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Ms. Monica Aston-----English As A Second Language-----The History and Manufacture of Chocolate



 

Scholastic Action Magazine

(Click Here)

Discovery Education Streaming Media
(Click Here)

Curriculum Subject Area Goals:

   (1) To view, listen and comprehend spoken English.

   (2)  Read and comprehend English in a written format. 

Curriculum Subject Area of Objectives:

   (1) Students will view a streaming video presentation on the manufacture of chocolate and answer oral and written questions about vocabulary and content of the media.
   (2) Students will read a magazine article about the history of chocolate and answer written questions about the content of the article. 

Information Literacy Goals:

   Students will learn about the availability of credible and authoritative information contained in streaming media and web based articles.

Information Literacy Objectives:

    Students will learn about academic information available in Discovery Education streaming media.  Building upon prior instruction by the ESL instructor and the Information Specialist, students will continue to use the learning features of web based Scholastic Action publications to access and comprehend information in various English formats.

Resources:  

   (1) Discovery Education Streaming Media- a visit to “the Guittard chocolate factory in San Francisco to find out how bitter cocoa beans are turned into blocks of sweet milk chocolate”.

   (2)  The Library Blog  

   (3)  Scholastic Action Magazine Online

   (4)  Polyvision smart board and projector

   (5)  Computer workstations equipped with earphones  

Activities:

     Students will be seated in tables facing the Polyvision smart board upon which Discovery Education Streaming Media will be projected. The video will serve to provide prior connections, background and outside knowledge before commencing the next phase of instruction. Written material in support of the media and a quiz will be distributed by the instructors.

     Students will then move to individual workstations, that will be equipped with earphones,

at which time they will access the interactive Scholastic Action Magazine website located on the Library Blog. Students review vocabulary with the ESL instructor and read the article “The History of Chocolate”. Students will then be directed to complete an online quiz based upon the article that is accessible as a “printable”  resource.

     The Information Specialist will review the access/products used and the ESL instructor will review content and English learning activities.

Follow-up Activities:

     The instructors will continue to use the resources of Discovery Education Streaming Media and Scholastic Action with EST students. A new issue of Scholastic Action is published monthly and the website is updated continuously. 

Grading/Assessment Rubric:

     The completion of the quizzes distributed will serve as a guide to the instructors for further joint instruction of the class.

Unlimited Access eBooks Are Available in the Information Center



Students may login to Follett Shelf eBooks using their student username and password to the computer network. Faculty may see the Information Specialist for their login information.

Mr. Thomas Worthington-----Social Studies Department-----Who Was More Responsible for the Cold War: USSR or USA?

   

Library Digital Resources

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Online Catalog 

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NoodleTools Citations System

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ACCESS MY LIBRARY SCHOOL EDITION APP

Log in to the Gelinas Information Center Using
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 USSR or USA?

     With the defeat of fascism and militarism at the end of

World War II, the world was immediately thrust into the

Atomic Age and what became known as The Cold War

between the United States and the Soviet Union (USSR).

Each superpower quickly built up its nuclear weapons

arsenal and developed the ability to put nuclear warheads

on rockets and cruise missiles.  The world was on the

brink of nuclear war.  In the upcoming debate, you will

be expected to defend one of the above positions in regard

to the role the country played in creating the Cold War.

Question:  Who was more responsible for the Cold War?  

Historical Background:

Opening Statement:

Position #1:

Position #2:

Position #3:

Position #4:

Position #5:

Deference to the opposing side:

Closing Statement:

Note: Prepare for the debate as usual, but hand in research from

at least three separate resources.     

Bibliography

Sorted by Call Number / Author.

327.12 DEN PB        Denega, Danielle. The Cold War pigeon patrols : and other animal spies. New York : F. Watts, c2008.

Presents accounts of how animals have been used in the military, on the police force, and in the CIA, including discussion of the use of homing pigeons during the Franco-Prussian War.

327.12 OSH  O'Shei, Tim. Cold War spies. Mankato, Minn. : Capstone Press, c2008.

An exploration of the history of spying during the Cold War that provides information on significant individuals and intelligence gathering techniques; and includes fact boxes, photographs, a glossary, and suggestions for further reading.

327.73 Col   The Cold War : opposing viewpoints. San Diego, CA : Greenhaven Press, c1992.

A history and discussion of the Cold War taken from book excerpts, magazine articles, cartoons, and other sources.

327.73 HAT  Hatt, Christine. The end of the Cold War. North American ed., U.S. ed. Milwaukee, WI : World Almanac Library, 2002.

Explores why the Cold War ended, including such reasons as the changing relationship between the United States and the Soviet Union, economic problems, and the increase in nuclear weaponry worldwide.

327.73047 ROS        Ross, Stewart. The causes of the Cold War. North American ed., U.S. ed. Milwaukee, WI : World Almanac Library, 2002.

Explores the rivalry and tensions between the United States and the Soviet Union stemming from their differing ideologies, and discusses the resulting events during the decade after World War II.

909.52 BOD  Bodden, Valerie. The Cold War. 1st ed. Mankato, Minn. : Creative Education, c2008.

Chronicles the Cold War years between the superpowers of both the U.S. and the Soviet Union including the threat of nuclear war, the Berlin Wall, Cuban Missile Crisis, and the break up of the Soviet Union and Communism in 1989.

943 BUR      Burgan, Michael. The Berlin Wall : barrier to freedom. Minneapolis : Compass Point Books, c2008.

Chronicles the separation of East and West Berlin in the post-World War II years and the closing of the borders on August 13, 1961 when East Germany's Communist government stopped its citizens from fleeing to the West.

973.921 KAL            Kallen, Stuart A., 1955-. The 1950s. San Diego, Calif. : Lucent Books, c1999.

Discusses the political, economic, and cultural life of the United States in the 1950s, including the effects of the Cold War, the civil rights movement,

television, music, art, science, and technology.

973.922 BYR            Byrne, Paul J. The Cuban Missile Crisis : to the brink of war. Minneapolis, MN : Compass Point Books, c2006.A profile of the Cuban Missile Crisis in October 1962 and the thirteen days in which the U.S. and the Soviet Union faced off over Soviet missiles discovered in Cuba.

REF 973.92 GRE      Gregory, Ross. Cold War America, 1946 to 1990. New York : Facts on File, c2003.

Examines American life from 1946 to 1990, providing information about immigration, population, the climate, the economy, transportation, communications, diet and health, religion, government, cities, prominent people, education, culture, and crime.