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Thursday, November 7th

11/6/2013

Objective:

Determine whether or not the President should have certain powers during war time
Deconstruct the inner and outer identity of one character from SFoC

Essential Q: What are the differences between our inner and outer identities? Do people perceive us differently than we perceive ourselves? To what extent are our identities shaped by ourselves v. other people?

Starter: Respond to today's Essential Q. Make it general or make it personal!

Agenda
1. Review Powers during war
2. Finish Presidential Powers During Wartime activity (Supreme Court case "Situations")
3.Character Analysis posters:

Make a poster outlining the inner and outer identities of one character from SFC.

Write the character name on the top
Sketch the outline of his/her head
Inside, write thoughts, ideas, visions and motivations of this character
Inside- also include a min. of three quotes from the novel that provide important information about this character’s INNER identity
Include significant people in this person's life
Outside- include ideas, images and a min. of 2 quotes that portray how others perceive this individual or how this character represents their outer/public
Leave space on your poster as we’ll be adding to these throughout our reading of the novel.

Example Quote:  Hatsue-  “She had been carefully trained  by her upbringing, she said, to avoid effusive displays of feeling, but this did not mean her heart was shallow….Motive, she added, was very important: what was her motive in concealing from her parents the time she spent with Ishmael? This was the question that worried her most: determining for herself her motive”(172).

Character List:
o   Kabuo
o   Hatsue (also see ch. 11)
o   Ishmael
o   Carl’s mom- Etta (ch. 9)
o Sheriff - Art Moran

4. Japanese Internment Key Vocab handout (download this if it won't open in google docs) and go through the rest of  Intro to Japanese Internment camp power point

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Wednesday, November 6th

11/6/2013

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Goal: Deconstruct chapters 1-7 of SFC

Starter: Time to review annotations and discuss with tables as starter (10)

Agenda
1. Quiz on SFC
2. Discuss quiz and key quotes

Pages 35-36 Ishmael v. Arthur
P. 63: Excellent Cross-Examination scene
Pages 77-79: Strawberry Festival
Page 93: Foreshadowing Ishmael and Hatsue

3. BREAK
4. Work Time

SFoC Choice Activities
Key Vocab handout (complete it)
Honors work time

ANNOUNCEMENTS:

HONORS Lunch Meeting Today! (time to share their research and HT charts with each other and trouble shoot)
Power lunch tomorrow with Molly Black

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Tuesday, November 5th

11/5/2013

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EXTRA CREDIT!! For two points, by Tuesday morning at 8:15, send me an inspirational quote by a famous civil rights leader or author/poet.

Goal: Develop a basic understanding of our government’s system of checks and balances and what the president’s powers during wartime are.

Starter:
1. Read this short article about walking Congressman from The Onion
2. Respond to this question in your starters: How is our government set-up in opposition to a MONARCHY to make sure that one person or group doesn’t hold all the power?

Agenda
1. Preview video questions

2. Constitution video and discussion on how our 3 branches are organized

3. How the electoral college works- short video explanation (see youtube video below)

4. Presidential Powers during wartime activity

Homework: We will have a quiz on pages 1-94 (Chapters 1-7) in Snow Falling on Cedars tomorrow!

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Monday, November 4th

11/4/2013

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Goals:

Understand how to professionally submit an op-ed article
Read and annotate SFoC to prepare for Wednesday's quiz on chapters 1-7

Starter: Read the article and respond to Josh Devoust's edmodo post regarding the latest on Stop and Frisk

Agenda

Go over the week's homework
Discuss the starter (4 corners)
Mini lesson on submitting op-eds
Introduction to SFoC Choice Activities Assignment

1 hour WORK TIME:

Read and annotate SFoC
Op-Ed refinements and submissions (required for honors, optional for all other students)
Honors: 1 page critical reactions to primary/secondary source
Ashley catches up absent students from Monday during reading time

Announcements:

Google Doc Folder for this project-- find it, use it, love it.
Honors: Extension on documentation binder entries (TWO ARE DUE by Sunday at midnight)
Power lunch on Thursday with Molly Black
Honors: lunch meeting on Wednesday
If your op-ed is published in credible publication, you'll receive a 100% on the article
Starters-- I'll be grading after I've finished grading visuals
Visuals will be graded by the end of next weekend
Work time this week: At least three hours of in-class work time (Wed, Thurs and Friday)

SFoC Quiz Prep:

Work on your annotations and be prepared to identify characters (match name with role)
Be able to explain the significance of quotes. To prepare for this, read closely and keep track of themes. Pay particular attention to the themes of: racism, identity, psychological effects of war.
Pay attention to witness questioning
Know the details of Carl Heine’s death

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Friday, November 1st

11/1/2013

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Starter: Summarize your 9/11 interview as best you can in min. of 150 words:

What insights did you gain about your adult’s experience w/ 9/11 and their perception of the event and aftermath?
What was their general attitude toward 9/11?
What was their general attitude toward the government's response to 9/11 (TSA, NSA Surveillance, War in Iraq, War on Terror, etc...)
What new wisdom did you gain?

Agenda
1. Share your starter and your interviewee's responses in groups of 2-3

2. Whole class "Wrap Around": Share the most interesting quote or idea from your interview and whether or not your subject was in favor of the war.

3. Finish yesterday's Power Point: Pearl Harbor and Japanese Internment Camps
Class B: Watch FDR's speech

4. Manzanar Video +Discussion (30 minutes)

5. Korematsu Biography from the “Wartime and the Bill of Rights: The Korematsu Case” (p. 3-5)

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

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Ashley Carruth