POL Practice

POL Reminders:

1. Dress Code- NO JEANS.  NO SNEAKERS.  Ladies, dress appropriately for business, gentlemen, try to avoid white athletic socks. :)  You don't have to be in POL dress until right before your POL.
2. Schedule- On the day you are presenting, you need to be at school all day.

POL Practice: Whole class critique, then small group practice sessions.

HWK: Practice your POL!!!  Be ready for tomorrow! 

Grade Conference Preparation

Freewrite:  Which of the following three categories is most important?  Make sure to explain your answer, and discuss all three categories

1. Applying Knowledge (measured by projects, feedback, seminars, writing)
2. Learning Content (measured by tests, quizzes, in-class writing)
3. Doing the Work (measured by homework and in-class assignments)

Self Assessment Essay: Overview of essay structure (see handout for details).  I will have printouts for 

HWK: Self-Assessment Essay.  Due: Friday, start of class.  PRINT BEFORE CLASS.

DUE: Research Notes

Last Day of Research!

Research Notes: WORK!  WORK!  WORK!

HWK: Finish research notes for all 8 sources (4 primary, 4 secondary).  Make sure they are typed, and address all of the required aspects.  PRINT BEFORE CLASS!!!

DUE: Nothing

Research Notes Continued

Genocide Research Notes: Keep working on research notes.

GOAL: By the end of class today, you should have at least 6 of your 8 sources totally typed up and proofread.

HWK: Work on research notes- get to 6 sources completed.

DUE: Nothing

Research Notes

Genocide Research: By the end of class today, you should have 4-5 of your sources completely typed up in the correct research note format.  Come talk to me if you have questions or issues!

HWK: If you have less than 4-5 sources completely typed up, get to that level by the end of the weekend!
DUE: Nothing

Keyword Searching and Primary vs. Secondary Sources

Keyword Searching Lecture: Tips and tricks, showing the process of keyword searches.

Primary, Secondary, and Tertiary Sources: Check the link for a full explanation of what these are.

Research Notes: Work on research notes.  They will be due at the start of class, next Wednesday.

Project Proposal Conferences: Ongoing conferences about project proposals.

HW: Work for 30 minutes on research notes.
DUE: Nothing

Genocide Project Proposals

Genocide Reasearch, Part 2: Review research note structure (see handout) and credibility checklist.

Project Proposals

1. Work on project proposals
2. Turn in to Lori by the end of class
3. I will be conferencing in the order received (will conference with everyone over the next few days)

HW: None

DUE: Project Proposals (end of class)

Genocide Project Examples and Proposals

Robert Strini Sculpture: Look at the images of the genocide sculpture, then watch the Virtual Tour to see it with the sound.  Make sure to scroll over the images to get descriptions and further information!

1. What do you think the different aspects of this piece symbolize?
2. What is the message of this piece?
3. What effect is this meant to have on you emotionally and intellectually?

Genocide Project Ideas and Examples: Looking at examples of student projects, and exhibits from the Museum of Tolerance, brainstorming ideas for projects.

Genocide Project Proposals: Start writing project proposal.

HWK: None

DUE: None

Genocide Research

Announcements

1. Only need 3-5 items for each area of study (rather than 5-10)
2. Assembly tomorrow during X-Block

Genocide Research: Keep researching!

HWK: Genocide research for 30-45 minutes.  DUE: Friday, end of class.

DUE: Nothing

Genocide Research Begins!

Class Representatives: Each humanities class will be sending one representative to meet with Michael and Jake once a month to discuss student concerns.  Please get me nominations by the end of the day, and we will vote on Friday.

Genocide Project: 

1. Possible genocides
2. Project overview and handout
3. Choose genocide 

Daily Schedules

Research Part 1: Start researching the general overview of your genocide.

HWK: Work on genocide overview research for 30-45 minutes.  (DUE: Friday, end of class)

DUE: Nothing

Genocide TEST!

Genocide Test (If absent, or made other arrangements, test make ups will be Thursday after school.  Plan on 60-90 minutes).

HWK: NONE!

Genocide Test Review

Test Review, Step 1: Quiz Questions

1. Write one possible quiz question for each section of the rubric.
2. Write the answer for each question.
3. Find a partner, quiz them using your questions.

Test Review, Step 2: Review Strategies

1. Flashcards (memorizing terms and vocab)
2. Note rewrites (for remembering ideas and concepts)
3. Verbal quizzes (to cement ideas in brain)
4. Group discussion (to connect ideas and learn from others)
5. Concrete examples (to make abstract concepts more real)
6. Concept maps (to connect ideas)

Test Review, Step 3: Study Time!

Test Review, Step 4: Clarifications

1. Ask any remaining content clarification questions.

HWK: STUDY FOR TEST TOMORROW!

