Slaughterhouse Five: Time Shifts

NO STARTER

Time Shift Activities
See the handout linked above.  Choose ONE of the activities on the handout to complete in class.

S5 Reading and Annotating
When you finish, read and annotate S5.

HOMEWORK
Read and annotate chapters 4 and 5 of Slaughterhouse Five.  DUE: Start of class, Monday.

Rise of Dictators

Starter 17
1. Based on chapter 2, how would you describe Billy Pilgrim?  List 5-10 words you would use.
2. Do you like Billy Pilgrim?  Why/why not?

Rise of the Dictators
Finish it and turn it in if you finish.  See linked document above for assignment details.

HOMEWORK
1. Finish Rise of the Dictators.  DUE: Start of class, Wednesday.
2. Read and annotate chapter 3 of Slaughterhouse Five.  DUE: Start of class, Wednesday.

Rise of the Dictators!

Starter 16

1. What do you see here?  Pay special attention to details that might help you place this in time and space.
2. List at least 3 questions you have about this image.
3. What type of political ideology would have this in it's country?  Explain your answer.

Ideology Matching 

Match each of the quotes on the Ideological Quotations handout to an ideology we looked at yesterday. Underline the part of the quote that helped you figure out the ideology.

Behavior Reset

Let's talk about what I expect from you in 10th grade...

Rise of the Dictators

See the handout linked above for directions.  You will have 30 minutes today, and all class tomorrow to finish it.  It is NOT homework, and will be due at the end of class tomorrow.

Slaughterhouse Five

Discussion or freewrite about chapter 1 of Slaughterhouse Five.

HOMEWORK

Read and annotate chapter 2 of Slaughterhouse Five.  DUE: Start of class, Wednesday.

Political Ideologies and Slaughterhouse Five

Starter 15
Prediction:  In WWII, which two countries...

• Had the most military deaths?  Explain.
• Had the most civilian deaths?  Explain.
• Had the most total deaths (civilian + military)?  Explain.

Compare:  Look at the actual WWI Death Statistics.

• Which of your answers was closest to reality?
• Which of your answers was furthest away?
• What stands out to you about these statistics and numbers?

Political Ideologies Grid

1.       Students work in pairs to define each type of political ideology. 

2.       Make sure to check the board for clarifications of socialism vs. communism, and facism/totalitarianism/Nazism.

3.       Use simple.wikipedia.org for solid but easy to understand definitions.

a.       Communism

b.      Socialism

c.       Totalitarianism

d.      Fascism

e.      Nazism

f.        Capitalism

g.       Democracy

4.       Create symbols for each ideology, then describe why it’s a good symbol for that government (apply the definitions). 

5.       Symbols can be ones you’ve seen used, or an original creation.  The layout should look something like the one below (I've filled in Communism to get you started):

Ideology and Definition Communism ·         No Social Classes ·         People in a society own the means of producing food, etc. ·         No private property ·         Never actually existed

Symbol Hammer and Sickle  (you should actually draw the symbol)

Explain Symbol Hammer stands for workers, Sickle stands for farmers.  Used as the flag for USSR.

Slaughterhouse Five

• Receive your new book!
• Read and annotate chapter 1.  Yes, it's weird.  Go with it!

Seminar Reflection Work Time

If you finish chapter one, work on proofreading or finishing your seminar reflection.  If you're already done, read ahead in S5!

HOMEWORK

Finish and proofread your Seminar Reflection.  It MUST be TYPED.  You can turn it in via email, or you can print a hard copy.  DUE: Start of class, TUESDAY.

WWI Quiz and Seminar Reflection

NO STARTER: Turn in Starters 7-14

WWI Quiz
If you were absent, you will need to retake this quiz during my office hours next Wednesday (3:15-4:30).  It will likely take around an hour.

Seminar Reflection
Please see the handout linked above for complete instructions.  Remember, these MUST be TYPED.  Further resources for completing this assignment are below.

Major Seminar Questions (for the detailed response section of the Seminar Reflection).  Choose ONE.

