Good morning!
PLEASE GO TO: www.umojacybersafety.blogspot.com
As you come in, here is your new blog assignment:
1) CREATE A NEW BLOG!
You must create a new blog that is just for cyber safety.
In case you forgot, here are the instructions:
*** Go to www.blogger.com
*** Sign in
*** Click the button that says 'create new blog'
*** Title your blog: "Your name cyber safety"
*** Give it a URL: "yournamecybersafety"
Submit your blog URL to me on Edmodo. You will get 20 points just for doing this since everyone like to wait until I am doing report cards to give me their URL's!
In case you haven't joined the Home Room for this new quarter, here is the Edmodo code -- dl6vt9.
2) Blog Assignment!
Blog Title: Private Today, Public Tomorrow
Assignment:
Review the following vocabulary...
• Reputation: The general impression of a person held by others and the public
• Persist: To continue and endure
• Context: Different factors that surround a piece of information that help determine its meaning
• Tag: To add a descriptive word, label, or phrase to a photo or video
Answer the following questions:
1. Why do you think things posted online tend to persist, even when you prefer they didn't?
2. What kinds of things might be good for your reputation in the future if they are posted online now? What kinds of things might be harmful?
Read the following article...
Unintended Consequences Handout
Answer the following questions:
1. Do you think Millersville University was justified in disqualifying Stacy from earning her teaching degree because of her profile page? Why, or why not?
2. How would the situation be different if the context of the photo were taken into account? For instance: What if the caption of the photo was not “Drunken Pirate,” but “Happy Halloween” or “My friend forced me to wear this pirate hat”? What if a post accompanying the photo said that it had been taken at a child’s birthday party and Stacy was drinking punch?
3. What if Stacy’s friend Joe had posted the picture of Stacy without her knowing it, and tagged her with the “Drunken Pirate” caption. Does the fact that Joe posted the picture change the situation? Why or why not?
4. Does Joe have a responsibility to ask Stacy before he posts (and tags) a picture of her? Do other people, including strangers who come across the photo online, have the responsibility to check with Stacy before they tag or repost the photo? Why, or why not?
Thursday, October 27, 2011
Tuesday, October 25, 2011
Identity Safety Week 1 Student Assignment
Welcome to Cyber Safety!
Blog Title - Who Are You Online?
Review the following Key Vocabulary...
Represent: To depict yourself to others as being a certain way or having particular characteristics
Persona: An image and personality that you show to others
Avatar: A graphic image that represents a person online
Anonymous: Without a name or other information that identifies who you are
Inhibited: Careful or restrained about your actions or impulses
Click the link to pictures by photographer Robbie Cooper that show how people represent themselves online. He took photographs of people and of the avatars they use in a variety of online worlds.
Link to avatar slideshow - http://www.nytimes.com/slideshow/2007/06/15/magazine/20070617_AVATAR_SLIDESHOW_1.html?scp=1&sq=avatar+slideshow&st=cse
Watch the slideshow, and respond to the following prompts for each slide...
Note the similarities and differences between the real people and their avatars. Go beyond physical looks, and avoid passing judgment or making fun of anyone’s avatar.
Speculate on why the people in the photos might have created these avatars.
Answer the following questions...
1. What do you think it means to be “real” or “fake”?
2. Do you think it’s easier for people to be “fake” online than in real life? Why or why not?
Watch the following video in which a group of teens explores these questions...
Answer the following questions based on the video...
1. Ramon talks about how some people exaggerate or seem very different online than in person. How do you explain these differences between their online and in-person personas?
2. Are there risks for creating an online presence that is very different than the offline one? Are there benefits?
3. What are other reasons why people might feel they can act in ways online that they wouldn’t act offline?
REVIEW the Key Vocabulary words anonymous and inhibited...
4. Are there any benefits to being anonymous or being less inhibited online?
5. Are there risks involved with being anonymous or less inhibited online?
Welcome to Cyber Safety!
