Alternative Health

To access Ms. Markowki's website for our class, go to: http://healthmarkowski.wikispaces.com/Alternative_Health

Islam

Click on the Islam PowerPoint and fill in the guided notes that you were given as you view the PowerPoint.

Night Vocabulary

Apathy: lack of feeling

Conscientious: being aware of or thoughtful of

Grimace: facial expression that shows pain or sadness

Humane: showing compassion

Pious: religious

Quarantine: separating a population that diseased from others

Rations: amount of something you are given, limited

Refuge: shelter/protection

Void: emptiness

Vulnerable: easily hurt

Invalid: a person who cannot take care of him/herself

Benediction: a prayer

The Things They Carried Vocabulary

• Abstract: theoretical or difficult to understand
• Aesthetic: having to do with beauty
• Ambiguous: several possible meanings or interpretations
• Censure: being told you did something wrong or being punished for doing something wrong
• Condolence: sympathy (usually for death)
• Eccentric: differing from the norm, abnormal
• Elusive: difficult to see or understand or catch
• Indifferent: not having an opinion
• Morale: overall attitude
• Reticent: reluctant, especially to speak
• Sequential: following a specific order
• Skeptical: unsure, unbelieving, distrustful
• Solemn: serious
• Tangible: able to be touched
• Valor: honor, courage
• Zeal: enthusiasm

Night Background Terms

Night by Elie Wiesel:

Researching Background

To understand Night more fully, it is helpful to research some information on Judaism and the Holocaust.  Write a couple of facts defining the term and explaining its significance.

Terms related to Judaism:

The Torah: The Jewish Bible, same as the Christian Old Testament________________

The Talmud:  another Jewish religious text, 2^nd book to the Torah

Cabbala: mystic branch of Judaism

Synagogues: Jewish temples

Rabbi: Jewish teacher, kind of like a priest

The Kaddish: Jewish prayer for the dead

Passover:  7 day Jewish holiday, celebrating when the Angel of Death “passed over” the Jewish houses to kill Egyptians for revenge of their treatment of Jews

Rosh Hashanah: Jewish New Year and “Day of Judgment,” a time to repent for your wrongs

The Star of David: 6 pointed star that symbolizes Jews, named for a famous Jewish king (David & Goliath)

Sabbath: Jewish day of rest, Saturday

Yiddish: Jewish language that combines Hebrew (official) and Russian

Nazi: a political party in Germany during the 1930s-40s, who believed that the German people were better than all others, and especially blamed Jewish people for Germany’s problems

Hitler: leader of Nazis and dictator of Germany in 1940s

Gestapo: Nazi secret police

“The Final Solution”: Hitler’s plan of killing all the Jews of Europe

Joseph Mengele: Nazi doctor who performed unethical experiments on Jewish people

Kapo: a prisoner in the concentration camps who acted as a police/guard of their own people for privileges

Concentration Camp: prison camp for Jews, Gypsies, homosexuals, handicapped people, and political prisoners

Auschwitz/Birkenau: most famous Nazi death camps

Buchenwald: concentration camp

Buna: concentration camp

Creative Writing Week 1

1.     Complete this worksheet about the elements of fiction. You will need to use the ReadWriteThink link to find your answers. Please note, the elements are in a different order on the website than they are on the worksheet. ***If you already have completed this, simply read your free read book and complete a journal entry during one class period.

2.     Learn about the different types of literary genres with this slideshare presentation. As you go through the presentation, take notes answering the following questions:

1.     What is a genre?

2.     What are the main genres of fiction?

3.     What are the defining characteristics of each genre?

4.     Which genre do you find most appealing and why?

3.     Focus in on some of the oldest forms of fiction: myths, legends, fables, folktales, and fairy tales.

1.     In a few sentences, write down what you think the similarities and differences between these terms are.

2.     Visit the following websites and create a good definition for each of the terms (myths, legends, fables, folktales, and fairy tales): http://www.ability.org.uk/mytholog.html, http://classiclit.about.com/cs/10th14thcentury/a/aa_definemyth.htm.

Audioguide to The Things They Carried

Listen to The National Endowment for the Art's audioguide to Tim O'Brien's The Things they Carried.  As you listen, take notes that will help you understand the book, such as the time period, the themes of the book, and O'Brien's writing style and influences.