Social Psychology

Announcements: Test Review Sessions-- Tuesday, 11/9 at 3:30, and Wednesday 11/10 at lunch.

Daily Schedules


Work Time: By the end of class Friday, you need to have completed and put in your folder

1. ALL required activities (8 total)
2. At least ONE choice activity for each category (4 total)
3. Africa Map Quiz (take and turn in the answer key)
4. Any optional activities are completed and put in the folder

HWK: Study for Genocide Test

Social Psychology: Continued again

Announcements: I will be gone on Thursday and Friday.  By the end of class on FRIDAY, you need to have completed and put in your folder:

1. ALL required activities
2. At least 1 choice activity for each topic (Conformity, Obedience, Bystanders, Resistance)
3. Africa Map Quiz
4. Any optional activities you completed

Genocide Test: Next Tuesday.  We will spending Monday doing Test Review activities.  I will be holding study sessions after school on Tuesday (tomorrow), and at lunch on Wednesday.

Daily Schedules: Fill out your daily schedule, check in with your group.

Work Time: Work on social psychology activities.

HWK: Study for Africa Map Quiz and Genocide Test.

DUE: Nothing

Social Psychology Continued

Schedule and Check Ins


Social Psych Activities


HWK: NONE!


DUE: Imperialism Essay and Deogratias Seminar Reflection

Social Psychology: New Activity Structure

Daily Schedule and Check In


New Structure: Overview of new activity structure, review of deadline, what to do when you finish an activity.

Work Time!

HWK:

1. Finish Imperialism Essay (DUE Friday- PRINT BEFORE CLASS)
2. Deogratias Seminar Reflection: What was the most interesting idea from the Deogratias Seminar?  Explain why you think is so interesting, and how it helped you to better understand the book.  How do you think your group's seminar went?  Explain why, with specific examples.  (DUE Friday- PRINT BEFORE CLASS)

ONLY IF ABSENT FOR SEMINAR/Seminar Make Up Assignment: 

1. What does this book have to say about the role of foreigners in Africa?  Make sure to discuss at least 2 different foreign characters in the book in your response.
2. What is the significance of Deogratias turning into a dog?
3. What is the significance of Deogratias killing people with poison?  Why poison?  Why those people?
4. Who do you think bears the most responsibility for what happened to Venetia and her daughters?  Explain with examples.

Social Psychology: Conformity

Starter 10: What do you think is the most important factor in getting people to do bad or violent things--their environment, or their inner personality?  Explain your answer, and give at least one example.

Lecture: Situation vs. Disposition, and Self-Serving Bias

Conformity: See handout and activities in class.  IF YOU WERE ABSENT...watch the video below, and do the following steps:

1. Summarize the main conclusions of the Asch Experiment.
2. Explain the two main reasons that people conform.
3. Explain how this experiment connects to genocide and Deogratias.
4. Give an example from your own life where you are dealing with this pressure to conform.  Explain how you reacted, and connect it back to the Asch experiment.

HWK:

1. Finish Imperialism Essay (DUE Friday- PRINT BEFORE CLASS)
2. Deogratias Seminar Reflection: What was the most interesting idea from the Deogratias Seminar?  Explain why you think is so interesting, and how it helped you to better understand the book.  How do you think your group's seminar went?  Explain why, with specific examples.  (DUE Friday- PRINT BEFORE CLASS)

ONLY IF ABSENT FOR SEMINAR/Seminar Make Up Assignment: 

1. What does this book have to say about the role of foreigners in Africa?  Make sure to discuss at least 2 different foreign characters in the book in your response.
2. What is the significance of Deogratias turning into a dog?
3. What is the significance of Deogratias killing people with poison?  Why poison?  Why those people?
4. Who do you think bears the most responsibility for what happened to Venetia and her daughters?  Explain with examples.

Deogratias Seminar and Imperialism Essay

Starter 9: No starter today!

Imperialism Essay: Use 60 minutes of in-class time to write an essay that answers "How did Social Darwinism and Imperialism contribute to the 1994 genocide in Rwanda?"

Deogratias Seminar


HWK:

1. Finish Imperialism Essay (DUE Friday- PRINT BEFORE CLASS)
2. Deogratias Seminar Reflection: What was the most interesting idea from the Deogratias Seminar?  Explain why you think is so interesting, and how it helped you to better understand the book.  How do you think your group's seminar went?  Explain why, with specific examples.  (DUE Friday- PRINT BEFORE CLASS)

ONLY IF ABSENT FOR SEMINAR/Seminar Make Up Assignment: 

1. What does this book have to say about the role of foreigners in Africa?  Make sure to discuss at least 2 different foreign characters in the book in your response.
2. What is the significance of Deogratias turning into a dog?
3. What is the significance of Deogratias killing people with poison?  Why poison?  Why those people?
4. Who do you think bears the most responsibility for what happened to Venetia and her daughters?  Explain with examples.

