting gay marriage or formal unions.
Example: Vermont, California, Arkansas
• What are the options for gays/lesbians to have children?
Example: Invetro-fertilization, Adoption

#2 DON’T ASK DON’T TELL, THE GOVERNMENT’S POSITION ON HOMOSEXUALS
• What is the Don’t Ask Don’t Tell policy?
• When was this passed by Congress?
• Who has supported this policy? Who supported the repeal of this policy? Explain why.
• Are homosexuals protected as a minority group in the military?
• Explain the pro and con arguments regarding homosexuals in the military.
#3 PUBLIC SCHOOLS, ORGANIZATIONS
• Should local school districts support gay/lesbian organizations and/or clubs? Explain.
• How can public schools teach tolerance of homosexuals?
• Should Ward Melville adopt to promote tolerance of homosexuals? Explain pro and con arguments regarding public school teaching tolerance regarding homosexuals.

#4 HATE CRIMES • What is a hate crime?
• What types of hate crimes are made against homosexuals?
• How does law enforcement deal with hate crimes against homosexuals?
• Describe a true story about a hate crime case against a homosexual or homosexual group.

#5 OTHER COUNTRIES POSITIONS ON HOMOSEXUALITY
• Choose a country in the world.
• Explain any legal and/or religious law that may impact homosexuals. Example: Iran: Homosexuality punishable by death.
• Describe how this country has treated homosexuals.
• How do homosexuals in this country attempt to live out their lives?

#6 CONSTITUTIONAL PROTECTION OF HOMOSEXUALS
• What is the 14th Amendment to the Constitution?
• Explain how gays/lesbians would or would not be protected by the 14th Amendment to the Constitution.
• Explain pro and con arguments regarding the safeguarding of homosexual rights using the 14th Amendment to the Constitution.

#7 FAMOUS HOMOSEXUALS
• Choice 4 famous homosexuals and explain their life story and how they told the world they were gay/lesbian.
• Explain how this has helped/hindered their careers.
• Explain how the media has covered their lives before and/or after they admitted to the world they were gay/lesbian.

#8 BIOLOGICAL DIFFERENCES, ORGANS, NEUROTRANSMITTERS • Explain the biological causes of homosexuality.
• What studies have been conducted to prove that homosexuality is by in fact a biological cause? Explain thoroughly.
• Explain if homosexual behavior is in the natural world, and/or in other animals?
• Describe the legitimacy of biological causes for homosexuals.

#9 THE CHURCH AND HOMOSEXUALITY
• Choose three different Christian denominations.
Example: RCC, Born-Again, Baptists
• Explain how each group uses the Bible to condemn homosexuality.
• What actions have these churches participated in to condemn homosexuality?
• Have these churches practiced reforming homosexuals? If so, how?

#10 TEEN HOMOSEXUALITY & TEEN SUICIDE
• What are the current statistics regarding gay/lesbian teens and gay/lesbian teen suicides?
• How accurate are these statistics?
• How has the internet impacted teen homosexuality?

• Explain the bullying, cyber, physical, emotional and mental which many homosexual teenagers experience.
• What can be done to safeguard these teens against bullying and committing suicide?

#11 RISE OF HOMOSEXUALITY IN PRISONS
• Describe a typical prison setting in the United States.
• Explain the public and private quarters for prisoners to be housed.
• Has there been a rise in homosexuality in prisons?
• Explain the different types of gangs in prisons.
• Do many gangs in prisons practice homosexuality? If so, which types?
#12 TRANSGENDER
• What is transgender sexuality?
• What are the theoretical causes of transgender?
• Why might people go through this type of transformation?
• What medical procedures have to occur to become a different sex? Explain.
• Research a transgender couple and explain their story/
#13 INDEPENDENT TOPIC
#14 INDEPENDENT TOPIC

Grading Rubric Will Be Supplied to Students

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

2011-02-14T17:36:00.020-05:00

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 Project Title: Los Pintores

Due: March 7, 2011

You are working in pairs.

You will have thee days in the Library (February 16, 17 and 18)

Directions: Using art books in the library, online databases and quality websites you will...

1. Select 4 paintings from any Spanish or Mexcican Painter.

2. Discuss the style of the 4 works of art and explain the theme of the paintings. Write each summary in Spanish.

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 March 7.

5. Provide a biograpahy about the painters.

6. You will receive an oral and written grade.

Presentations to be placed on posterboard and presented orally.

Library Resources

Online Databases

Virtual Reference Collection

Ehostes (Spanish language periodicals)
Literature Resource Center

Wilson Biographies

World Book Online

Gale Student Resources in Context

Web Collection Plus Online Catalog

(search for books in our collection)

Academic Integrity

(cite your sources)

Noodletools Citation System

Citation Machine

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

Mrs. Deborah Gandt--English Department--Grade 11 Honors Research Paper

2011-02-14T12:16:00.020-05:00

Library Resources

Virtual Reference Collection
Bloom's Literary Reference Online
Literature Reference Center

Gale Student Resources in Context

Web Collection Plus Catalog

Academic Integrity
OWL Purdue Online Writing Lab

NoodleTools Citation System

Citation Machine

RESEARCH PAPER
English 11 Honors

Here is your opportunity to become a minor authority on one aspect of an American author of your choice. You will also learn formal research paper techniques that you will use for this assignment and for assignments in your senior year and in college. Save all “how-to” handouts for future use. The assignment will receive 3 MAJOR GRADES: 1) content, 2) form and 3) preliminary steps. Therefore, in addition to the finished product, it is very important to do all preliminary steps on time and according to instructions. If you do so and follow all other instructions and guidelines this assignment can be easy and enjoyable.

THE ASSIGNMENT
You should seriously consider if your ‘Independent Reading’ author fits the following categories or select an American author who you enjoy reading but who is NOT from the usual list of white, male authors. Let’s explore the diversity of America and its literature. . Your author can be:
a) either male or female
b) a novelist, short story writer, poet, dramatist, or writer of non-fiction;
c) late 20th century.

THE THESIS
As you start to learn about your author, you will develop a thesis about your author and his/her literature. You will NOT just research the author’s life. Your Independent Reading book will be your primary source. Your THESIS STATEMENT may revolve around one of the following categories:
a) the ethnic characteristics of your author’s works;
b) a common theme in your author’s works;
c) a person or event that had a major influence on your author;
d) autobiographical aspects of your author’s literature;
e) an analysis of your author’s style;
f) etc.

TO BEGIN

Get an OVERVIEW of your author and his/her literature by using the reference works on listed on the assignment on the blogspot (www.wardmelvillelibrary.blogspot.com). Gale Group (need password-wardmelville- from home): Virtual Reference Collection → Literature/Language→ Literature Resource Center or Bloom’s Literary reference→Search (author, etc.) will provide access to best info.
a) Make certain at the outset that your author is AMERICAN and NOT too mainstream (TMI).
b) Then check that your author is not so obscure or modern that not enough has been written about your author and his/her works. If nothing has been written, you cannot do ‘research’.
c) If your author is very famous you will find that the wealth of information (TMI) is overwhelming and you may wish to switch to someone about whom less has been written.
d) Read several pieces about your author to begin to SELECT A THESIS relevant to your outside reading novel that will be used as a primary source.

SOURCE CARDS

IMMEDIATELY upon finding a possibly useful source, even a reference book or electronic source, record all pertinent information needed for your eventual Works Cited page. Put all reference information immediately into NoodleTools (username and password) print this page and write (by hand) a corresponding number next to the Works Cited entry. Do not number on this page because you will need to remove the numbers from the final Works Cited page . Use the WMHS Info Center link to NoodleTools for proper format.

