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?
Thursday, October 13, 2011
Background to Hotel Rwanda
Hotel Rwanda
BACKGROUND TO THE STORY
There are two major ethnic groups in Rwanda, the Hutu and the Tutsi. Tension between
these has been a feature of Rwandan life for generations even though they speak the same
language, follow the same traditions and live in the same areas. When the country was
colonised by the Belgians in 1916 they claimed that the Tutsi were superior to the Hutu
based on the idea that their skins were lighter and their features more European. The
Belgians made the Tutsi the ruling class, giving them better jobs, housing and educational
opportunities and charging them with keeping the Hutu ‘in their place’.
Not surprisingly, resentment amongst the Hutu built up and in 1959 20,000 Tutsi were killed
in a series of riots. Many fled to neighbouring Uganda where the children of these refugees
formed the Rwandan Patriotic Front (RPF). Their aim was to overthrow the President of
Rwanda, Juvenal Habyarimana and return to their homeland. A peace settlement between
the President and the RPF was supposed to bring a halt to the unrest but it was ineffective.
In April 1994 the President’s plane was shot down, sparking a campaign of violence in
which over 800,000 Rwandans were killed in the space of 100 days. Although it is still
unclear to this day who was responsible for his assassination, the presidential guard
retaliated by murdering members of the political opposition and the Hutu seized their
opportunity to redress years of repression. Tutsi people were slaughtered by the thousand,
hunted out of their homes, killed with guns or machetes and left to die on the road. An
unofficial militia group called the Interahamwe (‘those who attack together’) were responsible
for much of the violence but soldiers and police officers were also to blame. Hutu civilians
were forced to murder their neighbours and children were not spared in an insane effort to
wipe out the next Tutsi generation.
Although news reports of the slaughter reached the West via the TV crews covering the
unstable political situation before the outbreak, little was done to help the Tutsi. Whilst
foreign governments evacuated their nationals they did not send military help to Rwanda,
and the United Nations peace-keeping force stationed there at the time of the outbreak
were ordered to remain neutral. The UN withdrew their forces after ten soldiers were killed.
In July the Tutsi-led rebel RPF captured Kigali, the Rwandan capital and the government
collapsed. Over two million Hutu fled to the Democratic Republic of Congo and UN troops
arrived with aid workers to help restore order and provide basic services. Many of those
responsible for the massacre have still not been brought to justice.
In your blogs, complete the following assignment -
Blog Title: Background to Hotel Rwanda
Assignment:
1) What are the two major groups in Rwanda?
2) What group is considered "superior?" Why?
3) How was this group treated better?
4) How long did the genocide last? How many people were killed during this time?
5) Define genocide.
BACKGROUND TO THE STORY
There are two major ethnic groups in Rwanda, the Hutu and the Tutsi. Tension between
these has been a feature of Rwandan life for generations even though they speak the same
language, follow the same traditions and live in the same areas. When the country was
colonised by the Belgians in 1916 they claimed that the Tutsi were superior to the Hutu
based on the idea that their skins were lighter and their features more European. The
Belgians made the Tutsi the ruling class, giving them better jobs, housing and educational
opportunities and charging them with keeping the Hutu ‘in their place’.
Not surprisingly, resentment amongst the Hutu built up and in 1959 20,000 Tutsi were killed
in a series of riots. Many fled to neighbouring Uganda where the children of these refugees
formed the Rwandan Patriotic Front (RPF). Their aim was to overthrow the President of
Rwanda, Juvenal Habyarimana and return to their homeland. A peace settlement between
the President and the RPF was supposed to bring a halt to the unrest but it was ineffective.
In April 1994 the President’s plane was shot down, sparking a campaign of violence in
which over 800,000 Rwandans were killed in the space of 100 days. Although it is still
unclear to this day who was responsible for his assassination, the presidential guard
retaliated by murdering members of the political opposition and the Hutu seized their
opportunity to redress years of repression. Tutsi people were slaughtered by the thousand,
hunted out of their homes, killed with guns or machetes and left to die on the road. An
unofficial militia group called the Interahamwe (‘those who attack together’) were responsible
for much of the violence but soldiers and police officers were also to blame. Hutu civilians
were forced to murder their neighbours and children were not spared in an insane effort to
wipe out the next Tutsi generation.
Although news reports of the slaughter reached the West via the TV crews covering the
unstable political situation before the outbreak, little was done to help the Tutsi. Whilst
foreign governments evacuated their nationals they did not send military help to Rwanda,
and the United Nations peace-keeping force stationed there at the time of the outbreak
were ordered to remain neutral. The UN withdrew their forces after ten soldiers were killed.
In July the Tutsi-led rebel RPF captured Kigali, the Rwandan capital and the government
collapsed. Over two million Hutu fled to the Democratic Republic of Congo and UN troops
arrived with aid workers to help restore order and provide basic services. Many of those
responsible for the massacre have still not been brought to justice.
In your blogs, complete the following assignment -
Blog Title: Background to Hotel Rwanda
Assignment:
1) What are the two major groups in Rwanda?
2) What group is considered "superior?" Why?
3) How was this group treated better?
4) How long did the genocide last? How many people were killed during this time?
5) Define genocide.
Wednesday, October 12, 2011
Wednesday, October 12
Good morning!
For this morning, I want you to check your Edmodo grades!
Your blog assignment is as follows:
Blog Title: Week 9 Grades!!
Assignment:
*** Check your grades for ALL your classes: Home Room, Language Arts, Math Lab, and Algebra/Geometry.
*** What is your grade in each of these classes?
*** How many missing assignments do you have?
*** Are you satisfied with this grade to be your final report card grade? QUARTER IS OVER NEXT FRIDAY (OCTOBER 21).
ASSIGNMENT: Do one redo/missing/make-up assignment before the period is over.
THE LAST DAY TO TURN IN ANY REDO/MISSING/MAKE-UP WORK IS FRIDAY, AUGUST 14.
For this morning, I want you to check your Edmodo grades!
Your blog assignment is as follows:
Blog Title: Week 9 Grades!!
Assignment:
*** Check your grades for ALL your classes: Home Room, Language Arts, Math Lab, and Algebra/Geometry.
*** What is your grade in each of these classes?
*** How many missing assignments do you have?
*** Are you satisfied with this grade to be your final report card grade? QUARTER IS OVER NEXT FRIDAY (OCTOBER 21).
ASSIGNMENT: Do one redo/missing/make-up assignment before the period is over.
THE LAST DAY TO TURN IN ANY REDO/MISSING/MAKE-UP WORK IS FRIDAY, AUGUST 14.
Monday, October 3, 2011
Monday, October 3
Good morning!
We are watching a new movie this morning -- Boys Don't Cry. This movie is about the life/death of Brandon Teena, a transgenered man.
Go to the following websites to get a background on this story.
http://outhistory.org/wiki/Hate_Crimes_Against_Queer_Youth
http://en.wikipedia.org/wiki/Brandon_Teena
Assignment ---
Blog Title: Boys Don't Cry - Background
Assignment:
Write down five things that you learned about the life of Brandon Teena and/or what the movie is what about.
We are watching a new movie this morning -- Boys Don't Cry. This movie is about the life/death of Brandon Teena, a transgenered man.
Go to the following websites to get a background on this story.
http://outhistory.org/wiki/Hate_Crimes_Against_Queer_Youth
http://en.wikipedia.org/wiki/Brandon_Teena
Assignment ---
Blog Title: Boys Don't Cry - Background
Assignment:
Write down five things that you learned about the life of Brandon Teena and/or what the movie is what about.
Friday, September 30, 2011
Friday, September 30
Good morning! We will start a new movie on Monday. So, for today, you will use this period as the last day of class time to do make-up redo work.
The last day to turn in any missing/redo/make-up work for this quarter is next Wednesday, October 5.
Your assignment ---- choose one missing redo/make-up/missing assignment.
Show Ms. S/Julianna when you are done so we can write it down. You also need to show us that you are actually missing the assignment in your Edmodo!
The last day to turn in any missing/redo/make-up work for this quarter is next Wednesday, October 5.
Your assignment ---- choose one missing redo/make-up/missing assignment.
Show Ms. S/Julianna when you are done so we can write it down. You also need to show us that you are actually missing the assignment in your Edmodo!
Thursday, September 29, 2011
Thursday, September 29
Good morning. As you come in, complete the following blog:
Blog Title: Gang Statistics
Assignment:
Go to the following website:
http://www.helpinggangyouth.com/statistics.html
From this website, answer the following questions:
1) As of 2009, approximately how many active gang members are there in the US?
2) What percentage of gang members are under the age of 18?
Consider - why do you think this number is so high?
3) Out of the boys who have been in juvenille hall, what is the ratio of them that have some type of gang affiliation?
4) When female gang members are arrested, what are their crimes usually for?
5) What percentage of female gang members have been sexually abused?
Blog Title: Gang Statistics
Assignment:
Go to the following website:
http://www.helpinggangyouth.com/statistics.html
From this website, answer the following questions:
1) As of 2009, approximately how many active gang members are there in the US?
2) What percentage of gang members are under the age of 18?
Consider - why do you think this number is so high?
3) Out of the boys who have been in juvenille hall, what is the ratio of them that have some type of gang affiliation?
4) When female gang members are arrested, what are their crimes usually for?
5) What percentage of female gang members have been sexually abused?
Wednesday, September 28, 2011
Wednesday, September 28
Good morning!
Read the following article:
http://www.ajc.com/news/its-a-dead-end-433983.html
Blog Title: It’s a dead end in MS-13
Assignment:
Read the article.
Summarize with 1-2 sentences each section.
* Beginning of article
* One way ride
* Life is cheap
* A deadly dis
* No way out
*
Read the following article:
http://www.ajc.com/news/its-a-dead-end-433983.html
Blog Title: It’s a dead end in MS-13
Assignment:
Read the article.
Summarize with 1-2 sentences each section.
* Beginning of article
* One way ride
* Life is cheap
* A deadly dis
* No way out
*
Tuesday, September 27, 2011
Tuesday, September 27
I h0pe everyone enjoyed their day off yesterday...even though the power came back on like half an hour after everyone was excused AND I had to sit in a meeting aaaaaaaaaaaaaalllllllllllllll day!
As you come in, here is your assignment for our MS13 movie:
Go to the following website:
http://www.npr.org/templates/story/story.php?storyId=4539688
Blog Title:
The International Reach of the Mara Salvatrucha, by Mandalit del Barco
Assignment:
*** Summarize the article in 3 sentences.
*** Answer the following questions:
1) What is "Mano Dura?"
2) How are the police in El Salvador trying to prevent gang activity?
3) What does it say is the reason that MS13 started in Los Angeles?
4) Consider 2 and 3. How do these things seem to fuel each other or make the situation worse?
As you come in, here is your assignment for our MS13 movie:
Go to the following website:
http://www.npr.org/templates/story/story.php?storyId=4539688
Blog Title:
The International Reach of the Mara Salvatrucha, by Mandalit del Barco
Assignment:
*** Summarize the article in 3 sentences.
*** Answer the following questions:
1) What is "Mano Dura?"
2) How are the police in El Salvador trying to prevent gang activity?
3) What does it say is the reason that MS13 started in Los Angeles?
4) Consider 2 and 3. How do these things seem to fuel each other or make the situation worse?
Sunday, September 25, 2011
Monday, September 26
Good morning kiddos! Obviously, I am not here this morning. Listen to whatever Julianna tells you to do. And even if the sub tells you a rule that I do not tell you, listen to it because today they are your teacher and you have to listen to their rules! And watch your potty mouths please.
Maybe if you're good you can convince Julianna to let you out at 1:00. ;)
For home room, you need to do at least ONE REDO/MAKE-UP ASSIGNMENT.
Check Edmodo for your grades. You can do a PLATO or have Julianna print you a math worksheet or whatever else it is that you need to finish. But there are only three weeks left of the quarter before I do report cards so get busy!
Maybe if you're good you can convince Julianna to let you out at 1:00. ;)
For home room, you need to do at least ONE REDO/MAKE-UP ASSIGNMENT.
Check Edmodo for your grades. You can do a PLATO or have Julianna print you a math worksheet or whatever else it is that you need to finish. But there are only three weeks left of the quarter before I do report cards so get busy!
Thursday, September 22, 2011
Thursday, September 22
Good morning my favorite students who love to learn about gangs!