Deogratias

Starter 8: Q5, Q6: What is the message?  To what degree do you think this message is correct?  Why?

Deogratias Characters: Make a list of all characters.  For each, include their name, gender, nationality, and ethnicity.

Dogs Reading: Read handout, then answer the following.  What does this tell you about how doges are viewed in Rwanda?  What new insight odes this give you into Deogratias' character?

Deogratias Seminar Prewrite: Choose TWO of the following questions, then answer them in complete paragraphs.

1. What makes Deogratias so crazy?  Think about what he does, and what is done to him.
2. What is the significance of Deogratias turning into a dog?
3. Who is the person in this book with the most guilt?  In other words, who is the most responsible for what happened to Venetia, Benina, Apollinaria, and Deogratias?
4. What is this book trying to say about genocide, and what it does to people?
5. How does this message of this book apply to your own life?

Imperialism Essay: Finish outline for essay.  You will have 60 minutes in class tomorrow to work on this essay, and then until Friday to get me the final draft.

HW: Finish Imperialism Essay Outline (Due Tuesday, 11/2).

DUE: Deogratias completely read, 3 questions.

Essay Outline and Deogratias

Starter 7: (See Lori for image)  Q5, Q6- What trends do you see here?  What might explain some of these trends.

Finding Evidence: Code evidence in WWtIY for Social Darwinism and Imperialism.

Essay Outlines: Review essay outline, some time to start outlining.

Deogratias Introduction: Time shifts, reading time.

HWK: Read Deogratias, write three questions you have when you're done reading

DUE: WWtIY Short Responses

Thesis Statements and Propaganda

Starter 6: Q1, Q6- What is the message?  How accurate do you this this is for the US?  For you?

WWtIY: Time to work on short response questions.

Thesis Lesson: How to flip a question.

Propaganda Messages


Propaganda Examples


HWK: Finish WWtIY short response questions, write a rough thesis statement to answer the question for Part 4.

DUE: Part 2, Short response questions 1-3

We Wish to Inform You...

Starter 5: What details do you notice about this image?  What questions do you have about this image?  What is the message of this piece, and what is your reaction?

We Wish to Inform You: Reading for main ideas, vocab and annotation, short answers (see handout for detailed instructions).

HWK: Finish Part 2 (vocab and annotation), answer first three questions for Part 3  (Due on Wednesday, at the start of class)

DUE: Social Darwinism

Imperialism and Social Darwinism

Starter 4: What details do you notice in this cartoon?  What is the message?  What attitudes does this show towards people in foreign lands?  How can you tell?

Imperialism Motives Chart

Imperialism Examples: In groups, discuss and answer the questions for each of the examples in the packet.  Match each to the motive it fits best.

Social Darwinism: Read and complete activities for each reading.

HWK: Complete Social Darwinism if you didn't finish in class.

DUE: None

Ghosts of Rwanda

Starter 3: What are the main events/ideas in this movie so far?  Why didn't the US want to intervene?  What are your thoughts and reactions so far (intellectual and/or emotional)?

Ghosts of Rwanda: Finish the movie.

Ghosts of Rwanda Debrief

1. Write 2 questions you still have.
2. Write 2 reactions you had to this movie.  Try to connect them to a specific idea, image, quote, person, or event.
3. Try to answer the question: Why didn't the world step in to stop this genocide?

HWK: None

DUE: None (Belize applications for Project Week)

Rwanda: History and Vocabulary

Starter 2: What details stand out to you in this picture?  What differences do you notice between these two people?  What might explain why they are drawn so differently?

Rwanda Timeline: You will be assigned a date, and need to create a paper with: Date, Description of Event, Visual, Who is in power?  Hutu or Tutsi?  Use the websites below to find the information you need.

Timeline Websites: Frontline, Ghosts of Rwanda, BBC, Triumph of Evil

Vocabulary Lists: For each term, give a 1-2 sentence explanation of who/what this group is, in your own words.  Use this Viewers Guide (scroll down to the glossary) for help with definitions.

1. Tutsis
2. Hutus
3. Rwandan Patriotic Front (RPF)
4. Interahamwe
5. Rwandan Armed Forces (FAR)
6. Arusha Acoords
7. International Committee of the Red Cross
8. UNAMIR
9. Genocide

HWK: None

DUE: None

Genocide Introduction

Starter 1: What details do you notice? What questions do you have about this image?  What do you think is happening here?  What's the backstory to this image?

Project Overview


UN Convention on Genocide


8 Stages of Genocide Notes 


Homework: Finish Seminar Reflection.  Questions are on the post from yesterday.  For question 4, the categories are: Communication, Clarification, New Ideas, Outside Connections, and Personal Connections.

