In your blue book read the the story on pages 13-16 “Race and Science”

Prepare a short thoughtful response essay (300-400 words) that reflects on the questions at the end of the reading.

Read “Harrison Bergeron” on pages 58-62 of your blue book.

Answer the questions that follow:

1. Would you want to live in the world of Harrison Bergeron?
2. What aspect of his society would you most like to change?
3. What difference would that change make?
4. Why were the people in the story so obedient and so willing to conform?
5. What could they have done to change things?
6. Why didn’t they try to change things?
7. What were the consequences of their failure to act?
8. What did you think of the role of Diana Moon Glampers (the censor)?
9. Make an identity chart for Harrison
10. Should an individual go against society? If so, under what circumstances?
11. What might the consequences be?
12. What opportunities have you had to stand up for what is right?
13. How hard is it to stand up?
14. How could it be easier to stand up for what is right?

In your Facing History – Holocaust and Human Behavior book read the short story on page 2, The Bear That Wasn’t.  When you are finished, write full sentence answers to the following questions:

1. Why didn’t the people in the factory believe that the bear was who he said he was?
2. Why didn’t the bears in the zoo or at the circus believe him?
3. Why did the factory President assume he then had to put the bear to work?
4. When the bear finally got to be by himself, who did he think he was?
5. Extend this story to human beings. Make a connection to a situation in which might you find a person who cannot be who they wish to be?
6. How could the situation for the bear have been better ?
7. Think of groups of people with whom you choose to identify. What motivates you to identify with the group?
8. How are your choices affected by the identity you choose?

Please bring history books to Mr. McMahon’s room. The following people have history textbooks still due:

Misha,Nick,Aren,Molly,Ned,Carlin,Thomas,Peter,Jake,Margot,Reagan

If you would like a copy to keep, copies of Holocaust and Human Behavior can be ordered online, at http://www.facinghistory.org/resources/hhb- There is a button that says “purchase”, then you can just follow the directions.

Please bring your textbook to class when you arrive for the final exam on Thursday.

Exam Tips:

Study definitions and review notes 

Include each of the following in your exam essays:

Concepts – explain the human behaviors involved in creating history

Examples – use historical examples to support your ideas.

Interpretation – Tell in your own words what is important or significant about the event.

Final Exam Review Questions- Set 4

1. Explain how Adolf Hitler, someone with such a distorted view of life, came to power legitimately.
2. List and explain Raul Hilberg’s six steps to mass murder:
3. Explain in your own words, the importance of the letter below.

Letter from a principal to his teachers on the first day of school:

Dear Teacher:

 I am a survivor of a concentration camp. My eyes saw what no other man should witness:

Gas chambers built by learned engineers.

Children poisoned by educated physicians.

Infants killed by trained nurses.

Women and babies shot and burned by high school and college graduates.

So I am suspicious of education.
My request is: Help you students become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns.
Reading, writing, arithmetic are important only if they serve to make our children more human. 

Final Exam Review Questions – Set 3

1. Use a real example to help explain how three techniques of propaganda can be used to frame people’s thinking.
2. Explain how fear, conformity, and community helped Hitler to get people to line up and follow his lead.
3. In the Milgram Experiment some “teachers” refused to follow orders while others continued to give punishment. Why did some teachers to refuse to continue?
4. Why did the Nazis build factories for systematically killing Jews (why the factories?)
5. Explain a sequence of small steps that might slowly transform a normal person into someone who could accept allowing the Holocaust to happen.
6. Use an example to help explain what makes the difference between someone who stands up – e.g. a rescuer – and someone who does not (a bystander or participant) in personally dangerous circumstances like the Holocaust.
7. Use the example of Nicholas Winton, Oskar Schindler, or another personality tell the story of what a rescuer did to help save Jews during the Holocaust. Explain in your description how the rescuer had three of the qualities from the list below.

Non-conformists
Risk-takers
Habits of helping
Notions of decency
Realization of what self or others look like (hold up a mirror)
Creativity
Willingness to break rules
Empathy (no “we” vs. “they” focus)
Desiring to be a good person
Willing to say “no”
Alertness –amazed or shocked by alterations in behaviors (even their own)
Foresight – think forward to what will become if nothing is done to change things

8. How can society be a victim of racist assumptions? Explain why the range of choices that seem available or unavailable to people like Jesus Colon (when he was getting off the subway train) make a difference to society.  

Final Exam Review Questions Set 2:

1. How did Martin Luther King Jr. explain that hatred could happen simply from separating people into groups of “we” and “they.”
2. Use examples from the text to help explain how Martin Luther King Jr’s “Letter from a Birmingham Jail” helped to overcome discrimination in America.
3. Use examples to explain why the practice of segregation had both social and psychological effects.
4. Explain why the Trial of Emmett Till was such an important event in the history of the US Civil Rights movement.
5. Explain how Jimmy Carter’s behavior in 1955 (“ We could not Yield”, Parade magazine) sets an example of how people must think and act to protect and advance freedom in America.
6. Refer to the “The Bear That Wasn’t” or Jimmy Carter’s “White Citizens’ Council” experience in 1955 to explain how our identities are shaped and how they can influence us.
7. Explain how, as one survivor commented, the Holocaust was caused by hate.
8. Use the example of the Jews in Nazi Germany to explain how, when you are “the other” (the object of hatred), life can seem like you are being endlessly tortured.
9. Use a specific example of stereotyping in Nazi propaganda to help explain how a Jewish enemy was created in the minds of Germans.
10. Use the example of the St. Louis (the ship holding Jewish refugees from Germany) to help explain how our universe of obligation can affect whether we stand by and watch or combat evil in the world.
11. Explain three choices and the consequences of each that were open to German people on Kristallnacht.  

1. Define each of the terms below (use complete encyclopedia definitions and examples to clarify  meaning when needed):
   1. Identity - How a person sees him or herself as a result of their social setting or context.  Expected “normal” behavior is included in each social category of identity and people tend to adjust their behaviors to fit. Example: If I have the identity of a teenager, I may still enjoy riding a merry-go-round, but I would feel embarrassed to do so. I would likely make the choice not to ride the merry-go-round because it is not “normal” to ride, given my “identity.” Identity may also be seen as a choice. It would have been “normal” in 1955 for Jimmy Carter to join the White Citizens Council in Georgia and practice discrimination, but he chose an identity that included a broader notion of humanity rather than simply conforming to his neighbors’ expectations of a southern  white man.
   2. Antisemitism
   3. Racism
   4. Membership
   5. Conformity
   6. Obedience
   7. Universe of Obligation - 
   8. Upstander behavior
   9. Perpetrator
   10. Genocide
   11. Indifference
   12. Propaganda
   13. Stereotyping  

Using the answers you wrote to the legacy questions assigned for the previous homework and considering the legacies of the people reviewed during class today, do the following:

1. Define legacy in your own words.

2. Look at the ideas that best define you then write two paragraphs to discuss what your legacy may be now and what might be a good fit for your legacy in the future.

