AHS * HUMANITIES 11
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Daily Blog

Friday, November 22nd

11/22/2013

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Objective:
Formulate an opinion on the significance of one theme in the novel in order to prepare for the final seminar AND become more insightful and introspective individuals who can discuss the meaning of life with the best of the hipsters. 

Starter:  Take this survey for STAC about the dress code.



Agenda:
1. Seminar Make up Instructions (if you were absent yesterday OR don't like your grade)
Good resource for sources: http://encyclopedia.densho.org/


2. Go over instructions for the Theme Response Group Activity


3. Re-read page 169 and make a list of themes from that page and the novel in general.

4.  Divide into groups of 3-4 students (one student per group must have read through chapter 22).  Assign one theme per group.

5. Elect a group leader and begin working!

6. Appreciations and Thanksgiving Plans! Hooray!


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Thursday, November 21st

11/20/2013

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STARTER:
  • Email me your seminar prep and your 7 document note-taking forms (or set them on your table for me to check) COMPILE THEM INTO ONE DOCUMENT PLEASE!

  • While I check for completion of seminar prep, look over the seminar prep follow-up questions for each document and circle a few that you plan on asking in seminar



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Wednesday, November 20th

11/20/2013

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Objectives:
  • Use historical thinking skills to determine what life was like in internment camps
  • Prepare for tomorrow's seminar 

Starter:

Practice the HT Thinking Skill- Close Reading

Read the following quote and identify the author's bias.  Which words/phrases in particular express his bias?  What additional evidence would you need to corroborate his claim?

"When war broke out....my dad was fearful, because he was a volunteer for the Gardena Valley Japanese Association.  It was nothing subversive- no politics- It was just to help out the farmers, translate for those who had difficulty with English language documents.  But, due to war hysteria, authorities thought whoever goes in and out of the Japanese Association must be planning sabotage or something" (Bill Nishimura, Document #1)

Agenda
1. Review requirements for seminar participation tomorrow
2. Go over the Seminar Prep Instructions and review the Seminar Rubric and Seminar Groups



Absent Thursday? Seminar Make-up = Turn in this seminar with responses to one question in each category.

3. Work time
  • Finish taking notes on 7 documents and annotate the "Camp Layout" and "Alien's Permit"
  • Email me your notes once you are done with all 7.  Compile them into ONE continuous document.   If you took notes by hand, have those ready at the beginning of class tomorrow.  
  • Complete the seminar prep
  • Need a break? Do this awesome line dance brought to you from our Ice Age friends


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Advisory Agenda

11/20/2013

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1. Set up breakfast and get food!


2. Circle:  What are your plans for thanksgiving break? What is your favorite dish during Thanksgiving dinner? Does your family have any specific traditions?  

*ROWAN: Paint the graffiti board!


3. Community Service Brainstorm:

  • How big of a project do we want to do?
Options:
1. Cathy's idea
2.  Food Drive
3. Operation Christmas: put together one shoe box of fun things that will be sent to underprivileged children.
See this link for how to pack your box and ideas for what to put inside
http://www.samaritanspurse.org/operation-christmas-child/pack-a-shoe-box/

4. Brainstorm a "bigger" service project that might be more long-term


4. Game! (Drew's game or mafia or the vegetable game)

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Tuesday, November 19th

11/19/2013

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Objective:
  • Compare the perspectives of second-generation immigrants as portrayed in Through Our Eyes to the perspective of Hatsue
  • Use critical and historical thinking skills to analyze primary and secondary source documents in order to make an informed claim on our historical inquiry driving question:  What was life like in Japanese Internment Camps? Prisons or Temporary Inconveniences?

Starter
  • Watch the trailer to Through Our Eyes
  • Summarize the perspective of these Filipino-Canadians.  What challenge(s) or experience(s) do they have in forming their personal identity?
  • How does this relate to the SFoC?
  • Take this survey for the Board (We want student input for a meeting with the Board)

Agenda
1. Discuss the starter and read aloud/analyze pages 200-203 in SFoC
  • What is Hatsue’s mother’s perspective? What are her hopes and expectations for her daughter?
  • How does Hatsue’s response on page 203 reflect a more American response and how does her mom ever-so subtly point that out? 
  • Why does Hatsue feel regret about this response?

