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		May AUG Oct 30 2008 2009 2010
14 captures 08 Nov 1999 - 23 Oct 2009

About this capture

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Organization: Internet Archive

The Internet Archive discovers and captures web pages through many different web crawls. At any given time several distinct crawls are running, some for months, and some every day or longer. View the web archive through the Wayback Machine.

Collection: Geocities Closing Crawl

Geocities crawl performed by Internet Archive. This data is currently not publicly accessible.

from Wikipedia:
Yahoo! GeoCities is a Web hosting service. GeoCities was originally founded by David Bohnett and John Rezner in late 1994 as Beverly Hills Internet (BHI), and by 1999 GeoCities was the third-most visited Web site on the World Wide Web. In its original form, site users selected a "city" in which to place their Web pages. The "cities" were metonymously named after real cities or regions according to their content—for example, computer-related sites were placed in "SiliconValley" and those dealing with entertainment were assigned to "Hollywood"—hence the name of the site. Shortly after its acquisition by Yahoo!, this practice was abandoned in favor of using the Yahoo! member names in the URLs.

In April 2009, approximately ten years after Yahoo! bought GeoCities, the company announced that it would shut down the United States GeoCities service on October 26, 2009. There were at least 38 million user-built pages on GeoCities before it was shut down.

TIMESTAMPS

Genealogy Unit Lesson

The purpose of this unit is designed to incorportate a host of innovative strataegies that are not often possible in a tradition leaning environment (i.e. creatiave writings in various forms, intergenerational learning, national and international collaborative research). This is an interdisciplinary unit incorporting skills and types of writing learned in Language Arts; Social Studies through the geography and history found in research of different countries and geographical regions; Reading; Computer Science; and the use of the Internet as a research source.

Many of the goals of this unit are requirements of the 7th grade curriculum. Students will be conducting research and learning how to cite the information found on the Internet. Students will also be exposed to various forms of literature including essays, short stories, and possibly, a novel. Part of the writing for the unitl will include short biographies, a short autobiography, a brief history of the country of origin, a narrative, letters, and queries.

Each student is given a packet about the unit which will contain copies of the forms to be used, the notebook requirements, and the project options. The packet contains the following:

I.GENEALOGY NOTEBOOK REQUIREMENTS:

• Separate notebook with a tab for each of the two surnames which you will be researching. You are required to go back three generations in your research...your father/mother, your grandfather/mother, and your great grandfather/mother.
• Title page showing your name, manuscript title, date
• Country Research
• Ancestor Charts - as complete as possible ( at least three generations) for two surnames
• Map showing ancestral movement
• Family Group Sheets
• a. completed as much as possible - in chronological order, oldest first
• b. one for each person whose name is known
• Interviews (4) - placed in the proper place within the correct family of group sheets
• Genealogy Project Options
• Citation Page

All of the above material should be typed or written in black ink, except for the Family Group Sheets - these are used as worksheets and information contained may change as your research continues. You should remeber at all times that what you are doing can become an heirloom and thus, a part of your family history.

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This unit came about from students asking to read some of the classic works. They helped plan the unit and contributed their ideas of what would be required. They also wanted to have their work placed on the Web. The resulting unit and its requirements is not one I would use with every 7th or 8th grade group of Talented and Gifted students, but the material these students were reading on their own indicated that it was worth trying.

OBJECTIVES: Student should be able to:

1. Analyze a classic novel

2. Explain the meaning and characteristics of a chosen period.

3. Recognize the characteristics of the formal essay.

4. Write expository papers that (a) interpret a piece of writing, (b) analyze the theme(s) in a novel, (c) compare/contrast two essays, two poems, one play with the author of a major novel.

Because I felt that most of them read fiction at the rate of approximately twenty to fifty pages per night, I felt that they could read at least one novel and several other pieces of writing, whether that was a play, an essay, or several poems.

I supplied them with titles of novels, epic poems, or plays from which to choose. There was a great mix of titles, authors, subjects, and reading levels I thought they would enjoy. Many of the titles and/or authors were supplied by the students themselves. Each of these titles was written during an Age or Period of a literay era which had its own characteristics.

I asked the students to research that Age or Period of literary history to determine what those characteristics were so they would better understand how their chosen author wrote, why he/she wrote the way he/she did, and what was happening during this period that effected the topics or subjects chosen by that author.

Students also had to research the biography of the chosen author. This research had to be more than just the basic dates and places that concerned the author. They also had to look for information that states or indicates that something which happened in the life of the author later showed up in the major work the had chosen to read. This could have been something specific which happened, or it could be as simple as the geographic area in which the author lived. These "happenings" can effect the mood, or the themes of the pieces written, or they may effect the settings or the subjects chosen for the pieces.

In this unit, I really asked the students to stretch themselves. They were required to write five major pieces of writing. In each of these pieces, they would be using the higher level thinking skills of analysis, evaluation, and judgement of which I know all of them were capable. The required compostions were to include:

1. A paper on the history of the Age or Period in which the author wrote

2. A biographical paper on the author and his writing

3. A paper discussing the literary characteristics of the Age or Period in which the author wrote and how the author fulfilled those characteristics

4. A comparison/contrast paper of the style of writing of the main author and another author of the same period, or an author from a different period.

5. A paper on the main novel chosen.

I was asking these students to go beyond the usual; I was asking them to push themselves just to see how far they could go. At the same time, I wanted them to enjoy the process...prove to them selves that they could do something out of the ordinary;something that was not mundane! THEY WENT WAY BEYOND MY WILDEST DREAMS!!!