3. Describe a theme that could best exemplify you in your graduation video.

Legacy Questions:

In preparation for graduation, we will begin to review your legacy at St. Michael’s. In preparation, please answer each of the questions below and bring them to history class on Monday.  Avoid making your answers too short or simple – the more detailed, the better.

Legacy Interview Questions:

What did you want to be when you grew up?

What do you think are your three best qualities?

Which do you think you have the most of: talent, intelligence, education, or persistence? How has it helped you in your life?

Do you have any special sayings or expressions?

What’s your favorite book and why? What’s your favorite movie and why?

Who are three people in history you admire most and why?

What have been the three biggest news events during your lifetime and why?

If you could travel into the future, would you rather see something that specifically relates to you, or

something that relates to the future of the country in general? Why?

If you could have three wishes, what would they be?

What’s the best compliment you ever received?

What kinds of things bring you the most pleasure now?

Do you feel differently about yourself now from how you felt when you were younger? How?

What things are most important to you now? Why?

How have your dreams and goals changed through your life?

What do you see? (Hold a mirror up to the person)

What have you liked best about your life so far? What’s your happiest or proudest moment?

Are there times of your life that you remember more vividly than others? Why?

Do you have a philosophy of life? What’s your best piece of advice for living? If a young person came to you

asking what’s the most important thing for living a good life, what would you say?

How do you define a “good life” or a “successful life”?

If you had the power to solve one and only one problem in the world, what would it be and why?

What do you see as your place or purpose in life? How did you come to that conclusion?

What would you like the students and teachers at St. Michael’s to remember about you?

In what format do you think your legacy can best be remembered by those who come after you?

If you could write a message for the future and put it in a time capsule for

them to read 20 years from now, what would you write to each? 

Review your Ning Page for key insights to share and prepare notes to give a short talk about the individual you chose to portray. We will take a brief look at each Ning page during class.

1. Read pages 388-top of 393 in your Facing History book.

2. Write a 1/2 page journal-style entry, pretending to be Schmahling or Schindler and describing what motivated you to stand up.

1. Read pages 388-top of 393 in your Facing History book.

2. Write a 1/2 page journal-style entry, pretending to be Schmahling or Schindler and describing what motivated you to stand up.

1. Read pages 388-top of 393 in your Facing History book.

2. Write a 1/2 page journal-style entry, pretending to be Schmahling or Schindler and describing what motivated you to stand up.

1. Read pages 380-384 in your Facing History book

2. Make a list of 5 key phrases or thoughts that stand out.

1. Read pages 350-356 in your Facing History book

2. Write a half-page response to some of the key ideas you consider in your reading (you might consider  some of the questions at the end of the readings)

Holocaust Quiz Friday

Be able to list and explain Raul Hilberg’s six steps to mass murder:

Definition – Jews and other minorities are defined as “the other” through legalized discrimination.

Isolation – Through the accumulation of hundreds of anti-Jewish laws, social practices, living restrictions, property expropriation, Jews are marginalized in German society.

Emigration – Jews are encouraged through laws and terror to leave German territory.

Ghettoization – Jews are forcibly removed to segregated sections of Eastern European cities and are made to endure terrible living conditions.

Deportation – Jews are transported to death and concentration camps.

Mass Murder – Gassing, shooting, and confinement with forced labor are used to systematically kill Jews.

The question of why so many German people went along with Nazi policies seems to be answered by conformist behavior (not wanting to be perceived as non-conformist or cowardly) or by belief (a long held culture of anti-Semitism that made people think it was OK to harm the bad “others”). The Nazis’ small steps also contributed to people’s moral decline by involving them in a steady process of increasingly abusive behavior toward Jews.

Propaganda films prepared by each group are to be finished and put into the 2010 folder. The films will be shown in class on Thursday.

Make sure that you develop a discussion about the key human behavior concepts connected to your event. If you choose to use Keynote or Power Point, use the slides to amplify your comments (images and short bullet points), rather than using them to repeat what you say! 

Thurs, April 22 – Daisy, Molly, Phoebe, Phil, Aren. Ian

Mon, April 26 – Reagan, Ayah, Jake, Nick, Sam, Najla

Tues, April 27 – Peter, Jake, Ellis, Libbie, Emily, Hope

Wed, April 28 – India, Katie, Becky

* Make sure that you focus on a key human behavior concept!

Tues April 20 – Margot, Zack, Will, Julian, Madi, Payton

Wed, April 21- Thomas, Carlin, Ned, Amberlee, Alex, Misha

Thurs, April 22 – Daisy, Molly, Phoebe, Phil, Aren. Ian

Mon, April 26 – Reagan, Ayah, Jake, Nick, Sam, Najla

Tues, April 27 – Peter, Jake, Ellis, Libbie, Emily, Hope

Wed, April 28 – India, Katie, Becky

Prepare your current event presentation.

Presentations begin next Tuesday – Margot, Zack, Will, Julian, Madi, Payton

Current events presenations begin next Tuesday.

Be prepared to turn in this current events planning sheet on Wednesday, April 14

Good sources of articles: 

1.     http://www.facinghistory.org/facingtoday

1. http://learning.blogs.nytimes.com/category/global-history/

My presentation date: ____________

My article: Title, date, source, and authors

______________________________________________

Key human behavior concept that I will FRAME, analyze, and discuss. Examples: Obedience, indifference, fear, conformity, membership, prejudice

The basics:

o      who were the people involved ____________________________

o      what happened ________________________________________

o      when & how it happened ________________________________

o      WHY did it happen? (think about this)______________________

o      Why is the event newsworthy (answer the question, “so what?)

How I will make my presentation interesting for others (pictures, sound, involvement, etc.)

__________________________________________________________

1. Read pages 274-283 in your Facing History book then write a two paragraph response to the issues raised in the readings. Look to the questions following each reading to help your considerations.

2. Find an article for your upcoming current events presentation. The article is to focus on a key concept – conformity, indifference, obedience, fear, membership, etc.

Complete your 4th blog post using a key concept then review your entire Ning page for accuracy and completeness.

The final blog for your Holocaust Ning page is due this Friday. Each blog should focus on a concept such as conformity, obedience, fear, indifference, universe of obligation, or membership. Be sure to review every part of your online project for accuracy and completeness. A final grade will be given for the whole project upon completion.

Grading criteria are as follows:

Ning Page Grade:         ____/25

  5  Knowledge –Examples and terminology

  5  Concepts – Awareness, insight, understanding, and connections

  5  Skills – Analysis and evaluation with thinking, alternative points of view, problem solving, and understanding of biases.

