AHS * HUMANITIES 11
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Daily Blog

Tuesday, December 17th

12/17/2013

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Objective:
Provide quality feedback to your peers in critiquing their POL drafts and then refine your POL!

Starter:
When is your POL and for which two students are you paneling? 
(See the POL Schedule in this folder)

Agenda
1.Class A:  Teachers on your panels. Jmac let the cat outta the bag, so now I suppose I gotta too.

2. Get into groups of 3 to critique POLs
  • Use the rubric to evaluate the presenter in each category
  • After the presentation, use the question bank on  this document to ask a few questions.  Use the rubric to evaluate the presenter on his/her responses to your questions. 
  • Provide positive, specific and helpful feedback!

3. Refine!
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Monday, December 16th

12/16/2013

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Objectives:
1.  Provide meaningful and constructive feedback for Ashley to enhance your mock trial experience and that of future students. 

2. Draft beautiful POLs that include authentic, honest self-reflection

Starters:  
1. Use the rubric to critique Hank's POL.  Does he satisfy all the criteria in the Content and Evidence categories?
2. Complete the mock trial project midpoint feedback survey (see below).
3. Turn in your required readings and annotations stapled together with your name on the top.

WORK TIME:
  • Draft your POL presentation.
  • Meet with Libby?
  • Meet with me?

POL Google Doc Folder
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Friday, December 13th

12/13/2013

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Starter:  React to this Ted Talk:
To what extent does your educational experience allow you to practice happiness?  What can you change in YOURSELF to increase your happiness and what changes would you like to see in your educational experience? What stood out the most from this Ted Talk?


Goal:
1. Understand key terminology in The Final Report and be able to interpret the text better
2. Get some serious mock trial research done!

Agenda
1. Get out your copy of the Final report

From the Final Report: Japanese Evacuation From the West Coast
"The Commanding General, during the closing weeks of December, requested that the War Department induce the Department of Justice to take vigorous action along the Pacific Coast.  He sought steps looking toward the enforcement of the contraband prohibitions contained in the proclamations and toward the declaration of certain prohibited zones surrounding 'vital installations' along the coast.  The Commanding General had become convinced that the military security of the coast required these measures" (page 1).

Discussion Questions:
  • Who is "The Commanding General"?
  • Which witness is associated with the War Department?
  • Which witness is associated with the Department of Justice?
  • To which "proclamations" does this passage refer?
  • What are "vital installations"?

2.  Review which readings are due on Monday:

* Each piece of reading should have 2-3 quality annotations (comments/questions/connections/emotional reactions, etc…) per page of text.  Annotations should be thoughtful and help you better understand the reading or historical context. 
  • Executive Order 9066 + Civilian Exclusion Order
  • "A Jap's a Jap" chapter 
  • Lawyers/Judges: Korematsu ruling

Due on Monday, Jan. 6th: Annotated Final Report



3. Mock Trial Research!
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Thursday, December 12th

12/12/2013

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Agenda
Mock Trial Work Time

Lawyer + Witness teams who are ready, work with Matt Kenna on direct-examination questions 



Cross-Examination scene from A Few Good Men
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Wednesday, December 11th

12/11/2013

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Summary of A Few Good Men
In this dramatic courtroom thriller, LT Daniel Kaffee, a Navy lawyer who has never seen the inside of the courtroom, defends two stubborn Marines who have been accused of murdering a colleague (Santiago).
At Guantanamo Marine Base, a private is attacked by 2 other marines and dies as a result. An investigation is conducted by Lt. Commander Jo Galloway and reveals to her superiors that she believes that the private was attacked because he was going over the head of Colonel Jessup, the base commander and was threatening to rat out a superior officer for firing an illegal shot at the Cuban side of the island unless he got a transfer, so Jessup (Jack Nicohlson) ordered a "code red" which is an extreme form of punishment intended to keep marines in order and enforcing discipline. This led to Santiago's death.   
From: http://www.imdb.com/title/tt0104257/plotsummary 
Starter:
  • Watch the above clip of opening statements from A Few Good Men.  What "angle" does each lawyer take in their opening statements?   In other words, how would you describe the "theme" or big idea of the two cases?
  • Do you have any questions about your role in the trial or the trial in general that you'd like answered by one of our guest lawyers this week? If so, write them down as part of your starter and if you're a witness or judge, please let me know so I can make sure the guest lawyers come around to you in class.

