Monday, April 29, 2013

The Holocaust and the Atomic Bomb


The Atomic Bomb
  1. Watch WWII: Nuclear Bombings of Japan.
  2. Take notes (these will help you with the next part).
  3. View the photos of the bombings of Hiroshima and Nagasaki.
  4. Write a paragraph: Was the use of atomic weapons on Japan a justifiable course of action?  Explain.  What would justify the U.S.'s use of atomic weapons today?  Explain your reasoning with specifics.


The Holocaust
  1. Watch the video Overview of the Holocaust and take 5+notes
  2. Could this happen in the U.S. today?  Why do some people deny that the Holocaust ever happened?  

Schoolhouse Rock: I'm Just a Bill


Creative Writing, Week 12


  1. Finish your draft of your realistic short story.  Remember to review the requirements of this assignment.  Get this to me by the end of the day Wednesday at the latest!
  2. Finish responding to either "Hair" or "Eleven".  Look back to last week's directions for more information.
  3. Learn about and active versus passive voice here.  Then, quiz yourself by filling in the Google Form.  Turn the passive sentences into active sentences correctly for full points.
  4. Last, expand your vocabulary by learning about Greek and Latin roots.  View and complete the following worksheet that will expose you to and give you practice with 14 common roots.


Legislative Branch Games

Play the following games and print out your results for EACH.  You will need to please your constituents AND pass a bill into law in order to earn 4 points for the class period:

1. Represent Me: http://www.icivics.org/games/represent-me


Thursday, April 25, 2013

A Raisin in the Sun

After reading and analyzing "Harlem," reading about Lorraine Hansberry, and making predictions about A Raisin in the Sun, watch the following movie trailers to revise your predictions:




Wednesday, April 24, 2013

Fahrenheit 451 Vocabulary

Odious: stinky or disgusting
Jargon: words that don't make sense or are specific to a career/field
Centrifuge: something spinning at high speeds
Cacophony: bunch of loud noise
Feign: pretend or fake something
Melancholy: sadness
Cadence: rhythmic flow
Sieve: container with holes, a strainer
Insidious: deceitful trickery
Invigorate: to make more lively
Ignorance: not knowing/lack of knowledge
Phosphorescent: glowing
Luminous: radiating or reflecting light
Valise: suitcase
Desolation: Emptiness
Oblivion: Nothingness


Monday, April 22, 2013

Legislative Branch

Access the chart below via Google docs after and during the unit to add what we learned.


Legislative Branch
What we know
What we want/need to know
What we learned
Make laws
What’s the process to pass laws?
Congress is made of 2 houses: House of Representatives & Senate
What else do they do?
There is a national and a state legislature
How many people are there in the legislative branch?
Delegates
What powers do they have?
Democratic & Republican
Who are they?
President can veto laws
Why are they so (seemingly) ineffective?
One of 3 branches
What requirements are there to become a Congressperson?
Corrupt
How are the parties different?
Never agree
What do they do outside of Congress?
Bias
How much do they get paid?
Male & female Congresspeople
How do they make decisions/Who influences them?
Chellie Pingree, member of the House of Representatives, democratic
Charlie Summers ran






Japanese Internment Camps



Following the Japanese attack on Pearl Harbor on December 7, 1941, President Franklin D. Roosevelt issued Executive Order 9066, which permitted the military to circumvent the constitutional safeguards of American citizens in the name of national defense.


The order set into motion the exclusion from certain areas, and the evacuation and mass incarceration of 120,000 persons of Japanese ancestry living on the West Coast, most of whom were U.S. citizens or legal permanent resident aliens.



These Japanese Americans, half of whom were children, were incarcerated for up to 4 years, without due process of law or any factual basis, in bleak, remote camps surrounded by barbed wire and armed guards.


 They were forced to evacuate their homes and leave their jobs; in some cases family members were separated and put into different camps. President Roosevelt himself called the 10 facilities "concentration camps."


 Some Japanese Americans died in the camps due to inadequate medical care and the emotional stresses they encountered. Several were killed by military guards posted for allegedly resisting orders.


 At the time, Executive Order 9066 was justified as a "military necessity" to protect against domestic espionage and sabotage. However, it was later documented that "our government had in its possession proof that not one Japanese American, citizen or not, had engaged in espionage, not one had committed any act of sabotage." (Michi Weglyn, 1976).


Rather, the causes for this unprecedented action in American history, according to the Commission on Wartime Relocation and Internment of Civilians, "were motivated largely by racial prejudice, wartime hysteria, and a failure of political leadership."



Almost 50 years later, through the efforts of leaders and advocates of the Japanese American community, Congress passed the Civil Liberties Act of 1988. Popularly known as the Japanese American Redress Bill, this act acknowledged that "a grave injustice was done" and mandated Congress to pay each victim of internment $20,000 in reparations.


The reparations were sent with a signed apology from the President of the United States on behalf of the American people. The period for reparations ended in August of 1998.
Despite this redress, the mental and physical health impacts of the trauma of the internment experience continue to affect tens of thousands of Japanese Americans. Health studies have shown a 2 times greater incidence of heart disease and premature death among former internees, compared to noninterned Japanese Americans. 