  10  Organization – Communicates neatly and effectively. Content requirements are met – 10 photos, 400 word profile, 600 word narrative, 4 key concepts defined and each used in a 200 word blog, responses and wall comments, citations noted.

Professor Emeritus Gerhard Weinberg of the University of North Carolina at Chapel Hill will present a lecture at 9:30 in the St. Michael’s Library about Kristallnacht. 

Students are requested to prepare by reviewing recent readings on pages 263-272.

Review three readings about Kristallnacht on pages 263, 268, and 270. Take written notes on 4-5 ideas that strike you as important and be prepared to discuss them in class.

Each person is to write a 450-550 word description of your group propaganda film. Include a definition of propaganda and tell what effects your film is intended to have on the viewer. Include what you did for each of the 7 techniques (bandwagon, transfer, glittering generalities, testimonial, plain folk, name calling, and card stacking). You may also choose to refer to “Triumph of the Will” to help explain intended effects.

*Keep up to date with blog entries for your Ning page!

Each person is to write a 450-550 word description of your group propaganda film. Include a definition of propaganda and tell what effects your film is intended to have on the viewer. Include what you did for each of the 7 techniques (bandwagon, transfer, glittering generalities, testimonial, plain folk, name calling, and card stacking). You may also choose to refer to “Triumph of the Will” to help explain intended effects.

*Keep up to date with blog entries for your Ning page!

If you have not yet responded to the two forum questions in Ning, you need to do so ASAP!!!! You are very late in doing this. Make sure you TELL ME when you have done this.

Read and prepare discussion notes on pages 237-239 and 245-246 in Facing History

Read pages 225-231 in Facing History. Write down and think about how to explain four key ideas for class discussion.

1. Read pages 225-227 & 228-231 and write a 1-2 paragraph response to the main ideas.

2. Further refine and proofread your Ning page narrative. Mix action, description, and dialogue to bring it to life.

An interim grade will be given for the work scheduled to be completed by this Friday. Material due includes all of the following:

1. Profile Completed - 400 word background description
2. 10 tagged photos 
3. 600 word Narrative Elaboration (use the first person and mix action, description, and dialogue to tell about a day or period in your character’s life)
4. Blog 1 completed

Be prepared to answer the questions below.

1. With the help of an example from the text, explain how the Nazis used movies to shape people’s thinking about Jews.

see pp. 225-227

1. Explain in steps how a normal person in Germany might be transformed into someone who stood by while Jews were gassed.

See “No Time to Think” reading in text (p. 189)

1. Use an example of a Nazi cartoon to explain how propaganda was used to teach children to treat Jews badly. Include as much detail as possible.

Refer to the cartoon of Julius Steicher and “Aryan” children or the cartoon of Jewish children being kicked out of German school.

1. Describe the tools that a dictator like Slobodan Milosevic or Hitler might use to stay in power.

Nationalism, Control of TV, Economic Leverage, Police Control, Infighting, Manueverability

1. Define propaganda and describe the propaganda techniques used in the film “Triumph of the Will.” Include a detailed description of a scene shown in the film.

Bandwagon – follow the crowd

Testimonial – celebrity endorsement

Glittering Generalities- broad vague statements

Plain Folk – the friend of the common man

Card stacking – presenting only one side of the issue

Name calling – giving the opponent a bad label

Transfer – associate a symbol with something else

1. Bring all props, costume pieces, and scripts for your group propaganda films. Be prepared to start filming prepared scenes.

2. Develop your Ning page blog for Friday. See the previous sub-web assignment for an example.

Further develop your Ning page narrative and write your first blog post, focusing on a key concept. Your blog posts should be at least 200 words each). The concepts you focus on may include such topics as genocide, obedience, conformity, membership, identity, anti-Semitism, racism, hate crimes, de-humanization, rescuer, perpetrator, etc. Define the key term you use as part of your blog. See the example below.

Blog Post Example: How to Use Obedience to Defeat a Nazi

Obedience is when people carry out commands given by someone they think is a legitimate authority. The Nazis were so used to being obedient that I was able to use it against them.  Once I was standing by the train station loading dock, watching German soldiers and Hungarian police push long lines of men, women, and children toward freight cars waiting to deliver Jewish children to the death camps. I rushed forward to grab two young boys by the collar and throw them into the back seat of my car. A German soldier ran over, pulled out his revolver, and motioned to me to return the boys. I refused, shouting. “‘This car is foreign territory. The boys are under Spanish jurisdiction and you’ll be violating international law if you so much as touch them.” A German  lieutenant colonel came over and told the other soldier to let me go.  I later discovered that the colonel was Adolf Eichmann, who had  murdered millions of Jews in the death camps of Europe. Why did he let me go? He was used to being obedient and he was misled into perceiving me as an authority. I was a very good actor and had a powerful way of telling people to do something. I was so strong, that there was no way he could contradict me. The German soldiers simply went away.”

1. Read pages 225-227 in your Facing History book.

2. With consideration of the questions at the end, write a 200 word (appx.) response to the reading. Use phrasing that helps to amplify your insights.

The due dates for your Holocaust Ning page have been updated as follows:

Friday, February 19 – Profile Completed, including 5 photos and 400 word background description

Friday, Feb 26 – Add the remaining five photos and complete your Narrative Elaboration (use the first person and mix action, description, and dialogue to tell about a day or period in your character’s life)

Friday, March 5 – Blog 1 completed

Friday, March 12 – Blog 2 Completed

Thursday, April 2 - Blog 3 Completed

Friday, April 9 – Blog 4 Completed

Reminder: The final $600 payment (out of $700 total) for your trip to Washington DC is due by next Monday, February 22. Checks should be made out to St. Michael’s. Please refer to the January 28th e-mail notice if you are interested in adding trip cancellation insurance. 

Read “No Time to Think” on pages 189-191 of your Facing History book.

Create a color comic strip on 11 x 17 paper to show the slow, step-by step transformation of an ordinary person between 1933, when people saw “German Firm” stickers on windows of non-Jewish shops, to becoming a bystander or participant during gassing of Jews in 1943. Your comic character should think out loud or have captions to explain what has happened in each scene.

Have your comic include six situations or effects mentioned in the reading. For example, having no time to think, enjoying middle class status, fear, uncertainty, fascination with enemies, not being able to prove a train of cautious thought, others calling you “alarmist,” waiting for others to communicate resistance, weakened confidence, etc.

“It has been said that all that is necessary for the triumph of evil is that good people do nothing.”

Reminder: The final $600 payment for your trip to Washington DC is due by next Monday, February 22. Checks should be made out to St. Michael’s. Please refer to the January 28th e-mail notice if you are interested in adding trip cancellation insurance. 