NOTE CARDS

Take all your notes directly on the Notecard feature in NoodleTools or on 3” x 5” index cards. Put only ONE IDEA on each card and ALWAYS include the page number and a CODE which corresponds to its source card. Be sure all QUOTES are EXACT but always take PARAPHRASED notes. These cards will later be rearranged by topic and finally into subtopics.

The Joad's indealisticexpectations 1

Joads head to Ca. with high hopes
Bus discovers that for them
"California is not a Promised Land but a man-blighted Eden"

RESEARCH PAPER

The completed paper will be 4.5 to 5 pages in length. MLA formatting rules apply to Works Cited, parenthetical documentation and formatting of title, headers, etc. One long quote and three short quotes with appropriate parenthetical documentation are required. Use NoodeTools on the WMHS Info Center page for this.

MLA TEMPLATE IN WORD:

File→New→Search box: (type) MLA research template→(select) Research paper in MLA style→click and download→now save in a new folder (name of research paper: Hemingway)→save as file name :MLA word template. Then read the directions and all will be demystified.

MLA FORMATTING ON WEB:

The best online reference is Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/resource). [Shortcut: google – OWL MLA format] Use the column on left to find individual topics. Use the ‘Sample Paper’ to see formatting. The boxes explain why paper is formatted in this manner.

The Ward Melville Players Proudly Present...

2011-02-08T08:19:00.006-05:00

A Murder Mystery Dinner Theater
The Dark Deceitful Quest

Thursday& Friday February 10th and 11th
6:00 PM in the WMHS Cafeteria

Tickets:
$15 Kids 12 & Under
$25 Students & Adults
Dinner & Dessert are included!

Proceeds go to the Marty Lyons Foundation

February is Afican American History Month

2011-01-31T13:04:00.010-05:00

Library of Congress

"February is African American History Month

The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of African Americans who struggled with adversity to achieve full citizenship in American society.

As a Harvard-trained historian, Carter G. Woodson, like W. E. B. Du Bois before him, believed that truth could not be denied and that reason would prevail over prejudice. His hopes to raise awareness of African American's contributions to civilization was realized when he and the organization he founded, the Association for the Study of Negro Life and History (ASNLH), conceived and announced Negro History Week in 1925. The event was first celebrated during a week in February 1926 that encompassed the birthdays of both Abraham Lincoln and Frederick Douglass. The response was overwhelming: Black history clubs sprang up; teachers demanded materials to instruct their pupils; and progressive whites, not simply white scholars and philanthropists, stepped forward to endorse the effort.

By the time of Woodson's death in 1950, Negro History Week had become a central part of African American life and substantial progress had been made in bringing more Americans to appreciate the celebration. At mid–century, mayors of cities nationwide issued proclamations noting Negro History Week. The Black Awakening of the 1960s dramatically expanded the consciousness of African Americans about the importance of black history, and the Civil Rights movement focused Americans of all color on the subject of the contributions of African Americans to our history and culture.

The celebration was expanded to a month in 1976, the nation's bicentennial. President Gerald R. Ford urged Americans to “seize the opportunity to honor the too-often neglected accomplishments of black Americans in every area of endeavor throughout our history.” That year, fifty years after the first celebration, the association held the first African American History Month. By this time, the entire nation had come to recognize the importance of Black history in the drama of the American story. Since then each American president has issued African American History Month proclamations. And the association—now the Association for the Study of African American Life and History (ASALH)—continues to promote the study of Black history all year.

(Excerpt from an essay by Daryl Michael Scott, Howard University, for the Association for the Study of African American Life and History)

About This Year’s Theme

This year's theme "African Americans and the Civil War" honors the efforts of people of African descent to destroy slavery and inaugurate universal freedom in the United States. The theme, chosen by the Association for the Study of African American Life and History urges all Americans to study and reflect on the value of their contribution to the nation.

Executive and Legislative Documents

The Law Library of Congress has compiled guides to commemorative observations, including a comprehensive inventory of the Public Laws, Presidential Proclamations and congressional resolutions related to African American History Month." Library of Congress

Mrs. Tracie Van Wart-----Science Department-----Genetic Disorder Activity

2011-01-31T12:01:00.018-05:00

Library Resources
Virtual Reference Collection
Ebsco General Science Collection
eLibrary Science
Facts.com Today's Science
Gale's Health Reference Center Academic
Science Online
Science Reference Center
Proquest Multiple Databases
SIRS Researcher
Gale Cengage Learning Databases
Gale Virtual Reference Library-eBooks
Student Resources in Context
Web Collection Plus Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine
Websites
Genetic Disorders Library
MedlinePlus
Indiana University School of Medicine
University of Kansas Medical Center

Directions – The following is a list of genetic diseases that you may choose from to produce a creative and informative brochure that is both educational and interesting to read. You must confirm your choice with your teacher before you begin.

1. Sickle Cell Anemia

2. Hemophelia

3. Down’s Syndrome (Trisomy 21)

4. Cystic Fibrosis

5. Huntington’s Disease

6. Amyotrophic Lateral Sclerosis (Lou Gerhig’s Disease)

7. Tourette’s Syndrome

8. Kleinfelter’s Syndrome’

9. Achondroplasia

10. Turner’s Syndrome

11. Familial Hypertrophic Cardiomyopathy

12. Lesch-Nyhan Syndrome

13. Cleft lip and Cleft palate

14. Spina Bifida

15. PKU (Phenylketouria)

16. Marfan’s Syndrome

17. Muscular Dystrophy

18. Retinitis Pigmentosa

19. Tay Sach’s

20. Patau’s Syndrome (Trisomy 13)

21. Edward Syndrome (Trisomy 18)

22. Prader-Willi Syndrome

23. Cri-du-chat Syndrome

24. Fragile X Syndrome

25. Porphyria

26. Angelman Syndrome

Your brochure must include:

a. Whether the disorder is chromosomal or gene related.

b. Common symptoms included with the disorder

c. Treatment of the disorder if possible.

d. Whether the disorder can be screened for prior to birth

Mr. Jeremy Oatis-----English Department-----10th Grade Honors Research Paper

2011-01-04T13:27:00.017-05:00

Library Resources

Virtual Reference Collection

eLibrary

Facts.com Issues & Controversies
SIRS Researcher
Gale Student Resources in Context

Web Collection Plus Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Home Access Passwords are Available in the Information Center

Everything you ever wanted to know about your Research Paper, but were afraid to ask.
Writing a persuasive research paper is a process that involves:
1. Selecting a subject of interest,
2. narrowing it,
3. creating a thesis (position statement)—this is your argument—
4. and supporting it with a minimum of five (5) sources.
These include information form:
• books
• articles from periodicals (magazines), and/or
• articles from the Internet.
Bear in mind (sounds uncomfortable and not altogether plausible) that you must document your sources, i.e., (i.e., “that is”) if you use a direct quote (the exact words taken from your book or periodical) you absolutely have to inform the reader where you obtained it ((Oatis 196)(the author is Oatis, the page number is 196)). We will follow MLA guidelines: these are standardized conventions, or rules, that you have to follow when writing a research paper.
5. Write out individual note cards for each of the sources used. This is IMPORTANT and REQUIRED!
6. Organize the paper:
• state your argument, support it with your research:
• always work toward the conclusion, using your most trenchant (strongest) argument, last. This is the best way to convince your reader, it leaves the strongest impression.
7. It is helpful to outline your paper first.
• Begin by stating your thesis,
• then write down the individual points you plan to make, as well as all associated details,
• And end by writing your conclusion. This is essentially an extended restatement of your original thesis.
8. Write your paper:
• Read it over. This is you first draft. Know that it contains a variety of errors, such as those of punctuation, typography (typos), and spelling; a common mistake is the failure to attribute (give credit to) sources–we refer to these as “citations.” In other words, if you use a direct quote or paraphrase (the information in a quote is rewritten), you must indicate in your paper, at that point, where the information came from (Oatis 986).
Bear in mind…(that bear, again):
• Your argument must be debatable or disputable.
• Facts are unacceptable—they can’t be argued.
• Opinions or personal preferences are unacceptable—they can’t be proven by facts (research).
• Select an area of interest that is neither too broad nor too narrow; don’t decide to write you paper on Evolution versus Creationism. This is too broad.
• Be careful that the resources for your topic are available at either our library, or the public library.
• Take care that you can complete the paper by the stated deadline: JANUARY 10.
• Avoid extremely complicated topics: “Einstein’s Special Theory of Relativity is incorrect.” Do you see how this might be slightly problematic?
Important Dates/Allocations of Points (200 points):
1. December 14: Topic and thesis (position) statement: 25 points.
2. January 3: Bibliography cards and notes for each card (source): 50 points.
3. Working bibliography (eventually, your Works Cited page) 25 Points
4. January 10: Final paper: 100 Points
Bring all questions to the nearest oracle and they will be answered!