Before we begin watching today, please go to the following link to read the USA Today article:
http://www.helpinggangyouth.com/USA_Today_One_million_gang_members.pdf
According to the article, answer the following questions in your blog:
Blog Title: Burgeoning gangs behind up to 80% of crime
1. How many gang members are there in the US?
2. In how many states is MS13 active?
3. Summarize gang activity in Omaha, Nashville, and Maryland.
Before we begin watching today, please go to the following link to read the USA Today article:
http://www.helpinggangyouth.com/USA_Today_One_million_gang_members.pdf
According to the article, answer the following questions in your blog:
Blog Title: Burgeoning gangs behind up to 80% of crime
1. How many gang members are there in the US?
2. In how many states is MS13 active?
3. Summarize gang activity in Omaha, Nashville, and Maryland.
Wednesday, September 21, 2011
Wednesday, September 21
Good morning! You ask and I shall deliver. Since all of you bug about watching Mexican gang movies, we are watching a DOCUMENTARY about MS13. It's from National Geographic.
However, please note a few important points -- if this becomes too much of a I love gangs, let me tell you about my illegal gang activities, blah blah blah, drug trafficing is so cool, type of thing, we will stop the movie.
We will also be completing some type of project in the end about statistics on gang members and the negative outcomes their lives often have, in addition to gang prevention/change.
Before we get started, get some background info on it --
Go to:
http://en.wikipedia.org/wiki/Mara_Salvatrucha
In your blogs, answer the following questions --
Blog Title: Mara Salvatrucha Background Information
Questions to answer:
1. In 1-2 sentences, describe the origins/history of Mara Salvatrucha.
2. How has deportation of illegal immigrants contributed to the growing numbers of Mara Salvatrucha?
3. Discuss TWO of the publicized crimes. What happened? What was the effect?
However, please note a few important points -- if this becomes too much of a I love gangs, let me tell you about my illegal gang activities, blah blah blah, drug trafficing is so cool, type of thing, we will stop the movie.
We will also be completing some type of project in the end about statistics on gang members and the negative outcomes their lives often have, in addition to gang prevention/change.
Before we get started, get some background info on it --
Go to:
http://en.wikipedia.org/wiki/Mara_Salvatrucha
In your blogs, answer the following questions --
Blog Title: Mara Salvatrucha Background Information
Questions to answer:
1. In 1-2 sentences, describe the origins/history of Mara Salvatrucha.
2. How has deportation of illegal immigrants contributed to the growing numbers of Mara Salvatrucha?
3. Discuss TWO of the publicized crimes. What happened? What was the effect?
Monday, September 19, 2011
Monday, September 19
Good morning! We are in WEEK 6 of the quarter!
I want each of you to find a PLATO that is missing in your Edmodo...and then DO IT!
In order to get credit for this morning, you need to show me the "0" grade that is in your Edmodo and then the gold star showing you completed the PLATO.
If you have no missing PLATOs, do a different redo/missing assignment.
You're welcome.
I want each of you to find a PLATO that is missing in your Edmodo...and then DO IT!
In order to get credit for this morning, you need to show me the "0" grade that is in your Edmodo and then the gold star showing you completed the PLATO.
If you have no missing PLATOs, do a different redo/missing assignment.
You're welcome.
Thursday, September 15, 2011
Thursday, September 15
Go to the following website for your final assignment before watching the rest of Waste Land --
http://www.wastelandmovie.com/catadores.html
Blog Title: Catadores
Assignment:
** Go the above website to read about the catadores you met in the movie.
** Choose three of the catadores. Write 1-2 sentences about what you have learned about their life in Jardim Gramacho.
** Read "where is this person now" and explain how their lives have changed after the movie.
Do this quickly so we can watch the rest of the movie!
http://www.wastelandmovie.com/catadores.html
Blog Title: Catadores
Assignment:
** Go the above website to read about the catadores you met in the movie.
** Choose three of the catadores. Write 1-2 sentences about what you have learned about their life in Jardim Gramacho.
** Read "where is this person now" and explain how their lives have changed after the movie.
Do this quickly so we can watch the rest of the movie!
Tuesday, September 13, 2011
Tuesday, September 13
Good morning!
As you come in, I am desperate to continue watching our movie since it's only movie #2 this quarter!
Yesterday I went through and graded everyone's film blogs. Unfortunately, that meant I could only grade the work of EIGHT people because those are the only people who have given me their film blog URL's.
So your assignment this morning is as follows -
Blog Title: Mid-Quarter Grade Review
Assignment:
*** Check your grades on Edmodo for film class (NOT ALL YOUR CLASSES!)
*** What is your percentage?
*** How many assignments are you missing?
*** Make up one blog assignments RIGHT NOW. Write in your blog post which assignment you're making up so I know to grade it.
*** If your name is on the list of people from whom I do not have your URL, you need to send it to me on EDMODO ASAP!
As you come in, I am desperate to continue watching our movie since it's only movie #2 this quarter!
Yesterday I went through and graded everyone's film blogs. Unfortunately, that meant I could only grade the work of EIGHT people because those are the only people who have given me their film blog URL's.
So your assignment this morning is as follows -
Blog Title: Mid-Quarter Grade Review
Assignment:
*** Check your grades on Edmodo for film class (NOT ALL YOUR CLASSES!)
*** What is your percentage?
*** How many assignments are you missing?
*** Make up one blog assignments RIGHT NOW. Write in your blog post which assignment you're making up so I know to grade it.
*** If your name is on the list of people from whom I do not have your URL, you need to send it to me on EDMODO ASAP!
Monday, September 12, 2011
FILM CLASS BLOGS!
We are about half way through the quarter and yet there are many of you from whom I do not have your film class blog URL's from!
Please remember - I can't grade your work if I don't know where to go looking for it!
Check your Edmodo grades. They are updated for film class. If you have a bunch of missing or zero grades posted -- it may be because I don't have your URL!
Also please remember - I will not read your vocab blog for film class blogs and I won't read your film class blog for vocab posts. KEEP THEM SEPARATE!!!!!!
This post applies to:
LORRAINA
VINCE BELLOT
VINCENT HUEZO
CARLOS
ANDRE
ALEX
EFRAIN
EDDIE
MARTIN
VALERIE -- YOUR BLOG THAT YOU TOLD ME WAS FILM IS REALL YOUR VOCAB!
SERGIO
Please remember - I can't grade your work if I don't know where to go looking for it!
Check your Edmodo grades. They are updated for film class. If you have a bunch of missing or zero grades posted -- it may be because I don't have your URL!
Also please remember - I will not read your vocab blog for film class blogs and I won't read your film class blog for vocab posts. KEEP THEM SEPARATE!!!!!!
This post applies to:
LORRAINA
VINCE BELLOT
VINCENT HUEZO
CARLOS
ANDRE
ALEX
EFRAIN
EDDIE
MARTIN
VALERIE -- YOUR BLOG THAT YOU TOLD ME WAS FILM IS REALL YOUR VOCAB!
SERGIO
Sunday, September 11, 2011
Monday, August 12
Yes, we are still learning about trash!
And good morning. I hope everyone had a good -- long -- weekend and survived Thursday's power outage okay.
Before we finish watching Waste Land, you are going to learn a little about recycling and how it helps reduce the gross effects of landfills that we have been reading and watching about! It's also why we recycle cans in class (oh, and because I get money from your cans and eventually will have enough to have a pizza party or something). ;)
So...go to this website:
http://library.thinkquest.org/06aug/00442/wu3rs.htm
In your blogs, answer the following questions.
Blog TITLE: Why I recycle!
Blog assignment:
1. How much trash does one American produce each year?
2. There are many reasons to reduce, reuse, and recycle. These reasons are:
**Saving Space
**Saving Natural Resources
**Saving Energy
**Reducing Pollution
Explain how the three R's help with each of these reasons in at least one sentence.
3. What does it mean to reduce? Explain in at least one sentence.
4. What does it mean to reuse? Explain in at least one sentence.
5. What does it mean to recycle? Explain in at least one sentence.
6. List one fact about each of the following:
**Garbage
**Paper
**Landfils
**Recycling
**Energy
And good morning. I hope everyone had a good -- long -- weekend and survived Thursday's power outage okay.
Before we finish watching Waste Land, you are going to learn a little about recycling and how it helps reduce the gross effects of landfills that we have been reading and watching about! It's also why we recycle cans in class (oh, and because I get money from your cans and eventually will have enough to have a pizza party or something). ;)
So...go to this website:
http://library.thinkquest.org/06aug/00442/wu3rs.htm
In your blogs, answer the following questions.
Blog TITLE: Why I recycle!
Blog assignment:
1. How much trash does one American produce each year?
2. There are many reasons to reduce, reuse, and recycle. These reasons are:
**Saving Space
**Saving Natural Resources
**Saving Energy
**Reducing Pollution
Explain how the three R's help with each of these reasons in at least one sentence.
3. What does it mean to reduce? Explain in at least one sentence.
4. What does it mean to reuse? Explain in at least one sentence.
5. What does it mean to recycle? Explain in at least one sentence.
6. List one fact about each of the following:
**Garbage
**Paper
**Landfils
**Recycling
**Energy
Thursday, September 8, 2011
Problems with Landfills
Good morning! As we continue our trash education, please visit the website below and answer the following questions -
ALL ANWERS MUST BE IN YOUR OWN WORDS!
Website:
http://www.ejnet.org/landfills/
Blog Title: Problems with Landfills
Assignment:
In your own words, answer the following questions -
1) What are bottom liners?
2) Explain, IN YOUR OWN WORDS (the answers are right there and obvious so you have to be able to put your answers in your own words), the problems with the following types of bottom liners:
a) Clay
b) Plastic
c) Composite
3) What is a leachate collection system? Explain one problems with this system.
4) What is a cover? Explain one problem with using a cover.
5) Considering that Americans produce almost 5 pounds a day (as an individual), what do you think are some alternatives to landfills?
ALL ANWERS MUST BE IN YOUR OWN WORDS!
Website:
http://www.ejnet.org/landfills/
Blog Title: Problems with Landfills
Assignment:
In your own words, answer the following questions -
1) What are bottom liners?
2) Explain, IN YOUR OWN WORDS (the answers are right there and obvious so you have to be able to put your answers in your own words), the problems with the following types of bottom liners:
a) Clay
b) Plastic
c) Composite
3) What is a leachate collection system? Explain one problems with this system.
4) What is a cover? Explain one problem with using a cover.
5) Considering that Americans produce almost 5 pounds a day (as an individual), what do you think are some alternatives to landfills?
Wednesday, September 7, 2011
Wednesday, September 7
Good morning! This morning you will be learning about trash.
Consider --
You have just finished your meal at a fast food restaurant and you throw your uneaten food, food wrappers, drink cup, utensils and napkins into the trash can. You don't think about that waste again. On trash pickup day in your neighborhood, you push your can out to the curb, and workers dump the contents into a big truck and haul it away. You don't have to think about that waste again, either. But maybe you have wondered, as you watch the trash truck pull away, just where that garbage ends up.
Go to the following website: How Stuff Works - How Landfills Works
http://science.howstuffworks.com/environmental/green-science/landfill.htm
In your blogs, answer the following questions:
Blog TITLE: Landfills
Blog Assignment:
1. How much waste does one person make a day?
2. Of all waste created, what percentage is recycled or used as compost?
3. In the US, how much trash is thrown into landfills?
4. What is the difference between a dump and a landfill?
5. Why is the flow of water near a landfill important?
6. When a landfill is built, why does there have to be so much extra land surrounding the actual landfill? What is this for?
7. Consider - considering how much trash Americans produce each year, what do you think are some potential problems that we may encounter?
Consider --
You have just finished your meal at a fast food restaurant and you throw your uneaten food, food wrappers, drink cup, utensils and napkins into the trash can. You don't think about that waste again. On trash pickup day in your neighborhood, you push your can out to the curb, and workers dump the contents into a big truck and haul it away. You don't have to think about that waste again, either. But maybe you have wondered, as you watch the trash truck pull away, just where that garbage ends up.
Go to the following website: How Stuff Works - How Landfills Works
http://science.howstuffworks.com/environmental/green-science/landfill.htm
In your blogs, answer the following questions:
Blog TITLE: Landfills
Blog Assignment:
1. How much waste does one person make a day?
2. Of all waste created, what percentage is recycled or used as compost?
3. In the US, how much trash is thrown into landfills?
4. What is the difference between a dump and a landfill?
5. Why is the flow of water near a landfill important?
6. When a landfill is built, why does there have to be so much extra land surrounding the actual landfill? What is this for?
7. Consider - considering how much trash Americans produce each year, what do you think are some potential problems that we may encounter?