Homework:

Use the source analysis handouts from class to closely examine the Nazi propaganda cartoons provided. The questions are intended to help you develop a thorough set of notes.

Full instructions for this project were distributed in class. Please refer to key themes in the article link below for your creative satire (poem, song, poster or rap) of how to stay in power:

http://www.nytimes.com/1993/03/14/weekinreview/the-world-how-serbia-s-czar-holds-fast-to-power.html?scp=1&sq=milosevic+power&st=nyt

1. Explain why WWI was considered a “total war“ – a war far different from any previous war.
2. Tell why World War I did not end up being the “war to end all wars.”
3. In addition to being punished after WWI, what other factors contributed to the difficulties faced by people in Germany during the 1920s?
4. Once Hitler became Chancellor of Germany in 1933, how did the shift in power from individual citizens to “The Fuehrer” (Hitler) affect people’s freedom?
5. Explain how fear, conformity, and community helped Hitler to get people to line up and follow his lead.
6. In the Milgram Experiment some “teachers” refused to follow orders while others continued to give punishment. What caused some teachers to refuse to continue?
7. Explain how responsibility and obedience are related to each other.
8. Describe the role of racism under the Nazis.

Make sure that you have joined the history project Ning. If you have not received an email asking you to join, please contact Mrs. H. Remember, for Full Name, you want to type the name of your historical figure. For Real Name, but your name. You are filling all of this out as if you are this historical person.

Refer to situations in “The Wave” and “Obedience” to comment on how each factor below could help Hitler to control society:

Obedience – following the orders and expectations of others

Conformity – adapting behavior in order to belong

Community – acting together with a common goal

Fear – ostracism from the group

How did Adolf Hitler Come to Power in Germany?

Write a 900-1000 word essay that will analyze and evaluate key factors that contributed to the rise of Hitler and the Nazis. Your essay will need to incorporate and analyze the sources that have been discussed in class. A five paragraph essay is suggested. The grading criteria for the essay will include the following:

Big picture – Paint a brief picture with words of what Hitler’s rise would mean for Germany

Interpretation of Events - Answer to the “So What?” question & use of effective vocabulary/definitions

Supporting examples – quotes and paraphrasing from analyzed sources- don’t just repeat them, but comment on why they support your ideas.

Evaluation - Weighing of factors to interpret which were most important in Hitler’s rise to power. 

Organization/presentation - Effective introduction and conclusion. Clear theses shaped in body paragraphs. Ideas linked effectively.

Create an outline for an essay that will analyze and evaluate the importance of key factors that contributed to the rise of Hitler and the Nazis. Your essay will need to analyze the sources that have been discussed in class. The grading criteria for the essay will include the following:

Big picture – Paint a brief picture with words of what Hitler’s rise would mean for Germany

Interpretation of Events - Answer to the “So What?” question & use of effective vocabulary/definitions

Supporting examples – quotes and paraphrasing from analyzed sources

Evaluation - Weighing of factors to interpret which were most important  

Organization/presentation - Effective introduction and conclusion. Clear theses shaped in body paragraphs. Ideas linked effectively

Read pp119-122

The Treaty of Versailles

1. U.S. President Woodrow Wilson believed that “frustrated nationalism” created WWI. Why would the president of the U.S., a nation based on an idea rather than a tribe, want to separate people into countries according to their ethnic groups?
2. President Wilson believed that we were fighting the war “to end all wars.” How does this thinking contrast with Gandhi’s?
3. Why didn’t President Wilson’s dream of a lasting peace come true?
4. How was the Treaty of Versailles an example of vindictive behavior?
5. How does a nation experience shame?
6. What is a “just peace”?
7. According to columnist A.M. Rosenthal (At the bottom of page 121) how did leaders like Slobodan Milosevic of Serbia instill a sense of fear in order to build their own power?
8. Using your answers above, what conclusions can you draw about the wisdom of: separating people into countries according to their ethnic groups as the best way to prevent future war?
9. What would you have done at the end of WWI to shape a lasting peace?
10. What conclusions can you draw about the approach to war taken by president Wilson?

Tomorrow (Friday) please bring in your $100 deposit check made out to “Jumpstreet Tours” for the  April 16-19 trip to Washington, D.C.

In your text, read pages 110 – 118 (“Total War” and “War and Revolution in Germany”) then prepare written discussion notes on the questions at the end of each reading. Try to amplify your insights! Make connections and dig deep.

All–

1 . Vocab quiz tomorrow (1.13).

2.  Bring Things Fall Apart to class and journals if I don’t have yours.

3.  See below for ongoing due dates.

Read pages 37-39  and 40-42 in your Facing History book. Take written notes for discussion about the questions on pages 39 and 42.

Read Stereotyping on page16 and Legacies on page 20. In you journal write full sentence answers to the questions below.

Stereotyping

1. List three characteristics of stereotyping explained in the reading?
2. How is a stereotype like a first impression? How is it different?
3. How do prejudices shape our perceptions of us and them?
4. Write your own definitions of the following terms:
   1. ethnic group
   2. prejudice
   3. discrimination
   4. stereotype
5. How do labels learned at a young age later metamorphose into more visible acts of racism?
6. How did stereotyping affect Joseph Suina?
7. How did stereotyping affect Jeanne Park?

1. What is a legacy?
2. Poet Maya Angelou says, “I think that the courage to confront evil and turn it by dint of will into something applicable in the development of our evolution, individually and collectively is exciting, honorable.”
   1. How would she define courage?
   2. How would she define creativity?

3. On page 22 Bill Moyers, discussing creativity says, “…the suppression of life within us lies at the base of so much of today’s waste, violence, and mindless cruelty, for the artist, the craftsman, is not necessarily the more gifted among us, but the more fortunate.  Why are artists so fortunate?

In your blue Facing History book, read pages 10-15 and take written notes on the questions below to use for class discussion. All of your notes should be kept in your history notebook/journal. They will be checked tomorrow, but not turned in. This examination of racism is in preparation for interpreting the Holocaust.

Discussion questions:

“Little Boxes”

What kinds of “boxes” create misleading meaning about Anthony Wright?

Why does he find it so difficult to identify himself according to these categories?

Why must he identify himself in this way?

When does a special designation become a box that limits a person?

Does the reverse ever happen? That is, do people ever feel hurt because their membership in a group is not acknowledged?

Now, generalize about how classifying people can be either useful or harmful??

Race and Science”

Why did Susie Phipps go to such expense and trouble to fight her designation?

Why does the state have a formula for officially deciding what each person’s race is? Is it a good idea?

What kind of power do ideas, even mistaken ideas – have to shape the way we see ourselves and others?

Create a working definition of the word “race” (your own interpretation)

Write a working definition of the word “racism.”

Read President Obama’s Nobel Peace Prize acceptance speech (see link below). Identify three key ideas from the speech that strike you as meaningful.