Blog Title - Who Are You Online?
Review the following Key Vocabulary...
Represent: To depict yourself to others as being a certain way or having particular characteristics
Persona: An image and personality that you show to others
Avatar: A graphic image that represents a person online
Anonymous: Without a name or other information that identifies who you are
Inhibited: Careful or restrained about your actions or impulses
Click the link to pictures by photographer Robbie Cooper that show how people represent themselves online. He took photographs of people and of the avatars they use in a variety of online worlds.
Link to avatar slideshow - http://www.nytimes.com/slideshow/2007/06/15/magazine/20070617_AVATAR_SLIDESHOW_1.html?scp=1&sq=avatar+slideshow&st=cse
Watch the slideshow, and respond to the following prompts for each slide...
Note the similarities and differences between the real people and their avatars. Go beyond physical looks, and avoid passing judgment or making fun of anyone’s avatar.
Speculate on why the people in the photos might have created these avatars.
Answer the following questions...
1. What do you think it means to be “real” or “fake”?
2. Do you think it’s easier for people to be “fake” online than in real life? Why or why not?
Watch the following video in which a group of teens explores these questions...
Ramon's Story from Mark Rounds on Vimeo.
Answer the following questions based on the video...
1. Ramon talks about how some people exaggerate or seem very different online than in person. How do you explain these differences between their online and in-person personas?
2. Are there risks for creating an online presence that is very different than the offline one? Are there benefits?
3. What are other reasons why people might feel they can act in ways online that they wouldn’t act offline?
REVIEW the Key Vocabulary words anonymous and inhibited...
4. Are there any benefits to being anonymous or being less inhibited online?
5. Are there risks involved with being anonymous or less inhibited online?
Thursday, October 20, 2011
Thursday, October 20
Good morning! Before we finish watching Hotel Rwanda, you will need to complete the following blog post -
Blog Title: How was the Rwandan genocide carried out?
Assignment: Read the following section & answer the questions.
1) How long did the Rwandan genocide last?
2) Approximately how many people were killed during this time?
3) What were the Interhamwe? What did this word mean?
4) What made the general Hutu civilians (the non-trained group) believe they had to kill Tutsis?
5) What happened to Hutus who refused to kill or protected Tutsis?
6) What role did radio play in the genocide?
7) What role did the US play in this genocide? How do you think they should have responded?
The Rwandan Genocide lasted for one hundred days. Nearly one million people were killed in this time. Machetes and clubs were the most widely used weapons. Thousands of Tutsis and moderate Hutus were hacked to death each day by Hutus, many of them friends, neighbors, and relatives. Civilian death squads called Interhamwe, or “those who fight together” had trained prior to the start of the genocide and were responsible for the largest massacres. The majority of other Hutus were given machetes and incited over the radio to kill. Told that the Tutsis would destroy Rwanda and kill all of the Hutus, the Hutus were made to believe that they had to kill the Tutsis first. Hutus who refused to kill or attempted to hide Tutsis were killed as well. The largest massacres occurred in areas where Tutsis had gathered together for protection, such as churches, schools, and abandoned UN posts.
Radio played an integral role in the genocide. A nation crazed with fear and desperation heard repeated broadcasts labeling the Tutsi as “cockroaches” and “devils.” Loudspeakers in the streets disclosed names and locations of Tutsis on the run. The United States, the only country in the world with the technical ability to jam this hate radio, refused, stating that it was too expensive and would be against people’s right to free speech.
Blog Title: How was the Rwandan genocide carried out?
Assignment: Read the following section & answer the questions.
1) How long did the Rwandan genocide last?
2) Approximately how many people were killed during this time?
3) What were the Interhamwe? What did this word mean?
4) What made the general Hutu civilians (the non-trained group) believe they had to kill Tutsis?
5) What happened to Hutus who refused to kill or protected Tutsis?
6) What role did radio play in the genocide?
7) What role did the US play in this genocide? How do you think they should have responded?
