At 9:40 a.m.on Saturday, July 28, 1945, a B-25 Mitchell bomber, piloted in thick fog by Lieutenant Colonel William Franklin Smith, Jr.,[25] crashed into the north side of the Empire State Building, between the 79th and 80th floors, says Wikipedia.
One engine shot through the side opposite the impact and flew as far as the next block where it landed on the roof of a nearby building, starting a fire that destroyed a penthouse. The other engine and part of the landing gear plummeted down an elevator shaft. The resulting fire was extinguished in 40 minutes. 14 people were killed in the incident.[26][27]
Elevator operator Betty Lou Oliver survived a plunge of 75 stories inside an elevator, which still stands as the Guinness World Record for the longest survived elevator fall recorded.[28]
Despite the damage and loss of life, the building was open for business on many floors on the following Monday. The crash helped spur the passage of the long-pending Federal Tort Claims Act of 1946, as well as the insertion of retroactive provisions into the law, allowing people to sue the government for the accident.[29]
Wednesday, September 30, 2009
Central Park: an area called Strawberry Fields harkens to an orphanage in Liverpool
On December 8th, 1980 John Lennon was shot dead as he entered his home at the Dakota Apartment, says centralpark.com.
A long time resident of New York City, Mr. Lennon had taken many walks with his wife and young son through the friendly confines of Central Park. Long a favorite son of his adopted city, John Lennon wasn’t simply New York’s Beatle, he was, for many, the embodiment of the spirit on which city had been built. One half urbane cynic and one half romantic dreamer, he unabashedly embraced the disparate parts which, as every New Yorker knows, combine to form a uniquely gifted, passionate individual. And city.
In 1981 the city council designated an area stretching from 71st to 74th streets, as Strawberry Fields. Lennon's widow, the artist and performer Yoko Ono, later donated $1 million to the Central Park Conservancy to re-landscape and to maintain the 2.5-acre tear-drop-shaped parcel of park landscape.
It was named not only for the Beatles' well-known song, "Strawberry Fields Forever," but also for an orphanage in Liverpool, England, where as a child Lennon played with friends who lived there.
A long time resident of New York City, Mr. Lennon had taken many walks with his wife and young son through the friendly confines of Central Park. Long a favorite son of his adopted city, John Lennon wasn’t simply New York’s Beatle, he was, for many, the embodiment of the spirit on which city had been built. One half urbane cynic and one half romantic dreamer, he unabashedly embraced the disparate parts which, as every New Yorker knows, combine to form a uniquely gifted, passionate individual. And city.
In 1981 the city council designated an area stretching from 71st to 74th streets, as Strawberry Fields. Lennon's widow, the artist and performer Yoko Ono, later donated $1 million to the Central Park Conservancy to re-landscape and to maintain the 2.5-acre tear-drop-shaped parcel of park landscape.
It was named not only for the Beatles' well-known song, "Strawberry Fields Forever," but also for an orphanage in Liverpool, England, where as a child Lennon played with friends who lived there.
The Chelsea Hotel, NYC, is named for Chelsea, London
In the NYC video the proud owner of the famous Hotel Chelsea acts as though the name Chelsea originated with his hotel. Not so.
The hotel is in the Chelsea neighborhood of Manhattan. It's at 222 West 23rd Street, between Seventh and Eighth Avenues, near the Empire State Building, Midtown, Greenwich Village, and other NYC attractions.
The original Chelsea is an area of south-west London, England, bounded to the south by the River Thames, where its frontage runs from Chelsea Bridge along the Chelsea Embankment and Chelsea Harbour. The word Chelsea, says Wikipedia, means "landing place [on the river] for chalk or limestone" (Old English). Anglo-Saxon Cealc-hyð = "chalk wharf".
The hotel is in the Chelsea neighborhood of Manhattan. It's at 222 West 23rd Street, between Seventh and Eighth Avenues, near the Empire State Building, Midtown, Greenwich Village, and other NYC attractions.
The original Chelsea is an area of south-west London, England, bounded to the south by the River Thames, where its frontage runs from Chelsea Bridge along the Chelsea Embankment and Chelsea Harbour. The word Chelsea, says Wikipedia, means "landing place [on the river] for chalk or limestone" (Old English). Anglo-Saxon Cealc-hyð = "chalk wharf".
Thurs, Oct 1: Quiz on the Manhattan map and an open notes quiz on the Three cacophonous cities
Bit o' social vocab:
1. cacophonous: a) densely populated b) harshly noisy c) roach-ridden.
2. query: a) question b) queenly c) angry.
3. shibboleth: a) insider's word or phrase b) soap c) shiny.
1. Rudely loud and discordant.
2. A question.
3. An example:
- OMG.
- Also, the educated person's pronunciation of the city of Greenwich.
- In NYC the street called Houston St is not pronounced Houston. It is pronounced "Howston."
Your map may include any 12 items from the following:
- boroughs, rivers, islands, neighborhoods, landmarks.
The open notes quiz covers material on Los Angeles, Chicago and NYC.
Also, apologies to all for misspelling cacophonous on the board today!
1. cacophonous: a) densely populated b) harshly noisy c) roach-ridden.
2. query: a) question b) queenly c) angry.
3. shibboleth: a) insider's word or phrase b) soap c) shiny.
1. Rudely loud and discordant.
2. A question.
3. An example:
- OMG.
- Also, the educated person's pronunciation of the city of Greenwich.
- In NYC the street called Houston St is not pronounced Houston. It is pronounced "Howston."
Your map may include any 12 items from the following:
- boroughs, rivers, islands, neighborhoods, landmarks.
The open notes quiz covers material on Los Angeles, Chicago and NYC.
Also, apologies to all for misspelling cacophonous on the board today!
Tuesday, September 29, 2009
Addendum to the Social Studies Fair guidelines
The lengthy post of the entire package of Caddo Social Studies fair Guidelines just arrived from the Central office. I put them on our class blog because I don't think they're online anyplace else. Plus, it's helpful for all of us.
Students in my class may choose to do a Powerpoint/GoogleDoc version of the paper * Or * do the traditional backboard SS Fair project as described in these guidelines. Students who do more work will get more points.
I see the SS Fair as important in several ways -
* I get to work with you on a special project; in the long run, this is much more memorable than tests, maps and pizza.
* Getting clear about the scientific method.
* The skills of maximizing your teamwork and long-term work strategies.
Students in my class may choose to do a Powerpoint/GoogleDoc version of the paper * Or * do the traditional backboard SS Fair project as described in these guidelines. Students who do more work will get more points.
I see the SS Fair as important in several ways -
* I get to work with you on a special project; in the long run, this is much more memorable than tests, maps and pizza.
* Getting clear about the scientific method.
* The skills of maximizing your teamwork and long-term work strategies.
Monday, September 28, 2009
Comparison graphic: The US and Canada
On both sides of your US/Canada chart, fill in the following data -
1. The 3 most populous cities; rank & pop.
2. Land area (numbers rounded)
3. European nations that colonized.
4. Date of independence.
5. Type of government.
6. Languages.
7. Origin of name.
8. Earliest explorer.
9. Earliest European settlements.
10. National wealth.
11. Principal industry.
12. Additional industries.
13. Status in regards petroleum.
14.Agricultural output.
15. Status in Minerals.
16. Principal ethnic groups.
1. The 3 most populous cities; rank & pop.
2. Land area (numbers rounded)
3. European nations that colonized.
4. Date of independence.
5. Type of government.
6. Languages.
7. Origin of name.
8. Earliest explorer.
9. Earliest European settlements.
10. National wealth.
11. Principal industry.
12. Additional industries.
13. Status in regards petroleum.
14.Agricultural output.
15. Status in Minerals.
16. Principal ethnic groups.
Michael Cera and other well-known Canadians
Avril Lavigne
Pamela Anderson
Shania Twain
Nelly Furtado
Estella Warren
Sum41
Barenakedladies
Keanu Reeves
Celine Dion
Alanis Morissette
Peter North
Bryan Adams
Neil Young
Jim Carrey
Natasha Henstridge
Jennifer Tilly
Sarah McLachlan
Leonard Cohen
Kristin Kreuk
Michael Cera
John Candy
Mike Myers
Raffi
Neil Young
Dan Aykroyd
Lorne Michaels
William Shatner
k.d. lang
Rush
Joni Mitchell
Nickelback
Pamela Anderson
Shania Twain
Nelly Furtado
Estella Warren
Sum41
Barenakedladies
Keanu Reeves
Celine Dion
Alanis Morissette
Peter North
Bryan Adams
Neil Young
Jim Carrey
Natasha Henstridge
Jennifer Tilly
Sarah McLachlan
Leonard Cohen
Kristin Kreuk
Michael Cera
John Candy
Mike Myers
Raffi
Neil Young
Dan Aykroyd
Lorne Michaels
William Shatner
k.d. lang
Rush
Joni Mitchell
Nickelback
Caddo Social Studies Fair 09 instructions for students, parents and teachers
Region I
Social Studies Fair 2009
The Region I Social Studies Fair annually presents an exhibition of work prepared by social studies students from the parishes of Caddo, Bossier, and Webster, says Toussaint Battley, Caddo social studies superviser. Major purposes of the Region I Social Studies Fair are:
1. to recognize and reward outstanding scholarship and achievements of social studies students;
2. to provide students and teachers with an opportunity to put into practice ideas and principles of Americanism and patriotism as taught in the social studies;
3. to provide students and teachers with an opportunity to relate to their daily lives the ideas and principles taught in the social studies;
4. to give students and teachers an opportunity to compare and see what others are doing in the social studies;
5. to give students in the social studies an opportunity to interpret the cultural, social, political and economic forces of our times;
6. to encourage students and teachers to exchange techniques and ideas that have been successful in their classrooms;
7. to encourage students to do creative research and discover ways in which they can contribute to the development of society;
8. to lead students to draw more heavily upon all areas of social studies as a means of broadening and deepening their social concepts;
9. to arouse public interest in and appreciation for the broad areas of content in the social studies;
10. to develop an appreciation and understanding among the public for the abilities of youth; and,
11. to encourage an awareness of the world of work.
Project Topics and Disciplines
Anthropology: Ancient civilizations, Native Americans, customs, festivals, types of shelter and food, religion, etc.
Economics: Money, manufacturing, trade, transportation of goods and services, communication, inflation, stock exchange, common market, government budgets, etc.
Geography: Ecology, foreign countries, lands and people, maps, flooding, rivers, lakes, cities, conservation, etc.
History: Story of mankind, historical events, places, biographies, personalities, wars, etc.
Political Science: Government agencies, FBI, crime, U.S. Constitution, courts system, international governments, etc.
Sociology: Families, crime, mental health, propaganda, life styles, dreams, television, media, etc.
GENERAL INSTRUCTIONS FOR TEACHERS AND STUDENTS
Projects should be related to a subject being studied and should assist the students and class in learning more about the subject. Group and/or class projects as well as individual projects may be entered in all three divisions. Group projects and individual projects will be judged separately and separate awards will be given. Major emphasis should be places upon projects which call for methods of research and inquiry rather than “show” displays or “collections” of objects.
Division I Division II Division III
(Grades 4-6) (Grades 7-8) (Grades 9-12)
1. Anthropology 1. Anthropology 1. Anthropology
2.Economics 2.Economics 2.Economics
3. Geography 3. Geography 3. Geography
4. History 4. History 4. History
5. Political Science 5. Political Science 5. Political Science
6. Sociology 6. Sociology 6. Sociology
It is the privilege of each Division I school to send four entries to the regional fair. A Division II school will be permitted to send six entries to the regional fair this year. A Division III school will be permitted to submit eight entries this year. A school having more than one division, such as a grade 6-8 middle school may enter in more than one division. All schools are encouraged to hold a local fair to select winners who will be eligible for the Regional Fair. If a local school fair is not conducted, selections of winners in each division should be made by a committee.
All projects must be classified by exhibitors at the time of entry according to the above academic disciplines within the social studies area. Teachers should be careful to see that all projects are placed in the appropriate subject matter category. Final decisions as to categories will not be made by the regional director. History and sociology categories are generally entered heavily, particularly in Divisions I and II; you may wish to encourage your students to work on projects in other categories. We especially encourage increased participation of Division III students.
The following specific regulations should be kept in mind by both the students and their sponsoring teachers:
1. Projects must conform to grade level and academic discipline. Group projects must have ONE designated spokesperson for the judging period; other members of the group will be asked to leave the hall during judging.
2. The exhibitor should be prepared to give a maximum five-minute explanation of the project to the judges including a three-minute presentation and two minutes for questions and answers.
3. Projects are limited to dimensions of 30 inches front to back and 36 inches wide.
4. All visual or audiovisual projects must be accompanied by a paper which shows the purposes, methods, conclusions, references and other supporting work appropriate to the type of project.
5. The projects must stand by themselves and be self-explanatory.
6. The exhibitor must furnish all auxiliary equipment, such as extension cords, light bulbs, etc.
7. Displays must be modified or improved between the Regional and State Fairs; however, the major theme must be maintained.
8. Fair Directors (local and regional) may make final decisions on matters pertaining to fairs if these matters are not covered in the Fair regulations.
2009 SOCIAL STUDIES REGIONAL AND STATE FAIR REGULATIONS
All students going to the Social Studies Regional or State Fair should be familiar with and agree to abide by these regulations.
1. Projects must conform to Division level and to academic discipline at both the Regional and State competition. Group projects must have one person designated as spokesman for the group. Other members of the group will be asked to leave the hall during judging. (A group project is one in which at least two students were involved in its development.) The Social Studies Fair director cannot assume responsibility for incorrectly completed forms. No projects will be changed from one category to another at the Regional or State Fair.
2. The exhibitor will be allowed a maximum of five minutes to explain, defend and answer questions on the project. It is mandatory that student presentations not exceed three (3) minutes in order to give judges time for questions. Judges will use an additional two (2) minutes for questions and answers.
3. Projects are limited to a table space of 30 inches deep (front-to-back) and 36 inches wide (side-to-side). All elements of the project must fit within the space assigned at the Fair and not encroach on adjacent space. No part of the project may be under the display table. No project may exceed 100 pounds in weight and 100 inches in height. Projects must be self explanatory, stand by themselves, and have back/ and or side boards. (See picture in accompanying project guide.)
4. All projects must be accompanied by a paper with the appropriate elements. These elements must include a properly written:
Title page
Table of contents
Abstract
Body of research paper
Conclusions
Footnotes (Division III only)
Bibliography (Sources specifically cited in paper)
References (Sources generally used to prepare paper)
(See Social Studies Fair Guide for additional information and examples.)
In regional competition these and other elements MAY be required by the Regional Fair Director. Winning projects at the State Fair MUST include the aforementioned elements. Footnotes are required for Division III winners only. Any standard bibliographic form for citation (APA, MLA, Chicago Style, Campbell, Turabian, etc.) is acceptable. All information (including oral information) must be properly cited.
The abstract is a brief (250 words or less) summary of the content and purpose of the project. (See the Guide to Social Studies Fair Projects in the Bulletin for an illustration.)
Project papers in Division I and II MAY be handwritten or typed; Division III papers must be typed.
5. Cassette players, light bulbs, batteries, etc. must be provided by the entrant. All projects requiring electricity must be accompanied by a minimum 50 foot extension cord. Also, projects using computers must have electrical surge protection devices. All equipment must be contained within the space allocated for the project.