2. Historical Inquiry work time

  • FIRST: Practice close reading with the Minidoka Irrigator source (document #3)
  • Read the first paragraph: "Martial Law was declared in the Manzanar relocation center last Sunday night as a result of mob uprisings led by pro-axis sympathizers in which one Japanese was killed and nine others wounded, according to a UP report yesterday"
  • Close Reading: What is the bias of this article as indicated by the first paragraph?
  • Reading the silences: What effect does the use of passive voice have here?
  • What additional evidence would you need to determine if this is bias or fact?
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Monday, November 18th

11/18/2013

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Objective:
  • Use critical and historical thinking skills to analyze primary and secondary source documents in order to make an informed claim on our historical inquiry driving question:  What was life like in Japanese Internment Camps? Prisons or Temporary Inconveniences?
  • Analyze the binary of Fate v. Personal Control in SFoC 

Starter:
1. Do you think events in life are a) accidental and random,  b) destined to happen, or c) up to us to control? Explain.
Stuck?  You could explain by providing a personal experience or simply summarize your personal/spiritual/religious belief on this topic.


Agenda:
1. Go over announcements and this week's homework



2. Share starters in partners


3. Summarize your partners ideas for whole class


4. Read aloud pages 153-157
  • How does this passage reflect Kabuo's perspective on fate v. free will?
  • Does Kabuo have control over his fate?
  • What is Guterson implying about our justice system in this passage?  
  • What can you imply about Guterson's perspective on fate v. personal control thus far in the novel?  What might be his "lesson" to the reader about the role fate plays in our life and what we can or cannot do about it? 

5. Historical Inquiry work time

  • Quickly review the requirements and assessment criteria
  • Remember to check the project page for summaries of each document if you are struggling to source it

Announcements:
  • Quizzes are graded and in powerschool.  Schedule your makeup if absent Friday
  • Food Drive!  Bring in your non-perishables
  • Power Lunch: This Thursday in Steve's room
  • Honors:  Check your email regarding deadlines.  Please conference with me before you leave for break!
  • Exhibitions this week:
Who:  Lori and Stephen's Humanities class
What:  Vietnam/Veteran Project
When:  Tuesday, December 10th; early evening, TBD.
Where:  Animas City Theater

Who:  Sara FD's 10th Grade Humanities Classes
What: Africa: Cradle of Stories
When:  Thursday, Nov 21st 4-6pm
Where:  Commons at Animas High School

Who: Jessica's Class
What: American Ideology 
When: Thursday, Nov 21st 5:30p
Where: iAM Music Institute, 13th and Main by The Herald 
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Friday, November 15th

11/15/2013

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Objective: 
Deconstruct chapters 8-14 and further analyze key characters

Starter: 15 minutes
  • Find at least one  significant passage for each of these five characters: Etta, Carl Heine, Jr., Ishmael, Hatsue, Kabuo, Carl Heine, Sr.  (chs. 8-9)
  • Write down the page # and character name on a sticky note and/or mark the page with the character's name
  • Review the key characters that were introduced/highlighted in this section of the book (chapters 8-14)

Agenda:

1. Quiz
2. Review the quiz and discuss key passages

  • Land dispute
  • Pages 199-201
  • Page 169 Analysis
    • What themes can you pick out from this passage?
    • In small groups, analyze one of the themes:
    • In what ways are these themes popping up in the book:
    • For example, for the theme of cause and effect, you might say that cause and effect are significant because it shows that life is not random-- without the war and Pearl Harbor, there would be no internment camps. However, you might question if it is really as simple as that.  Without Carl's death, there would be no trial.  But is it as simple as that?
3. Add to character analysis posters-- Merry-go-round style
  • 10 minutes: Share your notes for your originally assigned character with your group.  Select the 2-3 most significant quotes/passages and write those on your group's poster
  • Rotate!
  • Read what is currently on the poster. No repeats!
  • Share notes and key details about the new character as a group. Decide which 2 passages/quotes are best to add.  Write them on the poster.
  • Rotate!
  • Repeat for all remaining posters. 


4. Historical Inquiry work time if time!


 

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Thursday, November 14th

11/14/2013

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Objective
Interpret historical documents in order to make an informed claim on our historical inquiry driving question:  What was life like in Japanese Internment Camps? Prisons or Temporary Inconveniences?