Slaughterhouse Five Seminar

1. Slaugherhouse Five Seminar


2. SLC Work Time

• Revise notecards (see revised format handout)
• Finish Humanities DP
• Work on SLC preparation for other classes
• Work on Seminar Reflection

Homework: Slaugherhouse Five Seminar Reflection.  Typed answers to the following 4 questions:

• Reaction:  Identify a comment made by someone else during the seminar.  React to his/her statement.  This could be a statement you though was interesting, that you strongly agree or disagree with, that made you question, that you are still thinking about…
• Changes in Thinking:  Explain how the seminar influenced or changed your thinking about this topic or text.  How is your thinking now different than it was before the seminar?
• Connections: Make a connection between the issues discussed in this seminar and another topic or idea (news story, novel, experience, event, your choices, movie, song, article, class…)
• Self Evaluation: From the categories below, which one do you believe you were the strongest in and why?  Which one would you like to improve on for the next seminar and how do you plan to do that?  

SLC Preparation

1. SLC: Review structure and preparation schedule (2 hours today, 1 hour Monday, full run through on Wednesday).

2. SLC Preparation Time:  Finish Humanities DP, work on notecards.

Homework: Slaughterhouse Five Seminar Prewrite.  Answer the following questions:

1. Summarize the plot of the novel in one paragraph.
2. Why does the author choose ot include elements of science fiction in this war novel?  What effect is this meant to have on the reader?  Why not tell the story in a more straightforward fashion?
3. Go through the text, and find what you think are the five most important or interesting passages.  List the page and paragraph numbers of the passages, with a one sentence explanation of why you think it's important/interesting.

Siege of Stalingrad

1. Starter #9: What do you picture in your head when you think of urban warfare?  How do you think urban warfare differs from traditional warfare?

2. Siege of Stalingrad: Stalingrad map and notes, clip of "Enemy at the Gates," differences between combat in WWI and WWII.

3. Slaughterhouse Five: Small group discussions, reading time.

Homework: Finish the book, study for QUIZ TOMORROW.

Dr. Seuss at War

1. Starter 8: Why was Hitler allowed to gain so much power?  What could other countries have done to stop him, and why didn't they do it?

2. The March to War: Lecture notes and annotated map.

3. Dr. Seuss at War: Cartoon analysis of 4 political cartoons by Dr. Seuss.  For each cartoon:

• Describe what you see, and any details that stick out to you that might be important
• State the main message of the cartoon in one sentence
• List any symbols you see in the cartoon, and what they represent
• Match the cartoon to one of the following events: Munich Conference, Lend-Lease Act, Appeasement, Non-Aggression Pact

4. Slaugherhouse Five: Refine and finish REM, read chapter 8

5. WWII Quiz: Study for quiz on THURSDAY

Homework: Read chapter 8, study for quiz.

Dresden Writing and REM

1. Dresden Writing: In class writing for 1 hour.  Write at least two solidly constructed TEA paragraphs that answer the question, "Was the firebombing of Dresden a justified military action?"  This should be your own opinion.  Make sure you quote documents as evidence, and after each quote, put the document number in parenthesis like this: (Document 3).

2. Starter 7: Look at the passage on page 86 that talks about free will.  What are the aliens trying to say to Billy Pilgrim about free will?  How does this idea connect to other events or themes in this book?


3. Slaughterhouse Five: In class reading and REM work time.

Homework: Read chapters 5, 6, and 7.  Finish REM.

Dresden Debate

1. Starter 6: What is the most convincing piece of evidence for your side of the debate?  Why?  What is your actual position on this issue?  Explain why.

2. Dresden Debate


3. Slaughterhouse Five Freewrite

• Based on chapters 2 and 3, how would describe Billy Pilgrim (physical and personality)?  What adjectives would you use?
• Do you like Billy Pilgrim?  Why/Why not?
• Any burning questions?

4. Slaughterhouse Five Discussion

• Compare and contrast Roland Weary and Billy Pilgrim.  Why would the author create such contrasting characters?
•  Page 26, quote about time.  Summarize what Billy learned.   How does time work in this worldview?  How is this different from how we usually conceive of time?  Why would the author want you to think about time this way?  What effect does the phrase so it goes have on the statement that precedes it?  In other words, how would the impact of what he says before the phrase be different if he left that phrase out?
• Page 67: “I was there.  So was my old war buddy, Bernard V. O’Hare.  Why is Vonnegut inserting himself into the story here?  What effect does this have on how you, as the reader, view what you are being told?

Homework: Read chapter 4 of Slaughterhouse 5.  Work on REM.

Firebombing of Dresden: Debate Prep

1. Starter 5: "In a war, it is okay (moral) to bomb civilian targets if it will help your country to win."  Agree or Disagree with this statement, and explain your reasoning.