Good Luck! Mr:O

Google Launches New Book Database

2010-12-16T18:48:00.009-05:00

The New York Times

December 16, 2010

Google Launches New Book Database By PATRICIA COHEN

With little fanfare, Google has made a mammoth database culled from nearly 5.2 million digitized books available to the public for free downloads and online searches, opening a new landscape of possibilities for research and education in the humanities.
The digital storehouse, which comprises words and short phrases as well as a year-by-year count of how often they appear, represents the first time a data set of this magnitude and searching tools are at the disposal of Ph.D.’s, middle school students and anyone else who likes to spend time in front of a small screen...

Seach the Google Books Online Book Database

Search Google Books

Mrs. Emma Domino-----Family and Consumer Science-----Emotional Development of the Preschooler

2010-12-13T09:04:00.014-05:00

EMOTIONAL DEVELOPMENT OF THE PRESCHOOLER
CHILDCARE ECE

Library Resources
Virtual Reference Collection
eLibrary
Proquest Multiple Databases
Gale Student Resources in Context
Web Collection Plus Catalog
Academic Integrity

NoodleTools Citation System
Citation Machine
Find an article on emotional development of preschoolers 4-6 and type and attach article to it.
Some suggested topics:
Anger
Rage
Loneliness
Sibling rivalry
Defiance
Fear
Isolation
Aggressiveness
Separation anxiety
Sadness
Violent behavior

Be prepared to read what you have written(so proofread) and give at least 2 suggestions for the problem you researched. 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. Clarice Riggio-----Social Studies-----Important People of the 19th Century

2010-12-08T08:22:00.020-05:00

Vice Admiral Horatio Lord Nelson at the Battle of Trafalgar

IMPORTANT PEOPLE OF THE 19TH CENTURY

Library Resources

Big6 Information Sources

Virtual Reference Collection

ABC CLIO World History /Modern Era
Biography Reference Bank

Proquest Historical New York Times (1851-)

Proquest Multiple Databases (includes NY Times-current)

Gale Student Resources In Context

Web Collection Plus Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Websites

19th Century 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 include a thesis and examine the theme. Your conclusion should establish a connection between the two individuals by comparing and contrasting their achievements.

Grading: The grade for this project will be determined by the following criteria:

Introduction (Including Thesis and 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/Parenthetical Citations: (MLA Format): 10 points

Format, Spelling, Grammar: 10 points

MLA Format can be found at: 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 with the rubric! (Additional Rubric are posted on Moodle)

Papers are Due no later than Wednesday, January 19.

Late papers will lose half a letter grade for each day they are late (5 Points).

This project is your second quarter project grade which is 20% of your second Quarter grade!!

Plagiarism will NOT be tolerated!!

Biography Proposal: Your theme and the people you are planning to research MUST be approved by Ms. Riggio by Wednesday, December 22!

Ms. Jennifer Thomas-----English 10H-----Antigone by Sophocles

2010-12-07T08:29:00.024-05:00

Websites

Internet Public Library-Greek Mythology

Encyclopedia Mythica

Encyclopdia of Greek Mythology

Library Resources

Virtual Reference Collection
Biography Reference Bank

Bloom's Literary Reference Online

Literature Reference Center
eLibrary
Facts.com World News Digest
Proquest Historical New York Times
Proquest K-12

ABC-CLIO World History/Modern/Ancient and Medieval Eras

Gale Student Resources in Context
Web Collection Plus Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine
The Writing Center of the University of Wisconsin

Conscience vs. Authority

For this assignment, you will write a case study of a person or small group that is admired for standing up to authority, especially governmental authority, and doing what they believed was right. Select someone who lived (or is living) during the 20th-21st centuries. An example would be Nelson Mandela, who endured many years as a political prisoner before becoming the leader of South Africa. In your case study, describe the background and motivations of this person or group and the environmental, economic, or political factors that shaped his or her life and actions.

Choose someone who interests you, and for whom you can find enough information to write a case study. Teacher approval of your individual is a must before you start your research. Be sure to answer the following questions in your case study:
1. When and where did this person live?
2. What was this person’s family life like?
3. What was this person’s education or training?
4. What gave this person courage?
5. Why did this person oppose some type of authority?
6. What were the short and long term results of this opposition, for this person and others?

You are to construct a well-written, informative research paper on your chosen topic.
Your writing shou1d be expressed in well-constructed paragraphs, reflecting the techniques of good essay writing in structure, organization, word choice, content, etc. Familiarize yourself with the grading rubric before you begin.

The key to a quality paper is a well crafted thesis statement. This is an assertion that you are proving as a result of your research. You should start with a question about your topic that you will answer through in your paper.

The following are the basic requirements of the paper:
• Typed, double-spaced, 12-font, Times New Roman and formatted according to MLA guidelines.
• Length is a minimum of five pages, not to exceed 7 full pages. These lengths do not include a Works Cited Page.
• A minimum of five sources must be used, three of which must be scholarly, peer-reviewed, articles. Your other sources can come from websites, magazines, interviews, and other valid resources.
• All sources must be printed or photocopied. Students must highlight passages that are directly quoted or paraphrased in the paper.
• Before beginning the writing process, an outline is required that has a complete introduction, thesis statement, complete topic sentences and information from secondary sources in it in addition to their own examples.
• An outline, rough draft, and a final copy are required.
• Works Cited Page

Ms. Kristen Melnick----Global Studies 10--Imperialism Project

2010-12-06T18:23:00.033-05:00

Imperialism Project
Due December 22, 2010
Library Resources
Big6 Information Skills
Gale Student Resources in Context
Virtual Reference Collection
ABC CLIO World History (Modern Era)
Proquest Historical NY Times (from 1851)
World Atlas (World Geography and Culture)
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 the following components:

• History of your assigned country before imperialism:

o Type of government that existed before imperialism

o Names of ethnic/cultural groups that lived there before the land was imperialized

o Cultural aspects (language, religion, traditions, etc.) of society before imperialism

• History of your assigned country during imperialism:

o Name of European country that imposed imperialistic rule

o Name of your assigned country during imperialistic rule

o Explain how imperialism occurred- was there violence involved? Which resources/raw materials did the European country look to acquire?

o 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?

o For how long was your assigned country imperialized?

• Independence:

o Explain how independence was achieved- Was there any violence involved?

o Key figures from both sides

o 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: Two Maps (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 (if any)

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.

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. Rep. of the 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. Burkina Faso

15. Togo

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:

http://www.worldatlas.com/

https://www.cia.gov/library/publications/the-world-factbook/
http://www.fordham.edu/halsall/africa/africasbook.html

http://www.bbc.co.uk/worldservice/specials/1624_story_of_africa/page95.shtml

Ms. Jennifer Thomas-----English Department-----10R-----Greek Mythology Research Project

2010-12-01T17:59:00.033-05:00

Websites
Internet Public Library-Greek Mythology
Encyclopedia Mythica
Encyclopdia of Greek Mythology
Library Resources
Virtual Reference Collection
Bloom's Literary Reference Online
Literature Reference Center
ABC-CLIO World History/Ancient and Medieval Eras
Gale Student Resources in Context
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine
The Writing Center of the University of Wisconsin

We have learned that Greek drama grew out

of religious rituals, particularly those honoring

Dionysus, the god of wine and fertility.

