IB HOTA - Internal Assessment Research

The following information is needed for your proposal:

General Topic of Investigation

Possible Thesis Question

Relevant People, Concepts, Events or Situations

Eight Appropriate Sources

Use the following links to access information on possible sources

On the Library Website - go to good research sources for a list of appropriate websites on many historical events

World History Collection

ABC Clio History Collection

Biography Resource Center

US History Collection

Introduction to Culture Activity - Cultural Foods

Goal: Your task is to research a specific culture and cuisine. This activity will focus on taking information from printed books, not the internet. This activity will count as a quiz grade.  As you research your culture, please respond to the following questions

What is the geographic location of your culture? What influences does this have on the food that is eaten?




Describe one major holiday. Please include any food that is eaten

Identify 6 Special Ingredients

Define 2 of them that you are not familiar with.

Please describe in detail one of the recipes in your book. Why did this look good to you? What are the main flavor components? When would you serve this dish? Is this a dish that possible to make in class this year? Why or Why not?

Give the following information for the book you used:
Title
Publisher
City of publisher
Copyright date


Exit Activity

List one interesting fact about your culture to share with the class

 

 

  

10H English Assignment - Evidence Based Argument Assignment

Should Parents Share Images of Their Kids Online?


Please read the articles provided at the link below:

NYTIMES

Task:
Carefully read each of the 6 brief articles provided.  Use evidence from at least 3 of the texts and write a well-developed argument about this topic.

Guidelines:
Establish your claim
Distinguish your claim from counterclaim (alternate or opposing claims)
Use specific, relevant and sufficient evidence from at least 3 of the texts to develop your argument
Identify the source that you reference by text number (example: Text 1)
Organize your ideas in a cohesive and coherent manner
Maintain a formal style of writing
Follow the conventions of standard written English

Senior Final English Project

Writing from Sources

 

CCLS: RL11-12.5

 

Directions: Closely read ten articles provided and write an evidence-based argument on the topic below:

Is our Fate/Destiny predetermined? Or do we make our own Fate/Destiny?

 

Your task: Carefully read the articles provided. Then, using evidence from at least three of the texts AND The Alchemist, write a well-developed argument about the topic above (4-5 pages).  Clearly establish your claim, distinguish your claim from an alternate or opposing claims, and use specific and relevant evidence from at least three of the articles and the novel to develop your argument. Do not simply summarize each text.

 

Guidelines:

·         Establish your claim.

·         Distinguish your claim from alternate or opposing claims.

·         Use specific, relevant and sufficient evidence from at least THREE of the texts AND The Alchemist to develop your argument.

·         Identify the source that you reference using MLA format . For example: Author’s last name page number (Coelho 127).

·         Organize your ideas in a cohesive and coherent manner.

·         Maintain a formal style of writing.

·         Follow the conventions of standard written English.

·         Must be 4-5 pages.

·         Due Wednesday, June 11^th.

 

 

http://www.nytimes.com/roomfordebate/2010/12/27/why-do-we-need-to-predict-the-future/well-all-go-extinct-one-day

LOOK AT THE DEBATERS section on the right: Read those articles.

 

Here a few extra resources:

http://learning.blogs.nytimes.com/2014/02/25/how-much-control-do-you-think-you-have-over-your-fate/?_php=true&_type=blogs&_php=true&_type=blogs&action=click&module=Search&region=searchResults&mabReward=relbias%3Ar&url=http%3A%2F%2Fquery.nytimes.com%2Fsearch%2Fsitesearch%2F%23%2Ffate%2F&_r=1&

 

http://learning.blogs.nytimes.com/category/student-opinion/

Genocide Project

Modern Genocide Activity

·     1)  Conduct research to find documents from the United Nations Convention on the Prevention and Punishment of Genocide.  Define Genocide in your own words.
      What is Genocide?

UN Convention

2)Conduct research to find information on the genocides in Armenia, Bosnia, Cambodia, and Darfur, Sudan.  Complete the graphic organizer with the information you find.