6. The entrant’s name, school, hometown, or other identifying information is not to be visible anywhere on the project or research paper unless it is specifically related to the project. Entrants are not to wear school uniforms or other identifying clothing.
7. No live animals or any type of embryos or fetus may be exhibited. Only properly prepared animal skins, hides, or stuffed animals can be used in exhibits.
8. The State Fair is not responsible for valuables left on display, especially audio-visual or computer equipment.
9. Only one student will be present to defend a project-even in group projects.
10. No individual will be allowed to defend more than one project. No substitute presenters are allowed.
11. There is to be no communication between the student and the parents, teachers, or other participants while a student is being judged.
12. No projects are to be removed until after the awards ceremony. (This is to prevent damage to projects on display and as a courtesy to students who will receive awards later in the Awards Ceremony.)
13. Projects not removed after the awards ceremony will be removed and discarded by Fair site personnel during clean-up operations.
14. Parents and guests will be asked to leave the Fair during the judging. When the judging is completed, the parents and guests may enter the Fair.
15. Do not leave your project until the judging in your division/discipline has ended. (Notification will be given to students in the Fair site at the end of judging in each area. If you division/discipline has been dismissed and you have not been judged, contact a member of the State or Regional Fair Committee immediately!)
16. Do not bring food or beverages into the project display area.
17. Students must strictly adhere to instructions given by Fair and LSU/LSUS Security personnel.
18. No additional entries from regional competitions will be accepted the day of the State Fair. Only entries certified by regional Fair Directors and received at least ten (10) working days prior to the State Fair are acceptable. If a registration form was not sent in from a regional competition because of an error at the Regional competition, the student must be prepared to present evidence that he project is eligible and the necessary Fair fee has been paid.
19. Do not block either the aisles or exit/entry corridors, especially during the awards ceremony.
20. If you have a problem or need information, please contact a Fair committee person stationed on the stage for assistance and official information.
21. Projects may be modified or improved between fairs; however, the main theme, title, and discipline must be maintained.
22. The regional and State Fair Directors have the authority to make decisions not covered in these regulations on all matters related to their respective Fairs.
23. Decisions of judges are final and are not subject to review or appeal.
24. Failure by a student, parent, or teacher to adhere to Fair regulations on all or requests from Fair Committee members will result in disqualifications of the associated student project.
25. Parents and/or school personnel are responsible for the supervision and safety of the entrant. The Social Studies Fair Council is not responsible for supervision.
26. Displays of archaeological materials/human remains should be limited to those: (a) from the ground surface (not dug up); (b) from private property (not state or federal); and (c) not associated with any sort of human burial or contain any human remains. Students can contact the Division of Archaeology, P.O. Box 44247., Baton Rouge, LA, 70804; (504)342-8170 for booklets about archaeology. ( Refer to state law 1991- Act 704, house Bill No. 1446)
27. Judges’ evaluation forms for projects will not be made public following the conclusion of the state fair.
ADDITIONAL INFORMATION
1. Food services are located on the LSUS campus and in the area immediately adjacent to campus. (Food may not be brought into the project display area.) Telephones and rest room facilities are available within the Fair site at designated locations.
2. Please observe all LSUS campus parking regulations, especially during loading and unloading of projects in front of the Fair site. A special area near the Fair site has been designated for loading projects. Do not leave your vehicle there while registering for the Fair. You must move your car to a designated parking area immediately. Failure to adhere to LSUS parking regulations will result in your car being towed away. A FINE MUST BE PAID TO RECOVER YOUR VEHICLE!
3. Once projects are set up for display in the Fair site, students are both free and encouraged to visit the LSUS campus until time for judging.
A Guide to Social Studies Fair Projects
This portion of the Social Studies Fair Bulletin is intended to identify key elements in a social studies fair project, describe how those elements should be developed, and offer incidental information for teachers and students about how to initiate, develop, and present a social studies fair project.
This information is intended for teachers, students and fair committee members. Teachers are an essential resource in the development of social studies fair projects. Therefore, it is important that they have proper, accurate information about fair projects to share with their students. Students will find this guide and any additional information given by their teacher useful in developing projects. Hopefully, it will avoid the wasted time students spend casting about for scattered information related to the projects. The information here also can be useful to fair committee members who must respond to many questions from both teachers and students about social studies fair projects. Finally, the information within this section can be of use to judges who must decide which project, among many, is worst worthy of recognition.
The Basics of a Social Studies Project:
The development of every social studies fair project should consider these things:
A. A Topic
B. A physical display
C. A research paper
D. An oral presentation
How to select a topic:
The best way for a student to select a topic is to identify something that they are curious about. Students always have questions about many different topics, subjects, events, people, and places. The student should identify one of these things or anything else they might be curious about and begin to think about it.
In considering a topic these things should be kept in mind:
1. Value- -The topic should she light on some significant aspect of human experience.
2. Originality- - If a project has been the subject of a previous investigation, the proposed new study should either furnish substantial new evidence or provide a significant new interpretation.
3. Practicality- - Sources must be available which one may use conveniently and without fear of censorship. The scope of the subject should be neither too limited nor too broad.
4. Unity- - Every project must have a unifying theme, or be directed to a certain question or thesis, so that there is a point of departure, the development of the subject, and specific conclusions.
There are limited topics for study, especially at the local level. These include studies of business, churches, governments, biographies, community changes, and other such topics. It must be understood, however, that any one phase may involve one or all of the social sciences. For example, the evolution of business represents one phase of economics; its impact on people involves sociology; and its influence on people involves psychology. Even though the project encompasses many disciplines, it must be entered for competition in the discipline of major emphasis.
In selecting a topic the student should exercise care about the scope of the project. The project topic should not be so broad that it cannot be given good in-depth treatment. Conversely, the student’s topic should not be too specific. For example, a topic such as World War II might be too broad, and it might be too difficult to cover everything about that historical event in one comprehensive project. On the other hand, a topic such as Louisiana in World War II might be too narrow because information on Louisiana’s involvement in the war would be too limited. Some topics in between would, perhaps, be more suitable. Some examples are the War in the Pacific, the bombing of the Pearl Harbor, the allied invasion of Europe, the development of the atomic bomb, or the Battle of the Bulge.
It is possible that a student might be able to successfully create a project on World War II or Louisiana in World War II. The key is how the student treats the topic. A student might be able to create a project with a unique perspective on both of these topics. However, great care should be given to find the middle ground between topics that are too broad and topics that are too narrow.
Once a responsible topic is selected, a title could be given to the project. The title should be short and descriptive and create a picture of the project. It should pique the judges’ curiosity and spark an interest in learning more about the project associated with the title. It may be that the best title could be assigned after the research is completed.
Once the topic and/or title is selected the student should begin research. Information can be gathered from many sources, especially school, public or college/university libraries.
Sources of information concerning one project may require only questionnaires to a sample of people and the tabulation of results; another project may be based on the study of manuscripts and/or newspapers; and still another project may be based on governmental publications or those of some specialized agency. The following are fruitful sources of information for researchers in the social sciences:
A. Newspapers, magazines, published letters, memos;
B. Unpublished manuscripts (wills, letters, deeds, church minutes, diaries);
C. Government publications (international, national, state and local);
D. Publications by private agencies, physical remains, (buildings, battle areas, artifacts);
E. Oral interviews, polls and questionnaires, photographs, sound recordings, and films.
F. The Internet
As a rule, a good researcher uses a variety of these, and the use of one leads to another.
Students should consult general reference materials first if they have no background information at all or if the topic is not current. Some suggested reference sources of this type are:
Encyclopedias
Atlas and gazetteers
Almanacs
Yearbooks and Handbooks
Biographical Dictionaries
The Internet
If the information is very current, information can be found through the use of:
Reader’s Guide to Periodical Literature
Vertical files
Newspapers or news magazines
Current biography
The Internet
One of the most powerful tools for library research (other than the librarian) is the card catalog or the electronic card catalog. This invaluable tool will allow the student to look up information according to the title of a book, subject or author and will provide the location and in the case of the electronic card catalog, status of availability of the materials.
Another excellent, often overlooked source is community people who can offer oral information about a wide range of topics and events. Students with appropriate topics can find these people a fine source of information which can enrich their projects with unique and often unusual information unavailable from other sources. Other information can be secured from community people in the form of questionnaires or surveys.
Social Studies and other teachers with responsibilities for developing skills should not miss the opportunity to provide appropriate instruction in these areas to students working on fair projects. Reading, writing, research and reference, study, thinking and other skills instruction should be coordinated with the development of social studies projects.
Project Display
The display is the physical representation of your theme or topic. It must fit within a space 36 inches wide and 30 inches deep. It cannot weigh over 100 pounds or be taller than 100 inches. The project may take one of several forms:
A. Visual projects- This type project relies primarily on visual elements to convey to the judges the meaning of the project.
B. Audio projects- This type project relies primarily on audio elements to convey to the judges the meaning of the project.
C. Audio-visual projects- This type project relies on both audio and visual elements to convey to the judges the meaning of the project.
In all forms, the student should still have a research paper and should be prepared to give an oral presentation to the judges.
Some other points to remember about the physical appearance of the project are:
A. The title of the project must be on the display
B. The materials used for the project can vary, but it should be safe, strong, light weight and self-supporting.
C. Use attractive materials and lettering.
D. Words should be seen easily from a distance of three to five feet.
E. Choose colors which have good value contrast. Value contrast is the amount of darkness or lightness in a color. For example, navy-blue letters on a yellow background are easier to read than orange letters on a yellow background. Some colors you can use for good value contrast are:
White on black - Orange on purple - Black on Yellow - White on purple
Black on orange - Navy-blue on yellow - Yellow on Kelly-green - Purple on yellow
F. Avoid the use of purchased items and little plastic figures. Be creative; make your own figures from available materials or handmade items. Use original materials or pictures where possible and avoid the use or over-use of photocopies.
G. Do not use flammable, toxic or there dangerous materials or objects.
Various project media can be included in the project. These include:
Charts Diagrams Documentaries Photographs
Murals Graphs Maps Mock-ups
Statistical analysis Surveys
The Research Paper
A well developed research paper must accompany each social studies fair project. The research paper must include these items:
1. Title Page:
Good titles usually are short, descriptive, and create pictures in the minds of the audience. A title should hint at the subject without telling the whole story like a riddle that sparks interest because it makes the listener think.
2. Table of Contents:
All major elements in the paper should be listed with the appropriate page number.
3. Abstract:
It is a brief (approximately 250 words) summary of the content, purpose, and reference sources used in the paper. The purpose of the report should be based on the questions you asked or the problem you identified. The following is an example of an abstract.
Example of an Abstract
This project is about the internment of Japanese-American citizens during World War II. The project will describe the historical background for popular sentiment against Japanese-Americans living on the west coast of the United States at the beginning of World War II. The project will show that the internment of these people was not only an act to increase national security, but was a part of a great effort to calm an alarmed American public frightened by the sudden attack on Pearl Harbor. Further, the project will show that the internment of the American citizens was inconsistent with the principles of the U.S. Constitution.
Information for this project was secured from various sources including books, periodicals and government documents. Also included will be taped interviews with legal experts and Japanese-Americans.
This project intends to demonstrate that even in time of national emergency, citizens must be careful to insure constitutional rights.
4. Body of Paper:
This part of the paper tells the story of the project. It should include information about the basic purpose of the report, relevant questions asked, and information gathered for the research. The length of the paper may vary depending on the type of project, but it should be of adequate length to appropriately cover the topic.
5. Conclusion:
The general ideas the student discovered or learned from doing the project should be concisely described in this section.
6. Footnotes:
Any information (including oral interview information) directly cited in the report or paraphrased should be properly indicated in the body of the research paper. Footnotes are required in Division III research papers.
7. Bibliography/ references:
All books, articles, and other sources, including interviews, which were used in the report must be listed. Any of the standard bibliographic or reference styles, such as American Psychological Association, Turabian, University of Chicago, Modern Language Association, etc. may be used.
The Oral Presentation
Each student must give an oral presentation to judges on their project. The student should also be prepared to respond to any questions that might be asked about the project. The oral presentation should be concise, to-the-point, and in logical order. Responses to questions should also be concise and to-the-point. These are some things that will help in the oral presentation and when responding to questions:
Keep eye contact with the judges Stand on both feet
Dress neatly Stay within the time limit
Integrate the display into the presentation Use conversational speech
Relax, speak slowly and clearly
There are several things that should not be done during the oral presentation. These include:
Chewing gum or tobacco moving nervously
Standing in front of or obscuring the project using note cards or notes
Putting hands in pockets Wearing heavy jewelry or distracting clothing
Parent Involvement
Appropriate parent and teacher involvement in a social studies project is essential. Both parents and teachers should remember that the most important ingredient in any project is the amount of work the student accomplishes, how much knowledge he or she acquires, and how much initiative is displayed. Many abilities are developed: researching, organizing, outlining, measuring, calculating, reporting, and presenting. These involve the reading, writing, arithmetic, and social skills so much a part of successful daily living.
There are some points that both teachers and parents should keep in mind:
A. Parents and teachers should support and encourage involvement in the social studies program.
B. The emphasis should be on student achievement and learning and not strictly on “winning.”
C. It is appropriate for parents and teachers to work with students to insure that projects are safe.
D. Some forms of parental or teacher involvement which are welcomed include:
Suggesting project ideas
Suggesting reference sources
Transportation to libraries, businesses, museums, and other places that are sources of project information
Being a good listener for practice oral presentations
Offering general constructive criticisms
Giving encouragement to students
Monitoring construction of projects to insure safety
Social Studies Fair 2009
The Region I Social Studies Fair annually presents an exhibition of work prepared by social studies students from the parishes of Caddo, Bossier, and Webster, says Toussaint Battley, Caddo social studies superviser. Major purposes of the Region I Social Studies Fair are:
1. to recognize and reward outstanding scholarship and achievements of social studies students;
2. to provide students and teachers with an opportunity to put into practice ideas and principles of Americanism and patriotism as taught in the social studies;
3. to provide students and teachers with an opportunity to relate to their daily lives the ideas and principles taught in the social studies;
4. to give students and teachers an opportunity to compare and see what others are doing in the social studies;
5. to give students in the social studies an opportunity to interpret the cultural, social, political and economic forces of our times;
6. to encourage students and teachers to exchange techniques and ideas that have been successful in their classrooms;
7. to encourage students to do creative research and discover ways in which they can contribute to the development of society;
8. to lead students to draw more heavily upon all areas of social studies as a means of broadening and deepening their social concepts;
9. to arouse public interest in and appreciation for the broad areas of content in the social studies;
10. to develop an appreciation and understanding among the public for the abilities of youth; and,
11. to encourage an awareness of the world of work.
Project Topics and Disciplines
Anthropology: Ancient civilizations, Native Americans, customs, festivals, types of shelter and food, religion, etc.
Economics: Money, manufacturing, trade, transportation of goods and services, communication, inflation, stock exchange, common market, government budgets, etc.
Geography: Ecology, foreign countries, lands and people, maps, flooding, rivers, lakes, cities, conservation, etc.
History: Story of mankind, historical events, places, biographies, personalities, wars, etc.
Political Science: Government agencies, FBI, crime, U.S. Constitution, courts system, international governments, etc.
Sociology: Families, crime, mental health, propaganda, life styles, dreams, television, media, etc.
