Dresden SAC and Outlines

Starter 22

1.      What do you think is the strongest piece of evidence you have for your assigned position right now?  Explain why you think that piece of evidence will be convincing.

2.      Does your assigned position match your real position?  Why/why not?

Dresden SAC 

The structure we will follow is below.  I will be providing exact times.  Please do not move on to the next step until I have called time!

1.      5 minutes to organize argument with partner (5 min)

2.      Yes: Opening argument (3 min)

3.      No: Repeat back main points of argument (2 min)

4.      No: Opening argument (3 min)

5.      Yes: Repeat back main points of argument (2)

6.      Open Debate (10 min)

7.      Consensus Building (10 min)

8.      Debrief (5 min)

Concessives and Thesis Statements

The handout for these is on page 24 of your class reader.

1.      Option 1: Mini-Lesson

a.    Review why we use concessives.

b.    Do some examples on the board

c.    Students do some examples in pairs

d.    Do examples solo

e.    Write thesis statement for tomorrow, get Lori to check it.

2.      Option 2: Independent Review

a.   If you are confident in your ability to use concessives correctly, take a moment to review them using the concessive handout. 

b.   Then write  a thesis statement using a concessive that answers the question, “Was the firebombing of Dresden a justifiable military decision?”

In Class Writing:  Organization Tips and Tricks

1.      5 paragraph essay—follow the formula!

a.       Intro

b.      3 body paragraphs

c.       Conclusion

2.      Intro: Who, what, when, where, why, how, thesis.

3.      Use thesis to outline your essay!

a.       Conceded argument first

b.      Emphasized argument 1

c.       Emphasized argument 2

4.      Conclusion Ideas

a.      Who cares?

b.      Recommendation for the future

c.      Connections to the present (for essays about a historical event)

d.      Final powerful image/idea/warning

e.      Final points/knock out sentences

f.       Don’t repeat anything you’ve already said.

Resources for Monday:  You may have these with you for the in class essay.

1.      Dresden Documents

2.      Thesis statement

3.      Outline

4.      Evidence gathering sheet

HOMEWORK

1. Prepare for In Class Essay:  Get thesis statement, outline, and evidence ready.  DUE: Start of class, Monday.
2. BRING COMPUTER TO CLASS:  All in class essays must be typed.  Make sure you have your computer and charger with you on Monday.
3. Finish Slaughterhouse Five:  Read and annotate.  DUE: Start of class, Tuesday.

Dr. Seuss and Dresden Evidence

No Starter:  Read and annotate for 30 minutes.

Dr. Seuss WWII Cartoons
(If you were absent, you will need to get the cartoons from me to complete this- I do not have them digitally).  For each cartoon (we will do #1 together as a class):

1. Describe what you see
2. Write in 1-2 sentences the main message of the cartoon
3. List symbols in the cartoons, and what they represent
4. Match with one of the following events:
• Munich Conference
• Non-Aggression Pact
• Lend/Lease Act
• Appeasement

Dresden Evidence Gathering

Use the handout linked above to gather evidence for your Dresden SAC tomorrow.  Make sure you follow the directions carefully!

HOMEWORK

Finish Dresden Evidence.  DUE: Start of class tomorrow.

Descriptive Language and Dresden

Starter 20:

1.      Page 88-  How does the description of the Tralfamadorian novel connect to Vonnegut’s novel?

2.      Page 101 (paragraph 5)- Do people need lies to go on living?  Why/why not?

3.      Page 125- why would Vonnegut choose to mention himself here?  We haven’t seen him since the first paragraph, so why now?

DescriptiveLanguage Activity

Complete handout for activity- linked above.

Dresden 4 Corners

Agree or disagree with the following statement, and explain your reasoning: “In a war, it is okay (moral) to bomb civilian targets if it will help your country to win.”

Dresden Notes:  Overview                       

1.      Brief context of the bombing of Dresden (connect to Germany’s bombing of Britain during the Blitz- British decided to area bomb after the Blitz).

2.      Feb. 13-15, 1945

3.      Eastern Front moving in, Russia wanted help in weakening Germany

4.      650,000 incendiaries, 8000 lbs of high explosives, hundreds of 4000 lb bombs.

Dresden Document Sorting

1.      Read through each document in the Dresden Documents on pages 63-72 of your class reader.

2.      Place each document in the correct column below. 

3.      As you read, underline the parts of the document that told you where that document should be.

Yes: The bombing was justified	Neutral: Could go either way	No: The bombing was not justified
	Doc. #1

4.      Check with Lori to make sure this is correct.  Homework if not complete!

HOMEWORK:  Finish sorting Dresden Documents.  DUE: Start of class, Thursday.

WWII Map Notes and Symbolism in S5

Starter 19:
What factors make it more likely that a dictator will be able to gain and maintain power?  List qualities the dictator should have, and list qualities the society should have.

WWII Annotated Map Notes
See lecture notes linked here:  WWII Lecture Notes.
Get map annotations from a classmate if you were absent, and check with Lori to clear up any confusion.

Slaughterhouse 5 Symbolism
If absent, get symbolism notes from a classmate (or look at the lecture notes linked above- symbolism notes will be in that same document).  Then do the following:

1. Identify 2 symbols used in S5.  Hint: Look for images, words, phrases that are used repeatedly.
2. For each of the two symbols, answer the following in writing:
• What does this symbol represent?  Why do you think this?
• Why do you think the author chose this symbol to convey this idea?

Read and Annotate

HOMEWORK

Read and annotate chapter 7 of S5.  DUE: Start of class, Thursday.

Economic Context and Film Notes

Starter 18
If your country had just been humiliated and was in economic crisis, do you think you would support a dictator who promised to solve these problems?  Why/why not?

Economic Context Notes
See the economic context Powerpoint and Notes linked here.

Century Video Notes
Take notes on the following, as you watch a documentary about Hitler's rise to power.

1. What state was Germany in after WWI (economic, political, psychological)?  Make a list of details/examples to help you remember.
2. List at least 3 promises or goals Hitler made.
3. List at least 5 things Hitler did to make himself an attractive leader/appeal to people.

HOMEWORK

Read and annotate chapter 6 of Slaughterhouse Five.  DUE: Start of class, Tuesday.