Agenda
1. Annoumcements: 
  • 2nd Semester Honors Book Club Announcement and Guidelines
  • Seminar Make-up instructions for those who did not participate (see DP post below)
2. Review Mock Trial goals


3. Mock Trial Work Time
  • Lawyers:  First make sure your team has assigned all 14 roles.  Then, work on developing your team's theory of the case with Attorney Brian Showalter.  Continue researching witnesses.
  • Witnesses: Work on 2nd witness bio (Due end of class Friday)
  • Judges:  Finish the schedule for the trial and have Ashley approve it; Watch 12 Angry Men today?


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Backcountry Ski Osprey Week Agenda

12/11/2013

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1. Introductions
2. Go over trip itinerary
3. Discuss gear needs
4. Complete the survey below
5. Go over the letter home, required forms  and first round of payment
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Seminar Make-up Instructions

12/11/2013

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If you were unable to participate in the SFoC Seminar, please provide the two documents to me in printed form by Monday, December 16th:

1. Your Seminar Prep (42 points)
2. Seminar Make-up (20 points-- 5 points per question, 4 questions total)
Answer one question from 4 of the theme categories that you did NOT cover in your original seminar prep on pages 4-6 of the Seminar Prep document in 4-7 sentences each.  To get all 5 points, each response must be a complete paragraph and have correct spelling and grammar.    

Grading:
I will grade your seminar prep as shown by the rubric on page 3 of the seminar prep document and add that to your seminar make-up and insert that combined grade as a LETTER GRADE (A, B, C, etc...) in powerschool under the SFoC Seminar grade. 
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Tuesday, December 10th

12/10/2013

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STARTER: 
  • Get out your seminar prep and copy of SFoC with sticky notes.  
  • Circle 2-3 questions you are most interested during seminar in asking in your seminar prep packet.  Don't have yours? Share with a friend in your seminar group
SFOC Seminar Groups


Agenda
1. Printed copy of seminar prep:  Write "please grade" on top if you want me to average this with your seminar grade when you turn it in after your seminar.

2. Seminar + Trial Work Time


When you're not in seminar, here are your work time options:

*** See Helpful Resources on yesterday's blog post or on the Korematsu project page****


Witnesses:  

  • Read/annotate the Zinn and Patriot's history chapters
  • Begin researching your 2nd witness and writing his bio

Direct Examination Lawyers of the three witnesses that are ready with their bios:  

  • Research your assigned witness's role in internment camps and any significant reports/memos that could be used as evidence
  • Read the **Report** Excerpts (see below)
  • Google Doc Folder of Defense Witness Bios
  • Google Doc Folder of Prosecution Witness Bios

Other Lawyers:  
Read the **Report** and begin thinking about what your team's "theory/theme" of the case might be.  What is your "thesis" if you will or the big picture argument your team is making overall to prove your side of the case.  
**Final Report on Japanese Evacuation of West Coast (authored by Dewitt with contribution by Bendetson)**
  • Excerpts 
  • Full-text

Cross-Examination Lawyers: If you are cross examining one of the witnesses whose bio is ready, read his bio and his entry on the densho website and/or the bios students wrote that are linked below and do some preliminary research on what evidence you might be able to use against the witness.  I also recommend you finish reading the Report (see above for the links)

  • Google Doc Folder of Defense Witness Bios
  • Google Doc Folder of Prosecution Witness Bios

Judges: 

  • Class A Judges: Finish the schedule for the trial and share the document with Ashley
  • Finish reading and annotating
  • Work on POL prep
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Monday, December 9th

12/9/2013

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EXTRA CREDIT OPPORTUNITIES: 
  • Email me your SFoC seminar prep BEFORE school begins on Monday morning = 2 points E.C.
  • By 8:14 am on Monday morning: Send me a funny or inspirational video (keep it school appropriate and no longer than 5 minutes) =2 points E.C.
Picture
I pity 'da fool (lawyer) who doesn't read this:
Final Report on Japanese Evacuation of West Coast (authored by Dewitt with contribution by Bendetson; delivered to Stimson)
  • Excerpts 
  • Full-text (Table of Contents is on page 010)

Starter
What are POLs and why do we do them?