GENERAL INSTRUCTIONS FOR TEACHERS AND STUDENTS
Projects should be related to a subject being studied and should assist the students and class in learning more about the subject. Group and/or class projects as well as individual projects may be entered in all three divisions. Group projects and individual projects will be judged separately and separate awards will be given. Major emphasis should be places upon projects which call for methods of research and inquiry rather than “show” displays or “collections” of objects.
Division I Division II Division III
(Grades 4-6) (Grades 7-8) (Grades 9-12)
1. Anthropology 1. Anthropology 1. Anthropology
2.Economics 2.Economics 2.Economics
3. Geography 3. Geography 3. Geography
4. History 4. History 4. History
5. Political Science 5. Political Science 5. Political Science
6. Sociology 6. Sociology 6. Sociology
It is the privilege of each Division I school to send four entries to the regional fair. A Division II school will be permitted to send six entries to the regional fair this year. A Division III school will be permitted to submit eight entries this year. A school having more than one division, such as a grade 6-8 middle school may enter in more than one division. All schools are encouraged to hold a local fair to select winners who will be eligible for the Regional Fair. If a local school fair is not conducted, selections of winners in each division should be made by a committee.
All projects must be classified by exhibitors at the time of entry according to the above academic disciplines within the social studies area. Teachers should be careful to see that all projects are placed in the appropriate subject matter category. Final decisions as to categories will not be made by the regional director. History and sociology categories are generally entered heavily, particularly in Divisions I and II; you may wish to encourage your students to work on projects in other categories. We especially encourage increased participation of Division III students.
The following specific regulations should be kept in mind by both the students and their sponsoring teachers:
1. Projects must conform to grade level and academic discipline. Group projects must have ONE designated spokesperson for the judging period; other members of the group will be asked to leave the hall during judging.
2. The exhibitor should be prepared to give a maximum five-minute explanation of the project to the judges including a three-minute presentation and two minutes for questions and answers.
3. Projects are limited to dimensions of 30 inches front to back and 36 inches wide.
4. All visual or audiovisual projects must be accompanied by a paper which shows the purposes, methods, conclusions, references and other supporting work appropriate to the type of project.
5. The projects must stand by themselves and be self-explanatory.
6. The exhibitor must furnish all auxiliary equipment, such as extension cords, light bulbs, etc.
7. Displays must be modified or improved between the Regional and State Fairs; however, the major theme must be maintained.
8. Fair Directors (local and regional) may make final decisions on matters pertaining to fairs if these matters are not covered in the Fair regulations.
2009 SOCIAL STUDIES REGIONAL AND STATE FAIR REGULATIONS
All students going to the Social Studies Regional or State Fair should be familiar with and agree to abide by these regulations.
1. Projects must conform to Division level and to academic discipline at both the Regional and State competition. Group projects must have one person designated as spokesman for the group. Other members of the group will be asked to leave the hall during judging. (A group project is one in which at least two students were involved in its development.) The Social Studies Fair director cannot assume responsibility for incorrectly completed forms. No projects will be changed from one category to another at the Regional or State Fair.
2. The exhibitor will be allowed a maximum of five minutes to explain, defend and answer questions on the project. It is mandatory that student presentations not exceed three (3) minutes in order to give judges time for questions. Judges will use an additional two (2) minutes for questions and answers.
3. Projects are limited to a table space of 30 inches deep (front-to-back) and 36 inches wide (side-to-side). All elements of the project must fit within the space assigned at the Fair and not encroach on adjacent space. No part of the project may be under the display table. No project may exceed 100 pounds in weight and 100 inches in height. Projects must be self explanatory, stand by themselves, and have back/ and or side boards. (See picture in accompanying project guide.)
4. All projects must be accompanied by a paper with the appropriate elements. These elements must include a properly written:
Title page
Table of contents
Abstract
Body of research paper
Conclusions
Footnotes (Division III only)
Bibliography (Sources specifically cited in paper)
References (Sources generally used to prepare paper)
(See Social Studies Fair Guide for additional information and examples.)
In regional competition these and other elements MAY be required by the Regional Fair Director. Winning projects at the State Fair MUST include the aforementioned elements. Footnotes are required for Division III winners only. Any standard bibliographic form for citation (APA, MLA, Chicago Style, Campbell, Turabian, etc.) is acceptable. All information (including oral information) must be properly cited.
The abstract is a brief (250 words or less) summary of the content and purpose of the project. (See the Guide to Social Studies Fair Projects in the Bulletin for an illustration.)
Project papers in Division I and II MAY be handwritten or typed; Division III papers must be typed.
5. Cassette players, light bulbs, batteries, etc. must be provided by the entrant. All projects requiring electricity must be accompanied by a minimum 50 foot extension cord. Also, projects using computers must have electrical surge protection devices. All equipment must be contained within the space allocated for the project.
6. The entrant’s name, school, hometown, or other identifying information is not to be visible anywhere on the project or research paper unless it is specifically related to the project. Entrants are not to wear school uniforms or other identifying clothing.
7. No live animals or any type of embryos or fetus may be exhibited. Only properly prepared animal skins, hides, or stuffed animals can be used in exhibits.
8. The State Fair is not responsible for valuables left on display, especially audio-visual or computer equipment.
9. Only one student will be present to defend a project-even in group projects.
10. No individual will be allowed to defend more than one project. No substitute presenters are allowed.
11. There is to be no communication between the student and the parents, teachers, or other participants while a student is being judged.
12. No projects are to be removed until after the awards ceremony. (This is to prevent damage to projects on display and as a courtesy to students who will receive awards later in the Awards Ceremony.)
13. Projects not removed after the awards ceremony will be removed and discarded by Fair site personnel during clean-up operations.
14. Parents and guests will be asked to leave the Fair during the judging. When the judging is completed, the parents and guests may enter the Fair.
15. Do not leave your project until the judging in your division/discipline has ended. (Notification will be given to students in the Fair site at the end of judging in each area. If you division/discipline has been dismissed and you have not been judged, contact a member of the State or Regional Fair Committee immediately!)
16. Do not bring food or beverages into the project display area.
17. Students must strictly adhere to instructions given by Fair and LSU/LSUS Security personnel.
18. No additional entries from regional competitions will be accepted the day of the State Fair. Only entries certified by regional Fair Directors and received at least ten (10) working days prior to the State Fair are acceptable. If a registration form was not sent in from a regional competition because of an error at the Regional competition, the student must be prepared to present evidence that he project is eligible and the necessary Fair fee has been paid.
19. Do not block either the aisles or exit/entry corridors, especially during the awards ceremony.
20. If you have a problem or need information, please contact a Fair committee person stationed on the stage for assistance and official information.
21. Projects may be modified or improved between fairs; however, the main theme, title, and discipline must be maintained.
22. The regional and State Fair Directors have the authority to make decisions not covered in these regulations on all matters related to their respective Fairs.
23. Decisions of judges are final and are not subject to review or appeal.
24. Failure by a student, parent, or teacher to adhere to Fair regulations on all or requests from Fair Committee members will result in disqualifications of the associated student project.
25. Parents and/or school personnel are responsible for the supervision and safety of the entrant. The Social Studies Fair Council is not responsible for supervision.
26. Displays of archaeological materials/human remains should be limited to those: (a) from the ground surface (not dug up); (b) from private property (not state or federal); and (c) not associated with any sort of human burial or contain any human remains. Students can contact the Division of Archaeology, P.O. Box 44247., Baton Rouge, LA, 70804; (504)342-8170 for booklets about archaeology. ( Refer to state law 1991- Act 704, house Bill No. 1446)
27. Judges’ evaluation forms for projects will not be made public following the conclusion of the state fair.
ADDITIONAL INFORMATION
1. Food services are located on the LSUS campus and in the area immediately adjacent to campus. (Food may not be brought into the project display area.) Telephones and rest room facilities are available within the Fair site at designated locations.
2. Please observe all LSUS campus parking regulations, especially during loading and unloading of projects in front of the Fair site. A special area near the Fair site has been designated for loading projects. Do not leave your vehicle there while registering for the Fair. You must move your car to a designated parking area immediately. Failure to adhere to LSUS parking regulations will result in your car being towed away. A FINE MUST BE PAID TO RECOVER YOUR VEHICLE!
3. Once projects are set up for display in the Fair site, students are both free and encouraged to visit the LSUS campus until time for judging.
A Guide to Social Studies Fair Projects
This portion of the Social Studies Fair Bulletin is intended to identify key elements in a social studies fair project, describe how those elements should be developed, and offer incidental information for teachers and students about how to initiate, develop, and present a social studies fair project.
This information is intended for teachers, students and fair committee members. Teachers are an essential resource in the development of social studies fair projects. Therefore, it is important that they have proper, accurate information about fair projects to share with their students. Students will find this guide and any additional information given by their teacher useful in developing projects. Hopefully, it will avoid the wasted time students spend casting about for scattered information related to the projects. The information here also can be useful to fair committee members who must respond to many questions from both teachers and students about social studies fair projects. Finally, the information within this section can be of use to judges who must decide which project, among many, is worst worthy of recognition.
The Basics of a Social Studies Project:
The development of every social studies fair project should consider these things:
A. A Topic
B. A physical display
C. A research paper
D. An oral presentation
How to select a topic:
The best way for a student to select a topic is to identify something that they are curious about. Students always have questions about many different topics, subjects, events, people, and places. The student should identify one of these things or anything else they might be curious about and begin to think about it.
In considering a topic these things should be kept in mind:
1. Value- -The topic should she light on some significant aspect of human experience.
2. Originality- - If a project has been the subject of a previous investigation, the proposed new study should either furnish substantial new evidence or provide a significant new interpretation.
3. Practicality- - Sources must be available which one may use conveniently and without fear of censorship. The scope of the subject should be neither too limited nor too broad.
4. Unity- - Every project must have a unifying theme, or be directed to a certain question or thesis, so that there is a point of departure, the development of the subject, and specific conclusions.
There are limited topics for study, especially at the local level. These include studies of business, churches, governments, biographies, community changes, and other such topics. It must be understood, however, that any one phase may involve one or all of the social sciences. For example, the evolution of business represents one phase of economics; its impact on people involves sociology; and its influence on people involves psychology. Even though the project encompasses many disciplines, it must be entered for competition in the discipline of major emphasis.
In selecting a topic the student should exercise care about the scope of the project. The project topic should not be so broad that it cannot be given good in-depth treatment. Conversely, the student’s topic should not be too specific. For example, a topic such as World War II might be too broad, and it might be too difficult to cover everything about that historical event in one comprehensive project. On the other hand, a topic such as Louisiana in World War II might be too narrow because information on Louisiana’s involvement in the war would be too limited. Some topics in between would, perhaps, be more suitable. Some examples are the War in the Pacific, the bombing of the Pearl Harbor, the allied invasion of Europe, the development of the atomic bomb, or the Battle of the Bulge.
It is possible that a student might be able to successfully create a project on World War II or Louisiana in World War II. The key is how the student treats the topic. A student might be able to create a project with a unique perspective on both of these topics. However, great care should be given to find the middle ground between topics that are too broad and topics that are too narrow.
Once a responsible topic is selected, a title could be given to the project. The title should be short and descriptive and create a picture of the project. It should pique the judges’ curiosity and spark an interest in learning more about the project associated with the title. It may be that the best title could be assigned after the research is completed.
Once the topic and/or title is selected the student should begin research. Information can be gathered from many sources, especially school, public or college/university libraries.
Sources of information concerning one project may require only questionnaires to a sample of people and the tabulation of results; another project may be based on the study of manuscripts and/or newspapers; and still another project may be based on governmental publications or those of some specialized agency. The following are fruitful sources of information for researchers in the social sciences:
A. Newspapers, magazines, published letters, memos;
B. Unpublished manuscripts (wills, letters, deeds, church minutes, diaries);
C. Government publications (international, national, state and local);
D. Publications by private agencies, physical remains, (buildings, battle areas, artifacts);
E. Oral interviews, polls and questionnaires, photographs, sound recordings, and films.
F. The Internet
As a rule, a good researcher uses a variety of these, and the use of one leads to another.
Students should consult general reference materials first if they have no background information at all or if the topic is not current. Some suggested reference sources of this type are:
Encyclopedias
Atlas and gazetteers
Almanacs
Yearbooks and Handbooks
Biographical Dictionaries
The Internet
If the information is very current, information can be found through the use of:
Reader’s Guide to Periodical Literature
Vertical files
Newspapers or news magazines
Current biography
The Internet
One of the most powerful tools for library research (other than the librarian) is the card catalog or the electronic card catalog. This invaluable tool will allow the student to look up information according to the title of a book, subject or author and will provide the location and in the case of the electronic card catalog, status of availability of the materials.
Another excellent, often overlooked source is community people who can offer oral information about a wide range of topics and events. Students with appropriate topics can find these people a fine source of information which can enrich their projects with unique and often unusual information unavailable from other sources. Other information can be secured from community people in the form of questionnaires or surveys.
Social Studies and other teachers with responsibilities for developing skills should not miss the opportunity to provide appropriate instruction in these areas to students working on fair projects. Reading, writing, research and reference, study, thinking and other skills instruction should be coordinated with the development of social studies projects.
Project Display
The display is the physical representation of your theme or topic. It must fit within a space 36 inches wide and 30 inches deep. It cannot weigh over 100 pounds or be taller than 100 inches. The project may take one of several forms:
A. Visual projects- This type project relies primarily on visual elements to convey to the judges the meaning of the project.
B. Audio projects- This type project relies primarily on audio elements to convey to the judges the meaning of the project.
C. Audio-visual projects- This type project relies on both audio and visual elements to convey to the judges the meaning of the project.
In all forms, the student should still have a research paper and should be prepared to give an oral presentation to the judges.
Some other points to remember about the physical appearance of the project are:
A. The title of the project must be on the display
B. The materials used for the project can vary, but it should be safe, strong, light weight and self-supporting.
C. Use attractive materials and lettering.
D. Words should be seen easily from a distance of three to five feet.
E. Choose colors which have good value contrast. Value contrast is the amount of darkness or lightness in a color. For example, navy-blue letters on a yellow background are easier to read than orange letters on a yellow background. Some colors you can use for good value contrast are:
White on black - Orange on purple - Black on Yellow - White on purple
Black on orange - Navy-blue on yellow - Yellow on Kelly-green - Purple on yellow
F. Avoid the use of purchased items and little plastic figures. Be creative; make your own figures from available materials or handmade items. Use original materials or pictures where possible and avoid the use or over-use of photocopies.
G. Do not use flammable, toxic or there dangerous materials or objects.
Various project media can be included in the project. These include:
Charts Diagrams Documentaries Photographs
Murals Graphs Maps Mock-ups
Statistical analysis Surveys
The Research Paper
A well developed research paper must accompany each social studies fair project. The research paper must include these items:
1. Title Page:
Good titles usually are short, descriptive, and create pictures in the minds of the audience. A title should hint at the subject without telling the whole story like a riddle that sparks interest because it makes the listener think.
2. Table of Contents:
All major elements in the paper should be listed with the appropriate page number.
3. Abstract:
It is a brief (approximately 250 words) summary of the content, purpose, and reference sources used in the paper. The purpose of the report should be based on the questions you asked or the problem you identified. The following is an example of an abstract.