Draft an essay (450-550 words) to stress the importance of the ideas you select. 

http://www.nytimes.com/2009/12/11/world/europe/11prexy.text.html?ref=europe

The criteria for this short essay are as follows:

Effective introduction

Significance of events, ideas, or people stressed

Your own insights and connections 

Clear theses shaped in body paragraphs

Ideas linked effectively

Effective conclusion 

In your scripts, have your characters ask out loud WHY people during apartheid behaved the way they did – control, denial of rights, violence, evil, injustice, exaggeration of force, etc. 

Also make sure that the narrator includes specific names, dates, and clear descriptions of the assigned event.

1. Research the event assigned to your group for the puppet show so that you are able to discuss how to present the event and main concepts. Events are listed at the bottom of this page.

2. Apartheid and Human RIghts

Create a list of ten well written human rights that you think should be universal (required for everyone to live a free and fulfilling life).  Among your considerations might be some of the following:

Levels of education and health

Punishment for speaking your own language

Punishment for practicing the religion you believe in

Punishment for telling others what you think

Severe punishment for minor crimes

Forceful separation from your family

Forced to work for no pay or almost no pay

Not able to work

Not cared for during your old age

Not allowed to help choose your leaders

Not allowed to travel where you like

Events for group puppet shows:

•  
  • Group 1: Treason Trial after creation of the Freedom Charter
  • Group 2: Sharpeville massacre
  • Group 3: Mandela’s speech at the Rivonia Trial
  • Group 4: The Steve Biko Story
  • Group 5: Human Rights and the Freedom Charter  

Read handout about “apartheid” in South Africa.  Pay special attention to the description of what apartheid involved and be prepared to discuss the events and key people noted on the first page of the handout.

Beginning November 23 we will study South Africa under the system of apartheid. Each group 3-4 students will create a puppet show based on one of the events below.

Apartheid Puppet Show:

Due Dates:

• Final script submission for an assessment grade on Tuesday, December 8
• Puppet show presentations begin on Monday, December 14

Your assessment task is to create a puppet show that CREATIVELY tells a story of life during apartheid (groups of 3-4 students in each group).

• The story should be based on your assigned actual event. Each group has been assigned an event below, but may suggest an alternative.
  • Treason Trial after creation of the Freedom Charter
  • Sharpeville massacre
  • Mandela’s speech at the Rivonia Trial
  • The Steve Biko Story
  • Human Rights and The Freedom Charter
• Your puppet characters must include a “judge” or narrator who comments on the significance of the story in general terms (see the questions below from Sarafina to get an idea of concepts that your “judge should address.”

Examples of Concepts that your “judge” could address (some based on the movie Sarafina, which we will view during class):

1. Why was Apartheid unjust?
2. Why were those in power so afraid of losing control?
3. Why did good people such as Sarafina participate in such terrible things?
4. When authorities issue an order and it is laughed at or simply ignored, why might their reaction be out of proportion (much to strong) compared to the simple act of laughter or non-participation)?
5. With what specific actions did the apartheid government in South Africa create a sense of fear.
6. Elaborate on the thinking that people used to justify continuing Aparthied.
7. How can rule by abusive people become self-perpetuating?
8. In Sarafina, why was the teacher, Miss Massmouka, a threat to the government?
9. Describe what people tend to do when almost everyone around them participates in violence and destruction.
10. The constable In Sarafina, claimed that he was keeping the streets safe by punishing people who were disruptive. Was he right to keep order? Why or why not?

1. Using examples practiced by Gandhi, explain how a non-violent campaign can achieve social change. Stress why each tactic worked to help achieve the goal.
2. Gandhi said,  “I want to change their minds, not kill them for weaknesses that we all possess,” and he said, “ We will fight, not with violence that inflames their will, but with firmness that will open their eyes.” With these two quotes in mind, discuss how Gandhi considers human behavior when seeking social change.
3. Discuss why understanding the people of India and gaining their participation was so important to Gandhi.
4. Gandhi confronted a problem in his strategy when he could not control the passions of Indian people who began to act violently. Explain how he was able to stop the violence.
5. Discuss what happened when General Dyer went to Amritsar and why it happened. 

Find an original quote by Gandhi to discuss in 1-2 paragraphs. Make connections to your own experience, books, movies, or events that you have studied. Below are two possible sources of Gandhi quotes, but there are many.

http://www.quotationspage.com/quotes/Mahatma_Gandhi/

http://www.famous-quotes-and-quotations.com/gandhi-quotes.html

Gandhi - Current Event Connection

Review the questions below, then go to the link that follows and read the article. When you are finished, answer the questions. The questions will be turned in for a grade.

http://www.nytimes.com/1991/09/05/world/karachi-journal-a-hindu-romeo-a-muslim-juliet-and-woe-aplenty.html?scp=1&sq=philip%20shenon%201991%20karachi&st=cse

Questions:

1. Why would Zeba Bakhtiar receive death threats for acting in a romance movie?
2. How does the slogan, “God made land. Man made borders,” connect to the relationship between Romeo and Henna (Juliet) in the movie?
3. How might a movie such as this help to bring peace?
4. Describe or recreate an imaginary situation or conversation that might have led someone to hate what Henna shows.
5. Why might movies have more power to sway opinions than books in India and Pakistan?
6. Describe the film-making formula that film producers use to appeal to many different types of audience in India.
7. What does tolerance mean and how does “Henna” address this theme?
8. Using ideas from your previous answers, explain how artists such as film makers have a certain power to open people’s eyes to new ways of seeing.
9. Describe an imaginary situation or conversation that might have Mr. Kapoor the director) to make a movie such as Henna with a setting in Kashmir.

History Essay – 800-900 words - due Wednesday, October 28

Assignment: Analyze and evaluate the decision of the U.S. government to assimilate its Indian population by establishing Indian boarding schools during the late 1800s and early 1900s.

How to analyze a Historical Event or Decision:

·      PAINT WITH WORDS the big picture (tell me about the BIG IDEA).

·      Use EXAMPLES to support your key ideas.

·      Stress why your ideas or observations really matter (answer the question, “SO WHAT?”)

How to evaluate possible strategies in history:

There are 3 good ways to evaluate or WEIGH strategies before deciding on the BEST approach  (Was THE IDEA OF BOARDING SCHOOLS the best available strategy at that time or not?)

Discuss:

o     Advantages vs. Disadvantages of the strategy

OR

o     Short-run vs. long run consequences

OR

• The situation as seen from different perspectives (Indian vs. white)

After verbally weighing each main choice, tell which is best and why.

Read the letter by Richard Pratt justifying the creation of schools for Indians. The accompanying questions and your answers will not be due on Tuesday. Instead, we will discuss them in class on Monday (they will not be turned in). Make notes in the margins of your own thoughts and connections. Below are the questions:

Questions (these will not be turned in, but will be discussed in class). Be prepared to participate!