 The following quotations are from Personal Justice Denied: Report of the Commission on Wartime Relocation and Internment of Civilians :

"In the detention centers, families lived in substandard housing, had inadequate nutrition and health care, and had their livelihoods destroyed: many continued to suffer psychologically long after their release" 


"At Gila, there were 7,700 people crowded into space designed for 5,000. They were housed in messhalls, recreation halls, and even latrines. As many as 25 persons lived in a space intended for four."


  
"In desert camps, the evacuees met severe extremes of temperature. In winter it reached 35 degrees below zero, and summer brought temperatures as high as 115 degrees. Rattlesnakes and desert wildlife added danger to discomfort."


"When we first arrived at Minidonka, everyone was forced to use outhouses since the sewer system had not been built. For about a year, the residents had to brave the cold and the stench of these accommodations."

*****************************************************************

DIRECTIONS:  After reading the above information and quotations about Japanese Interment Camps and looking at the pictures from PBSwrite a 10-line response (5-lines if typed) which addresses the following questions:

  • Which is more important: safety or freedom?
  • Can certain measures, such as internment camps, wiretapping, searching your house without a warrant, being denied a lawyer, and torture be justified during a time of war?  Explain which measures you find justifiable and which are not and why you think so.
  • How would you feel as an American citizen if you were sent to the types of internment camps that so many Japanese Americans were sent to?  What would be the hardest part for you?  What would you say to the President and Congress?

MLA Citations

To practice writing correct citations, watch me model one, then let's do one together, and last, you will do two on your own.  Use NoodleTools to help you.

For English A, cite the following:

"Meet a Warrior." Mission. 2013. Wounded Warrior Project. 22 Apr. 2013 
<http://www.woundedwarriorproject.org/mission/meet-a-warrior.aspx>.
 "The Things They Carried." The Big Read. National Endowment for the Arts. 22 Apr. 2013 <http://www.neabigread.org/books/thethingstheycarried/>.

http://www.va.gov/landing2_vetsrv.htm
Tim O'Brien's The Things They Carried




For English B, cite the following:


"Genocide Studies Program." 2010. Yale University. 22 Apr. 2013 <http://www.yale.edu/gsp/index.html>.

 "Genocide Watch." . 19 Apr. 2013. International Alliance to End Genocide. 22 Apr. 2013 <http://www.genocidewatch.org/>.

Peace Pledge Union.  <http://www.ppu.org.uk/genocide/>
United States Holocaust Memorial Museum.  <http://www.ushmm.org/>
Night by Elie Wiesel

Allusion



An allusion is a reference within literature to another piece of literature or writer or historical event or person either directly or implied.



In Fahrenheit 451, Bradbury makes allusions to the famous writers and thinkers named below.  Match the description of the following writers and thinkers to the description.  Consider who these people are, what they wrote about, and why a society would want to censor their writings.  Then, give an overview of the texts below that Bradbury references.

  • Aeschylus
  • Aristophanes
  • Marcus Aurelius
  • Sir Francis Bacon
  • Gautama Buddha
  • Lord Byron
  • Confucius
  • Charles Darwin
  • Albert Einstein
  • Thomas Hardy
  • Thomas Jefferson
  • Samuel Johnson (Dr. Johnson)
  • Abraham Lincoln  
  • Niccolo Machiavelli
  • Matthew, Mark, Luke, John
  • John Milton
  • Eugene O’Neill
  • Thomas Paine
  • Luigi Pirandello
  • Plato
  • Alexander Pope
  • Bertrand Russell
  • Albert Schweitzer
  • William Shakespeare
  • George Bernard Shaw
  • Arthur Shopenhauer
  • Sophocles
  • Jonathan Swift
  • Henry David Thoreau
  • Paul Valery

Friday, April 12, 2013

Week 11: Draft Realistic Short Story


Read and react to one of the following autobiographical short stories (the one that you did not read previously): "Hair" by Malcolm X OR "Eleven" by Sandra Cisneros.  Your reaction should be about a paragraph long and should briefly summarize the story as well as discuss what you notice about Malcolm X’s or Cisneros’s writing style that you liked and that could help you in your own writing.
Then, choose one of your story ideas (one of the ones that you wrote a descriptive paragraph).  Write a full first draft for that story.  It should contain the following elements:
·        A conflict (person vs. person, person vs. nature, person vs. society, and/or person vs. self)
·        Beginning (exposition), middle (rising action & climax), and end (falling action & resolution)
·        Sensory descriptions (imagery) of setting and at least one character
·        Dialogue


