John F. Kennedy

1.  Watch "The Cold War," and copy at least five lasting effects of the Cold War.

2.  Watch "The Kennedy-Nixon Debate," and explain why most political analysts agree that Kennedy beat Nixon in televised debate and ultimately won the Presidency.

3.  Watch "The Cuban Missile Crisis."  Do you think Kennedy did the right thing?  Why or why not?

4.  Watch "Jackie Kennedy: Queen of Camelot," and explain how Jackie Kennedy was unique as a First Lady.  Then, explain what you think the First Lady's role should be and if Jackie fit into that role.

5.  Watch “JFK: A New Generation.”  What made Kennedy so appealing to people?  Give examples.

6.  Research the Peace Corps, a program started by Kennedy.  Would you ever consider joining the Peace Corps?  Why or why not?

Creative Writing: Realistic & Autobiographical Writing, Pt. 1

Week of March 26-30, 2012:

I would like you to send me TWO reading journals of the free read book you are reading. If you do not have a free read book anymore, let me know before FRIDAY, and I will send you a couple of short stories to read instead.

I then want you to think of some ideas for your own short story.  Think about your own experiences.  "Write what you know" is a famous piece of advice.  Think of at least FIVE ideas of stories that have happened to you or someone that you know well that you can retell in a short story (creative licence is fine here to fill in some details).  

So that you have some other options, write down THREE ideas in which you can be a little more creative.  That is, you don't have to write about an actual instance in your life, but base it on what you know.  Nathan Englander explains that sometimes, “'Write what you know’ isn’t about events… It’s about emotions. Have you known love? jealousy? longing? loss? Did you want that [video game system] so bad you might have killed for it? If so, it doesn't matter whether your story takes place in Long Island or on Mars – if you’re writing what you know, readers will feel it.” 

So, to summarize: This week you will need to complete the following by Friday: (Remember, no school on Friday, so you may want to get this all finished and sent by THURSDAY, though Friday is acceptable for on-time credit):

• TWO (2) reading journals (your free read book OR the following short stories: "Hair" by Malcolm X and "Eleven" by Sandra Cisneros)
• FIVE (5) story ideas based on your life/experiences (a phrase or sentence describing the event is fine)
• THREE (3) creative (but realistic) story ideas (Ex. "A story of a girl named ____________, who lives in _____________ during _______________ and does ___________________/________________ happens to her.")

Africa Climate Zones

Use this map to help you color in your Africa climate map:

Discrimination & Bias

View the FRONTLINE program about an Iowa schoolteacher who, the day after Martin Luther King Jr. was murdered in 1968, gave her third-grade students a first-hand experience in the meaning of discrimination. This is the story of what she taught the children, and the impact that lesson had on their lives.  "A Class Divided"

Bill of Rights

Watch Ms. Kappelman's Xtranormal video about religious freedom and the first amendment.

1st Amendment
by: kappelman

Then, you will choose your own issue in the Bill of Rights to address.  Using Xtranormal, You will create a conversation between two characters that illustrates a particular right.  You must include the following in your Xtranormal video:

• The actual wording of the amendment and a character's interpretation of what that means.
• References to at least three court cases that strengthen or limit the rights outlined in the Constitution.
• For help, refer to The Bill of Rights Institute and Find Law.
• At least ten character actions/gestures.
• A clear beginning, middle, and end in which we all have a better understanding of the issue at play.

Please note:  Xtranormal is FREE, but requires you to create a login and limits your use of certain characters, etc.  Please watch as Ms. Kappelman walks you through the process.

Attribution (The Blame Game)

The causes of behavior are often attributed (blamed on) to negative motivations.  Attributions are also made based on previous knowledge about the person.  Sometimes attributions are made because of the nature of the person or the situation.  Such attribution can lead to what social psychologists call the fundamental attribution error.  This theory basically states that people attribute faults of their own to the situation or to external factors (ex. “It’s not my fault that I couldn’t get my homework done”), but faults of other people are attributed to the person or internal factors (ex. “He needs to control his temper better.”)

“Jeffrey Lionel Dahmer (May 21, 1960 – November 28, 1994) was an American serial killer and sex offender. Dahmer murdered 17 men and boys between 1978 and 1991, with the majority of the murders occurring between 1987 and 1991. His murders involved rape, dismemberment, necrophilia and cannibalism… His trial began on January 30, 1992. With evidence overwhelmingly against him, Dahmer pleaded not guilty by reason of insanity.” (Wikipedia)  Dahmer blamed his behavior on his alcoholic mother.  What do you think of such a defense?

This lesson examines the causes of behavior and the placing of blame.  Read Part A of Handout 78.  Then, complete Part B, using inference, or, if you need to, you may look up the terms.

Next, think of situations in your own life that create person of situation attribution.  For example, when you fail a test, who do you blame?  Do you tend to commit the fundamental attribution error in these situations?

Read the situation in Handout 79.  Then, answer the questions.