Socialization

These videos are intended to accompany your notes for What is Human Nature?
1.  National Geographic's Feral Children series: Part 1, Part 2, Part 3, Part 4, and Part 5.
2.  Nova's "Wild Child" about Isolated Child: Genie Wiley.
3.  Institutionalized Children: Romanian Orphans.
4.  Deprived Animals:  Watch a video of Harlow's monkeys.

World Studies Midterm Essays

Answer THREE of the following for 10 points each.  Answer neatly on a separate piece of paper (answers may be typed).  30% of total grade.

• How has religion been a unifying or divisive factor in the development of ancient society/societies?
• How has cultural diffusion (the spread of tools, practices, or other features from one culture to another) affected the development of civilization throughout the world (ancient or modern)?
• How was geography impact the development of the world?
• How does propaganda affect the daily lives of people in American society today?
• How have people used “natural resources” to modify and adapt to their environments?
• How does a dynasty or society come to power, function, decline, and fall?  Give a specific example of a dynasty or society that rose and fell.
• Apply the lessons from a World Historical perspective to comment and improve upon society today.

RUBRIC

10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

Economics Midterm Essay

Economics Mid-term Essay Question Options.

Choose one of the following essay prompts to complete for 20 points (20% of your midterm):

1. Draw and label a supply and demand chart.  (7 points) Provide the rule of supply and the rule of demand. (2 points) Explain two other factors that affect supply and why and how they affect supply.  Explain two other factors that affect demand and why and how they affect demand. (7 points) If you were a businessperson or even just a consumer, how could you use this information to your benefit? (4 points)

2. Define and describe capitalism/market economy. (2 points) Include at least four related terms and how they relate: free enterprise, consumer sovereignty, property rights, competition, profit motive, and/or laissez-faire economics. (6 points) Compare a market economy to a command economy and a mixed economy, stating pros, cons, and examples of each. (8 points).  Tell which type you prefer and why. (4 points)

Psychology Midterm Essays

Essay/Extended Response

In complete paragraphs, answer 4 of the following questions for 10 points each.

• Discuss factors that may contribute to mental illness, and provide specific examples of at least two of these factors and how they may contribute to illness.  Discuss, too, the stigma that surrounds mental illness and how to change that in yourself and others.   
• Discuss the controversy of psychological medication, especially when it comes to children.  Refer to the documentary “The Medicated Child” from PBS’s Frontline and discuss both sides of the issue as well as your final opinion.
• Discuss the psychological approach that makes the most sense to you.  Explain why it makes sense to you and use it to begin to analyze your own behavior.
• Explain the concept of multiple intelligences and explain how it applies to you and your learning.
• Discuss one’s moral development.  Make specific references to Kohlberg’s theory of moral development.  You may discuss this theory in terms of your own life and/or other situations in the news/media/history/literature.  Discuss the stages and if you agree with Kohlberg’s classification. 
• Discuss Maslow’s Hierarchy of Needs by defining and providing examples.  Describe what it means to be a “self-actualized person” both to Maslow and to you.  Discuss how self-actualization may occur.
• Discuss and define the terms “normal” and “abnormal” as they apply to psychology and day to day life.  Provide specific examples of each term to illustrate your definitions.

RUBRIC

• 10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.
• 9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.
• 8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.
• 7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.
• 1-6 points =  Student’s answer lacks clarity and/or organization discussed above. 

U.S. History Midterm Essays

Section 4: Essay (10 points each):  Complete the required essay (with a star) as well as two other options listed below the required essay.  Students should type or handwrite responses as three well-written short essays that are at least a paragraph each.  Refer to the rubric below for more information. 30 points total.

*REQUIRED ESSAY: Compare and contrast the Union and Confederacy’s approach to

the Civil War as well as the effectiveness of these approaches.  Discuss the specific strategies, goals, and advantages of each side.  Finally, discuss briefly how effective these strategies, goals, and advantages were in regards to the length of and eventual outcome of the war.

