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