Monday, September 5, 2011
Tuesday, September 6
Good morning!
Today we will begin watching a documentary called WasteLand. The synoposis of the movie is as follows:
Filmed over nearly three years, WASTE LAND follows renowned artist Vik Muniz as he journeys from his home base in Brooklyn to his native Brazil and the world's largest garbage dump, Jardim Gramacho, located on the outskirts of Rio de Janeiro. There he photographs an eclectic band of “catadores”—self-designated pickers of recyclable materials. Muniz’s initial objective was to “paint” the catadores with garbage. However, his collaboration with these inspiring characters as they recreate photographic images of themselves out of garbage reveals both the dignity and despair of the catadores as they begin to re-imagine their lives. Director Lucy Walker (DEVIL’S PLAYGROUND, BLINDSIGHT and COUNTDOWN TO ZERO) and co-directors João Jardim and Karen Harley have great access to the entire process and, in the end, offer stirring evidence of the transformative power of art and the alchemy of the human spirit.
Once you read the synopsis, complete the following assignment before we begin watching.
Blog Title: Jardim Gramacho
Assignment:
*** Go to the following site: http://www.wastelandmovie.com/jardim-gramacho.html
*** Answer the following questions:
1. What is Jardim Gramacho? Where is it located?
2. What are catadores? What has their contribution to Jardim Gramacho been?
3. How many catadores live in Jardim Gramacho?
4. How has the catadores job been formalized by the government? When does it end? What effect could this have?
Wednesday, August 31, 2011
Wednesday, August 31
Your final assignment for this documentary will be the following -
-- Create a glogster.
If you don't know your glogster account, you can use mine.
Go to: www.glogster.com
User: dsendaydiego
Password: teachers1
-- Talk to Ms. S about which topic you want. Every topic needs to be covered so there can't be a bunch of repeats.
-- Choose from the following topics to research:
* White flight
* Housing segregration in LA
* Slavery
* Second migration of African Americans to the West Coast
* LAPD & Police Brutality
* Blank Panthers
* US Organization
* Gang Prevention/Remediation
-- Guidlines for Glogster
* Include a picture
* Summarize your topic (3-4 sentences)
* Explain the connection of your topic to the creation of Bloods/Crips.
* Summarize Bastards of the Party (2-3 sentences) and explain what you learned from the documentary.
-- Post your Glogster on your Lit through Film Blog! Show Ms. S once it is posted.
-- DUE AT THE END OF THE PERIOD TODAY.
-- Create a glogster.
If you don't know your glogster account, you can use mine.
Go to: www.glogster.com
User: dsendaydiego
Password: teachers1
-- Talk to Ms. S about which topic you want. Every topic needs to be covered so there can't be a bunch of repeats.
-- Choose from the following topics to research:
* White flight
* Housing segregration in LA
* Slavery
* Second migration of African Americans to the West Coast
* LAPD & Police Brutality
* Blank Panthers
* US Organization
* Gang Prevention/Remediation
-- Guidlines for Glogster
* Include a picture
* Summarize your topic (3-4 sentences)
* Explain the connection of your topic to the creation of Bloods/Crips.
* Summarize Bastards of the Party (2-3 sentences) and explain what you learned from the documentary.
-- Post your Glogster on your Lit through Film Blog! Show Ms. S once it is posted.
-- DUE AT THE END OF THE PERIOD TODAY.
Tuesday, August 30, 2011
Tuesday, August 30
Good morning. Today we need to finish watching Bastards of the Party. Your final assignment for this documentary will be the following -
-- Create a glogster.
-- Talk to Ms. S about which topic you want. Every topic needs to be covered so there can't be a bunch of repeats.
-- Choose from the following topics to research:
* White flight
* Housing segregration in LA
* Slavery
* Second migration of African Americans to the West Coast
* LAPD & Police Brutality
* Blank Panthers
* US Organization
* Gang Prevention/Remediation
-- Guidlines for Glogster
* Include a picture
* Summarize your topic (3-4 sentences)
* Explain the connection of your topic to the creation of Bloods/Crips.
* Summarize Bastards of the Party (2-3 sentences) and explain what you learned from the documentary.
------------ This assignment will be due in class tomorrow --------------------------
-- Create a glogster.
-- Talk to Ms. S about which topic you want. Every topic needs to be covered so there can't be a bunch of repeats.
-- Choose from the following topics to research:
* White flight
* Housing segregration in LA
* Slavery
* Second migration of African Americans to the West Coast
* LAPD & Police Brutality
* Blank Panthers
* US Organization
* Gang Prevention/Remediation
-- Guidlines for Glogster
* Include a picture
* Summarize your topic (3-4 sentences)
* Explain the connection of your topic to the creation of Bloods/Crips.
* Summarize Bastards of the Party (2-3 sentences) and explain what you learned from the documentary.
------------ This assignment will be due in class tomorrow --------------------------
Monday, August 29, 2011
Monday, August 29
Bastards of the Party was inspired by a book by Mike Davis called City of Quartz. This book helped to explain the rise of the Bloods/Crips and what circumstances existed in Los Angeles that had such gangs get created.
For your morning assignment before we finish the movie (we have about 20 minutes left so need to start around 8:40), read the following excerpt -
-------------------------------------------------------------------------------------------------
African Americans' pursuit of equality and opportunity in Los Angeles has been shaped by at least three distinctive features of the city's history: its diverse racial composition, its dynamic economic growth, and its dispersive spatial arrangement.
First, Los Angeles's magnetic appeal to successive waves of Latin American, Asian, and European immigrants ensured that the black freedom struggle would develop in a strikingly multiracial context. Thanks to a growing body of rich scholarship by Kevin Leonard, Douglas Monroy, George Sánchez, Mark Wild, and others, we have a much clearer understanding of the contours of Los Angeles's diverse population, including its largest minority group, Mexicans.18 Yet the extent to which the multiracial character of the city affected opportunity for African Americans is generally less understood.
The effect of this racial diversity on blacks in Los Angeles has not been static; rather, it has changed through both time and space. Before World War II, most African Americans in Los Angeles lived among and interacted with Mexicans, Japanese, Italians, Jews, and the city's small Chinese population. This arrangement, coupled with the vast size and low population density of the city, mitigated the harshest social and psychological effects of racial segregation by diffusing the racial animosity usually reserved exclusively for blacks in other cities. Economically, however, the multiracial character of the city worked against blacks by generating increased competition for the menial labor and manufacturing jobs that would have gone to them easily in a city like Chicago or Detroit. After World War II, the vast influx of blacks and the changing social status of other racial and ethnic groups in Los Angeles created a situation where black isolation, rather than the multiracial integration of the prewar era, became more common. As industrial employment opportunities for nonwhites expanded in the two decades after the war, African Americans increasingly understood Mexicans to be competitors for coveted jobs. Between the 1920s and the 1970s, the multiracial character of Los Angeles moved from being a qualified blessing to a qualified curse for blacks, particularly those in blue-collar occupations.
Second, while histories of the rust belt north emphasize the crucial role of deindustrialization and overall urban economic decline in perpetuating racial inequality, the story in Los Angeles is far more complicated. In striking contrast to the steady decline in manufacturing jobs that began in the 1950s in Chicago and Detroit, Los Angeles gained thousands of new manufacturing jobs through the 1970s, thanks in large part to the crucial aerospace industry. Like its northern counterparts, however, Los Angeles did lose many of its automobile, steel, and rubber tire plants during and shortly after the recession of the mid-1970s. Beginning during World War II, African Americans in Los Angeles had fought for complete integration into these jobs, and by the 1970s they had achieved a measure of success. More important, these jobs had created the economic foundations for a rising class of homeowning, blue-collar black workers. Thus, the swift disappearance of those jobs was traumatic for an important element of black Los Angeles.
But the decline in these older smokestack industries cannot alone sufficiently explain persistent racial inequality; in fact, even as Los Angeles was suffering this selective deindustrialization, it was also experiencing a dynamic wave of reindustrialization.19 Starting in the 1960s, a new wave of both very high-skill and very low-skill manufacturing industries, along with the expansion of retail and service industries, created thousands of new jobs in Los Angeles and Southern California in general, allowing both the city and the region to weather the recession better than most American cities. But, again, blacks found that they did not share equally in Southern California's continuing economic boom. That such inequality persisted despite the creation of new jobs suggests that just as African Americans were challenging and conquering relics of historic discrimination, new barriers emerged. Although race "declined in significance," to use William Julius Wilson's oft-quoted phrase, blackness continued to be a significant handicap long after legal segregation ended.20
Finally, the dispersive spatiality of Los Angeles greatly influenced the opportunities available to African Americans, sometimes concretely and other times perceptually. Before World War II, the vast geographic size and relatively low population density of Los Angeles distinguished it from other major American metropolises. This dispersion, combined with the proportionally small size of the black population, the rigid racial segregation of the workplace, and the city's heavy dependence on private rather than public transportation, created an atmosphere in which compulsory social interaction between blacks and whites was minimized, thereby allowing black residents in prewar Los Angeles to avert many of the racially degrading or violent encounters typical in other cities. For blacks in Los Angeles, and their friends and families who visited, this distinction was palpable and lent some credence to their glowing characterizations of opportunity in the city.
Paradoxically, however, it also allowed civic leaders and whites in general to completely ignore the rising cost of racial segregation. African Americans remained essentially out of sight and out of mind until World War II, when the sheer volume of black migration finally forced white Los Angeles to recognize the consequences of housing segregation in the overcrowded slums of Little Tokyo. But even as civic leaders grappled with the problems of segregation, many white residents and homeowners responded to the flood of black migrants by more aggressively defending racial segregation in both public and private spaces. Thus, whatever benefits blacks accrued from the city's special arrangement prior to World War II quickly disappeared in the postwar years.
-------------------------------------------------------------------------------------------------
In your blogs, complete the following assignment:
Blog Title: City of Quartz summary
Assignment:
There are three reasons listed as to the why the disenfranchisment of African Americans occurred. Summarize each reason in two sentences per reason.
Reason 1 - Diverse racial composition
Reason 2 - Dynamic economic growth
Reason 3 - Dispersive spatial arrangement
For your morning assignment before we finish the movie (we have about 20 minutes left so need to start around 8:40), read the following excerpt -
-------------------------------------------------------------------------------------------------
African Americans' pursuit of equality and opportunity in Los Angeles has been shaped by at least three distinctive features of the city's history: its diverse racial composition, its dynamic economic growth, and its dispersive spatial arrangement.
First, Los Angeles's magnetic appeal to successive waves of Latin American, Asian, and European immigrants ensured that the black freedom struggle would develop in a strikingly multiracial context. Thanks to a growing body of rich scholarship by Kevin Leonard, Douglas Monroy, George Sánchez, Mark Wild, and others, we have a much clearer understanding of the contours of Los Angeles's diverse population, including its largest minority group, Mexicans.18 Yet the extent to which the multiracial character of the city affected opportunity for African Americans is generally less understood.
The effect of this racial diversity on blacks in Los Angeles has not been static; rather, it has changed through both time and space. Before World War II, most African Americans in Los Angeles lived among and interacted with Mexicans, Japanese, Italians, Jews, and the city's small Chinese population. This arrangement, coupled with the vast size and low population density of the city, mitigated the harshest social and psychological effects of racial segregation by diffusing the racial animosity usually reserved exclusively for blacks in other cities. Economically, however, the multiracial character of the city worked against blacks by generating increased competition for the menial labor and manufacturing jobs that would have gone to them easily in a city like Chicago or Detroit. After World War II, the vast influx of blacks and the changing social status of other racial and ethnic groups in Los Angeles created a situation where black isolation, rather than the multiracial integration of the prewar era, became more common. As industrial employment opportunities for nonwhites expanded in the two decades after the war, African Americans increasingly understood Mexicans to be competitors for coveted jobs. Between the 1920s and the 1970s, the multiracial character of Los Angeles moved from being a qualified blessing to a qualified curse for blacks, particularly those in blue-collar occupations.
Second, while histories of the rust belt north emphasize the crucial role of deindustrialization and overall urban economic decline in perpetuating racial inequality, the story in Los Angeles is far more complicated. In striking contrast to the steady decline in manufacturing jobs that began in the 1950s in Chicago and Detroit, Los Angeles gained thousands of new manufacturing jobs through the 1970s, thanks in large part to the crucial aerospace industry. Like its northern counterparts, however, Los Angeles did lose many of its automobile, steel, and rubber tire plants during and shortly after the recession of the mid-1970s. Beginning during World War II, African Americans in Los Angeles had fought for complete integration into these jobs, and by the 1970s they had achieved a measure of success. More important, these jobs had created the economic foundations for a rising class of homeowning, blue-collar black workers. Thus, the swift disappearance of those jobs was traumatic for an important element of black Los Angeles.