Optional Essay Choices (choose TWO)

1. Discuss two uniquely American values and their influence on the periods of time we have studied this semester.  How have these values been honored in the actions of the American people and influences the course of U.S. history?  How and why have these values been disregarded?  Are these values being honored today?
2. Discuss the debate over Revolution.  Discuss both sides (for and against Revolution) of the debate with specific reasons and examples for both sides.  Discuss specific events and causes that led to the Revolution as well as your opinion of such events.  If you were alive during the time period, which side would you have been on and why?
3. Discuss the debate over abolition.  Define the different degrees that people were for and against abolition, naming specific supporters/opponents.  Give multiple reasons on both sides of the debate as to why people were for abolition and people were against it.  How does this debate relate to another debate or debates that we in the United States have today?
4. Discuss secession.  Why did some southern states decide to secede (give multiple reasons)?  Do you think that states should be allowed to secede from the Union?  Explain why or why not.  If yes, when, why, and how should that occur?  If no, what should the government do about secession (outline specific steps and relate them to our studies).

RUBRIC

• 10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.
• 9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.
• 8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.
• 7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and body.
• 1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

English 9/10 Midterm Essay

Multi-Work Theme Essay.                          ___/40 points

Answer the ONE of the following questions in a well-developed, multi-paragraph essay on a separate piece of paper:

• What is the American Dream and is it realistic for all people?
• How does gender, race, and class affect our experiences as humans in society?
• How can jealousy/greed affect a person? 
• What is the meaning of loyalty?

For full credit, you must do the following for 10 points each:

• organize your thoughts in a coherent form with an introduction, conclusion, and mostly proper spelling, capitalization, and grammar.  *Remember, intros include authors and titles correctly formatted as well as a thesis statement (what you will prove/argue).  Conclusions summarize your main points and restate your argument.
• connect evidence from Steinbeck’s Of Mice and Men to your thesis.
• connect evidence from Fitzgerald’s The Great Gatsby to your thesis.  (Bryan Sargent and Jake Berry may use Arthur Miller’s Death of a Salesman instead of The Great Gatsby)
• connect evidence from your own observations and study to your thesis

RUBRIC:  For full credit, you must do the following for 10 points each:

• organize your thoughts in a coherent form with an introduction, conclusion, and mostly proper spelling, capitalization, and grammar.
• connect evidence from Of Mice and Men to your thesis.
• connect evidence from The Great Gatsby (Bryan Sargent and Jake Berry may use Death of a Salesman instead of The Great Gatsby) to your thesis.
• connect evidence from your own experiences/observations/study to your thesis.

English 11/12 Midterm Essay

Compare/Contrast Essay        ___/40

Read the following definitions of two similar, but different literary figures.

·       A tragic hero is a character with a fatal flaw (like pride, for example) who is doomed to fail in search of their tragic dream despite their best efforts or good intentions.  A tragic hero is a good and noble person whose choices (sometimes combines with fate) lead to his/her own demise.  Lastly, the suffering of the hero must not be senseless: it must have meaning! 

·       An anti-hero is a central character in a work of literature who lacks traditional heroic qualities such as courage, physical prowess, and fortitude. Anti-heroes typically distrust conventional values and are unable to commit themselves to any ideals. They generally feel helpless in a world over which they have no control. Anti-heroes usually accept, and often celebrate, their positions as social outcasts.  They show the frailty of being human, and authors often use this literary device to criticize society’s treatment of the individual.

Directions:

Characterize both Willy Loman (Death of a Salesman by Arthur Miller) and Randall McMurphy (One Flew over the Cuckoo’s Nest by Ken Kesey) as either tragic heroes or anti-heroes.  You may choose to define them as two different types of hero or as the same type.  Refer to the rubric for planning ideas/directions:

·       Paragraph #1: Name which books, authors, and characters you are going to discuss.  Name how you are going to define each of them. (5 points)

·       Paragraph #2: Discuss McMurphy in One Flew over the Cuckoo’s Nest.  Is he a tragic hero or anti-hero and why?  Give at least three specific reasons for your definition. (10 points)

·       Paragraph #3: Discuss Willy Loman in Death of a Salesman.  Is he a tragic hero or anti-hero and why?  Give at least three specific reasons for your definition. (10 points)

·       Paragraph #4: Give and overview of how McMurphy and Willy Loman are similar and different.  Discuss what the authors’ purposes were for both characters—what point(s) were Kesey and Miller making about modern life by writing about non-traditional heroes? (10 points)

·       **5 points for overall readability (organization and editing)

Final Week of Creative Writing Assignments

This week, you have three options.  You only need to complete ONE of the options, but be sure to complete ALL parts of the option that you chose.