The following links contain information on all the genocides listed above

Genocide is more than the Holocaust:

7 Historical Incidents of Genocide

 

United Human Rights Council

United States Holocaust Museum - Genocide Page - current information on conflicts

Oprah Winfrey - Real life accounts of Modern Genocide

United States Holocaust Museum - Genocide History (does not include Armenia)
Includes information regarding Raphael Lempkin

ABC Clio - This is a database - following the link for Genocide

The following sources are separated by the events they are about.  Most of the videos are first hand accounts

Armenian Genocide

Armenian Genocide - Facts

Armenian Survivor Story - video

Armenian Genocide - First Hand Account

Turkish Soldier - First hand account of Armenian Genocide

Cambodia - The Killing Fields

Cambodia

Cambodian Survivor - Genocide Account

Cambodian Survivor - Short Video


Darfur

Genocide in Darfur - Houston Holocaust Museum

Darfur Genocide - National Geographic Video

Eyewitness Account to Darfur/Brief History of Conflict

Former Marine Gives Eyewitness Account of Darfur

Bosnia

Bosnia

Bosnia Genocide - BBC News includes timeline of events

The History Place - account of Bosnian Genocide

Bosnia - answers Who, What, Where, Why

Bosnia CBS - Video

Bosnia - eyewitness video

3)Conduct research to find at least two appropriate eyewitness accounts from atrocities in Armenia, Bosnia, Cambodia or Darfur, Sudan.  Take notes on the graphic organizer.  As you take notes, keep in mind that this information will be used for Part 4. 

4)Write an analytical paragraph in which you identify the similarities and/or differences of the accounts, using specific details from the eyewitness accounts. You should also consider using appropriate information from your chart in part 2.

WWII Project - Quinn

Requirements:

Title Page- 10pts- Must include a thesis, table of contents, and a description of each group member’s responsibilities and slides.

PowerPoint – 10pts- must be submitted one day prior to your presentation, must include work cited page, six slides per page

15 to 20 minute presentation – 80pts- include visuals such as graphs, photographs, and video clips (video clips should be no longer than 3 minutes).  Make sure you can discuss each slide without having to read word for word off the slide.

Avoid overloading the slides with text. 

Project Topics and their due dates:

Due Wednesday 4/24 – Propaganda (US vs. Nazi), Effects of World War II on African Americans

Due Thursday 4/25- Effects of World War II on Women, Changes in Family Life

Due Friday 4/26 – America’s Response to the Holocaust, Japanese Internment Camps

Other Possible Topics:

Japanese Internment Camps in Canada

Latin America’s Response to the Holocaust (pick a specific country)

United States and Latin American Relations during WWII

Possible Research Sources:

German Propoganda Guide

BBC Guide to World War II

WWII Europe Timeline

Holocaust Memorial Center

D-Day American Experience

Japanese Internment Camps

United States Response to Holocaust

Women at work

African Americans & WWII

 

US History (database)

War & Terrorism Collection (database)

 

ABC Clio (database)

Grade 9 Social Studies Research Project - Mini Historical Investigation

Using resources in the library, you will complete the following tasks:

1) Locate and select appropriate sources of information
2) Find, extract, and organize information from sources
3) Identify and evaluate possible sources of information

Each of the names below is linked to information about that person.
This information is from credible sources - these can be used for this project


Renaissance: ******************* Reformation:
Lorenzo de Medici ************* Martin Luther
Baldassare Castiglione ************* William Tyndale
Isabella D'este ************* Pope Leo X
Raphael Sanzio ***************** Charles V
Leonardo da Vinci ********Prince Frederick the Wise of Saxony
Michaelangelo Buonarroti ******** Henry VIII
Sofonisba Anguissola ********* Catherine of Aragon
Artemisia Gentileschi ********** Anne Boleyn
Francesco Petrarch ********** Queen Elizabeth I
Giovanni Boccaccio *********** Huldrych Zwingli
Niccolo Machiavelli *********** John Calvin
Vittoria Colonna ************** Katherine Zell
Albert Durer ***************** Ignatious of Loyola
Jan van Eyck ******************* Pope Paul III
Pieter Bruegel ********************* Pope Paul IV
Dante Alighieri *****************Queen Mary (Mary Tudor)
Desiderious Erasmus ************Filippo Brunelleschi
Thomas More ***************Montezuma II (15th-16th Century)
Christine de Pizan ************Christopher Columbus
William Shakespeare ********Hernan Cortes
Johann Gutenberg ***********Ferdinand Magellan
Vasco da Gama *************Bartolme de las Casas
Filippo Brunelleschi
Girolamo Savonarola
Donatello
Giotta Di Bondone
Lorenzo Ghiberti
Fra Filippo Lippi
Francois Rabelais
Galileo Galile
Franci Bacon
Nicolaus Copernicus
Sandro Botticelli
Amerigo Vespucci
Giovanni da Verranzzano
Christopher Columbus
Vasco da Gama
Pizzaro




To find more sources please search your person through the databases listed below:

Biography Resource Center

History Resource Center
Password: long_log
After finding your sources you will use NoodleTools to create your online bibliography and organize your research.