1. Tell three arguments  Pratt makes that are persuasive. Explain for each, why the idea makes sense.

1. If you were to argue against Pratt, tell what you would do differently and why.

1. Consider the notion, “cut his hair, put him in a uniform, remove him to a strange place, as far as possible from the spiritual center of his existence, and he will become whatever you want him to be.”   How does the idea conflict with need to have one’s own identity?

1. Why do you think Pratt eventually focused on Indian schools for children rather than adults?

1. Discuss what kinds of efforts (if any) should be made to assimilate people of different cultures into a country.

1. Was it a mistake in Richard Pratt’s day to “feed our civilization to the Indians instead of feeding the Indians to our civilization?

1. If the decisions we make today will affect the kind of country we have tomorrow, what conclusions can you draw about how we should treat people who arrive in America with different cultures?

In the White Man’s Image part 1

This assignment was given last night. Here it is again, explained slightly differently.

*Your task is to write 1-2 paragraphs explaining what options seem to be available to the U.S. government with regard to the Indians during the late 1800s. Also tell what other options (that you think of on your own) you might have been able to suggest if you had lived at that time. 

You should imagine that you live during the 1870s and that you are a uniquely educated anthropologist who values other cultures. Most other people in America have no interest in the cultures of people like the Indians, who behave so differently. You see that Indian cultures are being systematically destroyed and this will continue unless you do something.

Think of the movie you watched in class about the school for indians. Was the school a good idea? What else might the country (which was intent on growing, competing, and prospering) have done with its indian population?

Read in your big blue Facing History book pages 99-101 (Reading 12 – Nationalism, “Race” and Empires).

Complete all questions that accompany the news article, “A Veil Closes France’s Door to Citizenship.”

Respond in detail to the following questions (Refer to pages 8-13 in the yellow booklet):

1. Compare and contrast the actions of President Eisenhower and Governor Faubus during the 1957 crisis at Little Rock Central High School. 

2. Discuss how Doris Kearns Goodwin was able to expand her “universe of obligation” during the Little Rock crisis and why the idea of expanding one’s universe of obligation may be important to the advancement of freedom.  

3. Why was the change that was brought by the 1954 Supreme Court decision “Brown vs. the Board of Education” (to integrate public schools) so difficult to achieve?

4. What role did bystanders play during the Little Rock crisis?

Read in Yellow Choosing to Participate booklet pages 8-13, “Crisis in Little Rock.”

Take notes to help you discuss questions on pp. 14-15

Complete the following using your notes from the “Choosing to Participate” yellow booklet (pages 5-7).

1. Make an identity bubble chart that shows which labels Jesus Colon might put his group (the group that others perceive him as belonging to).
2. Make another identity chart that shows how Jesus Colon might label another group.
3. Use the example of Jesus Colon to explain how emotions like fear and empathy impact people’s decisions in a special way when people are segregated. How is this different than the feeling people have when they live together and are treated as equals.
4. How might Jesus Colon try to escape from the identity given to him by others?

Test 1 - History and Human Behavior

Sample answer format:

1. Concepts - explain the big idea

2. Examples - discuss a specific historical example from your reading and notes.

3. Interpretation - Tell in your own words that the example shows how human behavior helped to create an important outcome in history.

1. Referring to the “The Bear That Wasn’t” or Jimmy Carter’s experience in 1955 to explain how our identities are shaped and how they can influence us.

1. Explain how Martin Luther King Jr’s “Letter From a Birmingham Jail” could have influenced people’s thoughts and actions in the U.S.?

1. Use examples to explain why the practice of segregation had both social and psychological effects.

1. Explain how Jimmy Carter’s behavior in 1955 (according to “ We could not Yield”) sets an example of how people must think and act to protect and advance freedom in America.

1. Explain why the Trial of Emmett Till was such an important event in the history of the US Civil Rights movement. 

Read pages 5-7 in Yellow “Choosing to Participate” booklet. Take notes for class discussion.

1. Read pages 1-4 in the Yellow booklet (Choosing to Participate). Take notes to help you discuss the questions on pages 3&4.

2. Study for Test next Tuesday. Questions are as follows:

1. Referring to the “The Bear That Wasn’t” or Jimmy Carter’s experience in 1955 to explain how our identities are shaped and how they can influence us.

1. Explain how Martin Luther King Jr’s “Letter From a Birmingham Jail” could have influenced people’s thoughts and actions in the U.S.?

1. Use examples to explain why the practice of segregation had both social and psychological effects.

1. Explain how Jimmy Carter’s behavior in 1955 (according to “ We could not Yield”) sets an example of how people must think and act to protect and advance freedom in America.

1. Explain why the Trial of Emmett Till was such an important event in the history of the US Civil Rights movement. 

Review the questions below to prepare for your test. All questions are short essay. You should support your answers with examples and stress key concepts.

Review for Test

1. Referring to “The Bear That Wasn’t,” or Jimmy Carter’s experience in 1955 (according to “ We could not Yield”) to explain how our identities are shaped and how they can influence us.

1. Explain how Martin Luther King Jr’s “Letter From a Birmingham Jail” could have influenced people’s thoughts and actions in the U.S.?

1. Use examples to explain why the practice of segregation had both social and psychological effects.

    4. Explain how Jimmy Carter’s behavior in 1955 (according to “ We could not Yield”) sets an example of how people must think and act to advance and protect freedom in America. 

    5. Explain why the Trial of Emmett Till was such an important event in the history of the US Civil Rights movement. 

Use your notes from class (movie and discussion) as well as King’s “Letter from a Birmingham Jail” to write a response (a 500 word essay) that considers both of the following questions:

What is the idea that is America?

Why is King’s “Letter from a Birmingham Jail” considered one of the greatest documents about freedom ever written?

Read “Letter from a Birmingham Jail” by Martin Luther King Jr.

Circle thoughts that strike you as important, think deeper about why things really happened (identity, separation, culture, fear, de-humanization, laws, change, etc.) and note your own thoughts/connections on the handout. Be prepared to discuss the letter in detail during class on Friday.

Homework due Tuesday, Sept 8

In your Facing History book read the short story on page 2, The Bear That Wasn’t.  When you are finished, write full sentence answers to the following questions:

1. Why didn’t the people in the factory believe that the bear was who he said he was?
2. Why didn’t the bears in the zoo or at the circus believe him?
3.  Why did the factory President assume he then had to put the bear to work?
4. When the bear finally got to be by himself, who did he think he was?
5. Extend this story to human beings. To what extent might our identities be formed by others and not ourselves?  
6. To what extent are our actions influenced by the role that others give us?  