But the decline in these older smokestack industries cannot alone sufficiently explain persistent racial inequality; in fact, even as Los Angeles was suffering this selective deindustrialization, it was also experiencing a dynamic wave of reindustrialization.19 Starting in the 1960s, a new wave of both very high-skill and very low-skill manufacturing industries, along with the expansion of retail and service industries, created thousands of new jobs in Los Angeles and Southern California in general, allowing both the city and the region to weather the recession better than most American cities. But, again, blacks found that they did not share equally in Southern California's continuing economic boom. That such inequality persisted despite the creation of new jobs suggests that just as African Americans were challenging and conquering relics of historic discrimination, new barriers emerged. Although race "declined in significance," to use William Julius Wilson's oft-quoted phrase, blackness continued to be a significant handicap long after legal segregation ended.20
Finally, the dispersive spatiality of Los Angeles greatly influenced the opportunities available to African Americans, sometimes concretely and other times perceptually. Before World War II, the vast geographic size and relatively low population density of Los Angeles distinguished it from other major American metropolises. This dispersion, combined with the proportionally small size of the black population, the rigid racial segregation of the workplace, and the city's heavy dependence on private rather than public transportation, created an atmosphere in which compulsory social interaction between blacks and whites was minimized, thereby allowing black residents in prewar Los Angeles to avert many of the racially degrading or violent encounters typical in other cities. For blacks in Los Angeles, and their friends and families who visited, this distinction was palpable and lent some credence to their glowing characterizations of opportunity in the city.
Paradoxically, however, it also allowed civic leaders and whites in general to completely ignore the rising cost of racial segregation. African Americans remained essentially out of sight and out of mind until World War II, when the sheer volume of black migration finally forced white Los Angeles to recognize the consequences of housing segregation in the overcrowded slums of Little Tokyo. But even as civic leaders grappled with the problems of segregation, many white residents and homeowners responded to the flood of black migrants by more aggressively defending racial segregation in both public and private spaces. Thus, whatever benefits blacks accrued from the city's special arrangement prior to World War II quickly disappeared in the postwar years.
-------------------------------------------------------------------------------------------------
In your blogs, complete the following assignment:
Blog Title: City of Quartz summary
Assignment:
There are three reasons listed as to the why the disenfranchisment of African Americans occurred. Summarize each reason in two sentences per reason.
Reason 1 - Diverse racial composition
Reason 2 - Dynamic economic growth
Reason 3 - Dispersive spatial arrangement
Thursday, August 25, 2011
Thursday, August 25
Good morning!
As you come in, here is your assignment before we continue watching Bastards of the Party -
You will be completing Living History Research Cards again.
Complete research cards (which contain a picture & 3 facts per topic) for the following topics:
-- Vietnam War (Why is this considered a racist war?)
-- Los Angeles Police Department& Police Brutality
-- 1965 LA Riots
-- Blank Panthers
-- "Bunchy" Carter
Research Card document is posted on Edmodo.
As you come in, here is your assignment before we continue watching Bastards of the Party -
You will be completing Living History Research Cards again.
Complete research cards (which contain a picture & 3 facts per topic) for the following topics:
-- Vietnam War (Why is this considered a racist war?)
-- Los Angeles Police Department& Police Brutality
-- 1965 LA Riots
-- Blank Panthers
-- "Bunchy" Carter
Research Card document is posted on Edmodo.
Wednesday, August 24, 2011
Wednesday, August 24
Good morning!
We will continue watching Bastards of the Party. However, before we begin, you need to complete the following assignment in your blogs.
Blog Title: Gangs in the News
Assignment:
*** Find a news article (go to google.com and click on the 'news' tab) that is about gang violence/activity in our community, California, or throughout the country.
*** Copy the URL and the title of the article for your blog.
*** Read the article and then summarize the article in 5 sentences.
We will continue watching Bastards of the Party. However, before we begin, you need to complete the following assignment in your blogs.
Blog Title: Gangs in the News
Assignment:
*** Find a news article (go to google.com and click on the 'news' tab) that is about gang violence/activity in our community, California, or throughout the country.
*** Copy the URL and the title of the article for your blog.
*** Read the article and then summarize the article in 5 sentences.
Tuesday, August 23, 2011
Tuesday, August 23
Good morning!
First things first, join your Home Room Edmodo class!
Film Studies - gdikgu
Before we begin watching today's selection of Bastards of the Party, I want you to do a quick review on some of the key concepts that were discussed in the documentary yesterday -
Research and write 2-3 sentences that explains the what each of the following topics are, their significance, and why they were issues brought up in the film.
1) Police chief William H. Parker
2) Second Migration of African Americans (out of the South --- to places like LA)
3) White Flight
First things first, join your Home Room Edmodo class!
Film Studies - gdikgu
Before we begin watching today's selection of Bastards of the Party, I want you to do a quick review on some of the key concepts that were discussed in the documentary yesterday -
Research and write 2-3 sentences that explains the what each of the following topics are, their significance, and why they were issues brought up in the film.
1) Police chief William H. Parker
2) Second Migration of African Americans (out of the South --- to places like LA)
3) White Flight
Monday, August 22, 2011
Monday, August 22
Good morning!
Today, we are beginning to watch Bastards of the Party.
Summary of the movie:
Raised in the Athens Park neighborhood of Los Angeles, Cle “Bone” Sloan was four years old when his father died, and 12 when he became a member of the Bloods. Now an inactive member of the notorious gang, Sloan looks back at the history of black gangs in his city and makes a powerful call for change in modern gang culture with his insightful documentary, Bastards of the Party.
Bastards of the Party draws its title from this passage in “City of Quartz”: “The Crips and the Bloods are the bastard offspring of the political parties of the ’60s. Most of the gangs were born out of the demise of those parties. Out of the ashes of the Black Panther Party came the Crips and the Bloods and the other gangs.”
Bastards of the Party traces the timeline from that “great migration” to the rise and demise of both the Black Panther Party and the US Organization in the mid- 1960s, to the formation of what is currently the culture of gangs in Los Angeles and around the world.
The documentary also chronicles the role of the Los Angeles Police Department and the FBI in the evolution of gang culture. During his tenure from 1950 to 1966, Chief Robert Parker bolstered the ranks of the LAPD with white recruits from the south, who brought their racist attitudes with them. Parker’s racist sympathies laid the groundwork for the volatile relationship between the black community and the LAPD that persists today.
In your blogs, complete the following assignment -
Blog Title - Background on Gangs
Assignment -
Answer the following journal prompt:
*** What do you know about gangs?
*** What is your experience with gangs? Think about your community, your personal experiences, and what you've seen/learned through news/movies/etc.
Today, we are beginning to watch Bastards of the Party.
Summary of the movie:
Raised in the Athens Park neighborhood of Los Angeles, Cle “Bone” Sloan was four years old when his father died, and 12 when he became a member of the Bloods. Now an inactive member of the notorious gang, Sloan looks back at the history of black gangs in his city and makes a powerful call for change in modern gang culture with his insightful documentary, Bastards of the Party.
Bastards of the Party draws its title from this passage in “City of Quartz”: “The Crips and the Bloods are the bastard offspring of the political parties of the ’60s. Most of the gangs were born out of the demise of those parties. Out of the ashes of the Black Panther Party came the Crips and the Bloods and the other gangs.”
Bastards of the Party traces the timeline from that “great migration” to the rise and demise of both the Black Panther Party and the US Organization in the mid- 1960s, to the formation of what is currently the culture of gangs in Los Angeles and around the world.
The documentary also chronicles the role of the Los Angeles Police Department and the FBI in the evolution of gang culture. During his tenure from 1950 to 1966, Chief Robert Parker bolstered the ranks of the LAPD with white recruits from the south, who brought their racist attitudes with them. Parker’s racist sympathies laid the groundwork for the volatile relationship between the black community and the LAPD that persists today.
In your blogs, complete the following assignment -
Blog Title - Background on Gangs
Assignment -
Answer the following journal prompt:
*** What do you know about gangs?
*** What is your experience with gangs? Think about your community, your personal experiences, and what you've seen/learned through news/movies/etc.
Thursday, August 4, 2011
Thursday, August 4
Good morning! Today we have to finish watching Under the Same Moon. For your assignment today, please complete the following:
Blog Title - Under the Same Moon - Movie Review
Assignment -
*** How did you like this movie? What did you like about it? What do you not like about it? Rate it from 1-5.
*** Rate all the movies from 1-5 with WHY you rated them that way.
The Boy in the Striped Pajamas
Forrest Gump
Under the Same Moon
The Kite Runner
*** The following are the next movies we'll watch. WHich one do you want to watch first?
Boys Don't Cry
Based on actual events, director Kimberly Peirce's powerful, often harrowing drama stars Hilary Swank (in an Oscar-winning performance) as Brandon Teena, a transgender young man searching for love and acceptance in a small Midwestern town. But even as he forges a deep connection with local beauty Lana (Chloë Sevigny), the prejudices of the community threaten to doom the fledgling romance.
Bastards of the Party
Directed and hosted by Cle Sloan, a former member of Los Angeles' notorious gang, the Bloods, this documentary chronicles the history of black street gangs, from their first appearances in the 1940s to their present-day incarnations. Inspired by Mike Davis's book, City of Quartz, Sloan examines the culture from all sides, drawing on interviews with active and inactive gang members, former FBI agents and prominent community figures.
The Great Debators
When African American poet Mel Tolson (Denzel Washington, who also directs) creates a debate team at historically black Wiley College in the 1930s, he pushes the team to a level of excellence that allows them to take on Harvard University. But despite public success, personal clashes foment as the father (Forest Whitaker) of one of Tolson's students (Denzel Whitaker) begins to resent his son's loyalty to his coach.
Blog Title - Under the Same Moon - Movie Review
Assignment -
*** How did you like this movie? What did you like about it? What do you not like about it? Rate it from 1-5.
*** Rate all the movies from 1-5 with WHY you rated them that way.
The Boy in the Striped Pajamas
Forrest Gump
Under the Same Moon
The Kite Runner
*** The following are the next movies we'll watch. WHich one do you want to watch first?
Boys Don't Cry
Based on actual events, director Kimberly Peirce's powerful, often harrowing drama stars Hilary Swank (in an Oscar-winning performance) as Brandon Teena, a transgender young man searching for love and acceptance in a small Midwestern town. But even as he forges a deep connection with local beauty Lana (Chloë Sevigny), the prejudices of the community threaten to doom the fledgling romance.
Bastards of the Party
Directed and hosted by Cle Sloan, a former member of Los Angeles' notorious gang, the Bloods, this documentary chronicles the history of black street gangs, from their first appearances in the 1940s to their present-day incarnations. Inspired by Mike Davis's book, City of Quartz, Sloan examines the culture from all sides, drawing on interviews with active and inactive gang members, former FBI agents and prominent community figures.
The Great Debators
When African American poet Mel Tolson (Denzel Washington, who also directs) creates a debate team at historically black Wiley College in the 1930s, he pushes the team to a level of excellence that allows them to take on Harvard University. But despite public success, personal clashes foment as the father (Forest Whitaker) of one of Tolson's students (Denzel Whitaker) begins to resent his son's loyalty to his coach.
Wednesday, August 3, 2011
August 3, 2011
Good morning.
As you come in, go to the following website:
https://implicit.harvard.edu/implicit/demo/selectatest.html
Go to - Skin Tone Test
Take the skin tone test!
Then, in your blogs, answer the following questions:
Blog Title - Skin Tone Test
Assignment -
*** What were your results?
*** Were you surprised by your results? Why?
*** Why do you think your results were what they were?
*** What does this suggest about implicit (hidden/not obvious/you don't talk about it) racism?
*** How might this connect to the concept of immigration?
As you come in, go to the following website:
https://implicit.harvard.edu/implicit/demo/selectatest.html
Go to - Skin Tone Test
Take the skin tone test!