Option A: 

1. Read and/or listen to "Those Winter Sundays" by Robert Hayden.  Then, read this analysis of the poem.  What is the purpose of Hayden's sound devices (alliteration and consonance) in the poem?  (2 points)
2. Complete the Memory Composition Activity to create your own poem inspired by Hayden and by a figure in your own life.  This activity asks for you to write a poem and revise it. (4 points/draft)

Option B:

1. Write poetry that is at least 20 lines long.  You may break this up into two or more poems if you choose.  This is Draft 1. (3 points)
2.  Revise by adding rhyme, figurative language, and sound devices to better highlight your ideas/meaning.  This is Draft 2. (3 points).

3.  Revise your poetry by changing the punctuation and line lengths in significant ways that change the rhythm and the pacing in order to better express your ideas. This is Draft 3. (3 points)

4.  Write a reaction to the revision process in poetry: what you like/dislike about writing/revising poetry, how it is different from revising prose, and how this process helped your poetry. (1 point)

Option C: 

You may go back to writing prose if you choose.  Write three drafts of a prose piece.  Each draft should have significant changes (3 points/draft).  This must be a significant amount of writing, so your final draft should be at least 500 words--If it is under significantly, you may write two shorter pieces that add up to 500 words but that have three drafts each.
*For revising ideas: think about how you can incorporate the ideas of poetry into prose in your revision, and think back to the elements of fiction to help tell your story better when you revise.
*If you would like an editing draft, be sure to schedule a time to meet with your teacher or another editor.
*Lastly, write about why you chose to write about what your wrote about and why you chose prose over poetry for this last assignment (1 point).

Psychology Research Project

These research projects may take the form of: written reports, brochures, powerpoints/ multimedia projects, or posters.  If you would like to display the information in another way, please let me know.

Option 1:  Complete research on one the following controversies in psychology:

• Institutionalization vs. Deinstitutionalization
• Medicating Children
• Is Disassociate Identity Disorder real?
• Nature vs. Nurture
• Freud’s importance in the field of psychology
• Is psychology a real science?
• What does it mean to be intelligent?

Your project must include the following:

• Clear, persuasive information on BOTH sides of the issue with cited, quality references (start out with just web addresses for citations)
• Some sort of eye-catching picture or graphic (more than one is fine & include website if copied and pasted)
• Your definitive opinion with supports on this issue

Option 1:  Complete research on any psychological disorder that you would like.  (Refer to page 414 of textbook for ideas).  Your project MUST include the following information:

• Categorization of disorder
• Symptoms
• Onset & Demographics (percentages, etc.)
• Causes
• Treatment options and efficacy
• Prognosis with and without treatment
• Any controversies surrounding the disorder, its causes, or its treatments and your opinion of such controversies
• Picture
• Bibliography with websites

**NOTE:  These projects should be mostly (if not wholly) in your own words, and any copied and pasted material must be within quotation marks with a parenthetical citation of the content’s origin immediately following.  ALL websites that you visited and gained information or content (pictures, etc.) from MUST be cited in your project.

Poetry Forms, Sounds, & Symbols

Part 1.  (2 points)  Alliterative Tongue Twisters

ｷAlliteration is when two or more words share the same initial sound

o  Ex. “Down and Dirty”

ｷWhen you string a bunch of alliteration together, you get a tongue twister.

o  Peter Piper picked a peck of pickled peppers.

Part 1 Directions: Write an original alliteration tongue twister that incorporates at least five alliterations with the same initial sound. 

Part 2.  (2 points)  Limerick

Write a limerick, a five line poem that follows the rhyme scheme A A B B A, in which the “A” lines are eight or nine syllables and the “B” lines are six syllables.  See three different examples below:  

There once was a gray poodle named Spark.            (A= "ark," 9 syllables long)

 Quite talkative, he so liked to bark.                            (A= "ark," 9 syllables long)

 Sometimes running he found                                     (B= "ound," 6 syllables long)  

 His feet all off the ground                                           (B= "ound," 6 syllables long)

 Especially on "walks" in the park.                               (A= "ark," 9 syllables long)

There once was a girl who loved rhyme;

 She felt her writing was sublime.