When we read Antigone, we will discuss many

references to other Greek gods and myths.

For this project, you will research one of those allusions to learn more about it. You will then present your findings to the class, so that we will all understand its importance to the ancient Greeks and why Sophocles chose to reference it in his play.

Directions:

You have been given the name of a mythological allusion taken from the play Antigone. That allusion refers to a god or goddess, a myth, mythological figure, or famous place. Your job is to research your assigned reference and report back to the class.
Your project should contain the following:

• A retelling of the myth that explains the origin of the god, person or place.

• The importance of the god, person, or place in Greek society.

• The main theme or central message behind the reference.

• A visual image to accompany your presentation. This could be a poster, sculpture, drawing, etc., depicting important characters and events in your myth.

• A works cited page with at least three (3) scholarly sources, cited correctly using the MLA format.

The due date for this project is Wednesday, December 8, 2010

The grading rubric is on the back grading rubric to follow.

Subject of Project:

Your project should contain the following:

Excellent Good Fair Poor None

Retelling of the myth

Interpretation of importance

of myth to Greek culture

Explanation of the theme

Visual Image

Tone of Voice, Eye Contact

Originality/Creativity/Effort

Overall Project

Grading Scale: Final Grade

Excellent 100

Good 88
Good 88

Fair 78
Poor 65
None 0

Mr. Ira Sterne-----Social Studies Department----Holocaust Assignment

2010-11-30T19:58:00.013-05:00

INFORMATION CENTER RESARCH QUESTIONS

Many Nazi doctors and scientists justified their “experiments” as advancing their nation and the cause of science.

QUESTION 1 In light of historical evidence, and codes of accepted practices how do these justifications and experiments conflict with the concept of social and moral righteousness?

QUESTION 2 Is it really ethical to use the data-that is- the results of these experiments? Can their use be justified? If what happened is now history, is it okay to look at this data? (“what’s done is done”)

You should use the list of modern experimental guidelines that is on the reverse of the Milgram handout.

Further Information Center Resources:
Gale Student Resources in Context

Virtual Reference Collection

ABC-CLIO World Histopry/Modern Era

Facts.com World News Digest (1940 to present)

Proquest Historical NY Times (from 1851)

Proquest Multiple Databases

Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Some keywords with which to search are:

Hippocratic Oath

Declaration of Helsinki

Nuremberg Code

Tuskegegee Medical Study-U.S. Public Health Service

American Biologic Experimentation in Guatemala(This was just declassified)

1) Nazi Medical Experiments

http://www.ushmm.org/

2) Medical Experiments of the Holocaust and Nazi Medicine

remember.org/educate/medexp.html

3) The Ethics Of Using Medical Data From Nazi Experiments

www.jewishvirtuallibrary.org/jsource/Judaism/naziexp.html

4) Nazi Medical Experiments

nazi_medical.tripod.com

5) A Synopsis of the Medical Experiments of Nazi Doctors

http://www.isurvived.org/

6) The Nazi Doctors

www.auschwitz.dk/doctors.htm

7) Human medical experimentation in the United States

http://www.naturalnews.com/

8) Personal Statements from Victims

http://www.claimscon.org/

9) NCUR Abstract: NAZI MEDICAL EXPERIMENTS

http://www.dominican.edu/

Ms. Christine Kunkel-----English Department-----Sophomore English Library Research Assignment

2010-11-22T17:40:00.019-05:00

Directions:

1. Search the following databases for documents that pertain to Maya Angelou.

Virtual Reference Collection

eLibrary: Periodicals
Bloom's Literary Reference Online
use for interview, literary reference/criticism
Gale Cengage Learning Database
Student Resources in Context
Literature Reference Center
use for interview, literary reference/criticism, scholarly journals

2. Identify, read, and print out two documents about Maya Angelou that most appeal to you. Acceptable types of documents include, but are not limited to:

• an interview

• a literary reference article

• a literary criticism

• a newspaper or scholarly journal article

3. Bring both of these documents to class with you on Monday, November 29, 2010.

Sra. Liz Brecht-----Spanish-----Como Agua Para Chocolate por Laura Esquivel

2010-11-10T08:42:00.030-05:00

Amazon.com

Library Resources
Virtual Reference Collection
Bloom's Literary Reference Online
eLibrary
Informe
Gale Cengage Learning Databases
Student Resources in Context
LiteratureReference Center
WMHS Library Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

NOMBRE:_____________________FECHA:___________

COMO AGUA PARA CHOCOLATE por Laura Esquivel

Escribe sobre los personajes siguientes:

Mamá Elena ___________________________________

Tita__________________________________________

Pedro________________________________________

Rosaura_______________________________________

John__________________________________________

Nacha_________________________________________

Gertrudis_______________________________________

Chencha________________________________________

Alex___________________________________________

Esperanza_______________________________________

la narradora______________________________________

Paquita__________________________________________

Las frases siguientes te podrían ayudar a escribir un resumen del cuento
a. Tita teje y llora toda la noche.
b. Juan, el padre de Tita, muere.
c. Pedro y Rosaura se mudan a Tejas y Tita no puede alimentar a Roberto.
d. Esperanza se casa con Alex.
e. Mamá Elena muere.
f. Pedro acepta casarse con Rosaura.
g. Mamá Elena da a luz sobre la mesa de la cocina.
h. John y Tita no se casan.
i. Todos los invitados se enferman.
j. Roberto muere.
k. Tita aprende de los cerrillos internos que John dice que todos tenemos.
l. Nacha cuida a Tita en la cocina y llega a ser como una madre para ella
m. Nacha muere.
n. Tita se vuelve “loca” y John la lleva a su casa en Tejas.
o. Rosaura tiene un bebé, Roberto.
p. Gertrudis regresa al rancho.
q. Mamá Elena le dice a Tita que ella nunca va a poder casarse con Pedro.
r. Pedro le dice a Tita que la ama.
s. Rosaura tiene otro bebé, Esperanza.
t. Tita y Pedro comienzan una relación y Tita piensa que está embarazada.
u. Tita decide unirse a Pedro en la muerte.
v. Tita averigua que ella NO está embarazada y se lo dice a Pedro.
w. Nacha y Tita hacen el pastel para la boda de Rosaura y Pedro.
x. Tita regresa al rancho.
y. Tita y Pedro están solos y mientras están juntos, Pedro muere.
z. Tita acepta casarse con John.

Como Agua Para Chocolate por Laura Esquivel
Composición – 150 palabras
Todos nos deprimimos a veces y por diferentes razones. Describe alguna situación por cual te has deprimido o te deprimirías y como es que se te alivia la frustración.

Idea:
Hay personas para quienes la comida es un alivio. ¿Qué tipo de papel tiene la comida en tu vida
emocional? ¿Dejas de comer cuando estás deprimido/a o comes algo en particular, como por ejemplo el helado? ¿Hay alguna comida en particular que te hace feliz?

