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!

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 

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