 Indeed quite a poet,

 Though some didn't know it,

 She'd be rich if each paid a dime.

There was a mean clown in the circus.

 For fun he would push us and jerk us.

 He would hit us with pies

 That left cream in our eyes.

 His act never once failed to irk us.

 

Part 3.  (3 points)  Poetry Out Loud

Watch the video about Poetry Out Loud.  As you watch, write down at least five notes about the video.  Then, answer the following questions:  Do you think this program will encourage more people to become interested in poetry?  Why (not)?  Would you ever consider competing in a Poetry Out Loud competition?  Why (not)?  (1 point)
Watch at least two of the Poetry Out Loud recitations.  Write a reaction to these two videos in which you comment on the poem itself (the meaning and/or literary devices) as well as the reader's delivery of the poem.  (2 points)

Part 4.  (3 points)  Color Poem

Colors can give your poems some symbolic significance through the different connotations that we associate with colors.  Examine the following chart that outlines some color symbolism.  You can also read some poems that make use of color symbolism.  Then, write at least seven lines of poetry (this can be one or more poems, but there must be at least ten lines of poetry total) that use at least two colors to convey symbolic meaning and tone. Please note, you can also play with different words for the same color (for example: red, scarlet, vermilion, crimson, rusty, cherry, burgundy and ruby may all carry different connotations). 

Color Symbolism Chart
	Excitement, energy, passion, love, desire, speed, strength, power, heat, aggression, danger, fire, blood, war, violence, all things intense and passionate.
	Pink symbolizes love and romance, caring, tenderness, acceptance and calm.
	Beige and ivory symbolize unification. Ivory symbolizes quiet and pleasantness. Beige symbolizes calm and simplicity.
	Joy, happiness, betrayal, optimism, idealism, imagination, hope, sunshine, summer, gold, philosophy, dishonesty, cowardice, jealousy, covetousness, deceit, illness, hazard and friendship.
	Peace, tranquility, cold, calm, stability, harmony, unity, trust, truth, confidence, conservatism, security, cleanliness, order, loyalty, sky, water, technology, depression, appetite suppressant.
	Turquoise symbolizes calm. Teal symbolizes sophistication. Aquamarine symbolizes water. Lighter turquoise has a feminine appeal.
	Royalty, nobility, spirituality, ceremony, mysterious, transformation, wisdom, enlightenment, cruelty, arrogance, mourning.
	Lavender symbolizes femininity, grace and elegance.
	Energy, balance, enthusiasm, warmth, vibrant, expansive, flamboyant, demanding of attention.
	Nature, environment, healthy, good luck, renewal, youth, spring, generosity, fertility, jealousy, inexperience, envy, misfortune, vigor.
	Earth, stability, hearth, home, outdoors, reliability, comfort, endurance, simplicity, and comfort.
	Security, reliability, intelligence, staid, modesty, dignity, maturity, solid, conservative, practical, old age, sadness, boring. Silver symbolizes calm.
	Reverence, purity, birth, simplicity, cleanliness, peace, humility, precision, innocence, youth, winter, snow, good, sterility, marriage (Western cultures), death (Eastern cultures), cold, clinical.
	Power, sexuality, sophistication, formality, elegance, wealth, mystery, fear, evil, unhappiness, depth, style, evil, sadness, remorse, anger, anonymity, underground, good technical color, mourning, death (Western cultures).

Is Wal-Mart Good for America?

For Economics class Wednesday, watch the following program and take TEN NOTES on what you learned.
http://www.pbs.org/wgbh/pages/frontline/shows/walmart/view/

Answer the following questions:

1. In what way is Wal-Mart good for America (and/or the world)?  (list at least 2)
2. In what way is Wal-Mart bad for America (and/or the world)?   (list at least 2)
3. Overall, does Wal-Mart have an overall good or bad effect on America (and/or the world)?  Explain.
4. What do you think the US government should do about Wal-Mart?  Why?
5. What should you as a consumer do about Wal-Mart?  Why?

The Medicated Child

Psychology and World Studies classes should watch this: http://www.pbs.org/wgbh/pages/frontline/medicatedchild/view/ and take 10 notes on Wednesday.

It can also be accessed at