Ms. Dianne Kraemer---Social Studies Department---The Unification of Germany and Italy

2010-11-04T09:53:00.021-04:00

Library Resources

Gale Student Resources In Context
World Book Online

Historical Background: Nationalist movements led to the creation of several new nations across Europe during the mid-1800s.
TASK: Answer the following questions on a separate piece of paper. Attach this sheet to your responses. COUNTS AS A QUIZ GRADE. Due Monday 11/15.
1. What is nationalism?
http://www.beyondbooks.com/eur12/2.asp

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

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

4. 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

5. 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

8. What is Otto Von Bismarck’s policy of “Blood and Iron”? http://www.regentsprep.org/Regents/global/themes/nationalism/unification.cfm

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

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

Sra.Gisela Muller-----Presentaciones

2010-11-03T12:14:00.020-04:00

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 PAIS HISPANOHABLANTE Y COMPAREN Y CONTRASTEN LOS ELEMENTOS DEL 1-11 Recurso de la Biblioteca Sitio
Due November 22, 2010

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 Resources in Context
Catalogo
Academic Integrity
NoodleTools Citation System
Citation Machine

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

2010-11-03T08:42:00.028-04:00

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 Resources in Context

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 2011.
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. 15 LibraryNov. 16 Guidance Visit
Nov 17   Libraary
Nov 18   video
Nov 19   video
Nov 22   Library; My Question Due
Nov 23   Library
Nov 25   Thanksgiving
Nov. 29 Vocab 5
Nov 30   Antigone-My Search Process Due
Dec 2     Vocab Test
Dec 6     Library W Cite
Dec 7    What I Have Learned Due
Dec 8     Work Cited Due
Dec 9     What This Means To Me Due
Dec 13   I Search Due; Vocab 6
Dec 16   Vovab Test
Dec 17   Antigone Critical Lense
Dec 21   Antigone Test
• 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 2011!
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 Research Project

2010-10-28T09:38:00.024-04:00

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

Online Catalog

Gale Student Resources in Contenxt

Academic Integrity

NoodleTools Citation System

Citation Machine

The Writing Center of the University of Wisconsin

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. Asssignment:

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 15.

May the gods be with you!!!!

Mr:-O
Passwords for the Online Databasess Are Available at the Information Services Desk

A Bookcart Has Been Compiled For Student Use

Sra. Muller-----Spanish 4-----Qt. 2 Project-----Los Deportes

2010-10-27T08:08:00.024-04:00

2014 FIFA World Cup Brazil

Señora Muller/ Español 4
Qt. 2 Project

No translator can be used for this project. Dictionaries will be available for all in the library.

Library Resources
Virtual Reference Collection
CultureGrams
eLibrary
Gale Student Resources In Context
Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Los Deportes

Direcciones:
1. tendran 2 dias en la biblioteca
2. Hagan un folleto de una escuela de__________(deporte)
(usen p.94 del texto como un ejemplo)
3. Necesitan 4 paginas del folleto

Las Paginas:
a. p.1 y p. 2 son como p.94
b. p.3 ¿Cuales paises en Latina America y España se puede participar en este deporte? (una o dos frases)
¿Por qué escogiste este deporte? (explica con 3 frases)
c. p.4 workcited page (10 points will be lost if this is missing)

Due: November 18

Ingles:
Directions:
Sports
1. You will have 2 days in the library
2. Make a brochure about a school of(sport)
(use p. 94 from the textbook as an example)
3. You need 4 pages for your brochure
Pages:
a. p1 and p.2 like p. 94
b. p. 4 answer the following questions in at least two to three complete sentences. What counrties in Latin America and Spain can you participate in this sport? Why did you choose this sport?
c. p. 4 workcited page (You will lose 10 points if missing)

Grading Rubric

Nombre___________________________
Sra. Muller & Mr. Miller/Spanish 4/Qt 2 Project: Los Deportes
Rubrics: Points
Due November 18,2010 (10) ____________________
Brochure Format (20) ____________________
Spanish usage without translator (30) ____________________
Followed format on p.96 (15) ____________________
Creativity/ Orginaility (10) ____________________
Utilized website & cited sources (15) ____________________

total: (100) ________________

Mrs. Beauchamp-----Social Studies-----Great Moral Issues-----Topic Number 3-----Cyberbullying

2010-10-25T11:59:00.044-04:00

ISAFE.ORG

National Crime Prevention Council

Library Resources:

Gale Cengage Learning Databases

Gale Student Resources in Context

Virtual Refererence Collection

FACTS.com Issues & Controversies

Proquest k-12
SIRS

ProCon.org

Web Collection Plus Online Catalog

Academic Integrity

Citation Machine

NoodleTools Citation System

A List of Passwords for the Online Databases is Available Fro Student and Staff

A Bookcart Has Been Compiled

QUARTER REFLECTION PAPER
DUE DATE: FALL: MONDAY, NOVEMBER 8, 2010

DIRECTIONS: Using the research done in class, evidence from the documentaries viewed, results from the cyberbullying survey, and independent research, develop a 2-3 page position paper on cyberbullying.
CONTEXT: Although out-of-school speech is constitutionally protected, new legal rights must be developed for school authorities so that they can respond to off-campus speech that endangers student safety and well-being.
TASK: DO YOU AGREE OR DISAGREE WITH THIS STATEMENT: Is cyberbullying a significant enough problem that schools should be able to regulate this behavior, even though it originates off campus?
COMPONENTS OF PAPER: You paper should be a typed, double spaced, 12 font, with standard margins, that includes a heading with your name, Great Moral Questions, Quarter 1- Cyberbullying Reflection Paper, and contain the following elements:
1. Introduction to the topic; thesis statement; preview of argument; statement of main position.
2. Main body of paper: point one, with its supporting statements; point two, with its supporting statements; point three, with its supporting statements; etc.
3. Arguments to the contrary should be summarized/discussed (either as part of the main body, or after it).
4. Summarize the main points of the paper, referencing how the thesis of the paper has been supported, or proven – presents recommendations to the school board regarding what should or should not be done about cyberbullying.
5. Works Cited -- your list of sources (if you are using MLA Style, the list of sources is called Works Cited).
EVALUATION: Your paper will be evaluated on the following criteria:
• (10 Points) POSITION – a clear stance is taken to support or oppose the task statement. If you have a “split decision”, you need to make that clear.
• (30 Points) DEFENSE OF POSITION – Discussion of the evidence that supports your main position on the topic.
o You must find ONE additional article NOT given in class to add to your analysis.
• (30 Points) PRESENTATION OF OPPOSING POINT OF VIEW – Discussion of evidence that goes against your main position on the topic.
o You must find ONE additional article NOT given in class to add to your analysis.
• (20 points) SUMMARY - the main points of the paper, referencing how the thesis of the paper has been supported, or proven.
o Do this as though you were going to make a formal presentation of recommendations to the school board regarding what should or should not be done about cyberbullying.
• (10 points) WORK CITED your list of sources (if you are using MLA Style, the list of sources is called Works Cited).
NOTE: You will NOT be evaluated on the position you take, only on how well you defend your position.
Recommendations for writing this paper:
Research and notetaking -- The next step is to explore books, periodical articles, and other materials on your topic. For the most part, this is done – you should use your journal as your analysis references.
• You have been given several articles as well as the results from the cyberbullying survey.
• In addition, you must locate TWO additional articles – not provided by the teacher, to support your argument.
Citation style -When you research, keep track of the facts and opinions you will use in your paper by noting down where you got them. Consistent, accurate documentation is critical to good research. Get used to noting down sources as you use them.
• Use NoodleTools to assist with citation formats. A link can be found on Moodle or through the WMHS Library.
Draft working outline –
As you go along, do an informal outline to organize the main ideas, major and minor details, you want to use to develop and support your thesis or arguments.
• In addition, outlining helps you present your ideas in a logical order.
Continue research and notetaking, refine your thesis and write first draft –
• From your reading you should be ready to rewrite your thesis statement into a clear, brief sentence that precisely focuses your paper.
• Your draft should be a well-crafted combination of direct quotations, idea summaries, and paraphrased ideas—all properly credited.
• Your originality will shine through in the way you organize the information and express your thoughts. In fact, the very flow of your ideas will flesh out your argument.
The key to good writing is rewriting. Have someone, like a friend or a tutor, read your draft. Lastly: edit, format and proofread once more.