Then, in your blogs, answer the following questions:
Blog Title - Skin Tone Test
Assignment -
*** What were your results?
*** Were you surprised by your results? Why?
*** Why do you think your results were what they were?
*** What does this suggest about implicit (hidden/not obvious/you don't talk about it) racism?
*** How might this connect to the concept of immigration?
Tuesday, August 2, 2011
10 Myths about Immigration
Before we begin watching Under the Same Moon today, you will need to complete the following assignment -
1. Read the article about 10 Myths about Immigration.
The ten myths are:
1. Most immigrants are here illegally.
2. It's just as easy to enter the country legally today as it was when my ancestors arrived.
3. There’s a way to enter the country legally for anyone who wants to get in line.
4. My ancestors learned English, but today’s immigrants refuse.
5. Today’s immigrants don’t want to blend in and become “Americanized.”
6. Immigrants take good jobs from Americans.
7. Undocumented immigrants bring crime.
8. Undocumented immigrants don’t pay taxes but still get benefits.
9. The United States is being overrun by immigrants like never before.
10. Anyone who enters the country illegally is a criminal.
For each myth, go to the following website and read the actual FACTS about them.
http://www.tolerance.org/magazine/number-39-spring-2011/10-myths-about-immigration
http://www.aclu.org/immigrants-rights/immigration-myths-and-facts
**** For each myth, WRITE ONE SENTENCE IN YOUR OWN WORDS THAT EXPLAINS WHY THAT MYTH IS NOT TRUE.
*** NO COPYING & PASTING - It must be in your own words!
1. Read the article about 10 Myths about Immigration.
The ten myths are:
1. Most immigrants are here illegally.
2. It's just as easy to enter the country legally today as it was when my ancestors arrived.
3. There’s a way to enter the country legally for anyone who wants to get in line.
4. My ancestors learned English, but today’s immigrants refuse.
5. Today’s immigrants don’t want to blend in and become “Americanized.”
6. Immigrants take good jobs from Americans.
7. Undocumented immigrants bring crime.
8. Undocumented immigrants don’t pay taxes but still get benefits.
9. The United States is being overrun by immigrants like never before.
10. Anyone who enters the country illegally is a criminal.
For each myth, go to the following website and read the actual FACTS about them.
http://www.tolerance.org/magazine/number-39-spring-2011/10-myths-about-immigration
http://www.aclu.org/immigrants-rights/immigration-myths-and-facts
**** For each myth, WRITE ONE SENTENCE IN YOUR OWN WORDS THAT EXPLAINS WHY THAT MYTH IS NOT TRUE.
*** NO COPYING & PASTING - It must be in your own words!
Sunday, July 31, 2011
Monday, August 1
Good morning, my lovely students!
As you come in, please complete the following assignments -
1) Check your home room grade.
Post your grade in your blog & answer the following questoins.
*** What is your grade?
*** How many missing assignments do you have?
*** Are you satisfied with this grade? If so, how will you maintain it? If not, how will you improve it?
2) READ ALL THE DIRECTIONS BEFORE YOU COMPLETE YOUR ASSIGNMENT.
Go to the following website: http://www.pbs.org/independentlens/newamericans/quiz.html
*** Take the quiz.
*** In your blogs, complete the assignment:
Blog Title: Immigration Quiz
Assignment:
*** What question/answer surprised you the most?
What was the question?
What was your inital answer?
What was the correct answer?
WHY did it surprise you so much? What did you learn?
As you come in, please complete the following assignments -
1) Check your home room grade.
Post your grade in your blog & answer the following questoins.
*** What is your grade?
*** How many missing assignments do you have?
*** Are you satisfied with this grade? If so, how will you maintain it? If not, how will you improve it?
2) READ ALL THE DIRECTIONS BEFORE YOU COMPLETE YOUR ASSIGNMENT.
Go to the following website: http://www.pbs.org/independentlens/newamericans/quiz.html
*** Take the quiz.
*** In your blogs, complete the assignment:
Blog Title: Immigration Quiz
Assignment:
*** What question/answer surprised you the most?
What was the question?
What was your inital answer?
What was the correct answer?
WHY did it surprise you so much? What did you learn?
Friday, July 29, 2011
Friday, July 29
Happy Friday!
As you come in, here are your assignments:
1) In your blogs, complete the following assignments:
Blog Title - Facts About Immigrant Women Working in the U.S. Food Industry
Assignment -
Go to the following website:
http://www.splcenter.org/get-informed/publications/injustice-on-our-plates
Read the information on the page about undocumented immigrants, poultry workers, farm workers, and sex abuse on the job.
From EACH SECTION (there are four), write down two facts that you learned.
DO NOT COPY AND PASTE. REWRITE THE INFORMATION THAT YOU LEARNED IN YOUR OWN WORDS!
EVEN IF IT GETS YOUR NAME ON THE BOARD FOR TODAY, I WILL CATCH PLAGARISM WHEN I GO BACK AND READ EVERYTHING - THIS MEANS YOU WILL GET A ZERO FOR THE ASSIGNMENT.
ALSO, NEED TO MAKE SURE I HAVE YOUR URL. PLEASE SEND THEM TO ME ON EDMODO. WITHOUT IT, I CAN'T GRADE YOUR WORK!
As you come in, here are your assignments:
1) In your blogs, complete the following assignments:
Blog Title - Facts About Immigrant Women Working in the U.S. Food Industry
Assignment -
Go to the following website:
http://www.splcenter.org/get-informed/publications/injustice-on-our-plates
Read the information on the page about undocumented immigrants, poultry workers, farm workers, and sex abuse on the job.
From EACH SECTION (there are four), write down two facts that you learned.
DO NOT COPY AND PASTE. REWRITE THE INFORMATION THAT YOU LEARNED IN YOUR OWN WORDS!
EVEN IF IT GETS YOUR NAME ON THE BOARD FOR TODAY, I WILL CATCH PLAGARISM WHEN I GO BACK AND READ EVERYTHING - THIS MEANS YOU WILL GET A ZERO FOR THE ASSIGNMENT.
ALSO, NEED TO MAKE SURE I HAVE YOUR URL. PLEASE SEND THEM TO ME ON EDMODO. WITHOUT IT, I CAN'T GRADE YOUR WORK!
Thursday, July 28, 2011
Thursday, July 28
Before we begin watching Under the Same Moon today, answer the following questions in your blog.
Blog Title: Immigration & Nativism
Assignment:
*** Define the following terms: migrate, migration, immigration.
*** Go to the following link to read about nativism:
http://www2.scholastic.com/browse/article.jsp?id=5019
Answer the following questions based off what you read:
1. What is nativism?
2. What were the two main sources of nativism in the early 19th century?
3. What were the two main groups that resulted from nativism?
4. What has been the result of 20th century nativism?
Blog Title: Immigration & Nativism
Assignment:
*** Define the following terms: migrate, migration, immigration.
*** Go to the following link to read about nativism:
http://www2.scholastic.com/browse/article.jsp?id=5019
Answer the following questions based off what you read:
1. What is nativism?
2. What were the two main sources of nativism in the early 19th century?
3. What were the two main groups that resulted from nativism?
4. What has been the result of 20th century nativism?
Wednesday, July 27, 2011
Wednesday, July 27
Today we will begin preparing for our next film - Under the Same Moon.
Movie description: In this tale illuminating the plight of illegal aliens, Kate del Castillo plays Rosario, a woman working illegally in the United States to provide a better life for her son Carlitos (Adrian Alonso), who remains at home in Mexico. Longing for his mother, Carlitos stows away on a van that's headed for the border. But an already treacherous journey becomes even more so when Carlitos is separated from his smugglers (Jesse Garcia and America Ferrera).
For today, you will be doing some background research on the first immigrants.
Between 1892 and 1954, over 12 million immigrants passed through Ellis Island on their way to becoming part of America's "melting pot." Even though the trip was very difficult, people still considered America the land of opportunity.
For each question, you should be writing 2-3 sentences.
1. What countries did they come from?
2. Why did they come to America?
3. Were they welcome here? EXPLAIN.
4. What did they do when they arrived? Where did they live? Jobs? Housing?
Read the following and visit the following sites to answer the questions:
Waves of Immigration: 1892-1954
Introduction
More often than not, when the topic of immigration arises, we conjure pictures of people from foreign lands, bundled in woolen coats, standing on the side of a boat headed toward Ellis Island, their eyes filled with wonder and hope. Once the boats docked though, the immigrants faced challenges that are often overlooked. The wave of European immigration from the late 1800's to the midtwentieth century changed the face of America. Europeans settled in a young United States, established traditions, built communities, influenced the economy, and solidified their place in North American history.
When examining European immigration, most roads lead directly back to Ellis Island. During the years 1892 to 1954, over twelve million immigrants entered the United States through the port of Ellis Island, a small island in the New York Harbor. (Learn more about Ellis Island) An immigrant would get their first glimpse of the
new world as they spied the Statue of Liberty, appearing on the horizon and welcoming them to their new life. Once the immigrants had entered the new country, many were faced with obstacles they were not expecting. Each culture, though, managed to carve out their piece of America and create a personal history and vision of the American dream.
Websites:
http://library.thinkquest.org/20619/Timeline.html
http://en.wikipedia.org/wiki/Ellis_Island
http://www.nps.gov/elis/historyculture/upload/Brief-History-of-Ellis-Island.pdf
Movie description: In this tale illuminating the plight of illegal aliens, Kate del Castillo plays Rosario, a woman working illegally in the United States to provide a better life for her son Carlitos (Adrian Alonso), who remains at home in Mexico. Longing for his mother, Carlitos stows away on a van that's headed for the border. But an already treacherous journey becomes even more so when Carlitos is separated from his smugglers (Jesse Garcia and America Ferrera).
For today, you will be doing some background research on the first immigrants.
Between 1892 and 1954, over 12 million immigrants passed through Ellis Island on their way to becoming part of America's "melting pot." Even though the trip was very difficult, people still considered America the land of opportunity.
For each question, you should be writing 2-3 sentences.
1. What countries did they come from?
2. Why did they come to America?
3. Were they welcome here? EXPLAIN.
4. What did they do when they arrived? Where did they live? Jobs? Housing?
Read the following and visit the following sites to answer the questions:
Waves of Immigration: 1892-1954
Introduction
More often than not, when the topic of immigration arises, we conjure pictures of people from foreign lands, bundled in woolen coats, standing on the side of a boat headed toward Ellis Island, their eyes filled with wonder and hope. Once the boats docked though, the immigrants faced challenges that are often overlooked. The wave of European immigration from the late 1800's to the midtwentieth century changed the face of America. Europeans settled in a young United States, established traditions, built communities, influenced the economy, and solidified their place in North American history.
When examining European immigration, most roads lead directly back to Ellis Island. During the years 1892 to 1954, over twelve million immigrants entered the United States through the port of Ellis Island, a small island in the New York Harbor. (Learn more about Ellis Island) An immigrant would get their first glimpse of the
new world as they spied the Statue of Liberty, appearing on the horizon and welcoming them to their new life. Once the immigrants had entered the new country, many were faced with obstacles they were not expecting. Each culture, though, managed to carve out their piece of America and create a personal history and vision of the American dream.
Websites:
http://library.thinkquest.org/20619/Timeline.html
http://en.wikipedia.org/wiki/Ellis_Island
http://www.nps.gov/elis/historyculture/upload/Brief-History-of-Ellis-Island.pdf
Sunday, July 24, 2011
Monday, July 25
Good morning!
Before we begin watching the rest of The Boy in the Striped Pajamas, you are going to read some background information about Jewish resistance. Although this is not particulary present in the film, it is important for you to recognize that unlike the people in the movie, there were many individuals who tried to stop the Nazis.
Go to the following website:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005213
If you are having difficulties reaching this website, go to;
http://www.ushmm
Education
For Teachers
Essential Topics to Teach
Jewish Resistance
For your assignmet, complete the following in your blogs:
Blog Title: Jewish Resistance
Assignment:
1) Read the information on the website.
Summarize what was discussed in one paragraph (5 sentences).
Write down two things that shocked you the most/that were new information to you.
PLEASE REMEMBER THAT PLAGRARISM (COPYING & PASTING) IS NOT ACCEPTABLE. YOU WILL NOT RECEIVE CREDIT IF YOU CHOOSE TO DO THIS.
Also, SEND ME YOUR BLOG URL'S!!!!! COPY YOUR BLOG URL AND SEND IT TO ME ON EDMODO. IF YOU DON'T, I CAN'T GRADE YOUR WORK AND I AM DOING REPORT CARDS IN TWO WEEKS.
Before we begin watching the rest of The Boy in the Striped Pajamas, you are going to read some background information about Jewish resistance. Although this is not particulary present in the film, it is important for you to recognize that unlike the people in the movie, there were many individuals who tried to stop the Nazis.