Wednesday, April 10, 2013

Sunday, April 7, 2013

Week 10: Descriptive Writing & Realistic Short Story Drafting

1.     Read the following imagery-rich passage, paying attention to details that make you see, hear, smell, taste, and/or feel that which is being described:
“The hot July sun beat relentlessly down, casting an orange glare over the farm buildings, the fields, the pond. Even the usually cool green willows bordering the pond hung wilted and dry. The low buzzing of mosquitoes hung about us.  Our sun-baked backs ached for relief. We quickly pulled off our sweaty clothes and plunged into the pond, but the tepid water only stifled us, and we soon climbed onto the brown, dusty bank. Our parched throats longed for something cool—a tart strawberry ice, a tall frosted glass of sweetly sour lemonade.
“We pulled our clothes out of the crackling underbrush, the sharp briars pulling at our heavy, wet clothes.  We wriggled into our damp jeans and ambled toward the watermelon patch. As we began to cut open the nearest melon, we could smell the pungent skin mingling with the dusty odor of the dry earth. Suddenly, the melon gave way with a crack, revealing the deep, pink sweetness inside.”
2.     Then, list ten examples of phrases from the passage that show imagery & classify them by the sense that they appeal to (sight, hearing, smell, taste, or touch).
3.  Descriptive writing is often facilitated by strong word choices.  For each of the following words, find at least five more precise synonyms.  For the last two words*, please find *ten more precise synonyms:

  • scared
  • happy
  • sad
  • big
  • small
  • strong
  • tired
  • angry
  • want
  • fight
  • many
  • said*
  • went*
4.     Choose your top THREE story ideas from last week.  For each of those three story ideas, write a descriptive paragraph that focuses in on a character or a setting within that story idea, using imagery and descriptive word choices






Wednesday, April 3, 2013

Chapter 4: Videos about YOUR Rights


“Why We Need theACLU” 

1.      The ACLU is the American Civil Liberties Union.  What is its purpose/mission?

2.      What is the ACLU’s argument for defending hate groups’ right to free speech?

3.      Besides protecting freedom of speech, which of the ACLU’s projects do you find most interesting?  Why?


“The First Amendment” 

1.      Why was Versey arrested?

2.      Can protests lead to violence?
3.      Is a “free speech zone” a good solution to this?  Why (not)?

“The Bill of Rights”

1.      What is Gordon Johnston’s job?
2.      What did he get the Supreme Court to decide?  Why?

3.      What do you think of “pat downs” at large sporting events or concerts?  Why?


“Extending the Bill of Rights”

1.      Give an example of a President before Bush who suspended civil liberties and rights during a time of war.

2.      What did the Bush administration do that some people think was illegal?

“The Civil Rights Struggle”

1.      Where did Williams grow up?

2.      Why did she believe that she needed to go away to college?

3.      What did the University of Chicago start doing in the 1960s?

4.      How many of the 500 graduated?
5.      Why does Williams argue in favor of affirmative action?


“Stop & Frisk”

1.      In 2011, NYC police stopped people _____________________________ times.
2.      How often does/has Tyquan been stopped and frisked?

3.      What makes Tyquan “suspicious”?

4.      Why has he been detained in a police precinct?

5.      _________________% of those stopped in 2011 were not arrested or ticketed.
6.      What are at least two items of Drew’s mental checklist when he sees a police officer?

7.      What is broken window theory?

8.      ________________% of those stopped were black or Latino.

9.      Stops are __________________________ without reasonable suspicion of a crime.

10.   What do you think constitutes “reasonable suspicion of a crime”?


Veterans Affairs Project


The Things They Carried by Tim O’Brien: Follow up Activity
Persuasive letter: Veterans Affairs

Go tohttp://www.woundedwarriorproject.org/mission/meet-a-warrior.aspx.  Read and summarize at least three of the stories.  Record the name of the soldier and any other identifying information and summarize his/her story in at least a paragraph each.  Use your own words or put quotations around phrases or sentences that you copied.

Then, go to http://www.whitehouse.gov/ and click on “Issues.”  Click on “Veterans,” and read about what the government has been doing for vets recently.  You may also want to find more information about veteran services on other reliable websites, like http://www.va.gov/   Write paragraph summaries about at least two different programs.

Find a quotation in The Things They Carried that stands out to you about veterans and/or soldiers.  Copy and cite it correctly.  Then, explain its context to the book and what this means to you in a complete paragraph.

Use this information to write a letter to President Obama about caring for wounded vets.  This letter should include information from the soldiers’ testimonies that you read, information that you learned from the White House website, and reference The Things They Carried in a clear way.  This letter should be a minimum of 250 words, and should contain facts as well as your opinion about what the president should be doing for veterans.  Once you have edited your letter so that it is formatted correctly and free of errors, please send it to President Obama by clicking on the “Contact us” button on the upper right hand corner of the White House website.

Checklist:
  • Summaries of vet stories
  • Notes about veteran programs from White House website and/or va.gov
  • Quote and response from The Things They Carried
  • Letter that includes:
    • Facts from vet stories & from government websites (at least three facts stated and cited correctly
    • Your opinion(s) (well-expressed & make sense)
    • Clear and relevant reference to O’Brien (cited correctly)
    • Facts and opinions correspond and transition in a way that makes sense
    • Correct letter format and editing: spelling, capitalization, grammar, etc.
    • Persuasiveness and relevance
    • Sent to the President