8^th history due Friday, Sept 4

This assignment asks you to think back to last year. Choose an issue from your history class last year in which a group of people lost their freedom. 

Answer the following question in full sentences:

1. Who were the people who lost their freedom?

2. Who could have stopped the loss of freedom from happening? How?

3. Who caused it to happen? Why?

4. Who tried to preserve freedom for the group. What did they do?

7th: Complete reading: Dandant on Age of Extremes.

8th: Apartheid in South Africa & Mandela.

7th: Complete questions on Working for Freedom.

8C: Rawanda Prep.
8W: No class today.

7th: Read Joy Hakim Age of Extremes; pp 212 – 223.

8th: Read booklet Apartheid in South Africa.

7th: Look over notes: Whose Land is This for in class (can use notes) assessment.

8C: No class today.
8W: 1st Chapter: South Africa by David Downing.

7th: Complete questions from Joy Hakim: pp 193-201.

8C: No homework
8W: Finish An Ordinary Man.

7th: Finish homework questions pp 179-192 in Whose Land is This?

8th: Readings: The World Fails to Respond and Rape as a Weapon.

7th: Study for Wednesday test on Reconstruction.

8C: Read Chapter 10 in An Ordinary Man.

8W: Read Chapter 8 in An Ordinary Man.

8C: No class on 4/16
8W: Test on 7 Stages of Genocide.

7th: Read Chapter 6 in packet: Thaddeus Stevens: Radical. Work on questions from chapters 3-6.

7th: Read Chapter 5 in Hakim and do questions 1-4.

8C: No class tomorrow. The following is due on April 21st: Read Chapters 4 & 5 in Ordinary Man. Compete questions for Chapter 4. Questions on Chapter 5 are for Extra Credit.

8W: Reading: Seven Stages of Genocide.

7th: Lincoln reading and questions due after class discussion.

8th: Quiz on Chapter 3 in Ordinary Man.

7th: Study for test. If you have time, read President Lincoln’s Reconstruction Plan & do questions.

8th: Read Chapter 3 in Ordinary Man. Questions on Chapter 2 due Monday.

7th: Read Andrew Johnson and study for Monday test.

8C: No class today.
8W: Finish Chapter 2 in Ordinary Man; start questions if time. Read Genocide Convention if you have time.

7th: Study for test: Read Reconstruction Means Rebuilding. If time; begin questions.
8C: Read Genocide Convention. Answer questions on Ordinary Man Chapter 2. Read pp 29-39 in Chapter 3 of Ordinary Man.
8W: Read Genocide and Part of Chapter 2 in Ordinary Man.

7th: Prepare for Civil War test by going over list and terms dealing with the CW.

8C: Readings on Genocide and Chapter 2 in Ordinary Man.
8W: Didn’t meet today.

7th: Begin review for Civil War test on April 13th. Read Part 7 – Joy Hakim – pp 154-160.

8th: Read Introduction and Part I in Ordinary Man.

7th: Views regarding Abraham Lincoln.

8th: Read Rwanda packet.

7A: Read: Frederick Douglas & Is This Hell.

7M: Read: Is This Hell.

8th: No homework

7.1: Ratios; read and do 2-30 (evens) from pp 289-90.

7th: Discussed in class – Second Inaugural Address and Frederick Douglas Speech.

8C: We will begin Rwanda on Friday. Read Ordinary Man & History.

8W: Facing History: Part 9 Judgement; Read 2,4, 6, & 8.

7th: Continuation of March 30th assignment.

8C: Facing History: Readings – Judgement; Readings 2, 3, 6, 8.

8W: No class today.

7th Grade: Readings: Lincoln’s Inaugural Address, Gettysburg Address, Frederick Douglas, and Abraham Lincoln on Slavery.

8th Grade: Facing History – Chapter 8: Readings 3, 5, 10, 17.  Write one reflection.

7th History: Readings from Lincoln’s Inaugural Address Packet – The Killing of Strangers.

8th History: Two reflective journals on folowing readings in Facing History: Escalating Violence – 9,10, 14, 17 & 18.  Holocaust – 1,5,6,10,16,17,18.

7th:  No homework tonight.

8C: No class today.

8W: Readings in Facing History – Escalating Violence – # 1,2,3, & 9.  Write reflection.

7th Grade: Read pp 123-132 in Joy Hakim.  Quiz on Tuesday.

8th Grade: Read Chapter 18 in Smoke and Ashes – The Time is Now.

7th Grade: Read Civil War packet – On the Home Front.

8th Grade: Read Chapter 14 & 15 in Smoke and Ashes.

7th Grade: Complete reading Civil War packet.  Look over notes on Civil War.

8th Grade: Questions 1-30 due Friday from Smoke & Ashes.  Read Chapters 11-13.

                 Read: The Holocaust 16, 17, 18 from Facing History.

7th Grade: Read Packet.

8th Grade: Continue to complete questions 1 – 30.

7th: Part 5 in Hakim; pp 100-112.

8th: Smoke and Ashes – continue questions.

7th:  Questions 94-100 in Joy Hakim.

8th: Begin questions for Chapters 11-13 in Smoke & Ashes.

7th: Read pp 94-106 in Joy Hakim: A Fatal Contradiction.

8C: Read Chapters 11-13 in Smoke & Ashes.

8W: Test Tomorrow.

7th: Work on Women’s Rights Movement questions.

8th: Study for test.

7th Grade: Reading: Voices are Heard – pp 21-31.

8C: Read Chapter 10 in Smoke and Ashes. Note: Test on Holocaust 2/24 (objective and essay)

8W: Read Chapter 10 in Smoke and Ashes; do questions 1-10.  Note: Test on 2/25.

7th: Finish questions for Hakim: pp 84-93; 1-9 and 1-8.

8C: No class today.

8W: Readings in Facing History – The Nazi’s Take Power: 2,3,4,7,9.10,13,23.

7th: Hakim – questions from pp. 84-93 – do all.

8C: Complete homework questions for Chapter 10 in Smoke & Ashes.

8W: Wave Reaction paper.

7th: Joy Hakim – Freedom; Reading pp 87-93; Reforms and Women’s Movement.

8W: No class today.

8C: Facing History: Stanley Milgram’s Obedience. Answer question # 3, three parts, p. 210.  Class viewed video today.

7th: Read group’s answers to either questions A or B and add your viewpoints to questions.

8C: Go over review sheet for test on Tuesday, February 17th.

8W: Took test on Wednesday.  No homework.

7th: Readings on the Lowell Mills.

8C: Reflection on The Wave.

8W: Study for test: Part I – Holocaust.

7th: Read pp 75 – 80 in Joy Hakim.

8th: Readings in Facing History : # 9 and 10 – Changes at School and Teaching a Lesson.

       Test on Wednesday.

7th Grade: Write reaction to Letter Written by an Indian Parent.