Go to the following website:
http://www.ushmm.org/wlc/en/article.php?ModuleId=10005213
If you are having difficulties reaching this website, go to;
http://www.ushmm
Education
For Teachers
Essential Topics to Teach
Jewish Resistance
For your assignmet, complete the following in your blogs:
Blog Title: Jewish Resistance
Assignment:
1) Read the information on the website.
Summarize what was discussed in one paragraph (5 sentences).
Write down two things that shocked you the most/that were new information to you.
PLEASE REMEMBER THAT PLAGRARISM (COPYING & PASTING) IS NOT ACCEPTABLE. YOU WILL NOT RECEIVE CREDIT IF YOU CHOOSE TO DO THIS.
Also, SEND ME YOUR BLOG URL'S!!!!! COPY YOUR BLOG URL AND SEND IT TO ME ON EDMODO. IF YOU DON'T, I CAN'T GRADE YOUR WORK AND I AM DOING REPORT CARDS IN TWO WEEKS.
Friday, July 22, 2011
Friday, July 22
Good morning!
As you come in, here is your assignment as you come in.
Go to: http://www.ushmm.org/research/center/publications/occasional/2004-09/paper.pdf
and read the Washington Post story "Beyond Hitler's Reach."
Write a paragraph summarizing Werner Michel’s journey to safety.
As you come in, here is your assignment as you come in.
Go to: http://www.ushmm.org/research/center/publications/occasional/2004-09/paper.pdf
and read the Washington Post story "Beyond Hitler's Reach."
Write a paragraph summarizing Werner Michel’s journey to safety.
Thursday, July 21, 2011
Thursday, July 21
One Thousand Children
Website Project
One Thousand Children is a website of the history of efforts in the U.S. to help Jewish children fleeing from Europe before and during WW II.
Using the website, OneThousandChildren.org complete the following assignments:
1. Read the details of the amazing story of who saved the children and how they did it at this website: http://www.onethousandchildren.org/learnmore/howtheywererescued.html
2. Read the information from the “Introduction” and write a paragraph summarizing the information.
3. Then read “The Beginning of the Child Refugee Scheme” and write one paragraph explaining what the “child refugee scheme” was, how it helped the Jewish children during WWII, and why adult refugees weren’t helped as well
Website Project
One Thousand Children is a website of the history of efforts in the U.S. to help Jewish children fleeing from Europe before and during WW II.
Using the website, OneThousandChildren.org complete the following assignments:
1. Read the details of the amazing story of who saved the children and how they did it at this website: http://www.onethousandchildren.org/learnmore/howtheywererescued.html
2. Read the information from the “Introduction” and write a paragraph summarizing the information.
3. Then read “The Beginning of the Child Refugee Scheme” and write one paragraph explaining what the “child refugee scheme” was, how it helped the Jewish children during WWII, and why adult refugees weren’t helped as well
Wednesday, July 20, 2011
Wednesday, July 20
As you come in, we are going to do a few quick things...
1) Make sure your 4-page Holocaust Overview is complete. Once it is done, it needs to be posted on your blog! I will grade it from your blog.
2) Read The Boy in the Striped Pajamas background. Write down 5 things you learned about children's experience during the Holocaust.
3. Watch The Boy in the Striped Pajamas.
1) Make sure your 4-page Holocaust Overview is complete. Once it is done, it needs to be posted on your blog! I will grade it from your blog.
2) Read The Boy in the Striped Pajamas background. Write down 5 things you learned about children's experience during the Holocaust.
3. Watch The Boy in the Striped Pajamas.
Tuesday, July 19, 2011
Tuesday, July 19 - BLOCK 2
1) Vocabulary
In your blogs, complete the following post -
Blog Title: Week 6 Vocabuly Definitions & Examples
Assignment:
*** Find the definitions for each of your vocabulary words
*** Copy the example sentences for each word.
Vocabulary Words - Week 6 (SUMMER QUARTER!)
1. Domestic (adj) - Ex. She wanted a domestic animal for her birthday but her dad bought her a polar bear instead.
2. Despite (preposition) - Ex. Despite the loss of her driver's license, she could still get to school on time with her bus pass.
3. Dimension (n) - Ex. When we bought new carpet, we determined the dimensions of the room were 14x18 feet.
2) PLATO - English/Language Arts
Go to: Literary Response and Analysis
Assignment: Visualizing when you read literature (mastery test)
In your blogs, complete the following post -
Blog Title: Week 6 Vocabuly Definitions & Examples
Assignment:
*** Find the definitions for each of your vocabulary words
*** Copy the example sentences for each word.
Vocabulary Words - Week 6 (SUMMER QUARTER!)
1. Domestic (adj) - Ex. She wanted a domestic animal for her birthday but her dad bought her a polar bear instead.
2. Despite (preposition) - Ex. Despite the loss of her driver's license, she could still get to school on time with her bus pass.
3. Dimension (n) - Ex. When we bought new carpet, we determined the dimensions of the room were 14x18 feet.
2) PLATO - English/Language Arts
Go to: Literary Response and Analysis
Assignment: Visualizing when you read literature (mastery test)
Tuesday, July 19
Good morning!
This morning you need to complete your Holocaust overview worksheet...ALL FOUR PAGES!
Tomorrow we will begin watching The Boy in the Striped Pajamas.
Once you are done with your Holocaust worksheet, you need to post it on your blogger. Before you post it, number the questions.
Blog Title - Holocaust Overview
This morning you need to complete your Holocaust overview worksheet...ALL FOUR PAGES!
Tomorrow we will begin watching The Boy in the Striped Pajamas.
Once you are done with your Holocaust worksheet, you need to post it on your blogger. Before you post it, number the questions.
Blog Title - Holocaust Overview
Monday, July 18, 2011
Monday, July 18
Good morning!
We are beginning a new film this week! As you enter, there are two things you need to complete:
1) Finish your kite. Today is the last day I will accept them.
The requirements for your kite are as follows:
- Create a design that you think reflects the theme/main idea/culture of the movie.
- Divide your kite into sections to include the following information:
*** Main characters. Include a picture.
*** 5 sentence summary
*** One of your blogs - Summarize what you learned from one of your blogs: the history of kite running, Pashtun/Hazara culture divide, the Taliban, or the background of Afghanistan. Include a picture.
*** Answer the question - You'll probably do this on Monday after the movie is complete. But write the question - Can you be good again?
Remember, Amir's dad's friend who tells him to come back to Afghanistan to save Sohrab tells him this...there is time to be good again. After finishing the movie, decide whether or not Amir did this and what he even had to repent for.
2) Go to Edmodo.
Our next movie will be The Boy in Striped Pajamas. In order to prepare for this, you need to briefly review the Holocaust (I know this will be familiar to many of you already).
Download the worksheet from Edmodo. It's four pages. The first two pages must be completed by the end of the day.
We are beginning a new film this week! As you enter, there are two things you need to complete:
1) Finish your kite. Today is the last day I will accept them.
The requirements for your kite are as follows:
- Create a design that you think reflects the theme/main idea/culture of the movie.
- Divide your kite into sections to include the following information:
*** Main characters. Include a picture.
*** 5 sentence summary
*** One of your blogs - Summarize what you learned from one of your blogs: the history of kite running, Pashtun/Hazara culture divide, the Taliban, or the background of Afghanistan. Include a picture.
*** Answer the question - You'll probably do this on Monday after the movie is complete. But write the question - Can you be good again?
Remember, Amir's dad's friend who tells him to come back to Afghanistan to save Sohrab tells him this...there is time to be good again. After finishing the movie, decide whether or not Amir did this and what he even had to repent for.
2) Go to Edmodo.
Our next movie will be The Boy in Striped Pajamas. In order to prepare for this, you need to briefly review the Holocaust (I know this will be familiar to many of you already).
Download the worksheet from Edmodo. It's four pages. The first two pages must be completed by the end of the day.
Wednesday, July 13, 2011
Wednesday, July 13
Today you will be creating kites! Sorry, not out of real kite making material...more like a kite poster.
You can use the construction paper and print pictures as needed. Your kite will be DUE TODAY!
The requirements for your kite are as follows:
- Create a design that you think reflects the theme/main idea/culture of the movie.
- Divide your kite into sections to include the following information:
*** Main characters. Include a picture.
*** 5 sentence summary
*** One of your blogs - Summarize what you learned from one of your blogs: the history of kite running, Pashtun/Hazara culture divide, the Taliban, or the background of Afghanistan. Include a picture.
*** Answer the question - You'll probably do this on Monday after the movie is complete. But write the question - Can you be good again?
Remember, Amir's dad's friend who tells him to come back to Afghanistan to save Sohrab tells him this...there is time to be good again. After finishing the movie, decide whether or not Amir did this and what he even had to repent for.
You can use the construction paper and print pictures as needed. Your kite will be DUE TODAY!
The requirements for your kite are as follows:
- Create a design that you think reflects the theme/main idea/culture of the movie.
- Divide your kite into sections to include the following information:
*** Main characters. Include a picture.
*** 5 sentence summary
*** One of your blogs - Summarize what you learned from one of your blogs: the history of kite running, Pashtun/Hazara culture divide, the Taliban, or the background of Afghanistan. Include a picture.
*** Answer the question - You'll probably do this on Monday after the movie is complete. But write the question - Can you be good again?
Remember, Amir's dad's friend who tells him to come back to Afghanistan to save Sohrab tells him this...there is time to be good again. After finishing the movie, decide whether or not Amir did this and what he even had to repent for.
Tuesday, July 12, 2011
Tuesday, July 12
Today you will be creating kites! Sorry, not out of real kite making material...more like a kite poster.
You can use the construction paper and print pictures as needed. Your kite will be DUE TOMORROW (WEDNESDAY).
The requirements for your kite are as follows:
- Create a design that you think reflects the theme/main idea/culture of the movie.
- Divide your kite into sections to include the following information:
*** Main characters. Include a picture.
*** 5 sentence summary
*** One of your blogs - Summarize what you learned from one of your blogs: the history of kite running, Pashtun/Hazara culture divide, the Taliban, or the background of Afghanistan. Include a picture.
*** Leave one section blank (you'll be assigned this tomorrow)
You can use the construction paper and print pictures as needed. Your kite will be DUE TOMORROW (WEDNESDAY).
The requirements for your kite are as follows:
- Create a design that you think reflects the theme/main idea/culture of the movie.
- Divide your kite into sections to include the following information:
*** Main characters. Include a picture.
*** 5 sentence summary
*** One of your blogs - Summarize what you learned from one of your blogs: the history of kite running, Pashtun/Hazara culture divide, the Taliban, or the background of Afghanistan. Include a picture.
*** Leave one section blank (you'll be assigned this tomorrow)
Sunday, July 10, 2011
Monday, July 11
It's 7/11. Go to 7-11 for your free slurpee!
And, as you come in, here is your Kite Runner assignment before we begin watching the movie. The movie must be completed & THE PROJECT COMPELTED by Wednesday! This means at least 30 minutes each day of the movie PLUS PROJECT TIME! You will be creating a kite starting tomorrow (Tuesday) and it will be due Wednesday.
For today, answer the following questions in your blog.
Read the following information:
“Hope is knowing that people, like kites, are made to be lifted up.”
- Afghanistan Relief Organization
Kite-running (Gudiparan Bazi) has been a favorite pastime in Afghanistan for
the last 100 years, but there are few on the streets of Kabul that can forget the
terror of living under the Taliban regime for so many years. Under Taliban rule, if
you were caught with a kite, many times you would be beaten and the spool
would be destroyed. However, since the fall of the Taliban regime, kite-running
has again resurfaced tenfold.
Kite-running is a two-person affair, with one person called the “charka gir” and
the other called the “gudiparan baz.” The charka gir is in charge of the holding
the wooden kite spool, around which the wire, or “tar” is wound. The second
person, called the “gudiparan baz” actually is in control of the movement of the
kite in the air. Kite flyers stand on tops of buildings, fighting with kites from all
over the city. The object is to strike down the kite of your opponent with the
string of your kite, after which you will be called the winner. The strings are often
made with razor wire which gives the sharpness to cut down other kites. After an
opponent’s kite is set free, it flutters away into the wind where it is usually picked
up by the local children, who fly it the next day as their own.
Kites are made of either extremely fragile tissue paper, or heavier more durable
mylar fabric. They come in many colors, shapes, and sizes. Kites range in price
depending on the size and materials used to make the kite. For a small, simple,
child sized kite, the price starts at just a few cents. For large, elaborate, colorful
kites, many with dangling adornments, the price can cost as much as [2 to 100]
Afghanis, or $2 US.
Blog Title: Kite Running
Each answer should be 2-3 sentences.