The Rwandan Genocide lasted for one hundred days. Nearly one million people were killed in this time. Machetes and clubs were the most widely used weapons. Thousands of Tutsis and moderate Hutus were hacked to death each day by Hutus, many of them friends, neighbors, and relatives. Civilian death squads called Interhamwe, or “those who fight together” had trained prior to the start of the genocide and were responsible for the largest massacres. The majority of other Hutus were given machetes and incited over the radio to kill. Told that the Tutsis would destroy Rwanda and kill all of the Hutus, the Hutus were made to believe that they had to kill the Tutsis first. Hutus who refused to kill or attempted to hide Tutsis were killed as well. The largest massacres occurred in areas where Tutsis had gathered together for protection, such as churches, schools, and abandoned UN posts.
Radio played an integral role in the genocide. A nation crazed with fear and desperation heard repeated broadcasts labeling the Tutsi as “cockroaches” and “devils.” Loudspeakers in the streets disclosed names and locations of Tutsis on the run. The United States, the only country in the world with the technical ability to jam this hate radio, refused, stating that it was too expensive and would be against people’s right to free speech.
Wednesday, October 19, 2011
Wednesday, October 19
Today is early release! Whoop, whoop!
What are the origins of the Tutsi-Hutu conflict?
The hostility between Hutus and Tutsis, however intense, reaches back only a few decades. Although a minority, making up approximately 15 percent of the population, the Tutsis have long held most of the land in Rwanda (and neighboring Burundi). For centuries, they were primarily cattle herders while the Hutus, making up 84 percent of the population, were farmers. (The Twa people comprise the remaining 1 percent of the population.) Under German and then Belgian colonial rule, the economic differences between the two groups deepened. The Belgians
openly favored the Tutsis. Educational privileges and government jobs were reserved solely for the Tutsis. Identity cards were issued to document ethnicity. (These types of cards were later used to identify the Tutsi during the 1994 genocide.) This colonial favoritism contributed to tensions between the Hutus and Tutsis.
Despite the growing tensions, widespread violence did not break out between the two groups until the country gained independence in 1962 as Rwanda-Urundi. (The country later
split into the nations of Rwanda and Burundi.) In the late 1950s, the Belgians hastily organized
elections in Rwanda and Burundi as their colonial empire in central Africa began to crumble. Hutu parties gained control of the Rwandan government in 1959, reversing the power structure and triggering armed opposition by the Tutsis. In three years of civil war, fifty thousand Rwandans were killed and another one hundred thousand (almost all Tutsi) fled the country. In neighboring Burundi, the Tutsis took advantage of their control of the army to override election results and seize political power. During the next three decades, Burundi’s Tutsi-led government crushed repeated Hutu uprisings. In 1972 as many as one hundred thousand Hutus were killed in Burundi.
Ethnic conflicts notwithstanding, the vast majority of Hutus and Tutsis struggled side by side for survival as small farmers. By 1994, Rwanda, with a population of 8.4 million people and a land area the size of Maryland, was among the world’s most densely populated and poorest nations. Poverty and the scarcity of land played into the hands of politicians seeking to further their power by igniting ethnic tensions.
In your blog, answer the following questions:
Blog Title: What are the origins of the Tutsi-Hutu conflict?
Assignment: Read the above selection, then answer the following questions.
1. What percentage of the population do the Tutsis make up? The Hutus? Who owns the majority of the land?
2. How did the Belgians show favor toward the Tutsis?
3. Why were identification cards later used for? How is this connected to the Holocaust?
4. When did Hutus gain political power?
5. Write two facts about the country of Rwanda.
What are the origins of the Tutsi-Hutu conflict?