This paper counts as 40% of your grade.

Searching Library Catalogs at WMHS, the Public Library and SUNY Stony Brook University-A Library Orientation Posting

2010-10-20T18:11:00.024-04:00

School and Public Libraries use the Dewey Decimal System to organize their resources, while Universities utilize the Library of Congress Classification System (LC). Accessible materials include books, eBooks, Audio Books and Videos. A chart comparing the two systems appears in the link below:
Library of Congress Classification System vs. The Dewey Decimal System

The WMHS Catalog appears below and also includes eBooks. Type ebook as a keyword to view the collection.
WMHS Web Collection Plus Catalog

Materials at the University are accessible below:
SUNY Stony Brook University Melville Library Catalog

The Public libraries system and our local public library cataogs appear below:
Live-brary.com-Suffolk County Public Library Portal
Emma S. Clark Memorial Library Catalog

Teen Read Week, October 17, 2010-October 23, 2010

2010-10-13T19:15:00.008-04:00

Young Adult Library Services Association,

American Library Association

Teen Read Wiki

2010 Teens' Top Ten Nominations

WMHS Information Center-Access Gale Cengage Learning Databases From Your Smartphone

2010-09-30T10:09:00.021-04:00

The AccessMyLibrary School Edition iPhone® App
Access your library — even when you're not at school!

WMHS Information Center

Gale Cengage Learning Databases

(1`) Gale Virtual Reference Library-Reference eBook System

(2) Gale Student Resources in Context-Interdisciplinary resource of academic journals, primary documents, images, video and audio resources

(3) Literature Resource Center-full text literary criticism
student passwords are available at the Information Serices Desk

It's as simple as using the AccessMyLibrary School Edition app from Gale, a world-leading publisher of reference information. After a simple, one-time log-in using your library's password,* the mobile app will give you free, unlimited access to your school library's reputable, authoritative Gale online resources — anytime, anywhere!
Your library is on the phone. The free AccessMyLibrary School Edition mobile app is now available in the App StoreSM for use on the iPhone and iPod touch.®
View your school library's online resources today where you'll find reliable information — available 24/7 — from current magazines, journals, encyclopedias, how-to guides and more:

•Environment — unearth facts on conservation and sustainability

•Biographies — discover the stories of remarkable people of yesterday and today

•Career choices — uncover interesting career paths and industries

•Literature — read commentary, criticism and context on literary works and their authors

•Science — find current, credible research and experiments that allow for first-hand experience

•History — explore past events and their impact in shaping the world of today

Simply select your topic and citable results from sources you can trust are delivered immediately.

How It Works

Unlimited credible information is just a few clicks away. Simply select your state, community and school, and then supply your school library's password.* After this initial log-in, the wealth of your school's Gale online resources will be at your fingertips. Anywhere you have mobile Web access, you'll have access to your library.

Ms. Cristina Amato-----Research Project-----The Crucible

2010-09-28T09:52:00.012-04:00

Library Resources
Virtual Reference Collection
Bloom's Literary Reference
ABC CLIO American History
Gale Cengage Learning Databases
Student Resource in Context
Literature Resource Center
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

11th Grade Research Project

The Crucible

By Arthur Miller

For the first quarter project, you will research some aspect of persecution that has existed in the past or still exists now. Then you will compile a short research paper on the subject chosen.

When writing the paper follow MLA format which includes:

Times New Roman, 12 point font

Black ink

Minimum three pages

Minimum of three sources

One book source

Minimum of three parenthetical citations

Works cited page

Topics:

Choose one character from the play The Crucible and research the person that character was based on. Show the differences and similarities between the historical character and the character from the play.

Research McCarthyism. Explain who, what, where, why and when.

Research a modern day witch hunt.

Research the persecution of the Puritans versus religious persecution today.

Research women’s roles in society during Puritan era.

Research and discuss witches on Long Island.

If another topic is more appealing to you, please get approval from your teacher first.

DUE DATE: _____________________________

There will be a penalty for late papers.

A list of home access passwords and a

collection of books for this assignment is available for student use.

Sra. Gisela Muller-----Hispanic Heritage Month-----September 15, 2010-October 15, 2010

2010-09-20T09:29:00.019-04:00

Los Sitios de Web

Hispanic Heritage Month
The Hispanic Experience Today
Bio.com/Hispanic Heritage

Español AP periods 9

Sra. Gisela Muller- Hispanic Heritage

En preparación de la celebracíon de la Hispanidad:
Vayan al sitio: hispanic-culture-online.com
Después vayan a “Hispanic Culture Test”
Tomen todos los examenes, no miren las repuestas hasta que no terminen el examen.
Tarea:
Vayan y lean:
1. Celebrate Hispanic Month
2. Hispanic Heritage Places in U.S.

Library Resources
Virtual Reference Collection
Culturegrams

Due Date: October 4, 2010

Sra. Gisella Muller-----Latino Journey Project

2010-09-17T08:44:00.049-04:00

Our Journeys/Our Stories
Portraits of Lainto Achievement
Virtual Exhibition

Objectives: Students will use interpretive and analytical skills to learn about Latinos profiled in the exhibition at Stony Brook Museum with their inspiration stories.Students will apply their knowledge of oral histories and use the general skills and strategies for the writing process.

Tasks:
1. Research 15 of the people listed below.
2. Write a detail entry about each person, where they are from.
3. Annotate their contributions, and their occupation.
4. Annotate any quotes they made regarding their journey as a Latino.

Tania León
Dolores Huerta
Rebecca Lobo
Bill Richarson
Mario J. Molina
Chita Rivera
Antonia C. Novello
Victor Villaseñor
Derek Parra
John M. Quiñones
Joseph Unanue
Ricardo E. Alegría
Mel Martinez
Ellen Ochoa
Pepón Osorio
Alfred Rascon
Juan Romagoza
Luis Valdez
Teodoro Vidal
Raúl H. Yzaguirre
Linda Alvarado
Judith F. Baca
Sandra Cisneros
Cristina García

Library Resources:
1. A book from the Web Collection Plus Catalog
2. Gale Cengage Learning Databases-Student Resource Center
3. Virtual Reference Collection
4. NoodleTools Citation System
5. Citation Machine

WebSites:
Hispanic/Latino-Americans
Hispanic-American Experience Hispanic Heritage Month
Google

Due Date: October 4, 2010

Summer Reading At New York Libraries

2010-06-23T10:31:00.008-04:00

click here

Teens Home
Booklists
Check out these lists and reviews for tons of great summer reads.
Tween Book List
Teen Books: Explore New York
Teen Corner Book Reviews
Graphic Novel Reviews
Young Adult Book Reviews
3 Apples Book Award

New York State’s own teen pick book award
Favorite Teenage Angst Books
Teen Books
Flamingnet Book Reviews
Teen Reads
Which Book?
Book a Minute Classics

"War and Peace" in one minute? Sure.

