Monday, December 18, 2017

WWI Report - Propaganda

OPVL - Mini WWI Project

Origin, Purpose, Value, Limitations
This is a way to analyze historical documents in order to decide its usefulness.  For this project, you will choose one of the statements below and "prove" it to be true.  This will be done by researching propaganda posters.

Thesis Statement 

 Propaganda during WW1 motivated men from both the Allied and Central Powers to serve their country by joining the military

You will analyze 3 photographs or propaganda posters according to the OPVL model.  For the purpose of this mini-study, you will be required to analyze 3 documents with the full OPVL requirements.  

Use the following sources to conduct your research:

Username: LBHS

Password : library

British Library: World War I

European Propaganda During World War I

Propaganda Maps in Pictures

Propaganda Posters from US and other nations

US History in Context

War & Terrorism Collection

Tuesday, November 28, 2017

Serial Killer Project

You will research the historical attributes of a specific serial killer, create a PowerPoint presentation, print out your power point and then present your report to the class.

Use the following links to help with your research:

David Berkowitz
                                                            Nicholas Claux
Ted Bundy
                                                             Vlad Dracula
Ed Kemper
                                                             Ian Brady/Myra Hindley
Peter Kurten
                                                             Albert Fish
Ed Gein
                                                             Charles Manson
Andrei Chikatilo
                                                              Henry Lee Lucas                                                           
Marybeth Tinning
                                                             Jeffrey Dahmer
Jack the Ripper'
                                                             Nannie Doss
Ted Kaczynski
                                                             Fritz Haarmann
Arthur Shawcross
                                                            John Wayne Gacy
Richard Ramirez
                                                            John Christie
Albert Desalvo
                                                            Mary Ann Cotton
Dorothea Puente 
                                                           Wayne Williams
H.H. Homes

You can also review the information available in our databases:

Biography in Context
Username: lbhs
Password: library

You can also see what is available for your subject in the following website:


Monday, November 27, 2017

Industrial Revolution

The industrial Revolution started in England and made its way to the United States
Many inventions during this period changed the way people lived and how they worked.

These changed paved the way for all future inventions and creations that continue to change how we live, where we live and what types of jobs we may have.

Not all the changes were positive, however and in the late 1700's and early 1800's life was difficult for many people.

Using the resources given, you will explore the difficulties people faced during these times.
Please use the reaction chart given to record your responses to each station.

Diseases of Industrial Revolution

Public Health Timeline

Child Labor - slideshow

Victorian England Child Labor

Working Conditions


Living Conditions 


Orphan Trains

Friday, May 12, 2017

Global Issues

Access the following link for project information:

Global Issues Project

Databases : 

World History in Context

War and Terrorism

Global Issues in Context

To access our databases:

Username: lbhs
Password: library

Monday, May 8, 2017


Pie Lesson - Brecher

Pie Lesson - Mr. Brecher
Your task is to research the origin and ingredients of your assigned pie to help you become proficient in describing and ultimately creating a pie in class. Remember to write down the citation information for each resource that you use during your research.  Use the websites and databases available to you in the library.  This activity will count as a quiz grade.  As you research your pie, please respond to the following questions:

Pie Lesson Slides

Describe the taste of your pie (10 points)

Identify the composition of this pie: (10 points)
- Filling, Topping and Crust
What is the origin of your pie? Identify the region or country of your pie: (10 points)
At what point during the meal would you serve this pie? How would you classify your pie? (Sweet or Savory)  What is the ideal temperature to serve this pie?

Please describe in detail a variation of your pie.  Apply your knowledge and experience with gourmet foods and build on the knowledge you acquired today to create an original variation of the pie with a modern twist. (10 points)

List of Resources (30 points)

Fill in the information below for each website you found today. (Additional forms are available if needed)
1. Full name of the author of the site (if available) 

2. Name of the article on the website (if available)

3. Name of the website (for example: CNBC or Discover Channel

4. The publisher or sponsor of the site (for example: ehow or National Geographic)

5. The publication or last revised date of the site (hint: usually found at the bottom of the site)

6. The actual address or URL of the site (for example:

7. The date you viewed the site (for example: May 7, 2012)
Exit Activity (20 points)
List one interesting fact about pies and share with the class

Resources - Pie History
Everything Pies
This site provides a brief history of pie and many individual pie facts.

This site includes recipes and healthy eating links.

What’s Cooking America?
This site includes a comprehensive list of individual pie histories and links to recipes.