2. Dresden Debate Prep: Sort documents into Yes, No, or Neutral.  Then move to gather evidence for your assigned positions from the documents that support your side.  CHALLENGE: Develop counterarguments for the most persuasive arguments for the other side.

3. Slaughterhouse Five: Chapter 1 review, and small group discussions.

4. Vonnegut Interview: Read, and answer the assigned questions.

Homework: Read chapters 2 and 3 of S5.  Finish evidence gathering for Dresden debate.

Economic and Political Context

Learning Target: I can explain why Hitler was an attractive leader to Germany in 1930.


1. Starter 4: Q1 (what do you see?), Q6- What is going on in this picture?  State a hypothesis and support it with at least 2 pieces of evidence from the photograph.

2. 1930s Video and Notes


3. Slaughterhouse-Five Introduction and Reading


Homework: Read and annotate (using sticky notes) chapter 1 of S5.

Rise of the Dictators

1. Starter 3: Q1, Q5, Q6: What kind of government do you think would have this in their city?  What effect is this supposed to have?

2. Ideology Quotes: Match quotes to ideologies from yesterday.

3. Rise of the Dictators: Create a comic strip, OR write 2 paragraphs that explain how one of the dictators (Stalin, Tojo, Hitler, or Mussolini) gained and kept their power.

Homework: Finish Rise of the Dictators if you didn't finish in class.  DUE: Monday

Treaty of Versailles and Political Ideologies

1. Treaty of Versailles

1. Finish negotiations
2. Class Debrief
3. Written Response: What were two main differences between your treaty and the real treaty?  How would your country feel about the real Treaty of Versailles?  Which treaty would better heal the wounds of WWI, your treaty or the real treaty?  Explain.

2. Starter 2: Predict for WWII

1. Which country had the most total deaths?  Why?
2. Which country had the most military deaths?  Why?
3. Which country had the most civilian deaths?  Why?
4. When you are done with your predictions, look at the WWII Casualty list, then answer the questions below.
5. How accurate were your predictions?
6. What surprises you about this data?

3. Political Ideologies

1. For each of the following, define in your own words, create a symbol, and write one sentence explaining why you used that symbol.
2. Socialism, Communism, Fascism, Totalitarianism, Nazism, Capitalism, Democracy

Homework: Finish political ideologies if you didn't finish in class

Transition to WWII

1. Work Time: Finish project reflections, work on DP, analysis revisions.

2. Binder Clean Out: Empty all of binder except for "Resources" section into Old Work folder, put in hanging file.

3. Starter 1: Look at this list of WWI Casualties.  Then answer the following:

1. What stands out to you about what you see on this chart?
2. After a war with these costs, what would you want to help your country heal if you were from a losing country (Central Powers)?  What would you want if you were from a winning country (Allies)?

4. Treaty of Versailles: Start Treaty of Versailles simulation

Homework: Analysis Revisions (PRINT BEFORE CLASS) if you haven't turned in your final draft.  For everyone else, NONE!  :) 

DP Updating and Reflection

1. Humanities DP

1. Need 2 pages: Humanities Projects and Humanities Seminars
2. On your DP, you should have:
• "The Roots of War" Seminar Reflection
• Propaganda Project: Poster Image, Final Draft Analysis, Project Reflection

2. Final Draft Analysis Due Dates:  Must have a hard copy for me at the start of class.

1. Tuesday, 9/28: Bryan, Carly, Clara, Hannah W., Tucker, Tyler, Duke, Emma, Mikael, Nollie, Kinjah
2. Wednesday, 9/29: Chad, Caleb, Hannah Q, Jenna, Allie, Ty, Florian, Zack D, Rachel, Isabelle, Brock, Ian, Liz, Nathan S., Leah, Zach M, Cori, Stephan
3. Thursday, 9/30: Everyone else

Homework: Study for WWI Test tomorrow!

DP Updating and Reflection

1. Humanities DP

1. Need 2 pages: Humanities Projects and Humanities Seminars
2. On your DP, you should have:
• "The Roots of War" Seminar Reflection
• Propaganda Project: Poster Image, Final Draft Analysis, Project Reflection

2. Final Draft Analysis Due Dates:  Must have a hard copy for me at the start of class.

1. Tuesday, 9/28: Bryan, Carly, Clara, Hannah W., Tucker, Tyler, Duke, Emma, Mikael, Nollie, Kinjah
2. Wednesday, 9/29: Chad, Caleb, Hannah Q, Jenna, Allie, Ty, Florian, Zack D, Rachel, Isabelle, Brock, Ian, Liz, Nathan S., Leah, Zach M, Cori, Stephan
3. Thursday, 9/30: Everyone else

Homework: Study for WWI Test tomorrow!