8C: No class today.

8W: Reading: Facism on the March in Europe.

7th: No homework

8th: Questions on Chapters 9 & 10 from Smoke and Ashes.

7th: Go over notes.  Be sure to read James K. Polk and Manifest Destiny.

8C: Read Chapters 8 & 9 in Smoke & Ashes. 

8W: No class today.

Questions on Chapters 5-7 due tomorrow from Smoke and Ashes.

Read and complete all questions on Smoke and Ashes chapters 5, 6, 7.

Read Smoke and Ashes chapters 5 & 6.

Facing History: Readings – 4,5,7,10,11.

Chapters 3 & 4 questions due in Smoke and Ashes.

Continue reading Smoke and Ashes; chapters 1-4 + questions.

Read Chapters 3 & 4 in Smoke and Ashes.

Questions 1 + 2 due Friday.

Questions 3 + 4 due Monday.

Smoke and Ashes: Chapters 1 & 2.

Read: A History of Antisemitism.

8C: Reading – A History of Antisemitism.

8W: Reading – Eugenics Past and Present.

1. Finish Eugenics packet.

2. Complete extra credit questions on all the readings (optional).

3. Read Eugenics past and present.

Read entire packet on Eugenics.

8C: Readings 1 & 2 on Eugenics.

8W: Finish Readings in Facing History – We & They.  Readings 1 & 2 on Eugenics.

8C:  Reading # 8 in Facing History; pp 87 -91.

8W: Didn’t meet today.

We & They in Facing History: Read Overview plus Readings # 5 & 6.

Do you identity collage.

Facing History reading: Legacies

Read Race & Science in Facing History book.

Read Little Boxes in Facing History.

8C: Reading – Little Boxes

8W: Reading – Little Bear that Wasn’t - construct identity chart.

8C: Facing History: The Bear That Wasn’t -create identity chart.

8W: study for tomrrow’s test.

Prep for test on civil rights: 8C on Tuesday; 8W on Wednesday.

Mr. Laurent will be out at a conference on Monday: hw will be to prep for test.

8C: Test moved to Tuesday, December 9th.  No class today.

8W: Packet – Black Power.  Test moved to Wednesday, December 10th.

Read Black Panthers packet

Note: Civil Rights test on December 8th

8C: Presentation: Mississippi Freedon Summer and Chicago.

8W: Read packet for African American Historic Organizations.

Read Malcolm in Civil Rights readings.

8C: Quiz: Memphis; Presentation: Malcolm X

8W: Quiz: 16th St. Church, Selma, and Memphis

                Reading for extra credit: Malcolm X talks with Kenneth B. Clarke

Civil rights reports and quiz due on Monday.

Prep Civil Rights Presentations and prepare for quiz.

1. Read MLK’s I Have a Dream speech.

2. Quiz tomorrow.

1. quiz on Friday.

2. Give us the Ballot.

8C: Read The American Dream.

8W: Read Give Us The Ballot.

Finish readings on Birmingham Letter.

1. read articles on John McCain.

8C:  Need to finish: Steps to Non Violence and We Shall Overcome (from packet).

8W: We Shall Overcome (from packet)

Read section 2-7.

No written homework

1. 8C: Friday homework: Levels and Types of Conflict + Facing History Harrison Bergeron.

2. 8W: Finish The Six Principles & Types of Conflict.

1. All questions on My Pilgrimage to Nonviolence due tomorrow.

2. Read over MLK’s 6 Principles and be ready to discuss aggression and conciliation model, types and levels of conflict.

1. Test Monday.

1. MLK’s Pilgrimage to Nonviolence: questions 7 – 16.

1. Continuation of questions on MLK: Pilgrimage to Nonviolence.

Continue MLK’s Pilgimage to Nonviolence

Test Monday, October 6th

1. Watch debate.
2. Read newspaper article: Ole Miss to make history again
3. Read MLK’s: Pilgrimage to Nonviolence - take notes and highlight.

8C: Read A Town in Turmoil – Jena 6 case

8W: Read Pilgrimage to Nonviolence.

all questions on MLK due Monday.

8C: read Thoreau: questions due Monday.

8W: Reading: Jena
Finish: Thoreau
Questions due Monday.

8W: read Thoreau, King, and the American Tradition of Protest.

8C: Complete questions 1-9 from Thoreau, King, and The American Tradition of Protest. This is due on Friday.

Read biographical outline of Dr. Martin Luther King. Jr.

From Civil Rights Cold Case Article:
1. do survey Recognizing Stereotypes
2. do survey Attitude

1. Study for test on Emmett Till

Continue reading summer reading book Emmit Till/discussion

Continue readings on crisis in Darfur and also article on Maine school and Darfur.

Continue Darfur readings.

Reminder: Finals Review Packets.

15th: Reading III: Sudan’s Backdrop to Genocide

16th: Finish both readings on Darfur; begin looking over finals packet.

Readings on Darfur: History and Background

Darfur reading.

Same as Friday (May 9th) homework.

Finish reading Rwanda and begin Darfur.

8C: No class today.

8W: Complete An Ordinary Man – Rwanda.

Finish reading An Ordinary Man - Chapters 10 & 11- by Friday.

8W: No class today.

8C: Read chapter 10 in An Ordinary Man – view questions.

Read Chapters 6, 7, 8 of Ordinary Man

8C: Read Chapter 5 in An Ordinary Man.

8W: Read Chapter 6 in An Ordinary Man.

8C: Read Chapter 5 of An Ordinary Man

8W: No class today.

Read Chapter 4: An Ordinary Man

Read pages 29 – 72 in An Ordinary Man:Rusesabagina

An Ordinary Man by Paul Rusesabagina: Read Introduction and Chapter I.

Read The Seven Stages of Genocide and The Genocide Convention.

Facing History readings:

Denial and the Holocaust; The First Amendment and Denial; and The Politics of Denial.

Reading 6: pp 486 – 87

Reading 7: pp 489-90

Reading 9: pp 494 -95   all in Facing History.

Finish the readings from the weekend.

Do short writing assignment on the readings.

Facing History readings:

Sanitary Language; Mechanizing Death; Blueprint for the Final Solution; the Jewish Councils; The Holocaust Part 7 

8C: No class today. Responsible for Facing History readings tomorrow.

8W: Continue last night’s Facing History readings.

8C: Answer questions 1 – 4 on Propaqganda & Goals of Education

8W: No class today

8C + 8W: Read Hitler’s Willing Executioners

8C: No class today

8W: Continue to work on Holocaust questions from chapters 11 – 13.

8C + 8W: Complete all questions on Chapters 11 – 13.  They are due Friday or Monday.

8C: finish questions 11 – 12 on Holocaust.  We will discuss tomorrow.

8W: No class today.