Food Timeline
This site includes a general overview of pie and pie history.  It also lists recipes and interesting facts about pies.

Derby Pie

History of Pie

Database - Culinary Arts

Monday, March 20, 2017

IB Dance Research Project

IB Dance Research 
IB Dance - Research
History Origin & Current Context- Describe how your dances came to be and how they evolved into modern day society.
- Clearly explain who created them, where and when they were created, why they were created and how  they were created.
- Discuss the evolution of the styles from inception to its current context.
- When discussing the current context, explain how these dances function today, in present day society.  For example, what purpose do they serve: social, political, spiritual/religious?  How does this evolved state compare to its original purpose? 

Dance Elements 

In a paragraph or two, discuss both dance styles' distinguishing elements, including:
- Dominant Dynamics - The dominant Laban Effort Actions include......
- Main Body Initiations
- Outstanding Movement
- Levels
- Musicality/Music
- Typical length of a piece
- Costumes, Make Up

The Critique

Complete a well developed analysis of a video clip or live performance of your second dance style.

The Interview

Investigate your unfamiliar dance style by interviewing a dance, dance teacher, dance researcher, dance historian or choreographer in the unfamiliar dance style.  
Your first assignment is to contact a person to interview. 


Start with a strong topic sentence, linking the two styles together.
Write the body of your paragraph - include the following:
- who began the dance
- when it began
- who watched it
- purpose it served, how it was evolved  and what purpose it now serves
Include MLA cited sentences
Current context
Conclusive sentence

Finding an Unfamiliar Style - Videos:

La Belle au Bois Dormant (Jonas, p. 134)
Interview with Tamasaburo (Jonas p. 136)
Commedia Dell' Arte (Jonas, p. 155)
Pas de Quatre (Jonas, p. 158)

List of Choreographers: 

  1. Alvin Ailey, modern
  2. Fred Astaire, Broadway, tap
  3. Josephine Baker, burlesque, theatre
  4. George Balanchine, ballet
  5. Don Campbell, locking
  6. Jack Cole, theatrical jazz
  7. Dean Collins, swing
  8. Merce Cunningham, modern
  9. Ruth St. Denis, modern
  10. Charles Louis Didelot, ballet
  11. Isadora Duncan, modern
  12. Agnes de Mille, ballet, theatre
  13. Jacques d’Amboise, ballet
  14. Katherine Dunham, modern
  15. Norberto Esprez, Tango
  16. Bob Fosse, musical theatre, jazz
  17. Lois Fuller, modern, lighting
  18. Antonio Gades, Spanish Flamenco
  19. Gus Giordano, jazz
  20. Martha Graham, modern
  21. Savion Glover, tap
  22. Tatsumi Hijikata, Butoh, Japanese dance
  23. Gregory Hines, tap, theatre
  24. Lester Horton, modern, Native American, jazz
  25. Doris Humphrey, modern
  26. Judith Jamison, modern, ballet
  27. Bill T. Jones, modern, ballet
  28. Rudolph Laban, Laban
  29. Jose Limon, modern
  30. Frankie Martinez, salsa
  31. Mario Maya, Flamenco
  32. Mia Michaels, jazz, contemporary dance
  33. Alex Moore, ballroom
  34. Mark Morris, modern, ballet
  35. Vaslav Fomich Nijinsky, ballet
  36. Christian Oviedo, Latin
  37. Pearl Primus, modern
  38. Kimia Ravangar, Iranian dance
  39. Gerome Robbins, classical ballet, contemporary musical theatre
  40. Bill Robinson, tap
  41. 41.  Jimmy Slyde, tap, jazz
  42. 42.  Sylvia Sykes, swing
    43.  Paul Taylor, modern
    44.  Hong Ten, breakdancing
    45.  Twyla Tharp, modern, theatre
    46.  Eddie Torres, salsa
    47.  John Weaver, pantomime
    48.  Mary Wigman, modern
Research Sources:::

Fine Arts and Music Database

FindIt - user name lbhs  password library

Monday, March 13, 2017

Othello - English 12

Final Assignment - 

As a culminating assessment, you will choose one of the following assignments.  The assignment 
must show your thorough understanding of Othello and the themes of the play.