Example of an Abstract
This project is about the internment of Japanese-American citizens during World War II. The project will describe the historical background for popular sentiment against Japanese-Americans living on the west coast of the United States at the beginning of World War II. The project will show that the internment of these people was not only an act to increase national security, but was a part of a great effort to calm an alarmed American public frightened by the sudden attack on Pearl Harbor. Further, the project will show that the internment of the American citizens was inconsistent with the principles of the U.S. Constitution.
Information for this project was secured from various sources including books, periodicals and government documents. Also included will be taped interviews with legal experts and Japanese-Americans.
This project intends to demonstrate that even in time of national emergency, citizens must be careful to insure constitutional rights.
4. Body of Paper:
This part of the paper tells the story of the project. It should include information about the basic purpose of the report, relevant questions asked, and information gathered for the research. The length of the paper may vary depending on the type of project, but it should be of adequate length to appropriately cover the topic.
5. Conclusion:
The general ideas the student discovered or learned from doing the project should be concisely described in this section.
6. Footnotes:
Any information (including oral interview information) directly cited in the report or paraphrased should be properly indicated in the body of the research paper. Footnotes are required in Division III research papers.
7. Bibliography/ references:
All books, articles, and other sources, including interviews, which were used in the report must be listed. Any of the standard bibliographic or reference styles, such as American Psychological Association, Turabian, University of Chicago, Modern Language Association, etc. may be used.
The Oral Presentation
Each student must give an oral presentation to judges on their project. The student should also be prepared to respond to any questions that might be asked about the project. The oral presentation should be concise, to-the-point, and in logical order. Responses to questions should also be concise and to-the-point. These are some things that will help in the oral presentation and when responding to questions:
Keep eye contact with the judges Stand on both feet
Dress neatly Stay within the time limit
Integrate the display into the presentation Use conversational speech
Relax, speak slowly and clearly
There are several things that should not be done during the oral presentation. These include:
Chewing gum or tobacco moving nervously
Standing in front of or obscuring the project using note cards or notes
Putting hands in pockets Wearing heavy jewelry or distracting clothing
Parent Involvement
Appropriate parent and teacher involvement in a social studies project is essential. Both parents and teachers should remember that the most important ingredient in any project is the amount of work the student accomplishes, how much knowledge he or she acquires, and how much initiative is displayed. Many abilities are developed: researching, organizing, outlining, measuring, calculating, reporting, and presenting. These involve the reading, writing, arithmetic, and social skills so much a part of successful daily living.
There are some points that both teachers and parents should keep in mind:
A. Parents and teachers should support and encourage involvement in the social studies program.
B. The emphasis should be on student achievement and learning and not strictly on “winning.”
C. It is appropriate for parents and teachers to work with students to insure that projects are safe.
D. Some forms of parental or teacher involvement which are welcomed include:
Suggesting project ideas
Suggesting reference sources
Transportation to libraries, businesses, museums, and other places that are sources of project information
Being a good listener for practice oral presentations
Offering general constructive criticisms
Giving encouragement to students
Monitoring construction of projects to insure safety
Basic research on our quiet neighbor, Canada
Map quiz Thurs on Manhattan:
1. Sketch the basic shape of Manhattan and include 12 items - in total - from the following:
* rivers
* boroughs
* Central Park, Battery Park
* Harlem
* Columbia U.
* Upper West Side, Upper East Side
* Broadway
* Times Square
* Ground Zero / former WTC
* Wall St financial district
On to a new map, that of Canada -
Place the following on a sketch map of our northern neighbor:
- Canada
- Great Lakes
- Montreal
- Toronto
- Winnipeg
- Victoria
- Nova Scotia
- Vancouver Is.
This week we enter a region entirely mysterious to Americans: Can ada.
Canadians are much more successful, cooler and worthy of our attention than we realize. Because of their controversial public health care system, wealth and successful investments, vibrant cities and cultural richness, we need to know Canada.
Nova Scotia -
We will begin the week with our personal connection to Canada: the Nova Scotians. How well did you learn your lessons on the Acadians when you were in Louisiana studies?
Can you create a graphic story that illustrates the French migration to Canada and the British expulsion of the French from Nova Scotia? Can you briefly bring to life the brothers Iberville and Bienville?
These questions will guide your reading on Canada.
From Vancouver to Montreal: the Canada quiz
1. Canada’s population is about one tenth of the US population, although it is slightly larger than the US in area. T / F
2. An island in Eastern Canada came under British rule with the Treaty of Utrecht (1713). This resulted in a serious change in the population of a) Nova Scotia b) Quebec c) Massachusetts
d) Montreal.
3. Canadians often speak 2 languages, owing to their nation’s ethnicity: a) English & German b) English & French c) English & Inuit d) English & Canadianne.
4. Born and raised in Montreal: a) Michael Cera
b) Sieur d’Iberville c) Beausoleil d) Celine Dion.
5. The French who were born in Louisiana colony were called a) Creoles b) Acadiennes c) Cajuns d) Gumbo.
6. Between their impoverished life in Western France and their impoverished life as pioneers in Louisiana, the French colonists spent about 150 years in a) the Caribbean b) British Columbia c) Toronto d) Acadia.
7. Guy Laliberté and Daniel Gauthier founded a) Canadian Waste Disposals Systems b) Cirque de Soleil c) the rock band Rush d) Quebec City.
8. The nation’s capital: a) Quebec b) Montreal c) Ottowa
d) Toronto.
9. The Great Lakes connect to the Atlantic via the
a) Illinois-Michigan Canal b) Erie Canal c) Niagra Falls
d) St Lawrence River.
10. Part of Canada is an archipelago. T / F
11. “Canada is also geologically active, having many earthquakes and potentially active volcanoes,” says Wikipedia. This would refer to __ Canada. a) Eastern b) Western c) Northern d) Southern
12. The coordinates are 45N, 73W: a) Toronto b) Winnipeg c) Detroit d) Montreal.
13. Land area: which is larger, the US or Canada?
1. Sketch the basic shape of Manhattan and include 12 items - in total - from the following:
* rivers
* boroughs
* Central Park, Battery Park
* Harlem
* Columbia U.
* Upper West Side, Upper East Side
* Broadway
* Times Square
* Ground Zero / former WTC
* Wall St financial district
On to a new map, that of Canada -
Place the following on a sketch map of our northern neighbor:
- Canada
- Great Lakes
- Montreal
- Toronto
- Winnipeg
- Victoria
- Nova Scotia
- Vancouver Is.
This week we enter a region entirely mysterious to Americans: Can ada.
Canadians are much more successful, cooler and worthy of our attention than we realize. Because of their controversial public health care system, wealth and successful investments, vibrant cities and cultural richness, we need to know Canada.
Nova Scotia -
We will begin the week with our personal connection to Canada: the Nova Scotians. How well did you learn your lessons on the Acadians when you were in Louisiana studies?
Can you create a graphic story that illustrates the French migration to Canada and the British expulsion of the French from Nova Scotia? Can you briefly bring to life the brothers Iberville and Bienville?
These questions will guide your reading on Canada.
From Vancouver to Montreal: the Canada quiz
1. Canada’s population is about one tenth of the US population, although it is slightly larger than the US in area. T / F
2. An island in Eastern Canada came under British rule with the Treaty of Utrecht (1713). This resulted in a serious change in the population of a) Nova Scotia b) Quebec c) Massachusetts
d) Montreal.
3. Canadians often speak 2 languages, owing to their nation’s ethnicity: a) English & German b) English & French c) English & Inuit d) English & Canadianne.
4. Born and raised in Montreal: a) Michael Cera
b) Sieur d’Iberville c) Beausoleil d) Celine Dion.
5. The French who were born in Louisiana colony were called a) Creoles b) Acadiennes c) Cajuns d) Gumbo.
6. Between their impoverished life in Western France and their impoverished life as pioneers in Louisiana, the French colonists spent about 150 years in a) the Caribbean b) British Columbia c) Toronto d) Acadia.
7. Guy Laliberté and Daniel Gauthier founded a) Canadian Waste Disposals Systems b) Cirque de Soleil c) the rock band Rush d) Quebec City.
8. The nation’s capital: a) Quebec b) Montreal c) Ottowa
d) Toronto.
9. The Great Lakes connect to the Atlantic via the
a) Illinois-Michigan Canal b) Erie Canal c) Niagra Falls
d) St Lawrence River.
10. Part of Canada is an archipelago. T / F
11. “Canada is also geologically active, having many earthquakes and potentially active volcanoes,” says Wikipedia. This would refer to __ Canada. a) Eastern b) Western c) Northern d) Southern
12. The coordinates are 45N, 73W: a) Toronto b) Winnipeg c) Detroit d) Montreal.
13. Land area: which is larger, the US or Canada?
Thursday, September 24, 2009
Snazzy, snacky style in titling: make it Snally
Titling in this class requires 2 items:
a) Jammy title - Alliteration or tweaking of a tile of a song, movie or book.
b) Explanatory subtitle - it's going to be long.
** Doc? If you see "doc" on your paper it's because you forgot to document your work - to write down your sources.
** Beta group: people who test (Alpha group writes it, Beta group performs first tests) and find the glitches in a new program. We are, in effect, beta testing the use of Google Docs for high school classes. Thanks for working around the problems and being patient with GoogleDocs. There are glitches, to be sure.
a) Jammy title - Alliteration or tweaking of a tile of a song, movie or book.
b) Explanatory subtitle - it's going to be long.
** Doc? If you see "doc" on your paper it's because you forgot to document your work - to write down your sources.
** Beta group: people who test (Alpha group writes it, Beta group performs first tests) and find the glitches in a new program. We are, in effect, beta testing the use of Google Docs for high school classes. Thanks for working around the problems and being patient with GoogleDocs. There are glitches, to be sure.
It's the Hard-knock Life - For Us / a quiz on NYC
1. A similarity between Shreveport and the Windy City, Chicago, is found when using this evidence in the comparison:
a) Shreveport is part of the Bible Belt b) population c) Millenium Moon mural d) foods.
2. The run-down Manhattan neighborhood in which many poor immigrants (notably East European Jews, Italians and Chinese) got their start is the a) Upper West Side b) the Midtown area
c) the Lower East Side d) SoHo.
3. Four of the boroughs are located on islands. Name the two that share space on one island. a) Bronx, Queens
b) Brooklyn, Queens c) Queens, Long Island d) Brooklyn, Long Island.
4. In NY harbor are famous islands such as Liberty Island, Governor's Island and one small island which was a center for immigration: a) Ellis Is. b) Rikers Is. c) Hudson Is. d) Roosevelt Is.
5. The European explorer given credit for first examining NY harbor was a) Peter Minuit b) Giovanni Verrazzano c) Henry Hudson d) Duke of York.
6. The earliest site of European settlement in NYC is at the __ tip of Manhattan. a) Southern b) Northern c) Eastern d) Western.
7. Major university associated with Manhattan: a) Harvard b) Stanford c) Columbia d) Yale.
8. When you see landmarks such as Rodeo Drive, Venice Boardwalk and Arnold Schwarzenegger you know the topic is a) Chicago b) NYC c) Los Angeles.
9. Dutch governor of the NY colony who famously bargained with the Algonquian peoples:
a) Peter Stuyvesant b) Henry Hudson c) John Peter Zenger d) Peter Minuit.
10. Influential, wealthy part of Manhattan: a) Upper East Side b) Lower East Side c) Little Italy
d) Harlem.
11. Name the ethnic group that was welcomed by immigration laws in the mid 1800's and excluded from immigration by changes in the laws in the late 1800's. a) Chinese b) Jews c) Italians d) Africans.
a) Shreveport is part of the Bible Belt b) population c) Millenium Moon mural d) foods.
2. The run-down Manhattan neighborhood in which many poor immigrants (notably East European Jews, Italians and Chinese) got their start is the a) Upper West Side b) the Midtown area
c) the Lower East Side d) SoHo.
3. Four of the boroughs are located on islands. Name the two that share space on one island. a) Bronx, Queens
b) Brooklyn, Queens c) Queens, Long Island d) Brooklyn, Long Island.
4. In NY harbor are famous islands such as Liberty Island, Governor's Island and one small island which was a center for immigration: a) Ellis Is. b) Rikers Is. c) Hudson Is. d) Roosevelt Is.
5. The European explorer given credit for first examining NY harbor was a) Peter Minuit b) Giovanni Verrazzano c) Henry Hudson d) Duke of York.
6. The earliest site of European settlement in NYC is at the __ tip of Manhattan. a) Southern b) Northern c) Eastern d) Western.
7. Major university associated with Manhattan: a) Harvard b) Stanford c) Columbia d) Yale.
8. When you see landmarks such as Rodeo Drive, Venice Boardwalk and Arnold Schwarzenegger you know the topic is a) Chicago b) NYC c) Los Angeles.
9. Dutch governor of the NY colony who famously bargained with the Algonquian peoples:
a) Peter Stuyvesant b) Henry Hudson c) John Peter Zenger d) Peter Minuit.
10. Influential, wealthy part of Manhattan: a) Upper East Side b) Lower East Side c) Little Italy
d) Harlem.
11. Name the ethnic group that was welcomed by immigration laws in the mid 1800's and excluded from immigration by changes in the laws in the late 1800's. a) Chinese b) Jews c) Italians d) Africans.
Wednesday, September 23, 2009
Immigration law: a change of policy toward the Chinese
Large-scale Chinese immigration began in the mid 1800's due to the California Gold Rush.
The first Chinese immigrants were well and widely received by the Americans. However, the first Chinese immigrants were wealthy, successful merchants, along with skilled artisans, fishermen, and hotel and restaurant owners. For the first few years they were greatly receipted by the public, government officials, and especially by employers, for they were renowned for their hard work and dependability.
Americans' attitudes then changed.
The Naturalization Act of 1870 restricted all immigration into the U.S. to only "white persons and persons of African descent," meaning that all Chinese were placed in a different category, a category that placed them as ineligible for citizenship from that time till 1943, says Thinkquest.org.
This law was the first significant bar on free immigration in American history, making the Chinese the only culture to be prohibited to freely migrate to the United States for a time. Even before the act of 1870, Congress had passed a law forbidding American vessels to transport Chinese immigrants to the U.S. The reason behind the Chinese Exclusion Act of 1882 was to prevent an excess of cheap labor.
The first Chinese immigrants were well and widely received by the Americans. However, the first Chinese immigrants were wealthy, successful merchants, along with skilled artisans, fishermen, and hotel and restaurant owners. For the first few years they were greatly receipted by the public, government officials, and especially by employers, for they were renowned for their hard work and dependability.
Americans' attitudes then changed.
The Naturalization Act of 1870 restricted all immigration into the U.S. to only "white persons and persons of African descent," meaning that all Chinese were placed in a different category, a category that placed them as ineligible for citizenship from that time till 1943, says Thinkquest.org.
This law was the first significant bar on free immigration in American history, making the Chinese the only culture to be prohibited to freely migrate to the United States for a time. Even before the act of 1870, Congress had passed a law forbidding American vessels to transport Chinese immigrants to the U.S. The reason behind the Chinese Exclusion Act of 1882 was to prevent an excess of cheap labor.
An alternative to the almost-weekly hand-sketched map quiz: an Artful Map
Would you like a tall stack of pancakes w a side of bacon? Or would that be a double-cheeseburger w golden fries?
No?
Avocado-swiss on wheat? w a side of blue corn chips?
For numerous reasons, human beings ought to give each other alternatives. Especially when it comes to eating and to learning activities. My thought is, Options Rule.