Finally, create a cartoon that illustrates the fundamental attribution error and attach it to the worksheets. Hint, it may help you to think of your own experiences here or of a famous court trial.

Using Art to Explore Implicit Personality Theory

Fig. 35.1

Fig. 35.2

Fig. 35.3

Fig. 35.4

What are the pros and cons of using implicit personality theory?


Find an advertisement that features a famous person.  Explain how implicit personality theory is being utilized by the ad.

Creative Writing Week 8: Publishing

You are going to create digital stories of each of one of the following: your fable, your fractured fairy tale, and your tall tale.

I recommend that you use myplick.com in conjunction with PowerPoint, since you are already familiar with PowerPoint.

The first step is to make each story into a 3-10 slide PowerPoint with pictures to illustrate your story.

The second step is to upload your stories into myplick.  Please note, you DO NOT have to register to upload and create a digital story using myplick.  If you need some help getting started, you may want to view the tutorial to using MyPlick:

Send me the links or upload the myplicks via email by Friday 3/23.

Additionally, I would like you to send me a reading journal of the free read book you are reading.  If you do not have a free read book anymore, let me know before FRIDAY, and I will send you a short story to read instead.

Creative Writing: Editing & Prepping for Publishing

Task 1:  Edit your stories using your teacher's suggestions.  You should have received these through your email.

Task 2:  Watch the following videos to help you understand what digital stories are and to see examples of digital story telling.  Then, write a short paragraph that explains what digital story telling is, what it involves, and any questions or concerns you have about creating your own digital stories next week.

Digital storytelling videos:

What is Digital Storytelling?

The Three Little Pigs: a digital story example

Baseball digital story example

Digital Storytelling Fairy Tale Example

Rachel's Challenge

Give background knowledge on Columbine and who Rachel was.

Watch the promo video.

Discussion questions.

The Declaration of Independence & The Constitution

1. Watch the video for section 3.1, "The Nation's First Government," and write down three facts, questions, or opinions as you watch it. (You should have already completed this.)
2. Watch the video for section 3.2, "The Road to Constitution," and write down  three facts, questions, or opinions  as you watch it.
3. Watch the video for section 3.3, "The Structure of our Constitution," and write down  three facts, questions, or opinions as you watch it.
4. Go to page 77 of your textbook, analyze the map ("Ratification of the Constitution"), and answer the corresponding questions (#1&2 under "Analyzing Charts").
5. Go to page 81 of your textbook, analyze the chart about the Articles of Confederation and the Constitution ("Comparing Governments"), and answer the corresponding questions (#1&2 under "Analyzing Charts").
6. Go to page 83 of your textbook, analyze the chart ("Amending the Constitution"), and answer the corresponding questions (#1&2 under "Analyzing Charts").
7. Complete the Federalist Papers Document Study by Alexander Hamilton.

The Holocaust

Go to The History Channel's online clips of WWII programs and watch the following videos and photos in the following order.  As you are watching each item, write down two or three key facts that you learned or write a one sentence reaction to the footage and the information (what does it make you think of or feel?):

1. Holocaust Concentration Camps
2. Concentration Camp Liberation
3. Remembering the Holocaust

Then, visit UnitedStates Holocaust Memorial Museum, and find the following facts about the genocide that was the known as the Holocaust.  Genocide is the deliberate and systematic extermination of a national, racial, political, or cultural group.

• Who perpetrated the attacks and who was targeted?

• Where and when did this happen?

• Why did this happen?  What were the causes?

• How many people have been affected (deaths, injuries, refugees)? 

• What has happened to those affected?

• What has happened to those who perpetrated violence?

• What other affects have occurred as a result (to the government of affected countries as well as the response of other countries, especially)?

Creative Writing Week 6: 3/5-3/9/12: Dialogue & Revision

Part 1: Learning about Dialogue.

Watch the video: "Punctuating Dialogue."
If you still are confused about the conventions of writing dialogue, visit the website, Be a Better Writer with Pearl Luke.
Write a dialogue between two characters (real or fictional) in which each character says at least five different things.  It doesn't necessarily need to have a beginning, middle and end--so you can start the conversation at any point or you can end it abrubtly (after ten total quotations).  The point is for you to practice writing dialogue correctly.  Remember, each time a new character speaks, you need a new paragraph.  Also, challenge yourself to use different types of dialogue tags (don't overuse "said" and "asked").  You may also want to experiment with omitting dialogue tags from time to time, like in this example:

                     My mom asked me, "How was your day, dear?"

                     So, I turned and answered, "Well, English class was awesome.  We learned all about dialogue."

                     "That's great!"

Part 2: Revising your earlier stories.

Go back to your fable, your fractured fairy tale, and your tall tale.  Look at any suggestions I sent back to you about any or all of these stories, and make the appropriate revisions.  Also, if you have not yet included correctly punctuated dialogue in each of these stories, be sure to do so in this next draft.  At the end of the week, you should have completed meaningful revisions on all three stories.  If you notice any errors in your writing as you begin to make changes, please edit these, but we will focus more on editing next week.