1. Create a newspaper that highlights the pivotal scenes within the play Othello,  Make sure to
include the most important characters and the events that move the story along.
Every story within the paper must be reflective of the setting in Othello and the time in which it was
written.  Your paper must have:

a. Cover stories
b. Horoscope
c. Sports Section
d. Personal Ads
e. Advertisements
f. Obituaries
g. Advice Column

2.  Write a condensed version of Othello (a one act play).  Your script must highlight all the important
scenes within the play as well as the theme of the play.  (For extra credit you and your group can act
out your play, record it, and show it to the class)
Your script must include:

a. 3 to 4 pages long 
b. have 15 original quotes from Shakespeare
c. appropriate language 

There are print and on line sources available for the project:





Tuesday, January 31, 2017

Spice and Herb Project 
You will research and explore a spice or herb for classroom use. 
Using the links and materials provided you will answer the following questions: 

What does your herb or spice taste like? 

Where does your spice/herb originate from? How does it grow? 

What are some products, dishes and or cuisines that are usually paired with this herb or spice? 

What other herbs or spices does your herb/spice pair well with? 

Does your herb or spice have any non food functions? How much does this herb or spice cost? Why should someone use it in a dish? 

The SpiceHouse




AntiMicrobial Effects 

Benefits of Herbs&Spices

The Epicenture


Medicinal Herb Chart

Medicinal Herb List

In addition to these resources the library has many print sources that can assist you in finding this information.
Please ask for help if you need it :)

Wednesday, January 4, 2017

Religions - 9th Grade Project

Name of Belief System 

Origins  -- a date(rough estimate or precise time-period) for when the religion/belief system started. 

* Important Figures – Founder(s)/Prophet(s)/Leader(s)/God(s)/Goddess(es), etc. 

Geography -- Where did the religion/belief system start?  How did it spread? Where is it located today (also include map for this)? How many people, world-wide, follow this religion/belief system? 

* Beliefs – What are the basic beliefs/code for living/values/virtues/rules/practices/etc.? 

Women – Is there a specific role for women in this religion/belief system?  OR What is expected of women in this religion/belief system? 

Classifications -- Are there divisions/sects/denominations/branches for this religion/belief system?  

Dates -- What are the important dates in the history of the religion/belief system? 

What are important days? -- Holy Days/Holidays/Celebrations/Significant Days. 

Major beliefs/Worship/Religious Practices —What happens when a person dies?  Is there a difference between daily belief/practice and belief/practice around special events/days/circumstances?  What is a soul? Why do good things happen to bad people? etc. 

Symbols – What icons or images or sounds are associated with this religion/belief system? 

Holy Writings:  Include at least TWO quotes from primary source writings on the belief system. What can we learn about your belief 

For an EXEMPLARY project, the following must be included: 

* Impact on world events—What wars have been fought because of this religion/belief system?  Countries founded? Value systems changed, etc.? 

Provide a brief history – not covered by any of the previous requirements – for this religion/belief system. 

Current issues/crises/trends - What is happening with/in this religion/belief system today? 

It is a requirement that each of you include a BIBLIOGRAPHY, citing all of the sources that you use for your research. You MUST USE AT LEAST 2 of the sources that we have listed for you. YOU MAY NOT USE WIKIPEDIA

Your grade on this project will be based on your daily library work, as well as the finished project.  Every day you will get a grade for your library work, conduct and group input. The grade you receive daily will be out of 10, so if you get a 10 every day, you will earn 50 points on this project. The remaining grade will be on the finished product. You will each receive an individual grade for this project. It will count as a TEST GRADE.   

You and your group or partner may choose one of the following formats to present your information in. you must let us know by Wednesday 12/09/15 which of the choices you have selected. 


Create a children's book about the Belief System. 
Write and perform a short play in which the belief system is explained. 
Write a series of letters home explaining the belief system(s). 
Rewrite the lyrics to a song to make it about the belief system(s). 
Create a comic strip explaining the belief system. 
Write a series of diary entries as if you were a person studying this belief system(s). 
Create a Newspaper with explaining the Belief System. 
Create a “How to” manual for following this Belief System. 
Write and perform a Newscast explaining the key aspects of the Belief System. 

If you and your group or partner have another idea, please let us know before 

Recommended Sources:


BBC Religions

Christianity - ReligionFacts




BBC Religions



Regents Prep


BBC Religions



Regents Prep


BBC Religions

Religion Facts-Shinto


Japan Guide

Regents Prep



Patheos Library



Regents Prep


Regents Prep

BBC Religions

Patheos Library

Ancient History Encyclopdia



Legalism and Chinese Philosophy

Stanford Encyclopedia of Philosophy

Exploring Chinese culture

China Knowledge

Legalism in Ancient China

Databases for Long Beach