In the spirit of experimenting with learning styles, I offer you an alternative to the standard map quiz.
This is called the Artful Map. It takes a lot more time than the memorized map. You complete it at home.
Specs -
* All fields carefully, neatly colored.
* Double line 'round the nations or states or regions.
* Pattern and color in the overall border.
* Five identifications beyond the number required for that particular quiz. If students are required to write 12 on the quiz, the Artful Map producer would label 17 identifications.
* Neat lettering. Check spelling.
* Include a compass rose and ship or other symbol.
* It must be complete and be submitted at the beginning of the map quiz session.
Which method will result in your optimal retention and understanding of an effective mental map of the world?
No?
Avocado-swiss on wheat? w a side of blue corn chips?
For numerous reasons, human beings ought to give each other alternatives. Especially when it comes to eating and to learning activities. My thought is, Options Rule.
In the spirit of experimenting with learning styles, I offer you an alternative to the standard map quiz.
This is called the Artful Map. It takes a lot more time than the memorized map. You complete it at home.
Specs -
* All fields carefully, neatly colored.
* Double line 'round the nations or states or regions.
* Pattern and color in the overall border.
* Five identifications beyond the number required for that particular quiz. If students are required to write 12 on the quiz, the Artful Map producer would label 17 identifications.
* Neat lettering. Check spelling.
* Include a compass rose and ship or other symbol.
* It must be complete and be submitted at the beginning of the map quiz session.
Which method will result in your optimal retention and understanding of an effective mental map of the world?
Tuesday, September 22, 2009
NYC celebrating 400 years since the Dutch established New Amsterdam
NEW YORK -(The Wasington Post) - Think of the immigrants of New York City, and you might imagine the Jews of Eastern Europe, the Irish and Italians, maybe the Dominicans, the Bangladeshis, the Senegalese.
Not so much the Dutch.
But 400 years ago this month, Henry Hudson sailed on a Dutch ship into what became New York Harbor, a journey that inspired traders from the Netherlands to become the first immigrants to New York and establish a tolerant, motley Dutch settlement called New Amsterdam.
The Dutch are celebrating the anniversary this year with a $10 million series of festivities in New York, and this week they are presenting events cultural, gustatory, athletic, academic and commercial.
This is about continuing economic, military and cultural ties between Old World and New. But it is also about memory and the ways we imagine the places we live, about proving to New Yorkers that they've always been unique in America, and to the Dutch that they played a role in what became a powerful American empire.
Puritans the Dutch colonists were not. They brewed so much beer, the joke went, that there was no grain left for bread; they were pirates and prostitutes as well as merchants and farmers. One of Hudson's party had been murdered just days after first landing on New York shores.
Yet there was also something special here. Half of the colony's residents were not Dutch. Visitors marveled at hearing more than a dozen European and Native American languages spoken and seeing the practice of perhaps half a dozen religions.
In short, this settlement bore all the hallmarks of a young New York City: wilder, ruder, more open-minded and ambitious than other American outposts.
"New York takes the heat from the rest of the country for being aggressive, greedy and inquisitive," said Kenneth T. Jackson, a Columbia University history professor. "The idea was never to improve your soul -- it was always a city of aspiration."
When most New Yorkers think of Dutch influence, they stop after listing the Dutch names now part of the city, as Mayor Michael Bloomberg did on Tuesday at an opening ceremony for the week of 400th-anniversary festivities. Brooklyn, Staten Island, Harlem, the Bowery -- the basketball team the Knickerbockers.
But the Dutch like to talk about values.
A Dutch "passion for liberty, an entrepreneurial spirit, freedom of conscience" built the outpost of New Amsterdam, and later became central to the United States, said Prince Willem-Alexander of the Netherlands, at the ceremony.
Not so much the Dutch.
But 400 years ago this month, Henry Hudson sailed on a Dutch ship into what became New York Harbor, a journey that inspired traders from the Netherlands to become the first immigrants to New York and establish a tolerant, motley Dutch settlement called New Amsterdam.
The Dutch are celebrating the anniversary this year with a $10 million series of festivities in New York, and this week they are presenting events cultural, gustatory, athletic, academic and commercial.
This is about continuing economic, military and cultural ties between Old World and New. But it is also about memory and the ways we imagine the places we live, about proving to New Yorkers that they've always been unique in America, and to the Dutch that they played a role in what became a powerful American empire.
Puritans the Dutch colonists were not. They brewed so much beer, the joke went, that there was no grain left for bread; they were pirates and prostitutes as well as merchants and farmers. One of Hudson's party had been murdered just days after first landing on New York shores.
Yet there was also something special here. Half of the colony's residents were not Dutch. Visitors marveled at hearing more than a dozen European and Native American languages spoken and seeing the practice of perhaps half a dozen religions.
In short, this settlement bore all the hallmarks of a young New York City: wilder, ruder, more open-minded and ambitious than other American outposts.
"New York takes the heat from the rest of the country for being aggressive, greedy and inquisitive," said Kenneth T. Jackson, a Columbia University history professor. "The idea was never to improve your soul -- it was always a city of aspiration."
When most New Yorkers think of Dutch influence, they stop after listing the Dutch names now part of the city, as Mayor Michael Bloomberg did on Tuesday at an opening ceremony for the week of 400th-anniversary festivities. Brooklyn, Staten Island, Harlem, the Bowery -- the basketball team the Knickerbockers.
But the Dutch like to talk about values.
A Dutch "passion for liberty, an entrepreneurial spirit, freedom of conscience" built the outpost of New Amsterdam, and later became central to the United States, said Prince Willem-Alexander of the Netherlands, at the ceremony.
12 National Merit Semi-finalsts at Caddo Magnet; only 16 in entire NW La region
Maggie Caruthers, Michelle Khare, Insun Chong and Michael Dai, Brittany Ellzey, Alex Mijalis, Shreveport
Originally uploaded by trudeau
This year 16,000 high school seniors nationwide are competing for 8,200 National Merit Scholarships, worth more than $36 million.
More than 1.5 million juniors in about 22,000 high schools entered the 2010 National Merit Scholarship Program by taking the 2008 Preliminary SAT/National Merit Scholarship Qualifying Test. The semifinalists, which represent less than 1 percent of U.S. high school seniors, include the highest-scoring students in each state.
To become a finalist, a semifinalist must have an outstanding academic record throughout high school, be endorsed and recommended by the high school principal, and earn SAT scores that reflect the student’s earlier performance.
The local semi-finalists are:
SHREVEPORT
Caddo Parish Magnet High School
Margaret S Caruthers
Michael S. Dai
Olivia F. Dossett
Maureen E. Fitz-Gerald, .
Christian P. Hennigan
Maysa M. Kaskas,
Michelle A. Khare,
Jake D. Noble
Catherine E. Pool,
Audrey L. Richardson
Allison R. Tunnell
Rachel K. Young
Home school
Olivia G. Cole
Captain Shreve High School
Dylan D. Touchstone
BOSSIER CITY
Airline High School
Ryan D. Elledge
Trevor A. Youngblood
Cooking / cuisine guidelines for geography class
A taste of foreign culture in geography class: Magnet principal Ms Mary Rounds extends an exception to classes where needed for academic purpose. Otherwise, Caddo guidelines call for no food in the classrooms.
Ms Rounds' guidelines for study-related food at school require us to have parent permission. And ingredients for a dish must be seen by all students.
My guidelines include -
* a dish that is easy to serve; a cold dish.
* ingredients that expand student tastebuds a bit; not something that is commonly consumed.
* that each student have participated in the making of the dish. Having the help of an adult or other student is certainly sensible, but students must take a part in the preparation.
* printed explantion of ingredients is mandatory; please additonally include the source of the recipe and its place in the culture.
* present a sample, not a large portion; you are not trying to fill everyone's belly.
* that we are scrupulously neat in serving and clean up.
Ms Rounds' guidelines for study-related food at school require us to have parent permission. And ingredients for a dish must be seen by all students.
My guidelines include -
* a dish that is easy to serve; a cold dish.
* ingredients that expand student tastebuds a bit; not something that is commonly consumed.
* that each student have participated in the making of the dish. Having the help of an adult or other student is certainly sensible, but students must take a part in the preparation.
* printed explantion of ingredients is mandatory; please additonally include the source of the recipe and its place in the culture.
* present a sample, not a large portion; you are not trying to fill everyone's belly.
* that we are scrupulously neat in serving and clean up.
Sunday, September 20, 2009
Manhattan, the Bronx, Brooklyn, Queens and Staten Island
* 12 pt. Illustrated Timeline project
Due Thurs.
Timeline of immigration. The story of immigrants arriving in NYC is the story of America's growth.
- Choose 5 ethnic groups
- Order them acc. to immigration history.
- Colorful graphic to symbolize each group.
- Bulleted explanations of when and why they came and what occupations they typically found after arrival.
- Titles.
- Documentation.
- Map of NYC's 5 boroughs.
Chooose from:
- Chinese
- English
- Italians
- African-Americans
- Russians/Jews
- Dutch
- Germans
- Hispanics
- Algonquins
Also on Thurs:
a) NYC map quiz. 12 items.
b) Open notes quiz. 11 mult-choice questions.
* Manhattan's notable neighborhoods.
- Wealthy: Upper West Side and Upper East Side, Greenwich Village.
- Ethnic: Chinatown, Little Italy, Lower East Side, Harlem.
- Bohemian / artsy: Soho, Tribeca, East Village.
* Notable New Yorkers
- Peter Minuit
- Andrew Carnegie, WK Vanderbilt, JD Rockefeller.
- How the Other Half Lives; Jacob Riis.
- Louis Armstrong / The Cotton Club
* Notable architecture
- Flatiron Bldg.
- Chrysler Bldg.
- Empire State Bldg.
- Rockefeller Center
Indie work this week -
* Read, research and write a comparison essay on one of these -
- Irving Berlin & Sam Goldwyn
- Leonard Bernstein and Andy Warhol
- Jackson Pollock and Romare Bearden
- JD Rockefeller and Jacob Riis
Due Thurs.
Timeline of immigration. The story of immigrants arriving in NYC is the story of America's growth.
- Choose 5 ethnic groups
- Order them acc. to immigration history.
- Colorful graphic to symbolize each group.
- Bulleted explanations of when and why they came and what occupations they typically found after arrival.
- Titles.
- Documentation.
- Map of NYC's 5 boroughs.
Chooose from:
- Chinese
- English
- Italians
- African-Americans
- Russians/Jews
- Dutch
- Germans
- Hispanics
- Algonquins
Also on Thurs:
a) NYC map quiz. 12 items.
b) Open notes quiz. 11 mult-choice questions.
* Manhattan's notable neighborhoods.
- Wealthy: Upper West Side and Upper East Side, Greenwich Village.
- Ethnic: Chinatown, Little Italy, Lower East Side, Harlem.
- Bohemian / artsy: Soho, Tribeca, East Village.
* Notable New Yorkers
- Peter Minuit
- Andrew Carnegie, WK Vanderbilt, JD Rockefeller.
- How the Other Half Lives; Jacob Riis.
- Louis Armstrong / The Cotton Club
* Notable architecture
- Flatiron Bldg.
- Chrysler Bldg.
- Empire State Bldg.
- Rockefeller Center
Indie work this week -
* Read, research and write a comparison essay on one of these -
- Irving Berlin & Sam Goldwyn
- Leonard Bernstein and Andy Warhol
- Jackson Pollock and Romare Bearden
- JD Rockefeller and Jacob Riis
Thursday, September 17, 2009
Enriched geography has additional requirements: reading one book per semester and development of social studies project
Deadlines for the items required of students taking the enriched sections of world geography:
Due Nov 30: Social Studies Fair project in Powerpoint-display form. Magnet SS Fair will be Dec 4.
Book reports due Dec 14.
Value of the Book Report: 25 pts., Soc Studies Project: 25 pts.
Students have a handout that needs a parent signature __ .
1) Reading and reporting upon one book - in each semester.
* choose a book based on your interests (ex.: soccer, dance, horses).
* book to be approved by your teacher
* Books for which a movie has been made will not be allowed.
* topic related to our study of Europe in first semester; related to Asia in 2nd semester.
* approximately 200 pages (teacher discretion)
* report will comprise 2 parts -
a) Graphic Book Report - Powerpoint style - that illustrates the region and issues addressed by your book. 8 images, each augmented with 3 bulleted items of explanation. Title. Bibliography.
b) Book Essay in which 3 incidents in the book are described and explained in the context of one of the book's themes.
c) both will be submitted vis GoogleDocs.
Social Studies Fair Project -
* submitted via image-based report (Powerpoint-style) in GoogleDocs.
* purpose is to show fluency with the Scientific Method.
* student articulates . . .
- social problem
- hypothesis for solution to problem
- review of literature that addresses the problem
- conclusion drawn from literature review
- bibliography
- abstract, or half-page summary of entire project
- evaluation of one's own project - strengths, areas that needed improvement.
- grammar, spelling and construction
- student need not build traditional backboard display unless teacher and student agree on an entry into the social studies fair.
- students may work solo, in a duo or a 3-person team. And, yes, there will be bonus points for those who can devise an international team.
Due Nov 30: Social Studies Fair project in Powerpoint-display form. Magnet SS Fair will be Dec 4.
Book reports due Dec 14.
Value of the Book Report: 25 pts., Soc Studies Project: 25 pts.
Students have a handout that needs a parent signature __ .
1) Reading and reporting upon one book - in each semester.
* choose a book based on your interests (ex.: soccer, dance, horses).
* book to be approved by your teacher
* Books for which a movie has been made will not be allowed.
* topic related to our study of Europe in first semester; related to Asia in 2nd semester.
* approximately 200 pages (teacher discretion)
* report will comprise 2 parts -
a) Graphic Book Report - Powerpoint style - that illustrates the region and issues addressed by your book. 8 images, each augmented with 3 bulleted items of explanation. Title. Bibliography.
b) Book Essay in which 3 incidents in the book are described and explained in the context of one of the book's themes.
c) both will be submitted vis GoogleDocs.
Social Studies Fair Project -
* submitted via image-based report (Powerpoint-style) in GoogleDocs.
* purpose is to show fluency with the Scientific Method.
* student articulates . . .
- social problem
- hypothesis for solution to problem
- review of literature that addresses the problem
- conclusion drawn from literature review
- bibliography
- abstract, or half-page summary of entire project
- evaluation of one's own project - strengths, areas that needed improvement.
- grammar, spelling and construction
- student need not build traditional backboard display unless teacher and student agree on an entry into the social studies fair.
- students may work solo, in a duo or a 3-person team. And, yes, there will be bonus points for those who can devise an international team.
The value in geography class is not in the facts
Facts can always be referenced via answers.com, wikipedia, World Book, the Cia.gov site and many other sources.
The value in social studies class is in the patterns developed -
- punctuality.
- graceful manners.
- locution / clarity in wording your questions and answers.
- beginning work each day without having to be told what to do.
- having the tools for the job on a consistent basis - the atlas, notebook, pens, colors, scissors, chewing gum (just kidding).
- knowing what can be found in the atlas, the textbook, the encyclopedia, thesaurus, etc.
- questioning.
- listening.
- spacing and appropriately annotating and illustrating your notes.
- mnemonics and other small learning aids.
- understanding the value of practice and repetition.
- having what author Ernest Hemingway called a "built in, shock proof crap detector." Also known as a sense of evaluation.