• What is the truth of war the author is trying to communicate?
• Does the truth the author is trying to communicate change over the course of this novel?  How?
• Is this an anti-war novel?  Why/why not?
• In chapter 2, why do the men react so strongly to the deaths of the horses?  What might this symbolize?
• When Paul goes on leave, why does he react so negatively to being home?  Why does he say, on page 185, that he should never have gone on leave?
• Chapter 9 is a turning point in the book.  What crucial realization does Paul have in this chapter?  How does this change his “truth?”
• How has reading this book changed your perception of war?
• Do you think you can understand war if you haven’t experienced it?  Why/why not?

Lori's Choice Question

• Find a quote from AQotWF that you think best represents the truth of war.  Copy it with the page number.
• Explain why you chose that quote, and why you think it represents the truth of war.
• If you had to represent the idea in the quote in a different form (sculpture, fiction, poetry, photoshop, song, artwork, mask, photography, music, other?), what form would you choose?  Why?

HOMEWORK

AQotWF Seminar Reflection (see above for details).  DUE: Start of class, Tuesday.  Can turn in via email or printed copy.

IF YOU WERE ABSENT FOR SEMINAR
You will need to do the seminar make-up.  It will be in two parts, and is due on Tuesday.

• Part 1: Choose two of the seminar questions from the list above, and TYPE two solid paragraphs for each question (4 paragraphs total).  Make sure to use evidence from the book to support your opinion!
• Part 2: Answer the Lori's Choice question listed above.

AQotWF Socratic Seminar

Starter 14
1. What needs to happen to have a good seminar?
2. What is your individual goal for this seminar?

AQotWF Seminar
Participate in the Socratic Seminar.

Study for Quiz!

HOMEWORK
-Study for WWI Quiz tomorrow!

AQotWF Seminar Coaching

Starter 13
Write one sentence for each of the following.  NO MORE!  Make them beautiful, play with your language.  What is the truth of war from...

...Paul's perspective?  (the narrator)
...Kat's perspective?
...Kantorek's perspective?  (their schoolmaster)
...Duval's perspective?  (the French soldier Paul killed)
...your perspective?

AQotWF Coaching
Work with your group to gain a better understanding of the novel

Chapter by Chapter

• Summarize the main events of the chapter into 3-4 short bullet points
• Write one sentence: what's the main message of the chapter?

Characters

• Make a list of the main characters
• List the 3 most important traits of each character

Overall Book

• Discuss the message of the book
• 1-3 sentences:  What is the author trying to say about the experience of WWI?

Discussion Questions

Come up with three good discussion questions in your group.  Give them to Lori.

Socratic Seminar Pre-Write

Answer any two of the following questions in well thought out paragraphs.  These may be handwritten or typed.  This is your ticket to participate in seminar tomorrow.  Without this, you will not be allowed to participate, and you will receive a 0 for the seminar.  You do not need to print- you will just show it to me at the start of class tomorrow.

1.      What is the truth of war the author is trying to convey in this book?

2.      Is this an anti-war novel?  Why/why not?

3.      What do you think is the passage in this book that best expresses the truth of war?  Quote it, and explain why you chose it.

4.      When Paul goes on leave, why does he react so negatively to being home?  Why does he say, on page 185, that he should never have gone on leave?

5.      Chapter 9 is a turning point in the book.  What crucial realization does Paul have in this chapter?

HOMEWORK

Finish Seminar Prewrite (see instructions above).  This is your ticket into the seminar tomorrow!  DUE: Start of class, THURSDAY.

Study for QUIZ on Friday!

Treaty of Versailles/Self-Assessment

MORNING CLASS

Starter 12

1. List the 5 main causes of WWI.  
2. For each cause, explain what it is, and how it contributed to WWI.

Treaty of Versailles Debrief

Review the Treaty of Versailles agreements.  Compare to actual Treaty of Versailles Notes.

WWI Self Assessment

Read over the WWI Content Rubric.  Your goal is to be in the "Got it!" category.  These are the items and skills that will be tested on the quiz this Friday.

1. For each of the main content areas, put a STAR in the box that best represents what you can do right now.  Then answer, in writing, the questions below.
2. What two areas do you need to study the most?
3. What do you think you need to study the least?
4. What study strategies and methods have worked will for you in the past?
5. What strategies do you plan to use to study for the WWI Quiz?  List at least 3.