DP Updating and Reflection

1. Humanities DP

1. Need 2 pages: Humanities Projects and Humanities Seminars
2. On your DP, you should have:
• "The Roots of War" Seminar Reflection
• Propaganda Project: Poster Image, Final Draft Analysis, Project Reflection

2. Final Draft Analysis Due Dates:  Must have a hard copy for me at the start of class.

1. Tuesday, 9/28: Bryan, Carly, Clara, Hannah W., Tucker, Tyler, Duke, Emma, Mikael, Nollie, Kinjah
2. Wednesday, 9/29: Chad, Caleb, Hannah Q, Jenna, Allie, Ty, Florian, Zack D, Rachel, Isabelle, Brock, Ian, Liz, Nathan S., Leah, Zach M, Cori, Stephan
3. Thursday, 9/30: Everyone else

Homework: Study for WWI Test tomorrow!

Finish Posters!

1. Work Time!  Finish posters, study for test!

Homework: Study for WWI test (see study guide for details), revise final draft analysis (see yesterday's post for formatting details).

Project Work Time

1. Analysis Final Draft Formatting:

• Title = Poster Text, centered, 20 pt., Times New Roman, Bold
• Text: Single spaced, 12 pt, Times New Roman
• Name in upper left corner
• No indentations at the start of the paragraphs
• One extra space to separate paragraphs

2. Citation Page: Should have MLA citations of:

• Images you used
• Any articles you referenced or quoted in your analysis (including internet research you did!)

3. Poster Final Formatting:

• 22" x 30" (can be vertical or horizontal, get as close to these proportions as you can!)
• Resolution: at least 300
• When totally finished, save as jpeg

3. Work Time: Analysis 2nd drafts must be emailed to me by the end of class today.  Posters are due at the end of class tomorrow.

Poster Analysis Critique

1. Analysis RD Critiques
2. NPA Review: Add at least 2 NPAs to your analysis (look at page 6 of your reader if you've forgotten how to do these!)
3. Work Time: Analysis revisions, Poster final draft

Homework: Email Analysis 2nd Draft to Lori as an attachment.  Study for WWI Test.

Photoshop Party!

1. Assessment Portfolio Check: Should have two things, the seminar reflection and weapons presentation feedback.
2. First round of grade meetings
3. Work Time Priorities:  Work on poster in Photoshop, RD Analysis, Study for test

Homework: Analysis RD.  This is due WEDNESDAY, at the start of class. YOU NEED TO PRINT IT YOURSELF. Three paragraphs about your own poster that address the following:

1. What effect do you want this poster to have on the viewer, and how have you tried to achieve that effect?  Make sure you talk about symbols and techniques here!
2. How does this poster fit into the historical context of WWI?
3. What are your larger conclusions about the influence of propaganda on the way people perceive the world?  (If you've done challenge reading, this would be the time to use it!)

2nd Draft Poster Critique

1. Poster Critique
2. Poster Revision Plans
3. Work Time for Posters: Start finding images to use in Photoshop.  Make SURE that you save an unaltered version of the images with the URL in a word document as you go.

Homework:  Start Analysis RD.  This is due on WEDNESDAY, at the start of class.  You will need to write 3 paragraphs about your own poster that address the following questions:

1. What effect do you want this poster to have on the viewer, and how have you tried to achieve that effect? (Make sure you talk about symbols and techniques here!)
2. How does this poster fit into the historical context of WWI?
3. What are your larger conclusions about the influence of propaganda on the way people perceive the world?

Becoming an Expert: Work Time

1. Starter 14: During the Persian Gulf War in 1990, a study showed the following statistics:  23% of people who watched "very little" news supported the war.  76% of people who watched news "very often" supported the war.  What conclusions can you draw from this data?  What is your reaction to this?
2. Citation Generator: Tutorial on how to use the online citation generator
3. Challenge Readings: There are challenge readings available- ask Lori for details!
4. Work Time: Finish Part 1 of the project by the end of class.

Homework: 2nd Draft of Poster.  Needs to be in color, and more polished than the first draft.  This can still be hand-done, but should be on blank white paper, NOT lined notebook paper.  Make sure you have this for Monday, as we will be doing a critique session first thing on Monday.

Model Projects and Revision Plans

1. Starter 13: On a scale of 1-10 (1=not at all, 10=influences everything) how much does commercial and political propaganda influence your thoughts and behaviors?  Assign yourself a number and explain.
2. Model Posters
3. Revision Plans
4. Work Time: Work on Part 1 of the Project.

Homework: Work on Part 1 of the project.  You will have about 90 minutes to complete it tomorrow.  I suggest that you come in tomorrow with at least two of the samples analyzed.  The questions you need to answer in TEA paragraphs for each sample are:

• What is the message, and how is that message achieved?  (make sure you talk about their techniques and symbols!)
• What effect is this piece of propaganda meant to have?  How effective do you think it is?