1. What is kite running? What are the roles of each person called? What do they do?
2. What is the history of kite running in Afghanistan? How long? Importance?
3. Kite running was not allowed during Taliban rule. Why do you think this is?
4. What signifance does kite running play in the movie, The Kite Runner? What does it help teach us about the characters?
And, as you come in, here is your Kite Runner assignment before we begin watching the movie. The movie must be completed & THE PROJECT COMPELTED by Wednesday! This means at least 30 minutes each day of the movie PLUS PROJECT TIME! You will be creating a kite starting tomorrow (Tuesday) and it will be due Wednesday.
For today, answer the following questions in your blog.
Read the following information:
“Hope is knowing that people, like kites, are made to be lifted up.”
- Afghanistan Relief Organization
Kite-running (Gudiparan Bazi) has been a favorite pastime in Afghanistan for
the last 100 years, but there are few on the streets of Kabul that can forget the
terror of living under the Taliban regime for so many years. Under Taliban rule, if
you were caught with a kite, many times you would be beaten and the spool
would be destroyed. However, since the fall of the Taliban regime, kite-running
has again resurfaced tenfold.
Kite-running is a two-person affair, with one person called the “charka gir” and
the other called the “gudiparan baz.” The charka gir is in charge of the holding
the wooden kite spool, around which the wire, or “tar” is wound. The second
person, called the “gudiparan baz” actually is in control of the movement of the
kite in the air. Kite flyers stand on tops of buildings, fighting with kites from all
over the city. The object is to strike down the kite of your opponent with the
string of your kite, after which you will be called the winner. The strings are often
made with razor wire which gives the sharpness to cut down other kites. After an
opponent’s kite is set free, it flutters away into the wind where it is usually picked
up by the local children, who fly it the next day as their own.
Kites are made of either extremely fragile tissue paper, or heavier more durable
mylar fabric. They come in many colors, shapes, and sizes. Kites range in price
depending on the size and materials used to make the kite. For a small, simple,
child sized kite, the price starts at just a few cents. For large, elaborate, colorful
kites, many with dangling adornments, the price can cost as much as [2 to 100]
Afghanis, or $2 US.
Blog Title: Kite Running
Each answer should be 2-3 sentences.
1. What is kite running? What are the roles of each person called? What do they do?
2. What is the history of kite running in Afghanistan? How long? Importance?
3. Kite running was not allowed during Taliban rule. Why do you think this is?
4. What signifance does kite running play in the movie, The Kite Runner? What does it help teach us about the characters?
Wednesday, July 6, 2011
I need your film class URL's!
Many of you have provided me with your film class URL. If you have not done this, I have no way of grading the blogs you completed! This mean that you will be entered a "0" grade. Remember, Open House is Friday!
And, while you're at it, make sure I have your Language Arts/Vocab blog URL also so I can grade that!
As you come in, here are your morning assignments before we begin watching The Kite Runner -
1) Turn in your URL to me on Edmodo. Just copy and paste the URL and send it to me on Edmodo.
2) Check your Home Room grades. All the work you have done for this class has been graded.
In your blogs, complete the following post:
Blog Title - Week 5 grades
Assignment -
*** Check your percentage and letter grade for your Home Room.
90-100% - A
80-89% - B
70-79% - C
60-69% - D
Anything below 60% - Failing
*** Are you satisfied with this grade?
*** Why is this the grade you are earning?
*** How many missing assignments do you have?
*** Write down three strategies that you will try to use to raise your grade before next report cards come out. Remember, report cards come out in 5 weeks (10 week quarters) but you only have until week 7 to complete any missing/redo work. This means you have only TWO WEEKS LEFT TO SUBMIT MISSING/REDO ASSIGNMENTS.
And, while you're at it, make sure I have your Language Arts/Vocab blog URL also so I can grade that!
As you come in, here are your morning assignments before we begin watching The Kite Runner -
1) Turn in your URL to me on Edmodo. Just copy and paste the URL and send it to me on Edmodo.
2) Check your Home Room grades. All the work you have done for this class has been graded.
In your blogs, complete the following post:
Blog Title - Week 5 grades
Assignment -
*** Check your percentage and letter grade for your Home Room.
90-100% - A
80-89% - B
70-79% - C
60-69% - D
Anything below 60% - Failing
*** Are you satisfied with this grade?
*** Why is this the grade you are earning?
*** How many missing assignments do you have?
*** Write down three strategies that you will try to use to raise your grade before next report cards come out. Remember, report cards come out in 5 weeks (10 week quarters) but you only have until week 7 to complete any missing/redo work. This means you have only TWO WEEKS LEFT TO SUBMIT MISSING/REDO ASSIGNMENTS.
Wednesday, July 6
Good morning!
Before we begin watching The Kite Runner this morning, you will be doing some brief research on the Taliban. As we continue watching the movie, the Taliban rule will be seen throughout the movie and its important you understand some basic background.
Answer the following questions in your blog.
Blog Title: Taliban Rule in Afghanistan
Assignment:
1. What is the Taliban?
2. During what time did they control Afghanistan?
3. What guided Taliban rule (philosophy/religion)? List two laws that they enforced.
4. What was the set of laws called that the Taliban regime used? List two prohobitions they had (things they people weren't allowed to eat/drink/etc.
5. What event made the US get involved with the Taliban?
6. In 1-2 sentences, describe the treatment of women under Taliban rule.
Before we begin watching The Kite Runner this morning, you will be doing some brief research on the Taliban. As we continue watching the movie, the Taliban rule will be seen throughout the movie and its important you understand some basic background.
Answer the following questions in your blog.
Blog Title: Taliban Rule in Afghanistan
Assignment:
1. What is the Taliban?
2. During what time did they control Afghanistan?
3. What guided Taliban rule (philosophy/religion)? List two laws that they enforced.
4. What was the set of laws called that the Taliban regime used? List two prohobitions they had (things they people weren't allowed to eat/drink/etc.
5. What event made the US get involved with the Taliban?
6. In 1-2 sentences, describe the treatment of women under Taliban rule.
Tuesday, July 5, 2011
Tuesday, July 5
Pashtuns and Hazaras in Afghanistan
Pashtuns and Hazaras are ethnic groups in Afghanistan. In order to better understand the relationship between Amir and Hassan in The Kite Runner, you will need to answer the following questions in your blog.
Use the following websites to help you:
Hazaras - http://www.afghan-network.net/Ethnic-Groups/hazaras.html
Pashtuns - http://www.afghan-network.net/Ethnic-Groups/pashtuns.html
Blog Title: Pashtuns and Hazaras in Afghanistan
Assignment:
1) What percentage of the population do Pashtuns and Hazaras make up in Afghanistan?
2) Where do Pashtuns mainly live? What language do they speak?
3) Where do Hazaras mainly live? What language do they speak?
4) What effect did the Soviet Invasion of 1979 have on the Pashtun/Hazara ethnic groups?
5) From what you read, why is there a conflict between Amir and Hassan? How does what you learned explained their relationship?
Pashtuns and Hazaras are ethnic groups in Afghanistan. In order to better understand the relationship between Amir and Hassan in The Kite Runner, you will need to answer the following questions in your blog.
Use the following websites to help you:
Hazaras - http://www.afghan-network.net/Ethnic-Groups/hazaras.html
Pashtuns - http://www.afghan-network.net/Ethnic-Groups/pashtuns.html
Blog Title: Pashtuns and Hazaras in Afghanistan
Assignment:
1) What percentage of the population do Pashtuns and Hazaras make up in Afghanistan?
2) Where do Pashtuns mainly live? What language do they speak?
3) Where do Hazaras mainly live? What language do they speak?
4) What effect did the Soviet Invasion of 1979 have on the Pashtun/Hazara ethnic groups?
5) From what you read, why is there a conflict between Amir and Hassan? How does what you learned explained their relationship?
Thursday, June 30, 2011
Thursday, June 30
Answer the following questions in a blog post:
Blog Title - Background of Afghanistan
Questions -
1. Who was involved in the Afghan Civil War? When was it?
2. What was the military coup called?
3. When did the Soviet Union invade Afghanistan? Why?
4. What were the Peshawar Accords?
5. List two things the Taliban prohobits women from doing.
6. Who was Ahmad Shah Massoud? What were the laws for girls/women like under him?
7. What was the US led war in Afghanistan called? When did it start?
8. Include one picture.
Blog Title - Background of Afghanistan
Questions -
1. Who was involved in the Afghan Civil War? When was it?
2. What was the military coup called?
3. When did the Soviet Union invade Afghanistan? Why?
4. What were the Peshawar Accords?
5. List two things the Taliban prohobits women from doing.
6. Who was Ahmad Shah Massoud? What were the laws for girls/women like under him?
7. What was the US led war in Afghanistan called? When did it start?
8. Include one picture.
Wednesday, June 29, 2011
Wednesday, June 29
Good morning!
1) Make sure your PowerPoints are submitted. Today is the LAST day I will listen to presentations for your grade.
2) Kite Runner presentations - 3 groups
3) Watch the Kite Runner!
1) Make sure your PowerPoints are submitted. Today is the LAST day I will listen to presentations for your grade.
2) Kite Runner presentations - 3 groups
3) Watch the Kite Runner!
Tuesday, June 28, 2011
Tuesday, June 28
1) Is your PowerPoint turned in?
2) Expert Groups.
Each group will be assigned 1) Images 2) Historical information or 3) information on kite running.
Each group will be responsible for answering the questions on their assignment. You will also review the questions and present them to your group.
3) PowerPoint presentations.
4) Watch the Kite Runner!
2) Expert Groups.
Each group will be assigned 1) Images 2) Historical information or 3) information on kite running.
Each group will be responsible for answering the questions on their assignment. You will also review the questions and present them to your group.
3) PowerPoint presentations.
4) Watch the Kite Runner!
Sunday, June 26, 2011
Monday, June 27
Welcome to Week 4!
As you come into class, here is what we will be doing...
1) You have roughly 10 minutes to make sure your PowerPoint is submitted to me.
2) Presentations.
You should have already elected two topics that you wanted to present on. Those are the two slides that you will present. Otherwise, you will take 2 notes from each other's presentations.
3) Begin Kite Runner.
As you come into class, here is what we will be doing...
1) You have roughly 10 minutes to make sure your PowerPoint is submitted to me.
2) Presentations.
You should have already elected two topics that you wanted to present on. Those are the two slides that you will present. Otherwise, you will take 2 notes from each other's presentations.
3) Begin Kite Runner.
Friday, June 24, 2011
Friday, June 24
Your PowerPoints are due today before you are allowed to go home!!!
Just as a reminder, here is your Forrest Gump Living History PowerPoint Project requirements:
Your task is to watch “Forrest Gump”, and create a living history story of the years between 1950 and 1990.
You will create your living history story through the use of historical, political, social, and economic events from this time period of American history.
Requirements:
Powerpoint Presentation depicting your events (13 slides)
Timeline of events
Minimum of 12 events from this time period (1950-1990)
At least 1 picture with each event,
Brief explanation of each event IN YOUR OWN WORDS (1-2 sentences)
PowerPoint must include a Works Cited page or Bibliography
Plagiarism will result in a “0” grade for your project
Required Topics for Your Project:
1. Joseph McCarthy- McCarthyism
2. Civil Rights Movement
3. Vietnam War
4. Assassination of John F. Kennedy
5. HIV/ AIDS
Possible Topics for Your Project: (Not in order)
-Martin Luther King, Jr.
-Cold War
-Emmett Till’s murder
-Malcolm X
-Assassination of Robert F. Kennedy
-George Wallace, Governor of Alabama
-The “Little Rock Nine”
-Brown v. Board of Education, 1954
-Hippie Culture (Music, Clothing, Beliefs)
-War Protests
-The Space Race
-Jimmy Carter/ Iran Hostage Crisis
-Assassination attempt of Ronald Reagan
-Ronald Reagan/ Reaganomics
-The Korean War
-The Falling of the Berlin Wall/ Fall of Communism/ Breakup of Soviet Union
-Richard Nixon/ Watergate Scandal
-Woodstock, 1969
-Lyndon B. Johnson
-Technological Advances of the Time Period
-Disco Music/Culture
-John Lennon’s Murder
Just as a reminder, here is your Forrest Gump Living History PowerPoint Project requirements:
Your task is to watch “Forrest Gump”, and create a living history story of the years between 1950 and 1990.
You will create your living history story through the use of historical, political, social, and economic events from this time period of American history.