- sense of humor that fits the situation.
- understanding that school is a game. Play the game with a sharp sense of the rules and you can win without too much strain.
- jazz your projects with a snappy title.
- open your writing with colorful description, or a quote. Avoid boring your teacher or your classmates.
- don't study one topic when you can bring in a second topic and compare the two (fencing? Let's compare fencing to pottery, OK?).
- "according to ...": document your writing and your pronouncements with the phrase "according to the NY Times...".
- use quotes ("Frankly, my dear, I don't give a damn," is not what I'm talking about. Or is it?).
- be specific (today the price of a bbl of crude hit $116, said NPR).
- offer an example (such as the role of Niha Jain's special programs for students in winning admission to Yale).
- look for connections between topics, whether they are conflicts (compare the US occupation of Iraq to our role in the Vietnam conflict) or resources (compare Thomas Edison to Page & Brin, the fellows who founded Google).
- use varied media: video, powerpoint with voice-over, paper sculpture, the ouija board.
- use color in all study-related work.
- look it up - as we do in class as I quickly reference wikipedia on topics of our discussion.
- keep a record of all your work and as many scores as possible.
- find a middle ground between *sucking up to your teachers* and making a good use of the aid that is available from teachers and from classmates.
- use your classmates' skills and generosity appropriately.
- don't be shy about asking for help when you are *not getting it.*
- ask questions of your classmates (when class allows such activity), whether formal ("Might I borrow thy eraser?") or informal (Great shoes. Where'd you get them?").
- compliment everyone ("You have the best smile!" or "Great shirt!" or "Your quiet intensity is so cool."). And follow it up with a question or two - about that other person.
The value in social studies class is in the patterns developed -
- punctuality.
- graceful manners.
- locution / clarity in wording your questions and answers.
- beginning work each day without having to be told what to do.
- having the tools for the job on a consistent basis - the atlas, notebook, pens, colors, scissors, chewing gum (just kidding).
- knowing what can be found in the atlas, the textbook, the encyclopedia, thesaurus, etc.
- questioning.
- listening.
- spacing and appropriately annotating and illustrating your notes.
- mnemonics and other small learning aids.
- understanding the value of practice and repetition.
- having what author Ernest Hemingway called a "built in, shock proof crap detector." Also known as a sense of evaluation.
- sense of humor that fits the situation.
- understanding that school is a game. Play the game with a sharp sense of the rules and you can win without too much strain.
- jazz your projects with a snappy title.
- open your writing with colorful description, or a quote. Avoid boring your teacher or your classmates.
- don't study one topic when you can bring in a second topic and compare the two (fencing? Let's compare fencing to pottery, OK?).
- "according to ...": document your writing and your pronouncements with the phrase "according to the NY Times...".
- use quotes ("Frankly, my dear, I don't give a damn," is not what I'm talking about. Or is it?).
- be specific (today the price of a bbl of crude hit $116, said NPR).
- offer an example (such as the role of Niha Jain's special programs for students in winning admission to Yale).
- look for connections between topics, whether they are conflicts (compare the US occupation of Iraq to our role in the Vietnam conflict) or resources (compare Thomas Edison to Page & Brin, the fellows who founded Google).
- use varied media: video, powerpoint with voice-over, paper sculpture, the ouija board.
- use color in all study-related work.
- look it up - as we do in class as I quickly reference wikipedia on topics of our discussion.
- keep a record of all your work and as many scores as possible.
- find a middle ground between *sucking up to your teachers* and making a good use of the aid that is available from teachers and from classmates.
- use your classmates' skills and generosity appropriately.
- don't be shy about asking for help when you are *not getting it.*
- ask questions of your classmates (when class allows such activity), whether formal ("Might I borrow thy eraser?") or informal (Great shoes. Where'd you get them?").
- compliment everyone ("You have the best smile!" or "Great shirt!" or "Your quiet intensity is so cool."). And follow it up with a question or two - about that other person.
Syllabus: Geography Trudeau 09 - 10
As guided by the comprehensive curriculum, which insures topical uniformity across the parish . . .
Aug: basic skills in geography (2 weeks)
Sept: US & Canada (4)
Oct: Central & South America & the Caribbean (3) also, Europe begins.
Nov 4: schools closed for presidential election.
Nov: Europe (4)
Dec: Russia & Northern Eurasia (3)
Jan: Semester exams.
Jan: Middle East (SW Asia) & Mediterranean Afric
Feb: Sub-Saharan Africa (3)
March: South & Central Asia (3)
April: East Asia (3)
May: Australia & Oceania
Geography is a social studies regimen in which Robert Trudeau's students take a humanities approach appropriate to a college-oriented high school curriculum.
The class integrates
* study of language (especially Greek and Latin roots)
* literature (often through classic films such as Gandhi and Lawrence of Arabia)
* architecture (students make abbreviated models of buildings such as the Taj Mahal and the Great Mosque at Mecca)
* cuisine (taste this Japanese nori, or cultivated seaweed, and write down 5 sensory words)
* music (ethnic or classical music is played in the classroom daily)
* map study (students can draw and label a map comprising the entire world by year's end), * economy (per capita income, standard of living) and
* history (empires, wars, rulers).
Subject-matter units may vary in order and substitutions may occur according to world conditions.
Skills emphasized in geography class comprise the higher thinking modes:
analysis
synthesis
evaluation
composition
questioning.
The primary theme is that students are encouraged to gather information about a nation / culture and compare it to previously-studied nations.
Quizzes focus on reading and organizational skills. Reading comprehension is a key to this class as well as to your future success in school and work.
Analysis: to take apart the elements of a culture:
* land - ex., from the cold Himalayas to bustling Shanghai
* resources - petroleum, alumina, arable land, work ethic
* history - golden eras, wars, colonialization, empire
* arts - architecture, painting, sculpture, literature, clothing
* philosophy - What is the theme of Confucianism? can you identify the difference between Buddhism and Taoism?
* government - authoritarian, socialist, democratic
* economy - free enterprise, government controlled, modified
* ethnic groups - Mongolian, Chinese, Japanese, Korean, Creole
* language - Latin, Greek, Sanskrit, Hindi, Mandarin Chinese
* religions - the degrees of fervor in Christian, jewish and Muslim communities
Synthesis: combine elements of cultures to offer a theme or thesis.
Ex., a) Write a brief essay showing the similarities in Chinese and American cultures. b) Create an annotated map that shows the influence of Buddhism across several nations in Asia.
Questions which accompany each class activity emphasize interpretation and comparison.
Ex.: if most of the world's poor population cooks over charcoal, what are the indirect stresses on the environment? answer: not only air pollution, but deforestation (charcoal being the product of partially burned trees). Deforestation leads to excessive erosion of topsoil and to an extreme danger: a decline in agricultural production.
Learning styles exploration and communication styles evaluation are the subtext for this social studies class.
* How effective is repetition? How can repetition be made bearable?
* How does art - ex., illustrations - enhance learning? Does color add significant impact to communication?
* Does a hands-on activity (for instance, a puzzle map) enhance retention of material?
* Does a multiple-choice quiz create involvement in a general audience? Is multiple-choice more appealing than a fill-in-the-blanks quiz? Why?
If students both see material on the board, write it down, add an illustration, add color, create a quiz and write an essay on the material do we reach a high level of understanding and retention? That is this teacher's idea of a thorough lesson.
Composition engages students in the highest mode of thinking.
Written communication must be
orderly; logic and chronology and thoughtful transitions must be in evidence. Writing must be:
* detailed - examples and documentation make a full-bodied article.
* lively - a snappy title and colorful opening are mandatory.
* credible - "according to" and a source must accompany all fact and even presentations of opinion. Meanwhile, we also avoid plagiarism.
* insightful rather than lengthy - while offering an adequate amount of evidence is important, the highest level of writing demonstrates questioning, offers a thesis and demonstrates leaps of imagination.
Materials
Rand McNally Quick Reference World Atlas is used in class virtually every day and on every quiz. It comprises demography, topography, political life, and spatial relationships. The RMQRWA offers students opportunities for exploration, memorization and global insight.
Presentations and activities developed by your teacher from material in the NY Times, Public Broadcasting, National Geographic, World Book and numerous additional sources.
The Class Web Site at http://mondotrudeau.blogspot.com is designed to help create a partnership in learning between student, teacher and parents. Assignments, activities, notes, announcements and tests are updated regularly. Here you will find opportunities for bonus credit writing assignments and a place to catch up on notes and tests when you are ill or otherwise absent.
Guest speakers and field trips offer a first-hand learning opportunity. Students' questions are highly valued during these experiences. Post-activity essays afford us an opportunity to evaluate the experience.
Evaluation
Memorization is exercised by a regular schedule of map tests. Spelling counts, as it does all one's life.
Open Notes Multiple Choice Tests offer a challenge to students' ability to take accurate notes, to organize their notes and to use pertinent resources, such as notes from the class web site and resource books in the classroom. Also measured by Open Notes Tests is the ability to read questions and the ability to use deduction in choosing answers.
Essays
Student growth in communications and thinking skills are challenged in the most stringent way by essay questions. Students are given evidence in handouts and expected to follow essay guidelines.
Projects
Special teamwork assignments such as making Powerpoint presentations are an important part of a varied academic diet.
Independent work
Essays are the primarily recommended form of independent work. Each week I suggest several topics for research and writing. From time to time I may allow students to bring a taste of a foreign cuisine to school. I also encourage audio-visual projects such as video and other photography projects.
Email is my way of extending my care to the 143 students I teach each day. Email may be used for bonus work or regular assignments when needed.
Parents and students' questions are answered efficiently by the use of email.
Benchmarks
Instruction and student achievement will be based on these items, as mandated by the Department of Education:
Solving geographic problems by use of geographic materials.
Organizing material by formulating mental maps.
Determining how location and social, cultural, and economic processes affect the features and significance of regions.
Analyzing the structure and interconnectedness of regions.
Determining the social factors that impact human systems.
Analyzing demographic materials.
Comparing economic systems.
Examining the role of technology in human achievement.
Describing the earth's physical challenges and searching for solutions.
Using concepts such as chronology and conflict to analyze history.
Interpreting primary and secondary sources.
Conducting research in efforts to analyze historic issues.
Analyzing cause and effect relationships.
Analyzing and demonstrating an understanding of nations' changes in the modern era.
Analyzing the origins, central ideas and impact of great religions and philosophies.
Tracing the interconnectedness of peoples through research into national and cultural forces.
Grade level Expectations
Competent use of all sections of the atlas.
Mental mapping.
Comparison of cultures.
Use of graphs and diagrams in communicating geographic material.
Drawing conclusions about locations based on the evidence in maps and graphs.
Analysis of economic forces.
Demonstrate an understanding of demographics.
Inquire into the forces that create war and peace.
Describe the cultural forces that link the world's regions.
Aug: basic skills in geography (2 weeks)
Sept: US & Canada (4)
Oct: Central & South America & the Caribbean (3) also, Europe begins.
Nov 4: schools closed for presidential election.
Nov: Europe (4)
Dec: Russia & Northern Eurasia (3)
Jan: Semester exams.
Jan: Middle East (SW Asia) & Mediterranean Afric
Feb: Sub-Saharan Africa (3)
March: South & Central Asia (3)
April: East Asia (3)
May: Australia & Oceania
Geography is a social studies regimen in which Robert Trudeau's students take a humanities approach appropriate to a college-oriented high school curriculum.
The class integrates
* study of language (especially Greek and Latin roots)
* literature (often through classic films such as Gandhi and Lawrence of Arabia)
* architecture (students make abbreviated models of buildings such as the Taj Mahal and the Great Mosque at Mecca)
* cuisine (taste this Japanese nori, or cultivated seaweed, and write down 5 sensory words)
* music (ethnic or classical music is played in the classroom daily)
* map study (students can draw and label a map comprising the entire world by year's end), * economy (per capita income, standard of living) and
* history (empires, wars, rulers).
Subject-matter units may vary in order and substitutions may occur according to world conditions.
Skills emphasized in geography class comprise the higher thinking modes:
analysis
synthesis
evaluation
composition
questioning.
The primary theme is that students are encouraged to gather information about a nation / culture and compare it to previously-studied nations.
Quizzes focus on reading and organizational skills. Reading comprehension is a key to this class as well as to your future success in school and work.
Analysis: to take apart the elements of a culture:
* land - ex., from the cold Himalayas to bustling Shanghai
* resources - petroleum, alumina, arable land, work ethic
* history - golden eras, wars, colonialization, empire
* arts - architecture, painting, sculpture, literature, clothing
* philosophy - What is the theme of Confucianism? can you identify the difference between Buddhism and Taoism?
* government - authoritarian, socialist, democratic
* economy - free enterprise, government controlled, modified
* ethnic groups - Mongolian, Chinese, Japanese, Korean, Creole
* language - Latin, Greek, Sanskrit, Hindi, Mandarin Chinese
* religions - the degrees of fervor in Christian, jewish and Muslim communities
Synthesis: combine elements of cultures to offer a theme or thesis.
Ex., a) Write a brief essay showing the similarities in Chinese and American cultures. b) Create an annotated map that shows the influence of Buddhism across several nations in Asia.
Questions which accompany each class activity emphasize interpretation and comparison.
Ex.: if most of the world's poor population cooks over charcoal, what are the indirect stresses on the environment? answer: not only air pollution, but deforestation (charcoal being the product of partially burned trees). Deforestation leads to excessive erosion of topsoil and to an extreme danger: a decline in agricultural production.
Learning styles exploration and communication styles evaluation are the subtext for this social studies class.
* How effective is repetition? How can repetition be made bearable?
* How does art - ex., illustrations - enhance learning? Does color add significant impact to communication?
* Does a hands-on activity (for instance, a puzzle map) enhance retention of material?
* Does a multiple-choice quiz create involvement in a general audience? Is multiple-choice more appealing than a fill-in-the-blanks quiz? Why?
If students both see material on the board, write it down, add an illustration, add color, create a quiz and write an essay on the material do we reach a high level of understanding and retention? That is this teacher's idea of a thorough lesson.
Composition engages students in the highest mode of thinking.
Written communication must be
orderly; logic and chronology and thoughtful transitions must be in evidence. Writing must be:
* detailed - examples and documentation make a full-bodied article.
* lively - a snappy title and colorful opening are mandatory.
* credible - "according to" and a source must accompany all fact and even presentations of opinion. Meanwhile, we also avoid plagiarism.
* insightful rather than lengthy - while offering an adequate amount of evidence is important, the highest level of writing demonstrates questioning, offers a thesis and demonstrates leaps of imagination.
Materials
Rand McNally Quick Reference World Atlas is used in class virtually every day and on every quiz. It comprises demography, topography, political life, and spatial relationships. The RMQRWA offers students opportunities for exploration, memorization and global insight.
Presentations and activities developed by your teacher from material in the NY Times, Public Broadcasting, National Geographic, World Book and numerous additional sources.
The Class Web Site at http://mondotrudeau.blogspot.com is designed to help create a partnership in learning between student, teacher and parents. Assignments, activities, notes, announcements and tests are updated regularly. Here you will find opportunities for bonus credit writing assignments and a place to catch up on notes and tests when you are ill or otherwise absent.
Guest speakers and field trips offer a first-hand learning opportunity. Students' questions are highly valued during these experiences. Post-activity essays afford us an opportunity to evaluate the experience.