WWI Timeline and Poster Drafts

1. Starter 12: Translation of German Text:  Go forth, O Soldier! And do thy duty!  Christ, the Good Shepherd — watcheth over his flocks — O Lord! Let thy Kingdom come and thy Will be done.  On Earth as it is in Heaven.  Q1, Q6: What techniques are being used here?  What effects are they supposed to have on the viewer?


2. WWI Test Study Guide: Test will be on Tuesday, 9/28.  Study a little bit (10-15 minutes) every night!


3. WWI Timeline: Finish and show to Lori


4. Find Samples for Part 1: Find a propaganda sample for the Allies, the Central Powers, and one from the modern era.  Remember to record the url for your source somehow.


5. Poster Rough Draft: Decide on the country, message, techniques, and symbols, then do a rough black and white sketch.


Homework: Finish poster Rough Draft

Propaganda Analysis and Examples

1. Starter 11: Q1, Q6: What techniques are being used here (use the reading from yesterday!)  What effects are they supposed to have on the viewer?

2. Propaganda Analysis: Look at samples, follow analysis questions.

3. Project Introduction and Due Dates


4. WWI Timeline: Read pages 72-76 in reader.  Create a time for WWI (1914-1918).  This timeline must have 10 events.  For each event, your timeline should have: Date, Description (short), Why it was important (short), Symbol.

5. Learning Log


Homework: Weapons Presentation Self-Assessment

Weapons Presentations and Propaganda Introduction

1. Weapons Presentations:  Groups present in turn, students take notes on one weapon other than their own.  If I didn't receive slides by the start of class, your group presents tomorrow.

2. Starter 10: Q1, Q3, Q6: What is the message here?  What is it trying to get people to think and/or do?

3. Propaganda Tools: Go through sheet, come up with examples for different types of propaganda.  Share with class.

4. War Propaganda and Symbols


5. Propaganda Grid


Homework: Weapons Presentation Self Assessment.  Answers must by TYPED, and given to Lori no later than Wednesday before class.  Please answer the following questions honestly:

1. What were your strengths during this project?  Think about: your work habits, how you worked with your group, your slides, and your presentation skills.

2. What could you improve on if we did a project like this again?  Be specific, and talk about strategies you could use to make sure these improvements happen.

3. Describe your group dynamics.  What role did you play in your group?  Support your answer with specific examples.

Presentation Critiques

1. Assessment Portfolios: Returned work with feedback on it + self-assessments will ALWAYS be placed in your assessment portfolio.

2. Starter #9: What is going well for you in this class so far?  What could you do to improve your performance in this class?  What could I do to make this class better for you?

3. Presentation Critiques


4. Work Time


5. Learning Log: Turn in Starters 1-9

Homework: Head designer must email me the final PowerPoint by Sunday night (the earlier the better!).

DRESS IN POL STYLE FOR YOUR PRESENTATIONS ON MONDAY!

PowerPoint Slide Design

1. Starter 8: How many slides do you think you'll need for your parts of the presentation?  What might be on them?  What are your ideas for how to make the presentation cohesive (colors, visual elements, text, style, etc.)?

2. Review Due Dates: Today is slide design, Friday is practice and critique, presentations will be first thing on Monday.  Be ready!

3. Group Decisions: In group, decide on template, color scheme, font(s), order of presentation, head designer.

4. Individual Slides: Finish notecards, create individual slides, email slides to head designer.

Homework: Finish notecards if not done!

Presentation Zen: How to make a PowerPoint that doesn't suck.

1. Starter 7: (Get visuals from Lori)  Content aside, which of these presentations would you rather listen to?  Why?  What are the differences between these two PowerPoint presentations?  How would these presentations differ for the speaker?  Explain.

2. PowerPoint Guidelines

• Brainstorm: What makes a good PPT presentation?  Think about slides AND the verbal presentation.
• PowerPoint Presentation Notes

3. Weapons Presentations

• CHANGE: You can do 3 secondary sources (if you are struggling to find a relevant primary source), OR 1 primary and 1 secondary.
• When you finish your research notes, email them to lori.teacher@gmail.com
• Start on your presentation preparation.  Do notecards for yourself first, THEN the PPT.

Homework: Presentation notecards

WWI Fronts and Research

1. Starter 6: Q5, Q6: What is going on in this picture?  What conclusions about WWI combat can you draw from this picture?

2. Fronts of WWI: Fronts lecture and annotated map.

3. Weapons of WWI: Research and research notes.

Homework: Work on research notes. Notes are due by the end of class on Wednesday.

The Roots of War: Socratic Seminar

1. Starter 5: Why do we do Socratic Seminars?  How are they different from other types of discussion?  What are some of the things we need to do to make sure we have a productive discussion?