Study for Quiz

Study for the quiz this Friday, using strategies from the Study Strategies Guide.

HOMEWORK:

1. AM CLASS: Study for the quiz on Friday!  I recommend studying for about 20 minutes a night.
2. PM CLASS: Starter 12 and Rubric Self Assessment listed above.  You should have these complete before class tomorrow.

Treaty of Versailles

Starter 11: WWI Death Statistics
Look at the handout linked above and answer the questions at the bottom on a separate piece of paper.

Treaty of Versailles Simulation
Participate in a simulation to decide the fate of Europe at the end of WWI.

If you were with Colleen today, don't worry!  We will run the simulation in class tomorrow.

If you were absent, you will need to get Treaty of Versailles notes from Lori when you get back.

HOMEWORK
1. If you haven't finished it yet, finish reading and annotating AQotWF.
2. QUIZ on Friday!  I will give you a study guide in class tomorrow.

WWI Propaganda

Starter 10

1. What country created this?  How can you tell?

2. What is this piece trying to get people to think and feel?  How does it do this?

Propaganda Needs and Symbols

See handout linked above for commonly used symbols and messages of WWI propaganda.

Propaganda Techniques

Match the techniques to the examples, using the following two handouts:  Propaganda Examples, Propaganda Techniques.

Propaganda Analysis

For each of the following images, answer the following questions

1. Who is the creator of this poster?  Who is the intended audience?  (Be as specific as you can about the audience...gender, age, nationality, profession...)
2. What propaganda techniques does this poster use?  Refer to specific parts of the poster to back up your claims.
3. What wartime need is this poster addressing?
4. What is this poster trying to get viewers to think and do?

HINT:  For the poster below, the woman in the armor is a valkyrie.  Look it up for a clue!

AQotWF Activites

Finish them, and turn them in!

HOMEWORK

1. Finish AQotWF Activities.  DUE:  Start of class, FRIDAY.  (I will not be here...you are still responsible for turning these in!)
2. Finish reading and annotating AQotWF.  DUE:  Start of class, MONDAY.

WWI Fronts

Starter 9

1. Why does Paul, at the end of chapter 7, say, "I ought never to have come on leave"?

2. Based on AQotWF, what weapon of WWI do you think was worst for the soldiers?  Why?

WWI Fronts Lecture

Take notes on your map and a separate piece of paper.  If you were absent, get the map notes from a classmate.  Lecture notes are linked above.

AQotWF Activities

Work on activities.  Remember, all 3 are due on the start of class Friday!

HOMEWORK

Read and annotate chapter 8 of AQotWF.  DUE:  Start of class, Thursday.

Trench Warfare

Starter #9
Watch 15 minutes of "A Very Long Engagement," starting at scene 28.  If you were absent, see Lori to borrow the movie.

1. Keep a list of all the weapons you see.
2. What are your impressions of trench warfare after seeing this clip?
3. How is this type of warfare different from the other types of war you may have seen in photos, videos, video games, the news, etc.?

Trench Warfare

Follow the directions on the handout linked above to complete a small group discussion and assessment.

AQotWF Activities

Work on your 3 AQotWF Activities.

HOMEWORK

Read and annotate chapter 8 of AQotWF.  DUE: Start of class, Wednesday.

Imperialism and Assassination

Starter 7:  The Devilfish in Egyptian Waters

1. What do you see?  Make sure you are being specific and detailed!

2. What questions do you have about this image?

3. What's the message of this image?

Imperialism Notes

If you were absent, get class notes from a friend.  The PowerPoint is linked here:  Imperialism PowerPoint.

Assassination Notes
Fill in the Powder Keg handout with Imperialism and Assassination.  Make sure you have June 28, 1914 as the date!  Then watch the video below that re-enacts the assassination of Franz Ferdinand.

Literary Techniques Analysis
Finish literary technique analysis and turn in to Lori.