Mr. Jeffrey Harris-----Economics

2010-05-19T08:37:00.012-04:00

Library Resources

Virtual Reference Collection

Business Company Resource Center

Proquest Multiple Databases (Newsday, New York Times, Wall Street Journal)
Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Consumer Education Projects
Your job is to become an expert on one of the following topics and then teach the important ideas about it to the class. Your final grades in the class and your consumer education credit depend on your project, your presentation and a final exam.
Topics:
“Why am I broke all the time?” How and why to do a personal budget.
“What security deposit?” How to rent an apartment.
“Pay myself first? What the…?” The how and why of savings.
“As seen on TV.” The power of advertising.
“The story of stuff.” How do my buying habits affect the world?
“Scams, spam and getting slammed.” How to avoid getting ripped off online and in the real world.
“I wish my parents were rich.” How to pay for college and not get buried in debt.”
“But I thought I was making 10 bucks an hour!” What to expect from wages. Where does all the money go from your paycheck?
“Pay the man.” How to do your taxes.
“Oh Lord, won’t ya buy me a Mercedes Benz.” How to buy cars and other expensive stuff. (or just take the train)
“A cheeseburger costs $487.63?” How to avoid credit card debt.
“If it seems too good to be true...” How bad consumer decisions contributed to the recent financial crisis.
If you already have Consumer Ed credit you can work on one of the above projects, or do a project which applies psychology to consumer behavior. You must give me a written proposal about your original topic so I can approve it.
Products:
Each team must create:
* A one-page handout with key ideas which will be printed and distributed. (10pts)
* An activity so students can practice using the information. This can be a worksheet, a game, an online activity or some other learning tool. (10pts)
* A 10 question multiple choice quiz on your topic. (10pts)
In addition to the above, each team must present their information to the class through a PowerPoint presentation, a video, a website or other product (20pts). The presentation should be 10 minutes long and the activity should take 5 minutes.

Here are links to resources for our Consumer Education unit.

1 - Why am I broke all the time?

http://www.myliferoi.com/2009/10/budgeting-worksheet-for-teens/ http://www.themint.org/teens/tracking.html http://www.themint.org/teens/determine-your-budget.html http://www.atg.wa.gov/teenconsumer/finances/budgets.htm http://www.dinkytown.net/java/HomeBudget.html

2 - What security deposit?

http://www.atg.wa.gov/teenconsumer/on_your_own.htm http://www.tenant.org/ http://www.mytwodollars.com/2008/01/16/a-few-tips-for-first-time-apartment-renters/ http://ezinearticles.com/?Leasing-Planning-for-First-time-Apartment-Rental-Expenses&id=625503 http://data.cmap.illinois.gov/chicagoareahousing.org//Allinfo.asp?audience=r

3 - Pay myself first?

http://www.fool.com/how-to-invest/thirteen-steps/step-1-change-your-life-with-one-calculation.aspx?source=ii1sitlnk0000001 http://www.themint.org/teens/saving.html http://www.themint.org/teens/compounding-calculator.html

4 - As seen on TV:

http://pbskids.org/dontbuyit/ http://www.icbs.com/kb/marketing/kb_marketing-psychological-tricks-in-selling.htm http://www.wsu.edu:8080/~taflinge/words.html http://www.factcheck.org/ http://www.cracked.com/article_15768_as-seen-on-tv-10-most-laughably-misleading-ads.html

5 - The story of stuff.

http://www.storyofstuff.com/ http://www.npr.org/blogs/money/2010/03/how_much_does_a_pair_of_jeans.html

6 - Scams, spam and getting slammed:

http://www.snopes.com/ http://www.atg.wa.gov/teenconsumer/buying_goods_and_services.htm http://chicago.bbb.org/consumers/

7 - I wish my parents were rich!

http://www.atg.wa.gov/teenconsumer/finances/financing_college.htm http://www.collegeboard.com/student/pay/ http://apps.collegeboard.com/fincalc/ep/wizard-home.jsp

8 - But I thought I was making 10 bucks an hour...

http://www.themint.org/teens/earning.html http://www.wallstats.com/deathandtaxes/ http://www.dinkytown.net/java/HomeBudget.html

9 - Pay the man.

http://www.freefile.irs.gov/ http://www.helium.com/items/159765-income-tax-tips-for-first-time-filers-the-w-2-your-first-step http://www.bankrate.com/brm/itax/news/20040130a1.asp http://www.irs.gov/ http://www.wallstats.com/deathandtaxes/

10 - Won't ya buy me a Mercedes Benz..

http://www.themint.org/teens/spending.html http://www.atg.wa.gov/teenconsumer/buying_goods_and_services.htm http://www.atg.wa.gov/teenconsumer/transportation.htm

11 - A cheeseburger costs $487.63!

http://www.themint.org/teens/owing.html http://www.themint.org/teens/i-paid-how-much.html http://www.atg.wa.gov/teenconsumer/finances/credit_cards.htm

12 - If it seems too good to be true...

http://baselinescenario.com/financial-crisis-for-beginners/ http://www.npr.org/blogs/money/2008/12/whats_causing_the_crisis.html http://socyberty.com/economics/the-financial-crisis-for-dummies/ http://www.dosomething.org/blog/chatterbox/financial-crisis-teen-are-feeling-pinch-too

In addition to the above, each team must present their information to the class through a PowerPoint presentation, a video, a website or other product (20pts). The presentation should be 10 minutes long and the activity should take 5 minutes.

Thanks to - http://cantorsappsychologyblog.blogspot.com/2010/05/consumer-education-unit-presentations.html

Ms. Clarice Riggio-----Great Moral Issues-----Final Project

2010-05-14T09:15:00.007-04:00

Click On Image To Access SIRS

Library Resources
Virtual Reference Collection
eLibrary
Facts.com World News Digest
Newsday
Proquest Historical New York Times (1851-)
Proquest Multiple Databases (includes NY Times-current and other newspapers and periodicals))
SIRS researcher
Gale Cengage Learning Databases
Student Resource Center
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

Big 6 Information Skills

Great Moral Issues Final Project

Over the course of this semester we have discussed numerous topics, however, the research and background was always done for you. Now it’s your turn, to do the research. The Great Moral Issues Final Project is a research paper. You will have 3 Days in the Computer Lab to work on your project. This Project counts as 20% of your grade for this course!!!

Project Requirements:

Choose a topic: If you choose a topic from the below list or a topic we have discussed in class, It does NOT have to be approved. However if you decide on another topic, you must get approval from me.

3-5 Page Paper: You must write a 3-5 page research paper about your topic, discussing BOTH the pros and cons of the issue. Then you MUST discuss which side you agree with and WHY.

Papers are to be typed, double space, 10-12 point font (Times New Roman or Arial) with normal margins (no more than 1” around).

Works Cited Sheet: In addition to your paper you must have a Works Cited Page with at LEAST 3-5 sources!

Cover Page: You must have a cover sheet for your paper with the following:
Title
Picture
Your Name
Great Moral Issues Final Project
Ms. Riggio
Period 7
Spring 2010

Your paper MUST be typed and stapled and handed in on Friday, June 4.

Late Papers will Lose 5 points for each day they are handed in late.

Total number of pages handed in: 5-7

This Project counts as 20% of your final average for this class!

Pre-Approved Research Topics

Capital Punishment
Abortion
Immigration
Gay Rights
Physician Assisted Suicide
Patriotism
Terrorism
War on Terror
Animal Rights
Endangered Species
Corporate Agriculture
Race
Obesity
Healthcare Reform
Security
Capitalism
Government Bailout
Stem Cell Research
Drinking Age/Underage Drinking
Arab/Israeli Conflict
Gun Control

Ms. Clarice Riggio----A.P. World History-----News Research Project

2010-05-14T08:54:00.010-04:00

Library Resources
Virtual Reference Collection
eLibrary
Facts.com
World News Digest
Newsday
Proquest Historical New York Times (1851-)
Proquest Multiple Databases (includes NY Times-current and other newspapers and periodicals))
SIRS researcher
Gale Cengage Learning Databases
Student Resource Center
Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

Big 6 Information Skills

Introduction

Every day various news organizations report on events and trends that relate to this AP World History course. Careful analysis of such events will give you a better understanding history's recurring themes and the changes over time that have made the world what it is. This project is designed to help you attain such an understanding.

The Assignment

Select one of the following themes in world history we have followed throughout this course. Once you have selected your theme, check with various news outlets to obtain information on your topic. You will be required to:
-Find and analyze 3-5 articles
-Save each article and place all articles into a folder
-Write a 5-7 page, typed paper reporting on the theme and make a calculated prediction as to which way you think it will go in the near future.