2. Socratic Seminar: The Roots of War

3. Weapons of WWI: By the end of class, you should have at least one source found, and have started the research notes on that source.

Homework: 
Socratic Seminar Reflection- Answer the following questions in TYPED paragraphs.  Please print before class on Tuesday!

1. Reaction: Identify a comment made by someone else during the seminar.  React to his/her statement. 
2. Changes in Thinking: Explain how the seminar influenced or changed your thinking about this topic or text.  How is your thinking now different than it was before the seminar.
3. Connections: Make a connection between the issues discussed in this seminar and another topic or idea (news story, novel, experience, event, personal experience, movie, song, article, another class...).
4.  Self Evaluation: What were your strengths during this seminar?  What are your goals for our next seminar, and how do you plan to achieve them?

Seminar Make Up: ONLY DO THIS IF YOU WERE ABSENT ON FRIDAY!

Answer the following questions in TYPED paragraphs.  Use evidence from the text whenever possible to back up your ideas.

1. What sentence or passage in this piece do you have the strongest reaction to?  Copy the sentence, and describe your reaction.
2. Why, in the 2^nd to last paragraph, does she say of some traditional anti-war strategies that “…they will make little contribution to the abolition of war”?  Why does she think these strategies won’t work?
3. Is it possible to end war by fighting a war?  Why/why not?
4. How does this article relate to "Germany and the Next War?"

Imperialism, Assassination, Weapons

1. Starter 4: The Devilfish in Egyptian Waters.  Q1, Q5- What questions do you have about this cartoon?, Q6- What is the main message of this cartoon?

2. Imperialism Notes

3. Assassination Video: How many attempts did they make before the Archduke was killed?

4. The Roots of War- Coaching

5. The Roots of War- Seminar Prewrite

6. Trench Warfare Introduction- Scene from "A Very Long Enagagement."

. Weapons of WWI mini-project

Homework: Seminar Prewrite

1. What sentence or passage in this piece do you have the strongest reaction to?  Copy it, and explain your reaction to it?
2. Why, in the second to last paragraph, does she say about traditional anti-war strategies, "...they will make little contribution to the abolition of war?"  Why does she think these techniques will not work?

Nationalism and The Roots of War

1. Starter #3: Q1- What do you see here?, Q6- What kind of group do you think this might represent?  Why?  Be as detailed as possible!

2. Black Hand and Nationalism

3. Violence and War Attitudes

4. The Roots of War: Vocabulary, read, annotate.  

Homework: Read and annotate The Roots of War.  Must have at least 4 annotations per page (8 total).  Write 2 discussion questions at the end.

WWI Alliances and Geography

1. Starter 2
• Q1: What details stand out to you in this picture?
• Q6: What is the message of this piece of propaganda?  What emotional effect is this supposed to have on the viewer?  How does it try to achieve this?

1. Homework Review: Germany and the Next War
2. Alliances Simulation and Individual Response
3. Alliances Notes
4. Map: Europe Before WWI
• Name countries
• Make table with alliances
• Answer the following questions (can do this on the back of the map)
1. What countries had the best access to water for naval battles?
2. Which countries would have been the most nervous if Germany became hostile? Why?
3. Geographically, why did it make sense for the USA to remain neutral?
4. Describe the geographic advantages and disadvantages of the Central Powers.
5. Describe the geographic advantages and disadvantages of the Allied Powers.

Homework: Finish Map of Europe Before WWI and Questions

Causes of WWI: Militarism

1. Class Procedures and Pictures
2. Binder Set Up- 5 sections
• Starters
• Handouts and Work
• Notes
• Readings
• Resources
3. Starter #1

Q1: What do you see here?  What details stand out to you?

Q6: Who do you think these people are?  Why?  What do you think is happening in this photo?

4. Causes of WWI Notes: M

5. Germany and the Next War

• Read and annotate
• Answer Questions

Homework: Read and annotate "Germany and the Next War," and answer the following questions:

1. What argument does the author concede in paragraph 1?
2. What is the main argument of this piece?
3. Why does the author argue that war is necessary?  What are the benefits?
4. How does this connect to the idea of militarism?
5. Do you agree or disagree with the author?  Why?

Syllabus and World War Prediction

1. Review class syllabus
2. Go over Digital Portfolio
3. World War Predictor Exercise: What would start WW3?

• Who would have to be assassinated?  Would an assassination even be a cause?  Why/why not?
• What countries would likely be involved?  Why?  What would their different motivations be for going to war?
• What would warfare look like (weapons, victims, speed)?
• What people would be affected?  How would this differ for different places?

Homework: Get syllabus signed by parent/guardian.  DUE: Monday

Welcome to Humanities 10

Welcome to 10th Grade Humanities!