Evaluation
Memorization is exercised by a regular schedule of map tests. Spelling counts, as it does all one's life.
Open Notes Multiple Choice Tests offer a challenge to students' ability to take accurate notes, to organize their notes and to use pertinent resources, such as notes from the class web site and resource books in the classroom. Also measured by Open Notes Tests is the ability to read questions and the ability to use deduction in choosing answers.
Essays
Student growth in communications and thinking skills are challenged in the most stringent way by essay questions. Students are given evidence in handouts and expected to follow essay guidelines.
Projects
Special teamwork assignments such as making Powerpoint presentations are an important part of a varied academic diet.
Independent work
Essays are the primarily recommended form of independent work. Each week I suggest several topics for research and writing. From time to time I may allow students to bring a taste of a foreign cuisine to school. I also encourage audio-visual projects such as video and other photography projects.
Email is my way of extending my care to the 143 students I teach each day. Email may be used for bonus work or regular assignments when needed.
Parents and students' questions are answered efficiently by the use of email.
Benchmarks
Instruction and student achievement will be based on these items, as mandated by the Department of Education:
Solving geographic problems by use of geographic materials.
Organizing material by formulating mental maps.
Determining how location and social, cultural, and economic processes affect the features and significance of regions.
Analyzing the structure and interconnectedness of regions.
Determining the social factors that impact human systems.
Analyzing demographic materials.
Comparing economic systems.
Examining the role of technology in human achievement.
Describing the earth's physical challenges and searching for solutions.
Using concepts such as chronology and conflict to analyze history.
Interpreting primary and secondary sources.
Conducting research in efforts to analyze historic issues.
Analyzing cause and effect relationships.
Analyzing and demonstrating an understanding of nations' changes in the modern era.
Analyzing the origins, central ideas and impact of great religions and philosophies.
Tracing the interconnectedness of peoples through research into national and cultural forces.
Grade level Expectations
Competent use of all sections of the atlas.
Mental mapping.
Comparison of cultures.
Use of graphs and diagrams in communicating geographic material.
Drawing conclusions about locations based on the evidence in maps and graphs.
Analysis of economic forces.
Demonstrate an understanding of demographics.
Inquire into the forces that create war and peace.
Describe the cultural forces that link the world's regions.
A wee quiz on 3 ginormous cities
1. The approximate metropolitan population of Chicago in millions? a) 4 m b) 6 m c) 9 m d) 12 m
2. Chicago was founded on a portage between 2 bodies of water. Lake Michigan and a) Lake Superior b) Mississippi R c) Lake Huron.
3. Which recent presidents were closely associated with Los Angeles?
a) Reagan & Carter b) Kennedy & Clinton c) Reagan & Nixon
d) Nixon & Eisenhower.
4. Jean Baptiste du Sable was the founder of a) Chicago b) Los Angeles c) NYC.
5. Named for a female: a) Chicago b) Los Angeles c) NYC.
6. World's Fair of 1893: a) Chicago b) Los Angeles c) NYC.
7. Founded by the Dutch. a) Chicago b) Los Angeles c) NYC.
8. Oprah. a) Chicago b) Los Angeles c) NYC.
9. Bagels: a) Chicago b) Los Angeles c) NYC.
10. Health food: a) Chicago b) Los Angeles c) NYC.
11. Largest city in the most populous state. a) Chicago b) Los Angeles c) NYC.
2. Chicago was founded on a portage between 2 bodies of water. Lake Michigan and a) Lake Superior b) Mississippi R c) Lake Huron.
3. Which recent presidents were closely associated with Los Angeles?
a) Reagan & Carter b) Kennedy & Clinton c) Reagan & Nixon
d) Nixon & Eisenhower.
4. Jean Baptiste du Sable was the founder of a) Chicago b) Los Angeles c) NYC.
5. Named for a female: a) Chicago b) Los Angeles c) NYC.
6. World's Fair of 1893: a) Chicago b) Los Angeles c) NYC.
7. Founded by the Dutch. a) Chicago b) Los Angeles c) NYC.
8. Oprah. a) Chicago b) Los Angeles c) NYC.
9. Bagels: a) Chicago b) Los Angeles c) NYC.
10. Health food: a) Chicago b) Los Angeles c) NYC.
11. Largest city in the most populous state. a) Chicago b) Los Angeles c) NYC.
Tuesday, September 15, 2009
NYC: Five Boroughs
New York: the most populous city in the United States, and the center of the New York metropolitan area, which is among the most populous urban areas in the world, says Wikipedia.
A leading global city, New York exerts a powerful influence over worldwide commerce, finance, culture, fashion and entertainment. It is host of the United Nations headquarters.
Located on a large natural harbor on the Atlantic coast of the Northeastern United States, the city consists of five boroughs: The Bronx, Brooklyn, Manhattan, Queens, and Staten Island.
- Estimated population exceeds 8.3 million people,[2] and with a land area of 305 square miles (790 km2),[3][4] New York City is the most densely populated major city in the United States.[5]
- The metropolitan area's population is also the nation's largest, estimated at 18.8 million people over 6,720 square miles (17,400 km2).
- Combined Statistical Area containing the Greater New York City metropolitan area contained 21.962 million people, also the largest in the United States.
* New York was founded as a commercial trading post by the Dutch in 1624. The settlement was called New Amsterdam until 1664 when the colony came under English control.[7]
* New York served as the capital of the United States from 1785 until 1790.[8] It has been the country's largest city since 1790.[9]
- The Statue of Liberty greeted millions of immigrants as they came to America in the late 19th and early 20th centuries.
- Wall Street, in Lower Manhattan, has been a dominant global financial center since World War II and is home to the New York Stock Exchange.
- Empire State Building and the twin towers of the former World Trade Center.
- Harlem Renaissance in literature and visual art,
- abstract expressionism (also known as the New York School) in painting
- hip hop,[10] punk,[11] salsa, disco and Tin Pan Alley in music
- the home of Broadway theater.
- Use of mass transit, most of which runs 24 hours per day.
- Nearly 170 languages were spoken in the city and 36% of its population was born outside the United States.
- "The City that Never Sleeps"; other nicknames include Gotham[14] and the Big Apple.[15]
Delaware/Algonquin, indigenous peoples.
- European discovery in 1524[16] by Giovanni da Verrazzano, an Italian explorer in the service of the French crown.
- Dutch fur trading settlement, later called "Nieuw Amsterdam" (New Amsterdam), on the southern tip of Manhattan in 1614.
- Dutch colonial Director-General Peter Minuit purchased the island of Manhattan from the Lenape in 1626 for a value of 60 guilders - about $1000 in 2006.
- 1664, the English conquered the city and renamed it "New York" after the English Duke of York and Albany.
- Seminal John Peter Zenger trial in 1735, helping to establish the freedom of the press in North America.
- 1754, Columbia University was founded under charter by George II of Great Britain as King's College in Lower Manhattan.[23]
- The Stamp Act Congress met in New York in October of 1765 as the Sons of Liberty organized in the city, skirmishing over the next ten years with British troops stationed there.
- Major battles known as the New York Campaign during the American Revolutionary War. After the upper Manhattan Battle of Fort Washington in 1776 the city became the British military and political base of operations in North America, and a haven for Loyalist refugees, until military occupation ended in 1783.
- The assembly of the Congress of the Confederation made New York City the national capital shortly after the war: the Constitution of the United States was ratified and in 1789 the first President of the United States, George Washington, was inaugurated; the first United States Congress and the United States Supreme Court each assembled for the first time in 1789, and the United States Bill of Rights drafted, all at Federal Hall on Wall Street.[24]
- By 1790, New York City had surpassed Philadelphia as the largest city in the United States.
A leading global city, New York exerts a powerful influence over worldwide commerce, finance, culture, fashion and entertainment. It is host of the United Nations headquarters.
Located on a large natural harbor on the Atlantic coast of the Northeastern United States, the city consists of five boroughs: The Bronx, Brooklyn, Manhattan, Queens, and Staten Island.
- Estimated population exceeds 8.3 million people,[2] and with a land area of 305 square miles (790 km2),[3][4] New York City is the most densely populated major city in the United States.[5]
- The metropolitan area's population is also the nation's largest, estimated at 18.8 million people over 6,720 square miles (17,400 km2).
- Combined Statistical Area containing the Greater New York City metropolitan area contained 21.962 million people, also the largest in the United States.
* New York was founded as a commercial trading post by the Dutch in 1624. The settlement was called New Amsterdam until 1664 when the colony came under English control.[7]
* New York served as the capital of the United States from 1785 until 1790.[8] It has been the country's largest city since 1790.[9]
- The Statue of Liberty greeted millions of immigrants as they came to America in the late 19th and early 20th centuries.
- Wall Street, in Lower Manhattan, has been a dominant global financial center since World War II and is home to the New York Stock Exchange.
- Empire State Building and the twin towers of the former World Trade Center.
- Harlem Renaissance in literature and visual art,
- abstract expressionism (also known as the New York School) in painting
- hip hop,[10] punk,[11] salsa, disco and Tin Pan Alley in music
- the home of Broadway theater.
- Use of mass transit, most of which runs 24 hours per day.
- Nearly 170 languages were spoken in the city and 36% of its population was born outside the United States.
- "The City that Never Sleeps"; other nicknames include Gotham[14] and the Big Apple.[15]
Delaware/Algonquin, indigenous peoples.
- European discovery in 1524[16] by Giovanni da Verrazzano, an Italian explorer in the service of the French crown.
- Dutch fur trading settlement, later called "Nieuw Amsterdam" (New Amsterdam), on the southern tip of Manhattan in 1614.
- Dutch colonial Director-General Peter Minuit purchased the island of Manhattan from the Lenape in 1626 for a value of 60 guilders - about $1000 in 2006.
- 1664, the English conquered the city and renamed it "New York" after the English Duke of York and Albany.
- Seminal John Peter Zenger trial in 1735, helping to establish the freedom of the press in North America.
- 1754, Columbia University was founded under charter by George II of Great Britain as King's College in Lower Manhattan.[23]
- The Stamp Act Congress met in New York in October of 1765 as the Sons of Liberty organized in the city, skirmishing over the next ten years with British troops stationed there.
- Major battles known as the New York Campaign during the American Revolutionary War. After the upper Manhattan Battle of Fort Washington in 1776 the city became the British military and political base of operations in North America, and a haven for Loyalist refugees, until military occupation ended in 1783.
- The assembly of the Congress of the Confederation made New York City the national capital shortly after the war: the Constitution of the United States was ratified and in 1789 the first President of the United States, George Washington, was inaugurated; the first United States Congress and the United States Supreme Court each assembled for the first time in 1789, and the United States Bill of Rights drafted, all at Federal Hall on Wall Street.[24]
- By 1790, New York City had surpassed Philadelphia as the largest city in the United States.
Getting oriented to NYC
Make a sketch map from the point of view of a pilot zooming over the Verrazano-Narrows Bridge while coming from the Atlantic.
- Manhattan island
- above Manhattan: the Bronx (separating them: the short Harlem River).
- to the Northeast: Connecticut
- to the East: the East River; also, Queens
- to the Southeast: Brooklyn
- to the South: NY harbor, Ellis Is, Liberty Is.
- to the West: the Hudson River and New Jersey
- in the center: Central Park
- Manhattan island
- above Manhattan: the Bronx (separating them: the short Harlem River).
- to the Northeast: Connecticut
- to the East: the East River; also, Queens
- to the Southeast: Brooklyn
- to the South: NY harbor, Ellis Is, Liberty Is.
- to the West: the Hudson River and New Jersey
- in the center: Central Park
Navy Pier Dog; hmm.
If it's called a Navy Pier Dog, what city is its home? What's that body of water? What's the name for the relish used?
Steven Spielberg and a handful of personalities from Los Angeles
Stephen Spielberg, a sort of soul-of-Hollywood type fellow, is responsible for movies such as Saving Private Ryan, Schindler's List, Raiders of the Lost Ark, Jaws, ET, Indiana Jones and the Temple of Doom, Back to the Future, The Color Purple and Jurassic Park.
Also personalities in Los Angeles:
- Red Hot Chili Peppers
- Paris Hilton
- Arnold Schwarzenegger
- Richard Nixon
- Ronald Reagan
- Jay Leno
Locations:
- West Hollywood, home of the world-famous Sunset Strip.
- Rodeo Drive
- Venice Boardwalk
Also personalities in Los Angeles:
- Red Hot Chili Peppers
- Paris Hilton
- Arnold Schwarzenegger
- Richard Nixon
- Ronald Reagan
- Jay Leno
Locations:
- West Hollywood, home of the world-famous Sunset Strip.
- Rodeo Drive
- Venice Boardwalk
A Man with a hat of tan and four more boroughs in NYC
NYC map inquiry
1. Identify the 2 states that border New York.
2. Name the capital of New York.
3. Four of the boroughs are located on islands. Name the two that share space on one island. Queens, Brooklyn.
4. Which one of these is a notable Manhattan neighborhood? a) Roxbury b) Crown Heights c) Watts d) Harlem e) all the above. Harlem.
5. Name the avenue famous for swank, snob-appeal stores. That would be a) Central Park West b) Madison Ave. c) Fifth Ave. d) Broadway. Fifth Ave.
6. On the Upper West Side is a complex of music schools (Juilliard) and concert halls (Avery Fisher Hall). The complex is called a) the Rotunda b) Walt Disney Concert Center c) Lincoln Center d) John Kennedy Center for the Performing Arts. Lincoln Center.
7. This multi-skyscraper complex was built near the end of the Depression by a scion of America’s wealthiest family. It is the a) Gates Pavilion b) Trump Towers c) Rockefeller Center d) Chrysler Building. Rockefeller Center.
8. Broadway at 42nd Street. This triangular plaza was once the site of the offices of NYC’s best-known newspaper. The spot is called __ __. Times Square.
9. This charming historic district is NYC’s oldest residential neighborhood. It was named for the city near London in which the Prime Meridian was established. It is __ Village. Greenwich.
10. The run-down Manhattan neighborhood in which many poor immigrants (notably East European Jews, Italians and Chinese) got their start is the a) Upper West Side b) the Midtown area
c) the Lower East Side d) Harlem. Lower East Side.
11. This famous site is near NY Harbor and the Hudson River. There was a restaurant atop the site called Windows on the World; today, a memorial and construction mark this large Lower Manhattan landmark. World Trade Center.
12. The earliest site of European settlement is at the southern tip of Manhattan. Today it is marked by a park named for the set of cannons that awaited any forces sailing into NY harbor. a) Central Park b) Grosvenor Park c) Riverside Park
d) Battery Park. Battery Park.
13. One of the islands in NY harbor was an immigration center - today an immigration museum. A nearby island is overshadowed by a gift from France to the US. Name the 2 islands. Ellis and Liberty.
14. There are two major airports on Long Island; one is LaGuardia Airport, one is JFK International. One of them is close to Long Island Sound. Which one is near the Atlantic? JFK.
15. In NYC landmarks, which “island” is actually a peninsula? Coney Is.
16. The East River and Harlem River border Manhattan on the east. On the west is the __ River. Hudson.
17. Name the 5 boroughs of NYC.
18. The tiny colony that became NYC was first established by people from the European nation of __. Holland. Later, it was taken over and renamed for the Duke of York by people from the nation of __. England.