Possible Themes

Migration/movement of people, refugees. Examples: immigration from Asia to Europe/U.S., immigrants trying to cross the Channel Tunnel, Mexicans heading to the U.S., Africans heading for Europe.
Ethnic/religious conflict. Examples: Northern Ireland/Irish Republican Army, Middle East/Palestine.
Environmental issues. Examples: global warming, pollution, ozone layer depletion, El Niño.
Medical and health issues. Examples: AIDS, cancer, Ebola, stem cell research.
Human rights. Examples: the Balkans/Kosovo/Serbia, Chechnya (Russia), Falun Gong (China), Tibet -- OR -- gender issues/women's rights.
Communications technology. Examples: communication satellites, cell phones, Palm pilots, satellite phones, Internet communication and business.

Recommended Sources: You are NOT limited to these suggestions!

New York Times newspaper
The Economist magazine
Time
U.S. News and World Reports
MSNBC.com
CNN.com
ABCNEWS.com
Discovery News
British Broadcasting Company

Task

Once you have compiled all the articles and have analyzed them thoroughly, you will probably have noticed several trends or commonalities. Even though the events you found occur at different places throughout the world, you will notice similar trends in a wide variety of locations. An example of this is the impact of AIDS in both Africa and Asia. Though these areas are vastly different culturally, politically, and economically, similarities in how each region faces the problem of AIDS will be easy to spot. If you choose ethnic conflict in Russia and the Middle East, the same parallels will emerge. This should work for any topic you select.

Some historical examples you may wish to consider when comparing your modern trend with the past:
Migration: Irish potato famine, Columbian exchange, Europeans and African slaves in the Western Hemisphere.
Conflict: the Crusades fought between European Christians and Arab Muslims.
Environmental issues: impact of the Industrial Revolution, European crops coming to the New World, New World crops in Africa and Asia, the potato.
Health: the Plague in Athens, Black Plague in Europe and Asia, smallpox in the New World, influenza pandemic after WWI.
Slavery: Arab slavery, Atlantic slave trade, caste system in India.
Communication: Egyptian hieroglyphs and scribes, Battle of Marathon, Great Wall of China, block printing in China, moveable type printer (Gutenberg), telegraph and telephone.

Paper

 Papers will be 5-7 pages plus your bibliography. You MUST use 2-3 resources from the Library (Mr. Miller will introduce you to these resources).
 10-12pt font Arial or Times New Roman
 We will have 3 class days in the Information Center to work on your research and learn proper research and paper writing skills(Thursday, May 20, Friday, May 21 and Monday, May 24)
 This paper can be compared to a Change Over Time essay, in that you will explain the issue, then write about it in the modern world and then research and report on its historical trend. Make sure you include changes and continuities!
 Papers will be due NO later than Wednesday, June 9!!!! (Late Papers will lose 10 points for each day they are late!)

Mr. Brian McAuliffe-----English Department-----A.P. Literature and Composition Research Assignment

2010-05-06T19:05:00.012-04:00

WMHS Library Resources

Big6 Information Skills

Virtual Reference Collection
Bloom's Literary Reference Online
eLibrary
Twain's Author Series
Proquest Multiple Databases (NY Times, Academic Journals)

Gale Cengage Learning Databases

Student Resource Center

Literature Resource Center

Online Catalog

Academic Integrity

NoodleTools Citation System

Citation Machine

Assignment. Choose a major work or an author we have studied this year, a novelist, playwright, or short story writer. Or choose a poem or poet we have studied. Write a 5-7 page research paper about this subject using a minimum of three legitimate outside sources. Your paper must follow MLA guidelines for manuscript format and citation conventions.

Getting Started. Begin with a school-sponsored site (e.g. Bloom or Gale Group). The subject should be one that you are interested in. It may be one that you have already thought about (e.g., the role of female characters in Hamlet), or it may be a question you have not yet considered (e.g., How much did Dylan Thomas use “closed form” in his poetry?)

Read pages 2179-2184 in your textbook. This will give you an overview of what this kind of paper entails. It also addresses important issues like internet reliability and plagiarism.

Review the hand out, “Sample Research Topics.” This will give you some idea of suitable topics for this assignment. It may also stimulate ideas of your own. Whatever topic you choose must be related directly to this course; it should not derive from a class you took previously (e.g., A.P. Language, 11 H, or 10H).

Some of the work on this assignment will be done in school, though obviously you will have to do drafting on your own time. Steps along the way will be graded.

Schedule.

______May 12 ___ Topic due

______May 24 ___Tentative thesis statement and Preliminary Works Cited due

______May 28___ Rough draft peer annotation

_____ June 4____ Paper due

Mr. Jeffrey Harris-----Economics

2010-05-04T08:20:00.014-04:00

Library Resources

Websites
Bloomberg
CNBC.COM
KiplingerMarketwatch
Scottrade
Wall Street Journal
Yahoo Finance
Databases

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

Online Catalog
Academic Integrity
NoodleTools Citation System
Citation Machine

SUPPLY AND DEMAND FOR THE HOLIDAYS.
CHAPTER 5/6 TEST

As the holiday season approaches, consumers have to tough economic choices they have to make. For some, it’s a budget, for others, its credit time. As we have studied the budget is the better of the two possibilities. With that being said, we are preparing budgets for what to get for our loved ones and friends for the holidays. Companies have spent the past year formulating plans, and spending millions, to try to get into your budget, and even worse, how to get you to spend outside of your budget. They are hoping that through advertising, word of mouth, or Oprah will give them the season’s winner

There are many resources that we will use in this supply and demand exercise, culminating with a PowerPoint. We will define what the major key terms in Chapter six are. These terms, along with Chapter five’s will help us get a sense of what supply and demand does to prices and how companies determine what to charge.

1. Terms that we need to know:
a. Price-
b. Rebate-
c. Economic Model-
d. Equilibrium Price-
e. Surplus-
f. Shortage-
g. Change in Supply-
h. Change in Demand-
i. Changes in Supply and Demand-
j. Price Ceiling-
k. Price Floor-
l. Target Price-
2. Once you have those complete, you will randomly choose a topic.
3. Once you have your topic you must:
a. Describe what the product is. Listen, I am in my mid-thirties and just because I assign it, does not mean I have a clue what it is. Explain the product, and based on your research, was there a reason the company decided to create this item. Was there a need that this want is filling? Is there a demographic it is trying reach?
b. What is the stock of the company saying? Go to yahoo finance and research the stock. Check out the chart on the company’s page and look at how the company is doing. Search back one year and see how the stock has been doing since last years’ holiday season. What are the analysts saying about the company and describe the forecast.
c. Now it is time for the vocabulary. Using at least six terms, include them in a slide and explain how they relate to your product. Example- Tickle Me Elmo’s target price this holiday will be $45.00. I believe, based on this information, the research and the analysts stating the cost would perform well at etc…
d. Include pictures, graphics and any other pertinent information.

THIS PROJECT IS DUE THURSDAY, MAY 13, SENT VIA MOODLE

Professional Development Day: Three Village Central School District, April 28, 2010-The Digital Media Library & Resources for 21st Century Instruction

2010-04-26T11:13:00.035-04:00

The Digital Medial Library and Resources for 21st Century Instruction

Jeffrey Harris

David Miller

I. Introduction (PowerPoint)

II. Web 2.0 Guru

III. Digital Media Library

IV. Virtual Reference Collection

V. Gale Cengage Learning Databases

VI.Edutecher.net

VII. Prezi

David Warlick, Personal Learning Networks

School Library Month, April 1-30, 2010-----National Library Week, April 11-17, 2010

2010-04-09T11:16:00.016-04:00

School Library Month 2010
"Communities Thrive @ your library"

Libraries are the heart of their communities.
National Library Week 2010 (April 11-17) will be celebrated with the theme:"Communities thrive @ your library."

American Library Association