Starter
  • What is strict scrutiny and what are the three tests? 
  • What would the compelling governmental interest for the Civilian Exclusion Order be?
Agenda
1. Discuss starter and take notes on the Equal Protection and Due Process Clauses


2. Historical Inquiry Launch!


A. Go to the Korematsu v. U.S. project page:
  • Find the links and descriptions to our historical inquiry. 
  • Scan through the list and decide which document seems most helpful in answering the driving question and which seems the least.
  • Click on the link to the google doc folder of all documents and make sure you can view the contents of the folder 
  • Download and SAVE the "Internment Inquiry Note-taking Form"

B. Ashley explains the documents and Internment Inquiry Note-taking form and check out the Densho Encyclopedia-  GREAT RESOURCE!

3. Get started!  Decide which 2 documents you want to begin with and start reading and completing the note-taking form for each one.  

4.  SFoC character analysis individual activity
  • Go through SFC chapters 8-14 and write down page #'s of these characters: Etta, Carl Heine Jr., Ishmael, Hatsue, Kabou, Art Moran
  •  Find 3-5 page #s for each character (significant sections!)

Schedule for Historical Inquiry In-Class Work Time:
Today:  1 hour work time (read and note-take)
Monday:  1.5 hours work time (read and note-take)
Tuesday: 1 hour work time (read and note-take)
Wednesday:  1 hour finish reading and note-taking; 1 hour seminar prep
Thursday: 
  • Note-taking forms and annotations for the camp layout and alien's permit are due! 
  • Seminar
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Wednesday, November 13th

11/13/2013

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Objective:
  • Understand key vocabulary terms relevant to Japanese Internment Camps and the upcoming mock trial
  • Begin to determine what life was like in internment camps

Starter: 
  • Estimate approximately how long it is taking you to read SFoC (how many minutes per page?)
  • How was your weekend? Share a highlight with the class

Agenda:
1. Homework for the week + Announcements

2.  Review Friday's lesson 


3. DOWNLOAD the Japanese Internment Key Vocab handout  and take notes on the rest of  Intro to Japanese Internment camp power point


4. Intro to Historical Inquiry on life in Japanese Internment camps (Power point)


Historical Thinking Skills Handout
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Friday, November 8th

11/8/2013

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Goal:
  • Analyze to what extent nationalism affects media coverage and historical interpretati

Today's Big Questions:
- Why did Japan attack Pearl Harbor?
- How did the U.S. media portray Japan after Pearl Harbor? Was such portrayal justified?
 - What happened during the Japanese invasion of Nanking?  (aka "The Rape of Nanking" or "The Nanking Massacre")

Starter: 
A.  What does "nationalism" mean? (look it up if you need to)
B.  Read the following quote and try to decide who the "we" is and the year this was written
"Commercial and economic relations between Japan and third countries, led by England and the United States, are gradually becoming so horribly strained that we cannot endure it much longer. Consequently, our Empire, to save its very life, must take measures to secure the raw materials of the South Seas. Our Empire must immediately take steps to break asunder this ever-strengthening chain of encirclement which is being woven under the guidance and with the participation of England and the United States, acting like a cunning dragon seemingly asleep. This is why we decided to obtain military bases in French Indo-China and to have our troops occupy that territory...."

* French Indochina:  Vietnam, Cambodia, and Laos.

Agenda
1. Discuss starter


2. Reminder on reading homework and choice activity deadline (today by 3:15pm)

3. Read and respond to an article explaining Japan's reasons for attacking Pearl Harbor
  • As you read, make note of all the reasons this article outlines for Japan's attack on Pearl Harbor 
  • Write down any questions/comments/reactions in the margins
  • After reading, discuss the question in bold at the end of the document in groups of 3-4

4. Analyze the Original Newsreel of Pearl Harbor (see below)
-- What adjectives does the speaker use to describe the attack and the Japanese?
-- What adjectives does the speaker use to describe the Americans?
-- Which rhetorical device stands out to the most to you and what specific line/quote?
-- What would your reaction be to this report in 1941?


5. U.S. war propaganda review-- dehumanization (Why would the U.S. portray Japan in this way?) 

6. Begin reading about the  Japanese invasion of Nanking
  • Short power point (see below)
  • Read Documents A and B on page 3
  • With a partner, discuss and take notes on the questions on page 4
  • Read Document C on page 5
  • With a partner, discuss and take notes on the questions on page 6

7. Work Time
  • Optional: Submit op-ed article to Herald and/or Telegraph by the end of the day (Required for honors)
  • Honors doc. binder entries
  • Choice Activities
  • Read and annotate SFoC

Nanking Powerpoint

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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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