(Write this as if you were going to explain POLs to one of our new students.)

Agenda:
1. Announcements + Review this week's homework
  • Remember- Comparison chart of Zinn v. Patriot's History chapters needs to be done before class on Friday (time to work on Thursday)
  • Lawyer Matt Kenna will be here Thursday to work with teams for an hour each and there may be another lawyer here on Wednesday as well.
  • Avalanche 1 course + backcountry ski club meeting in my room at lunch on Tuesday.  Ski tuning clinic in Heerschap's room after school Tuesday!
  • Print out and turn in your seminar prep before the end of first hour
  • Tomorrow's SFOC Seminar Groups
  • Awesome resources listed below and now on the Korematsu Project Page

2. POL Guidelines
  • Read through the Task Statement 
  • Watch a clip from Office Space with the Bobs
  • Check out the rubric
  • Check out potential interview panel questions
  • Review the schedule for your POL and which two students you need to panel for
  • Q and A
  • 10 minute brainstorm: In tough economic times, why should we keep you? Why are you a valuable asset to this institution? How is your performance ensuring that you will continue to have a job?
  • Mini-critique:  Share your brainstorm with a partner.  Give your partner suggestions on other ways that he/she may contribute that he/she may have initially overlooked.

3. Direct Examination
  • Video of example direct examination
  • What do you notice about the type of questions asked during the DIRECT examination shown in the youtube video?
  • Ashley explains direct-examination handout and goals for lawyers and witnesses today
  • Witnesses: Please share your 1st witness bio with me as a google document. Extension on 2nd witness bio to Friday, end of class.

4. Check-in with your trial group. Decide what your group needs to accomplish today and this week.  Spokesperson- report out.

5.  Trial Work Time

HELPFUL Mock Trial RESOURCES
A.  Helpful Links for Evidence/Reports/Background info
  • Compilation of memos/letters/reports by various key internment camp "players"
  • Good source for Biddle witness and lawyers (pages 53-55)
  • Good source for Hoover witness and lawyers
  • Good source for DeWeitt witness and lawyers

B. Direct-Examination Video (see the embedded video below)

C.  Info on Curtis Munson and the Munson report-  GOOD source for both prosecution and defense. 

  •  http://encyclopedia.densho.org/Munson_Report/
  • http://home.comcast.net/~eo9066/1941/41-11/Munson.html

D. Examples of Opening Statements:
  • Murder Trial Opening Statement
  • Opening Statement from Nuremberg Trial- Supreme Court

E.  Examples of Closing Statements:
  • Criminal Case Closing Statement Example (not a real trial)
  • From the film A Time To Kill (murder trial- sensitive content here)

F.  Examples of Cross Examination Questions:
    • University of South Carolina Mock Trial: Expert Witness
G.  Direct-Examination Questions:
  • Examples of 
  • See below for how to conduct an effective direct examination

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Friday, December 6th

12/6/2013

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Objectives:
  • Get at least 1/2 of your seminar prep done in class today
  • Be sure you're on track with mock trial prep requirements


Starter: 
Watch the cross-examination from the film Amistad and identify one example of a leading question

About the film:
Amistad  is about the 1839 Supreme Court Case, United States v. The Amistad in which slaves captured in Sierra Leone rebelled and took over the Spanish ship en route to port in the U.S.  "In 1840, a federal district court found that the transport of the kidnapped Africans across the Atlantic on the slave ship Tecora was in violation of laws and treaties against the international slave trade by Great Britain, Spain and the United States. The captives were ruled to have acted as free men when they fought to escape their illegal confinement. The Court ruled the Africans were entitled to take whatever legal measures necessary to secure their freedom, including the use of force." (source: http://en.wikipedia.org/wiki/United_States_v._The_Amistad)



Agenda:
Mock trial and seminar prep work time
End class with appreciations
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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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