Requirements:
Powerpoint Presentation depicting your events (13 slides)
Timeline of events
Minimum of 12 events from this time period (1950-1990)
At least 1 picture with each event,
Brief explanation of each event IN YOUR OWN WORDS (1-2 sentences)
PowerPoint must include a Works Cited page or Bibliography
Plagiarism will result in a “0” grade for your project
Required Topics for Your Project:
1. Joseph McCarthy- McCarthyism
2. Civil Rights Movement
3. Vietnam War
4. Assassination of John F. Kennedy
5. HIV/ AIDS
Possible Topics for Your Project: (Not in order)
-Martin Luther King, Jr.
-Cold War
-Emmett Till’s murder
-Malcolm X
-Assassination of Robert F. Kennedy
-George Wallace, Governor of Alabama
-The “Little Rock Nine”
-Brown v. Board of Education, 1954
-Hippie Culture (Music, Clothing, Beliefs)
-War Protests
-The Space Race
-Jimmy Carter/ Iran Hostage Crisis
-Assassination attempt of Ronald Reagan
-Ronald Reagan/ Reaganomics
-The Korean War
-The Falling of the Berlin Wall/ Fall of Communism/ Breakup of Soviet Union
-Richard Nixon/ Watergate Scandal
-Woodstock, 1969
-Lyndon B. Johnson
-Technological Advances of the Time Period
-Disco Music/Culture
-John Lennon’s Murder
Wednesday, June 22, 2011
Wednesday, June 22
Good morning Film Class!
As you come in, you need to work on your PowerPoint. I will be passing out a list of the possible topics. Each person needs to sign up for TWO (2) of the topics that they want to present on tomorrow during class.
PowerPoint Project Requirements: 13 slides total.
**Powerpoint Presentation depicting your events (12 slides)
**Timeline of events
Minimum of 12 events from this time period (1950-1990)
At least 1 picture with each event,
Brief explanation of each event IN YOUR OWN WORDS (1-2 sentences)
**PowerPoint must include a Works Cited page or Bibliography (1 slide)
Plagiarism will result in a “0” grade for your project
Remember, here is the list of your topics...
Required Topics for Your Project:
1. Joseph McCarthy- McCarthyism
2. Civil Rights Movement
3. Vietnam War
4. Assassination of John F. Kennedy
5. HIV/ AIDS
Possible Topics for Your Project: (Not in order)
-Martin Luther King, Jr.
-Cold War
-Emmett Till’s murder
-Malcolm X
-Assassination of Robert F. Kennedy
-George Wallace, Governor of Alabama
-The “Little Rock Nine”
-Brown v. Board of Education, 1954
-Hippie Culture (Music, Clothing, Beliefs)
-War Protests
-The Space Race
-Jimmy Carter/ Iran Hostage Crisis
-Assassination attempt of Ronald Reagan
-Ronald Reagan/ Reaganomics
-The Korean War
-The Falling of the Berlin Wall/ Fall of Communism/ Breakup of Soviet Union
-Richard Nixon/ Watergate Scandal
-Woodstock, 1969
-Lyndon B. Johnson
-Technological Advances of the Time Period
-Disco Music/Culture
-John Lennon’s Murder
Monday, June 20, 2011
Tuesday, June 21
Good morning! This morning we will be FIRST finishing Forrest Gump. Remember, you journal as always is the following...
1) Journal Prompt
What historical events, people, places, do you see?
2) Secondly, we will begin working on our PowerPoint. The requirements for your PowerPoint are:
Remember, one research card = one powerpoint slide! All you are doing is transferring information.
. Visual Requirements-
• Powerpoint Presentation depicting your events (13 slides)
• Timeline of events
o Minimum of 12 events from this time period (1950-1990)
• At least 1 picture with each event,
• Brief explanation of each event IN YOUR OWN WORDS (1-2 sentences)
• PowerPoint must include a Works Cited page or Bibliography
• Plagiarism will result in a “0” grade for your project
Everyone will sign up to present 1-2 slides (I haven't decided yet). The same topic can only be presented twice, so make sure you choose interesting topics!
1) Journal Prompt
What historical events, people, places, do you see?
2) Secondly, we will begin working on our PowerPoint. The requirements for your PowerPoint are:
Remember, one research card = one powerpoint slide! All you are doing is transferring information.
. Visual Requirements-
• Powerpoint Presentation depicting your events (13 slides)
• Timeline of events
o Minimum of 12 events from this time period (1950-1990)
• At least 1 picture with each event,
• Brief explanation of each event IN YOUR OWN WORDS (1-2 sentences)
• PowerPoint must include a Works Cited page or Bibliography
• Plagiarism will result in a “0” grade for your project
Everyone will sign up to present 1-2 slides (I haven't decided yet). The same topic can only be presented twice, so make sure you choose interesting topics!
Monday, July 20
Good morning!
Today we will be watching Forrest Gump. We have to finish the movie today!
1) Journal Prompt
What historical people, events, places did you see in the movie today?
2) 12 Living History Research Cards
All 12 must be printed & turned in to me before you go home today!
Make sure you are keeping your list of works cited!
3) PowerPoint - 12 research cards (each one = one slide) & one works cited page
• Powerpoint Presentation depicting your events (13 slides)
• Timeline of events
o Minimum of 12 events from this time period (1950-1990)
• At least 1 picture with each event,
• Brief explanation of each event IN YOUR OWN WORDS (1-2 sentences)
Today we will be watching Forrest Gump. We have to finish the movie today!
1) Journal Prompt
What historical people, events, places did you see in the movie today?
2) 12 Living History Research Cards
All 12 must be printed & turned in to me before you go home today!
Make sure you are keeping your list of works cited!
3) PowerPoint - 12 research cards (each one = one slide) & one works cited page
• Powerpoint Presentation depicting your events (13 slides)
• Timeline of events
o Minimum of 12 events from this time period (1950-1990)
• At least 1 picture with each event,
• Brief explanation of each event IN YOUR OWN WORDS (1-2 sentences)
Wednesday, June 15, 2011
Thursday, June 16
Welcome, welcome to film class!
Today you need to complete the following before we begin watching Forrest Gump at 8:30ish...
1) Living History Research Cards.
You should have already completed five of these.
Required Topics for Your Project:
1. Joseph McCarthy- McCarthyism
2. Civil Rights Movement
3. Vietnam War
4. Assassination of John F. Kennedy
5. HIV/ AIDS
Now, you need to choose SEVEN (7) MORE topics to complete a research card on.
Possible Topics for Your Project: (Not in order)
-Martin Luther King, Jr.
-Cold War
-Emmett Till’s murder
-Malcolm X
-Assassination of Robert F. Kennedy
-George Wallace, Governor of Alabama
-The “Little Rock Nine”
-Brown v. Board of Education, 1954
-Hippie Culture (Music, Clothing, Beliefs)
-War Protests
-The Space Race
-Jimmy Carter/ Iran Hostage Crisis
-Assassination attempt of Ronald Reagan
-Ronald Reagan/ Reaganomics
-The Korean War
-The Falling of the Berlin Wall/ Fall of Communism/ Breakup of Soviet Union
-Richard Nixon/ Watergate Scandal
-Woodstock, 1969
-Lyndon B. Johnson
-Technological Advances of the Time Period
-Disco Music/Culture
-John Lennon’s Murder
Remember, these 12 research cards will become a PowerPoint which is your project for the movie Forrest Gump.
2) Journal
Just a reminder - at the end of the movie today, you will be asked the same question as yesterday.
What historical people, events, or places did you see during the movie?
Today you need to complete the following before we begin watching Forrest Gump at 8:30ish...
1) Living History Research Cards.
You should have already completed five of these.
Required Topics for Your Project:
1. Joseph McCarthy- McCarthyism
2. Civil Rights Movement
3. Vietnam War
4. Assassination of John F. Kennedy
5. HIV/ AIDS
Now, you need to choose SEVEN (7) MORE topics to complete a research card on.
Possible Topics for Your Project: (Not in order)
-Martin Luther King, Jr.
-Cold War
-Emmett Till’s murder
-Malcolm X
-Assassination of Robert F. Kennedy
-George Wallace, Governor of Alabama
-The “Little Rock Nine”
-Brown v. Board of Education, 1954
-Hippie Culture (Music, Clothing, Beliefs)
-War Protests
-The Space Race
-Jimmy Carter/ Iran Hostage Crisis
-Assassination attempt of Ronald Reagan
-Ronald Reagan/ Reaganomics
-The Korean War
-The Falling of the Berlin Wall/ Fall of Communism/ Breakup of Soviet Union
-Richard Nixon/ Watergate Scandal
-Woodstock, 1969
-Lyndon B. Johnson
-Technological Advances of the Time Period
-Disco Music/Culture
-John Lennon’s Murder
Remember, these 12 research cards will become a PowerPoint which is your project for the movie Forrest Gump.
2) Journal
Just a reminder - at the end of the movie today, you will be asked the same question as yesterday.
What historical people, events, or places did you see during the movie?
Wednesday, June 15
Good morning!
As you settle in, I will be explaining the PROJECT (yes, project) that you will be completing for the Forrest Gump movie.
Please start by reviewing the project requirements (posted on Edmodo). I will review them in a few.
Assignments -
1) Living History Research Cards.
You have to choose 7 more topics to complete living history research cards on. Choose the 7 you will write about. Complete at least 2 of them today.
2) Forrest Gump Movie & Journal.
We will watch the first 30 minutes of the movie. Then you must respond to the journal prompt below (which is what is required for you to go home today).
Journal Prompt:
What historical events happen in the first 30 minutes of the film? What historical people, group, or events did Forrest Gump encounter?
As you settle in, I will be explaining the PROJECT (yes, project) that you will be completing for the Forrest Gump movie.
Please start by reviewing the project requirements (posted on Edmodo). I will review them in a few.
Assignments -
1) Living History Research Cards.
You have to choose 7 more topics to complete living history research cards on. Choose the 7 you will write about. Complete at least 2 of them today.
2) Forrest Gump Movie & Journal.
We will watch the first 30 minutes of the movie. Then you must respond to the journal prompt below (which is what is required for you to go home today).
Journal Prompt:
What historical events happen in the first 30 minutes of the film? What historical people, group, or events did Forrest Gump encounter?
Monday, June 13, 2011
Tuesday, June 14
Please send your blog URL's for your Film class to me on Edmodo - you can submit it as "reply" to the post I made.
As you come in, you need to complete the Living History Research Cards you were supposed to do yesterday.
We will begin watching the movie today so your cards MUST BE COMPLETED before you begin watching. You may not have a laptop out while the movie is playing because you will have an assignment to complete after the video is over based on what you saw.
1) Fill out the living history research card for the following events:
- Joseph McCarthy - McCarhyism
- Civil Rights Movement
- Vietnam War
- Assassination of John F. Kennedy
- HIV/AIDS
For each card, you need to include the topic/date/3 important facts/image.
{CUTTED_CONTENT} Show Full Post Show Less
As you come in, you need to complete the Living History Research Cards you were supposed to do yesterday.
We will begin watching the movie today so your cards MUST BE COMPLETED before you begin watching. You may not have a laptop out while the movie is playing because you will have an assignment to complete after the video is over based on what you saw.
1) Fill out the living history research card for the following events:
- Joseph McCarthy - McCarhyism
- Civil Rights Movement
- Vietnam War
- Assassination of John F. Kennedy
- HIV/AIDS
For each card, you need to include the topic/date/3 important facts/image.
{CUTTED_CONTENT} Show Full Post Show Less
Monday, June 13
Welcome to Literature through Film!
Our first film for the week will be Forrest Gump.
1. Journal Prompt - Write in your blog. A minimum of one paragraph (five sentences).
What do you think Forrest Gump is about or, if you have already seen it, what do you remember about it?
2. Living History Research Cards - Check Edmodo for assignment
Fill out the living history research card for the following events:
- Joseph McCarthy - McCarhyism
- Civil Rights Movement
- Vietnam War
- Assassination of John F. Kennedy
- HIV/AIDS
For each card, you need to include the topic/date/3 important facts/image.
Our first film for the week will be Forrest Gump.
1. Journal Prompt - Write in your blog. A minimum of one paragraph (five sentences).
What do you think Forrest Gump is about or, if you have already seen it, what do you remember about it?
2. Living History Research Cards - Check Edmodo for assignment
Fill out the living history research card for the following events:
- Joseph McCarthy - McCarhyism
- Civil Rights Movement
- Vietnam War
- Assassination of John F. Kennedy
- HIV/AIDS
For each card, you need to include the topic/date/3 important facts/image.
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