Videos about the Early Stages of U.S. Government

The Constitution, the Articles, and Federalism: Crash Course US History #8 (13:00)

The Whiskey Rebellion Explained (12:30) 

George Washington: Mini-Biography (5:00)

Hamilton vs. Jefferson (4:30)

Constitutional Compromises: Crash Course (9:00) 

Branches of Government Schoolhouse Rock (3:00)

Early Automobiles & Airplanes

"Car Invented, World Drastically Changed":

https://youtu.be/LIqTZdszylk

"Henry Ford and the Model T":


http://www.history.com/topics/henry-ford/videos/henry-ford-and-the-model-t?m=528e394da93ae&s=undefined&f=1&free=false




"Wright Brothers":


http://www.history.com/topics/inventions/wright-brothers/videos/wright-brothers?m=528e394da93ae&s=undefined&f=1&free=false

Genocide Group PowerPoint Directions

After reading Night, you have gleaned some insight into two of the most horrific attempts at genocide in the history of the world.  Genocide is the deliberate and systematic extermination of a national, racial, political, or cultural group.

Your task now is to create a PowerPoint about at least one instances of genocide.  **Since we are working group, you MUST choose an instance that is not being covered by another student. You MUST also use only QUALITY RELIABLE websites and include them in correct bibliographic form in the group's bibliography.  Here are some quality websites to get you started with your research:

Genocide Studies Project, Yale University.  <http://www.yale.edu/gsp/index.html>

Genocide Watch.  <http://www.genocidewatch.org/>

Peace Pledge Union.  <http://www.ppu.org.uk/genocide/>

United States Holocaust Memorial Museum.  <http://www.ushmm.org/>

 Each of the genocide incidents that you discuss should cover the following:

• Who perpetrated the attacks and who was targeted?
• Where and when did/is this happen(ing)?
• 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 effects have occurred as a result (to the government of affected countries as well as the response of other countries, especially)?

Again, please avoid Wikipedia since anyone can contribute to or change any entry on this site; since these are highly controversial topics and I am giving you plenty of time, you can avoid this resource!

"Ghost Soldiers"

The Things They Carried by Tim O'Brien: LAST 3 CHAPTERS!

Listen to "Ghost Soldiers," 5:20:33 to 6:13:25. Follow along on pages 189-218.

Then, listen to "Night Life" and "The Lives of the Dead," 6:13:25 to 7:03:55. Follow along on pages 225-246.

Sounds of Poetry

1. Read the onomatopoeia lesson plan. Do Exercise 1 only.

2. Colors can give your poems some symbolic significance through the different connotations that we associate with colors.  Examine the chart below that outlines some color symbolism.  Read some poems that use color symbolism. Respond to two of the poems.  Identify the title and author and describe briefly what effect the poet’s use of color had on the poem.

3. Many people believe that poetry is meant to be read aloud and experienced orally. 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.  

4. Write at least ten 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).  
• Your ten lines of poetry should also incorporate at least two examples of figurative language (similes, metaphors, personification, and/or hyperboles.)  
• Include at least one sound device (rhyme, alliteration, or onomatopoeia) in your poem.

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).

Branches of US Government Games

Hard

• All three branches: Branches of Power
• Executive Branch: Win the White House (we've played this one in class)

Medium

• Judicial Branch: Court Quest
• Executive Branch: Executive Command
• Legislative Branch: LawCraft (we've played this one as a class)
• Judicial Branch: Supreme Decision

Easy

• Legislative Branch: Represent Me

Creative Writing: Poetic Devices

Week 14: Poetic Devices

1. Complete the poetry analysis worksheet to learn how poets use some of these devices. 
2. Review some major forms of figurative language by completing 15-20 examples on the worksheet.
3. Alliteration Tongue Twisters:  Write an original alliteration tongue twister that incorporates at least seven alliterations with the same initial sound and (at least somewhat) makes sense.

Remember, alliteration is when two or more words share the same initial sound

• Ex. “Down and Dirty”

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

• Peter Piper picked a peck of pickled peppers.

4.  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;   (8 syllables)
 She felt her writing was sublime.             (8 syllables)
 Indeed quite a poet,                                 (6 syllables)
 Though some didn't know it,                    (6 syllables)
 She'd be rich if each paid a dime.              (8 syllables)

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.

Gender-Fair Language

Go to the National Council of Teachers of English (NCTE)'s "Guidelines for Gender-Fair Language" website to complete the form. Follow your teacher's directions, too.

Intro to Poetry

1. Complete the activity More Root Words.
2. Complete this worksheet about major poetic devices. 
3. Complete the poetry analysis worksheet to learn how poets use some of these devices. 
4. Alliteration Tongue Twisters:  Write an original alliteration tongue twister that incorporates at least seven alliterations with the same initial sound and (at least somewhat) makes sense.