AQotWF Activities
Activities List:  Gives you a list of all the activities you can choose from.  You have to do three by Friday, and you will get more class time to work on them this week.  As a general guideline, try to finish one per day.  Lori has handouts with more detailed instructions for these on her desk.

HOMEWORK

1. AQotWF:  Read and annotate through page 162 (the first half of chapter 7).  DUE: Start of class, Tuesday.
2. Bring your laptops to class!  You will need them for internet research and writing this week!  From now on, bring them with you every day.

Nationalism and Literary Analysis

Turn in Character Analysis to mail box!

Starter 6

1. What do you see here?  Describe this image in as much detail as possible.

2. What kind of organization do you think would have this logo?  Why?  Be specific!

TURN IN STARTERS 1-6.

Nationalism Predictor

1. Complete the following:  Black Hand Predictor.  You will need your class reader to do the second part of the activity.

Nationalism Notes

Take notes on the definition of nationalism, and how the Black Hand represented nationalism.  Notes linked here.

Powder Keg

Fill in the "A" and "N" of the Powder Keg handout.

AQotWF

1. Literary Technique Analysis.  This will be due at the end of class on Monday- you will have more time to work on it in class Monday.
2. Read and annotate chapters 5 and 6.

HOMEWORK

Read and annotate chapters 5 and 6 of AQotWF.  I will be checking annotations on Monday!  DUE:  Start of class, Monday.

WWI Alliances

Starter 5

1. What do you see here?  Describe the cartoon.

2. What are two symbols in this cartoon, and what do you think they represent?

3. What is the message of this cartoon?

Alliances Simulation

Participate in a simulation that replicates the alliance system of pre-WWI Europe.  If you were absent, get notes from a classmate.

At the end of the simulation, write a TEA paragraph that answers:  How did the pre-WWI system of alliances contribute to the start of WWI?

Show Lori the paragraph when you finish.

Powder Keg Update

Fill in the first "A" on your powder keg sheet.

Alliances Map

Fill out this blank Europe map using this map of WWI Alliances.  Make sure the alliances are color coded, and the countries are labeled.

On the back of the map, list the countries in the three alliances.

AQotWF

1. Character Analysis.  Do the character portrait or the attributes maps.
2. Read and annotate through chapter 4.

HOMEWORK

1. Read and annotate through chapter 4 of AQotWF.  DUE:  Start of class, Friday.
2. Finish AQotWF Character Analysis.  DUE:  Start of class, Friday.

Militarism

Starter 4

1. What do you see in this image?  What details do you notice?

2. What questions do you have about this image?

3. What do you think is happening in this image?  If you're not sure, take a guess!

Powder Keg:  MANIA

Get the handout for an acronym that will help you remember the causes of WWI (linked above). Fill in the M with Militarism, and the definition of militarism given in class.  If you were gone, get these notes from a classmate.

Militarism Activity:  Choose ONE

1. Option 1:  Germany and the Next War
• Reading is pages 55-58 in your class reader
• Germany and the Next War Instructions
2. Option 2:  Images, Stats, Quotes
• Images and Stats
• Instructions

AQotWF

1. Finish reading and annotating chapter 3
2. Choose a Character Analysis activity to do.  See the bottom of this handout for your options.

HOMEWORK

1. Finish reading and annotating chapter 3 of AQotWF.  DUE:  Start of class, Friday

Class Procedures and AQotWF

Starter 3

1. Write down 5 interview questions for Lori.  They can be anything, as long as they're school appropriate!
2. Interview Lori
3. After the interview, write what you think the most important thing you learned about your teacher, and WHY you think it's important.

Syllabus and Project

Review questions about syllabus and first project.

Binder Set Up

Label dividers, and put them in the following order:

1. Starters
2. Classwork
3. Notes
4. References
5. Project Work

Put all work into your binder in the correct section (ask Lori if you're not sure).

Readers

Receive and label class readers with your name.

Class Procedures

Photos of different class procedures.  If you were gone, get the class procedures rubric from Lori.

All Quiet on the Western Front (AQotWF)

Read and annotate through the end of chapter 2.  

HOMEWORK

AQotWF:  Read and annotate through the end of chapter 2.  DUE: Start of class, Weds.