AHS * HUMANITIES 11
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Halloween!

10/31/2013

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REMINDER:  9/11 Interviews need to be conducted by tomorrow


Goal:
Begin to understand the conditions of Japanese Internment 

Starter: 
Review yesterday's ppt on War on Terror and define Habeas Corpus in your own words.

Agenda
1. Discuss the starter

2. Power Point: Pearl Harbor and Japanese Internment Camps 

FDR's Address to the Nation on Dec. 8th, 1941

3. Introduction to Snow Falling on Cedars and read and discuss chapter 1




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Wednesday, October 30th

10/30/2013

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Picture

Starter:  Make some inferences about the picture of the train above:
Some questions to consider:  Describe what you think is happening in this image.  When do you think this took place?  Where are the people going or coming from?  Who are the people in this image?




Goal: 
  • Attempt to piece together a hiSTORY from a series of images and quotes as you contemplate the essential question
  •  Learn how fear and hysteria in American society affected Japanese Americans during WWII and eventually led to their internment


Agenda
1. Introduction to Project #2 Essential Question and the "War on Terror"
  • Definition of Habeas Corpus and War on Terror ppt
  • Read the preface to Geoffrey Stone's book, War and Liberty and discuss as a class

2.
 Making sense of images- group activity (see slide 1 of the powerpoint below)


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Tuesday, October 29th

10/29/2013

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Today's Goal:  
  • Empathize with the survivors, victims and witnesses of 9/11
  • Consider how fear and hysteria affected American society and public support for the "War on Terror"

Starter: What changed after 9/11 in American society/politics? What major event(s) occurred as a result of 9/11?

Agenda:
1. Discuss the starter
2. Watch In Memoriam: New York City, 9/11/01
3. Discuss the film
4. Develop interview questions
5.  Share your interview questions with classmates and refine as you see fit
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Monday, October 28th

10/28/2013

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Today's Goals: 
  • Examine how the U.S. government has balanced individual liberty with national security during times of war
  • Understand what the Writ of Habeas Corpus is

Starter:  During times of war, are you willing to sacrifice OTHERS' freedoms in order to feel safer? 
Are you willing to give up some of YOUR own individual freedom in order to feel safer?  

Agenda:
1.  Announcements and week's homework overview
  • Email me artist statement
  • Missing electronic copies of op-ed article final draft
  • Bring in your visual piece so I can hang it in the hall and grade it!
  • Project grades-- when you should expect them
  • Heads up on publishing op-eds
2.  Morality and Politics of Justice DP Update and Reflection work time


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Friday, October 25th

10/25/2013

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DP Update and Reflection Day

Goal: 

Reflect on your learning experience so that you better understand yourself as a learner, demonstrate critical thinking not just on WHAT you're studying but WHY you're studying it, and so that you can help Ashley refine the process for future students.

1. Starter:  Describe your exhibition experience.  What did you like most about it? What would you like to see changed?  What was the most interesting, thought-provoking or challenging conversation you had?

2. Debrief exhibition as a class

3.  End of Project Survey (see above)



4. Dead Poets' Society Film

Homework

  •  DP Update and Reflection (Due Wed. 10/30)
  • Project Rubrics (pages 3 and 4)
  •  Honors: Work on your HT Thinking chart
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Thursday, October 24th: Exhibition Day!

10/24/2013

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Goal:  Understand the requirements for exhibition and prepare your spiel 

Agenda
1. Starter
2. Class fiesta tomorrow- reminder! + Exhibition logistics review

Zach, Allie, Breeze, Reuben, Sarah-- meet me at the Exhibition at 5pm.  Bring one table from the lodge , one table cloth, two chairs and five easels.  We also need tape and one of our exhibition posters.

Emily, Olivia and Rachel-- be at the exhibition at 6:00 and direct students where to set-up.  Hang up the poster somewhere and bring 9 easels.

3. Conflict Resolution Role Play

4. Speed Dating with your exhibition spiel and Boy Band hits

 Work Time
  • Email Ashley your final draft of op-ed
  • Print your op-ed and Artist Statement 
  • Mount both on construction paper
  • Last minute touches on your visual piece

*Please don't forget to bring in your visual piece on Friday!  I want to hang them in the school and need to grade them. 
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Wednesday, October 23rd

10/23/2013

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By 3:15: Email me the jpeg of your poster with 300 resolution and your chosen dimensions



Goals:
  • Articulate WHY why we're doing this exhibition
  • (Begin to) understand what passive voice is

Starter:  
Why are we doing this exhibition?  What do I want you and community members to take away from this experience? Why would I choose to hold it in a coffee house?

Agenda:
1. Discuss starter

2.  Announcements:

  • Posters
  • Review roles for exhibition (e.c. for these students!) 
  • Time of exhibition and requirements
  • Friday party?



