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.
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!
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)
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
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:
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
4. Brainstorm a "bigger" service project that might be more long-term
4. Game! (Drew's game or mafia or the vegetable game)
1. Discuss the starter and read aloud/analyze pages 200-203 in SFoC
2. Historical Inquiry work time
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.
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
5. Historical Inquiry work time
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
Deconstruct chapters 8-14 and further analyze key characters
Starter: 15 minutes
2. Review the quiz and discuss key passages
4. Historical Inquiry work time if time!
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?
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:
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
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
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
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")
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.
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
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
7. Work Time
Humanities 11 Teacher at Animas High School