The hostility between Hutus and Tutsis, however intense, reaches back only a few decades. Although a minority, making up approximately 15 percent of the population, the Tutsis have long held most of the land in Rwanda (and neighboring Burundi). For centuries, they were primarily cattle herders while the Hutus, making up 84 percent of the population, were farmers. (The Twa people comprise the remaining 1 percent of the population.) Under German and then Belgian colonial rule, the economic differences between the two groups deepened. The Belgians
openly favored the Tutsis. Educational privileges and government jobs were reserved solely for the Tutsis. Identity cards were issued to document ethnicity. (These types of cards were later used to identify the Tutsi during the 1994 genocide.) This colonial favoritism contributed to tensions between the Hutus and Tutsis.
Despite the growing tensions, widespread violence did not break out between the two groups until the country gained independence in 1962 as Rwanda-Urundi. (The country later
split into the nations of Rwanda and Burundi.) In the late 1950s, the Belgians hastily organized
elections in Rwanda and Burundi as their colonial empire in central Africa began to crumble. Hutu parties gained control of the Rwandan government in 1959, reversing the power structure and triggering armed opposition by the Tutsis. In three years of civil war, fifty thousand Rwandans were killed and another one hundred thousand (almost all Tutsi) fled the country. In neighboring Burundi, the Tutsis took advantage of their control of the army to override election results and seize political power. During the next three decades, Burundi’s Tutsi-led government crushed repeated Hutu uprisings. In 1972 as many as one hundred thousand Hutus were killed in Burundi.
Ethnic conflicts notwithstanding, the vast majority of Hutus and Tutsis struggled side by side for survival as small farmers. By 1994, Rwanda, with a population of 8.4 million people and a land area the size of Maryland, was among the world’s most densely populated and poorest nations. Poverty and the scarcity of land played into the hands of politicians seeking to further their power by igniting ethnic tensions.
In your blog, answer the following questions:
Blog Title: What are the origins of the Tutsi-Hutu conflict?
Assignment: Read the above selection, then answer the following questions.
1. What percentage of the population do the Tutsis make up? The Hutus? Who owns the majority of the land?
2. How did the Belgians show favor toward the Tutsis?
3. Why were identification cards later used for? How is this connected to the Holocaust?
4. When did Hutus gain political power?
5. Write two facts about the country of Rwanda.
Tuesday, October 18, 2011
Tuesday, October 18
Good morning!
As you come in, you have until 8:30 for your blog post!
Blog Title: Understanding Genocide
Assignment:
Go to the following website - http://www.ppu.org.uk/genocide/g_genocide_intro.html
Answer the following questions -
1) Define genocide.
2) List and DESCRIBE (2 sentences each) at least 2 seeds of genocide.
3) There have been 8 genocides noted. List what countries they occurred in.
4) NOT ON THIS WEBSITE - In what country is a current genocide occurring?
As you come in, you have until 8:30 for your blog post!
Blog Title: Understanding Genocide
Assignment:
Go to the following website - http://www.ppu.org.uk/genocide/g_genocide_intro.html
Answer the following questions -
1) Define genocide.
2) List and DESCRIBE (2 sentences each) at least 2 seeds of genocide.
3) There have been 8 genocides noted. List what countries they occurred in.
4) NOT ON THIS WEBSITE - In what country is a current genocide occurring?
Monday, October 17, 2011
Monday, October 17
Good morning!
Julianna had her baby! Milliana was born yesterday. And she is the cuuuuuuuuuuutest baby ever. So send nice thoughts to her.
Julianna had her baby! Milliana was born yesterday. And she is the cuuuuuuuuuuutest baby ever. So send nice thoughts to her.
As you come in, here is your assignment:
Blog Title: Rwanda Genocide
Assignment:
Go to the following website: http://www.ppu.org.uk/genocide/g_rwanda.html
Answer the following questions:
Read the "before the genocide" section.
1. Describe the roles (jobs) between the Hutu and Tutsi group.
2. What effect did the European colonists have on them?
3. What is the RPF? What group created it?
4. When was the Rwandan president killed? What were Hutu civillians told to do as a result?
5. What method was used to communicate the plan of genocide against the Tutsis?
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