3. Discuss God Loves Uganda

4. Passive Voice Minilesson
Read the handout on "Passive voice":
  • In your own words, explain "passive voice"
  • Do the two examples on the backside of the handout

5. MAYBE: Watch and discussthis Ted Talk, entitled "The Moral Roots of Liberals and Conservatives"
  • What are the main differences between liberals and conservatives, according to the speaker?
  • Do you detect any biases in the way he describes these differences?
  • How might this help you at the exhibition and in life when discussing political issues and working with politically-diverse folks?


 Work time
- Artist Statement
- Visual Piece
-Op-Ed refinements
- Email me the jpeg of your poster with 300 resolution and your chosen dimensions


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Tuesday, October 22nd

10/22/2013

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Starter:
Using ten words or less, write this sentence more concisely (aka: Streamline it!) 

Many have made the wise observation that when a stone is in motion rolling down a hill or incline that that moving stone is not as likely to be covered all over with the kind of thick green moss that grows on stationary unmoving things and becomes a nuisance and suggests that those things haven’t moved in a long time and probably won’t move any time soon.

Agenda
1. Edmodo Feedback Debrief/Discussion 

2. Nevada school shooting discussion: Do these types of tragedies justify tighter gun control policies?
2. Why should we try to make our writing more concise?
3. Mini-Lesson:   "Conciseness"

  • Share your rewrites with your small group. Circle the best example for each category and have Ashley come around and check them during work time. 
4. Work Time!

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Monday, October 21st

10/21/2013

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Picture
Extra Credit Opportunity:
This film is showing for free at Fort Lewis College in the Vallecito Room on Tuesday night at 6pm.  15 points extra credit if you go and write a reaction. The reaction should be one page, single-spaced and include a short summary followed by a critical analysis and reaction to the film.  
About the film  
The feature-length documentary God Loves Uganda is a powerful exploration of the evangelical campaign to change African culture with values imported from America’s Christian Right.
The film follows American and Ugandan religious leaders fighting “sexual immorality” and missionaries trying to convince Ugandans to follow Biblical law.
God Loves Uganda premiered at the Sundance Film Festival on January 18th, 2013 and has won numerous awards at film festivals so far. The film serves as a catalyst for change, through our upcoming international screening tour and social action campaign.


Quote of the day: French mathematician and philosopher Blaise Pascal once wrote something to the effect of: "If I had more time, I would have made this letter shorter"(1657)

Goal:  Understand the areas in your writing that you can strengthen and begin refining your op-ed article. Understand what a smooth transition and paragraph topic sentence looks like and refine your own writing in this way. 


Starter:
  • Open your op-ed article feedback from me and carefully read my feedback and your first draft grade as indicated on the attached rubric.

Answer these questions on your google doc of starters:
  • What is the most significant improvement you need to make in your sentence structure?
  • What are 2 more significant refinements you need to make regarding your argumentation/perspective/rhetoric/philosophical/constitutional connections?
  • What, if any, questions do you have for me about my feedback? 

A note on my feedback:  
Don't be alarmed!  I had to get straight to the point and thus there is more critique than positive feedback.  I still think you are all wonderful, smart and beautiful human beings, I just care more about you becoming outstanding writers than making sure you feel all warm and fuzzy after reading my critique. After all, these are drafts.

Agenda
  1. Go over starter questions
  2. Mini Lesson: Common errors in your op-ed articles with student examples
  • Read through this handout and circle the issues you seem to be having in your own writing.  Annotate the student examples in a similar way to how I started to do with my margin comments.
  • In example #4,  highlight the student's use of topic sentences and transition between the two paragraphs.
  • Pick one of your paragraphs in your essay and rewrite the topic sentence to include a clearer transition and stronger topic.  Copy and paste your original paragraph and refined paragraph into your google doc of starters.  
  • Share your change with a partner.


Work Time:
  • Do more research and refine op-ed article
  • Continue working on visual piece
  • Write your visual piece artist statement

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Friday, 10/18

10/17/2013

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Goal:  Create your visual piece! Make it rhetorically impactful.

Starter: Evaluate this example works cited page
Part 1:  Basic Observations:
  • What do you notice about the order in which the citations are listed?
  • What do you notice about the formatting?

Part 2: Evaluate the credibility of the sources:  
  • Which one(s) seem to be the most credible?   Why?
  • Which one do you have some doubt about its credibility? Why?
  • Which source seems like it would be the most biased? Why?
  • What perspective does this student seem to be omitting? Why type of source would you recommend he/she seek out to balance the types of sources cited here?
Work Time:
  • Refine your works cited page or create one!
  • If your poster idea is dialed and you have a sketch, get peer critique and do as much of the artist statement as you can using THIS DOCUMENT
  • If your idea is NOT dialed and you do not have a sketch, get that done.
  • By the end of class today everyone needs to have their project idea/sketch critiqued by at least two peers!
  • Create your visual piece!
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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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