19. Rip Van Winkle and the Knickerbocker Tales reflect the culture of the earliest Europeans settlers, the __ . Dutch.
20. Place these 10 immigrant groups in chronological order in regards their arrival in NYC:
- Chinese
- English
- Italians
- African-Americans
- Russians/Jews
- Dutch
- Germans
- Hispanics
- Algonquins
* Please see Thinkquest.org
23. Rockefeller Center is symbolic of several American strengths. Explain, please:
a) engineering
b) art & beauty
c) entrepreneurial energy
26. Are Wall Street and the NY Stock Exchange nearest the World Trade Center site or Central Park? WTC.
27. What's the longest major street in Manhattan? a) Broadway b) Fifth Avenue c) Riverside Drive. Broadway.
28. Is Harlem on the north or south end of Manhattan? N.
29. Which is on the north end, which on the southern end of Manhattan? Columbia U. (N) and NYU (S).
1. Identify the 2 states that border New York.
2. Name the capital of New York.
3. Four of the boroughs are located on islands. Name the two that share space on one island. Queens, Brooklyn.
4. Which one of these is a notable Manhattan neighborhood? a) Roxbury b) Crown Heights c) Watts d) Harlem e) all the above. Harlem.
5. Name the avenue famous for swank, snob-appeal stores. That would be a) Central Park West b) Madison Ave. c) Fifth Ave. d) Broadway. Fifth Ave.
6. On the Upper West Side is a complex of music schools (Juilliard) and concert halls (Avery Fisher Hall). The complex is called a) the Rotunda b) Walt Disney Concert Center c) Lincoln Center d) John Kennedy Center for the Performing Arts. Lincoln Center.
7. This multi-skyscraper complex was built near the end of the Depression by a scion of America’s wealthiest family. It is the a) Gates Pavilion b) Trump Towers c) Rockefeller Center d) Chrysler Building. Rockefeller Center.
8. Broadway at 42nd Street. This triangular plaza was once the site of the offices of NYC’s best-known newspaper. The spot is called __ __. Times Square.
9. This charming historic district is NYC’s oldest residential neighborhood. It was named for the city near London in which the Prime Meridian was established. It is __ Village. Greenwich.
10. The run-down Manhattan neighborhood in which many poor immigrants (notably East European Jews, Italians and Chinese) got their start is the a) Upper West Side b) the Midtown area
c) the Lower East Side d) Harlem. Lower East Side.
11. This famous site is near NY Harbor and the Hudson River. There was a restaurant atop the site called Windows on the World; today, a memorial and construction mark this large Lower Manhattan landmark. World Trade Center.
12. The earliest site of European settlement is at the southern tip of Manhattan. Today it is marked by a park named for the set of cannons that awaited any forces sailing into NY harbor. a) Central Park b) Grosvenor Park c) Riverside Park
d) Battery Park. Battery Park.
13. One of the islands in NY harbor was an immigration center - today an immigration museum. A nearby island is overshadowed by a gift from France to the US. Name the 2 islands. Ellis and Liberty.
14. There are two major airports on Long Island; one is LaGuardia Airport, one is JFK International. One of them is close to Long Island Sound. Which one is near the Atlantic? JFK.
15. In NYC landmarks, which “island” is actually a peninsula? Coney Is.
16. The East River and Harlem River border Manhattan on the east. On the west is the __ River. Hudson.
17. Name the 5 boroughs of NYC.
18. The tiny colony that became NYC was first established by people from the European nation of __. Holland. Later, it was taken over and renamed for the Duke of York by people from the nation of __. England.
19. Rip Van Winkle and the Knickerbocker Tales reflect the culture of the earliest Europeans settlers, the __ . Dutch.
20. Place these 10 immigrant groups in chronological order in regards their arrival in NYC:
- Chinese
- English
- Italians
- African-Americans
- Russians/Jews
- Dutch
- Germans
- Hispanics
- Algonquins
* Please see Thinkquest.org
23. Rockefeller Center is symbolic of several American strengths. Explain, please:
a) engineering
b) art & beauty
c) entrepreneurial energy
26. Are Wall Street and the NY Stock Exchange nearest the World Trade Center site or Central Park? WTC.
27. What's the longest major street in Manhattan? a) Broadway b) Fifth Avenue c) Riverside Drive. Broadway.
28. Is Harlem on the north or south end of Manhattan? N.
29. Which is on the north end, which on the southern end of Manhattan? Columbia U. (N) and NYU (S).
A pivotal unit: what the 22 million people in the metropolitan area of NYC have done and continue to do
A reminder of our parameters in note-taking on the Great Cities unit:
demographics: metro populations and ethnic proportions
- history: explorers, naming and major development points
- physical geography: terrain, environment
- neighborhoods, regions: the famous ones
- climate: basic weather types
- notable buildings: landmarks
-performing arts institutions, such as museums and performing troupes
- tourism: light entertainment
- cuisine: characteristic foods
- sports / college & pro teams
- personalities: celebs, moguls
- economy: the best-known indutries
- universities: the famous ones
- transportation: rail? river?
demographics: metro populations and ethnic proportions
- history: explorers, naming and major development points
- physical geography: terrain, environment
- neighborhoods, regions: the famous ones
- climate: basic weather types
- notable buildings: landmarks
-performing arts institutions, such as museums and performing troupes
- tourism: light entertainment
- cuisine: characteristic foods
- sports / college & pro teams
- personalities: celebs, moguls
- economy: the best-known indutries
- universities: the famous ones
- transportation: rail? river?
Monday, September 14, 2009
Comparing Chicago's "Bean" to Shreveport's 8-story mural, Once in a Millennium Moon
Chicago's Millennium Park is part of the downtown Central Business District (CBD) known as the Chicago Loop. In Millennium Park notable sights are the Bean (aka the Cloud Gate) and the Crown Fountain.
Is there a part of Shreveport that compares in any way?
The Millennium Moon mural on the AT&T building, downtown, compares well. The 8-story mural is the country's largest.
Chicago is part of the Rust Belt. In the 1970's the US began to lose its heavy manufacturing facilities to foreign competition. The former industrial corridor around the Great Lakes is home to many rusting former factories.
Shreveport is part of the Bible Belt.
Bible Belt is an informal term for an area of the United States in which socially conservative evangelical Protestantism is a dominant part of the culture and Christian church attendance across the denominations is extremely high, says Wikipedia.
Chicago has some 10 million in the metropolitan area. Shreveport has far less than half a million.
Chicago's top schools? Univ of Chicago and Northwestern University (Not to confused with Northwestern State, Natchitoches).
Foods? Chicago hot dog, the Polish sandwich, the Chicago deep-dish pizza.
Is there a part of Shreveport that compares in any way?
The Millennium Moon mural on the AT&T building, downtown, compares well. The 8-story mural is the country's largest.
Chicago is part of the Rust Belt. In the 1970's the US began to lose its heavy manufacturing facilities to foreign competition. The former industrial corridor around the Great Lakes is home to many rusting former factories.
Shreveport is part of the Bible Belt.
Bible Belt is an informal term for an area of the United States in which socially conservative evangelical Protestantism is a dominant part of the culture and Christian church attendance across the denominations is extremely high, says Wikipedia.
Chicago has some 10 million in the metropolitan area. Shreveport has far less than half a million.
Chicago's top schools? Univ of Chicago and Northwestern University (Not to confused with Northwestern State, Natchitoches).
Foods? Chicago hot dog, the Polish sandwich, the Chicago deep-dish pizza.
Progress reports in my geography classes on Tuesday
Point sheets will go out on Tuesday. Scroll below for more on Back to School Night, which is Thursday.
All parents of ninth graders or first-year enrollees are asked to report at 6 pm to the PAC (there will be guides on campus). Parents of upperclassmen are asked to go to homeroom teachers for the opening.
All parents of ninth graders or first-year enrollees are asked to report at 6 pm to the PAC (there will be guides on campus). Parents of upperclassmen are asked to go to homeroom teachers for the opening.
Sunday, September 13, 2009
Back to School night Thurs, Sept 17, 6 pm
Arriving early is a capital idea on Back to School Night at Magnet.
Parents who understand what life's all about are responsible for the high level of quality of this school. They attend BTSN in droves. They want to see and hear the faculty and administration and feel the environment again. Thus parking facilities are overloaded.
We welcome your curiosity, your inquiry and your demonstration of support!
Parents who understand what life's all about are responsible for the high level of quality of this school. They attend BTSN in droves. They want to see and hear the faculty and administration and feel the environment again. Thus parking facilities are overloaded.
We welcome your curiosity, your inquiry and your demonstration of support!
Friday, September 11, 2009
Is California the most populous state, or is New York?
1. California 37 million
2. Texas 24 million
3. New York 20 million
4. Florida 18 million
US Census Bureau, 2008.
If you're wondering about my emphasis on demographics, may I remind you that heavy population equals political weight and, usually, economic energy. Is it a coincidence that these 3 states have been associated with high educational rankings and high achievement?
2. Texas 24 million
3. New York 20 million
4. Florida 18 million
US Census Bureau, 2008.
If you're wondering about my emphasis on demographics, may I remind you that heavy population equals political weight and, usually, economic energy. Is it a coincidence that these 3 states have been associated with high educational rankings and high achievement?
Chicago, the Windy City, the capital of the Midwest
Chicago . . .
1. Metro population?
2. Population rank in the US?
3. Chicago founded on a portage between 2 bodies of water. __ and __
4. 2nd busiest airport in the world?
5. Which recent president has been a representative from greater Chicago?
6. The first non-indigenous settler was Jean Baptiste du __ . He was a fellow of mixed ethnicity, including __ and __ .
7. The name Chicago is a French rendering of a name in a native American language.
8. In 1893, Chicago hosted the World's Fair, called the World's Columbian Exposition. It drew 27.5 million visitors, and is considered the most influential world's fair in history.
9. The 1920s brought notoriety to Chicago as gangsters, including the notorious Al Capone, battled each other and law enforcement on the city streets during the Prohibition era.
10. 2 musicians.
11. 3 politicians.
12. Ethnic groups.
13. 2 tv shows and a radio show.
14. Bar graph: the major ethnic groups (totals, percentage and colored graph) of 3 cities: LA, Chicago, NYC.
1. Metro population?
2. Population rank in the US?
3. Chicago founded on a portage between 2 bodies of water. __ and __
4. 2nd busiest airport in the world?
5. Which recent president has been a representative from greater Chicago?
6. The first non-indigenous settler was Jean Baptiste du __ . He was a fellow of mixed ethnicity, including __ and __ .
7. The name Chicago is a French rendering of a name in a native American language.
8. In 1893, Chicago hosted the World's Fair, called the World's Columbian Exposition. It drew 27.5 million visitors, and is considered the most influential world's fair in history.
9. The 1920s brought notoriety to Chicago as gangsters, including the notorious Al Capone, battled each other and law enforcement on the city streets during the Prohibition era.
10. 2 musicians.
11. 3 politicians.
12. Ethnic groups.
13. 2 tv shows and a radio show.
14. Bar graph: the major ethnic groups (totals, percentage and colored graph) of 3 cities: LA, Chicago, NYC.
Thursday, September 10, 2009
Adam: an indie movie at Robinson Film Center about a guy with Aspergers Syndrome who meets the right girl
ADAM
September 11-24
Starring Hugh Dancy and Rose Byrne
2009 Sundance Film Festival Grand Jury Prize Nominee
Romance, In English
In this heartfelt romantic comedy, Hugh Dancy (The Jane Austen Book Club, Confessions of a Shopaholic) stars as Adam, a handsome, intriguing young man with Asperger's Syndrome who has led a very isolated life - until he meets his new neighbor, Beth (Rose Byrne, Damages, 28 Weeks Later), a beautiful, cosmopolitan young woman who pulls him out of his shell with funny, touching, and entirely unexpected results.
SPECIAL GUEST Q&A ANNOUNCED
The Northwest Louisiana Autism Chapter will host a post-screening discussion of the film Adam following the 3:00 PM screening on Saturday, September 19. Our guests will be young people living with Asperger’s Syndrome, a condition which is depicted in the film. Robinson Film Center advance ticket purchase recommended.
"This is an affirmation that it's still possible to find smart movies about one of the most basic aspects of the human experience: falling in love."
-James Berardinelli, Reelviews
September 11-24
Starring Hugh Dancy and Rose Byrne
2009 Sundance Film Festival Grand Jury Prize Nominee
Romance, In English
In this heartfelt romantic comedy, Hugh Dancy (The Jane Austen Book Club, Confessions of a Shopaholic) stars as Adam, a handsome, intriguing young man with Asperger's Syndrome who has led a very isolated life - until he meets his new neighbor, Beth (Rose Byrne, Damages, 28 Weeks Later), a beautiful, cosmopolitan young woman who pulls him out of his shell with funny, touching, and entirely unexpected results.
SPECIAL GUEST Q&A ANNOUNCED
The Northwest Louisiana Autism Chapter will host a post-screening discussion of the film Adam following the 3:00 PM screening on Saturday, September 19. Our guests will be young people living with Asperger’s Syndrome, a condition which is depicted in the film. Robinson Film Center advance ticket purchase recommended.
"This is an affirmation that it's still possible to find smart movies about one of the most basic aspects of the human experience: falling in love."
-James Berardinelli, Reelviews
Filet-O-Fish, sir? Deep-sea fish and the challenges in feeding the world
From the NY Times, on the world food supply:
The answer to the eternal mystery of what makes up a Filet-O-Fish sandwich turns out to involve an ugly creature from the sunless depths of the Pacific, whose bounty, it seems, is not limitless.
The world’s insatiable appetite for fish, with its disastrous effects on populations of favorites like red snapper, monkfish and tuna, has driven commercial fleets to deeper waters in search of creatures unlikely to star on the Food Network.
One of the most popular is the hoki, or whiptail, a bug-eyed specimen found far down in the waters around New Zealand and transformed into a major export. McDonald’s alone at one time used roughly 15 million pounds of it each year.
Read more in the NYTimes Science section.
The answer to the eternal mystery of what makes up a Filet-O-Fish sandwich turns out to involve an ugly creature from the sunless depths of the Pacific, whose bounty, it seems, is not limitless.
The world’s insatiable appetite for fish, with its disastrous effects on populations of favorites like red snapper, monkfish and tuna, has driven commercial fleets to deeper waters in search of creatures unlikely to star on the Food Network.
One of the most popular is the hoki, or whiptail, a bug-eyed specimen found far down in the waters around New Zealand and transformed into a major export. McDonald’s alone at one time used roughly 15 million pounds of it each year.
Read more in the NYTimes Science section.
Sample questions from the Urban Quiz Bowl / LA, NYC, Chicago notes
Eventually, you will know much material for each of the 3 cities. To get you started, however, I have a sample set of questions.
A. NYC b. Los Angeles c. Chicago
1. Mediterranean climate type.
2. Tectonic plates and earthquakes.
3. Walt Disney Concert Hall.
4. City spread over a 500 square mile area.
5. El Pueblo de Nuestra Señora la Reina . . .
6. A mountain range splits this city.
7. Largest city in the most populous state.
A. NYC b. Los Angeles c. Chicago
1. Mediterranean climate type.
2. Tectonic plates and earthquakes.
3. Walt Disney Concert Hall.
4. City spread over a 500 square mile area.
5. El Pueblo de Nuestra Señora la Reina . . .
6. A mountain range splits this city.
7. Largest city in the most populous state.
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