Remember, alliteration is when two or more words share the same initial sound

• Ex. “Down and Dirty”

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

• Peter Piper picked a peck of pickled peppers.

5.  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;   (8 syllables)
 She felt her writing was sublime.             (8 syllables)
 Indeed quite a poet,                                 (6 syllables)
 Though some didn't know it,                    (6 syllables)
 She'd be rich if each paid a dime.              (8 syllables)

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.

Win the White House Game

Win the White House!

https://www.icivics.org/games/win-white-house

Middle Ages Videos

Justinian: http://www.youtube.com/watch?v=8Y2pAGcW51Y

Charlemagne: http://www.youtube.com/watch?v=S9AMpIU-JYw

Feudalism: http://www.youtube.com/watch?v=HCPp7XWZfHo

Great Schism: https://www.youtube.com/watch?v=gaXcpq_w7fc

Crusades: https://www.youtube.com/watch?v=UyRU5afyITE

Inquisition & Reconquista: http://www.youtube.com/watch?v=O2ZE9P6LsuY

Hundred Years War: https://www.youtube.com/watch?v=0xGMevEpNGY

War of the Roses: https://www.youtube.com/watch?v=VjO55pKuBo4

Realistic Short Stories

Week 12

1. I would like you to read and react to ONE of the following autobiographical short stories: "Hair" by Malcolm X OR "Eleven" by Sandra Cisneros.  Your reactions should be about a paragraph long each 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. These stories are acting as mentor texts, examples of autobiographical (or semi-autobiographical) realistic memoirs about the authors' own lives that can help you think about your own story and voice.

4. Next, I want you to think of some ideas for your own autobiographical short story.  Think about your own experiences.  "Write what you know" is a famous piece of advice.  Start out by writing a piece called “I remember.”  This piece is a brainstorm, free flow of thoughts that can work as a prewriting strategy.  If you handwrite, this should be 30 lines at least.  If you type, this should be 15 lines at least (12 point font).  If you get stuck, just write “I remember” and restart.  You may write about just one memory the whole time or a bunch of different memories.

3. Third, 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 license is fine here to fill in some details). 
So that you have some other options, write down THREE more 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.”

4. Choose your top story idea from above. Draft a well-developed story that focuses on plot, characterization, setting, and theme. Use imagery to bring your story to life!



5. View and comment on each other's storybirds!

• Jonny's "Max, the Photo-Taking Polar Bear"
• Drew's "The Legend of T Bone"

Common Interview Questions

Answer 5 of these. Put your name next to your answer (you may answer one that someone else has too since the answer should be individual to you...)
https://docs.google.com/document/d/1tknTd9U1pvcfL4qMIBDEEpFWz5JXjXb9XJz0VmiBH24/edit

Know Your Rights Review Games

If you finish 6.1 and 6.2, giving you an overview of the Legislative Branch, play the the following game to review the Bill of Rights. Then, you may play the Do I Have a Right? to expand your knowledge of rights beyond the first 10 amendments of the Constitution.

Creative Writing

Week 9

1. 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.

2. 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.”

3. Then, list ten examples of phrases from the passage that show imagery & classify them by the sense to which they appeal (sight, hearing, smell, taste, or touch).

Then, I would like you to read and react to ONE of the following autobiographical short stories: "Hair" by Malcolm X OR "Eleven" by Sandra Cisneros.  Your reactions should be about a paragraph long each 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. These stories are acting as mentor texts, examples of autobiographical (or semi-autobiographical) realistic writing that can help you think about your own story and voice.

4. Next, I want you to think of some ideas for your own autobiographical short story.  Think about your own experiences.  "Write what you know" is a famous piece of advice.  Start out by writing a piece called “I remember.”  This piece is a brainstorm, free flow of thoughts that can work as a prewriting strategy.  If you handwrite, this should be 30 lines at least.  If you type, this should be 15 lines at least (12 point font).  If you get stuck, just write “I remember” and restart.  You may write about just one memory the whole time or a bunch of different memories.

5. Last, 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 license is fine here to fill in some details). 
So that you have some other options, write down THREE more 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.”

Drunk and Distracted Driving

Watch the Mythbusters explain the real dangers of drunk and distracted driving.


https://www.youtube.com/watch?v=GVXk79yn8W4&feature=youtu.be

https://www.youtube.com/watch?v=Z2mf8DtWWd8&feature=youtu.be

http://youtu.be/4LLp80XVGd8

The Things They Carried, Ch. 1

Listen to the rest of Chapter 1. at https://www.youtube.com/watch?v=SfWLXEaiEDg

start at 12:20 & page 7.

Mental Illness & Suicide Notes

View the Mental Illness PowerPoint and fill in the blanks.

Then view the Suicide Prevention PowerPoint and fill in those blanks.