Tuesday, May 31, 2011

1984 Activities

Watch the video linked below.
http://www.aclu.org/pizza/images/screen.swf
Do you think this scenario is exaggerated? Why or why not?

Read/Listen to Chapter 1 from 1984.
http://www.george-orwell.org/1984/0.html
Explain the following terms:

Newspeak:

Big Brother:

Thought Police:

Doublethink:

What is a telescreen? What is the purpose of telescreens?

What are the three slogans of the party?
What do you think these slogans mean?

What are the four government ministries?
Which government ministry does Winston work for?
Which ministry is most frightening to Winston? Why?

Briefly explain the setting (time and place).

Draw a picture of Big Brother.

Complete this worksheet:
http://graphics8.nytimes.com/images/blogs/learning/pdf/2010/20101021_1984.pdf

May 31- June 3

United States History:
The Century America's Time: A New World

Summary/Discussion Questions/Extension Activities:
http://www.history.com/images/media/pdf/Century14.pdf

English:
1984
Pre-reading activity:
http://www.aclu.org/pizza/images/screen.swf
NY Times Lesson/Discussion Questions:
http://learning.blogs.nytimes.com/2010/10/21/big-brother-vs-little-brother-updating-orwells-1984/
Lessons/Activities/Chapter Summaries, etc:
http://us.penguingroup.com/static/pdf/teachersguides/1984.pdf
Unit 1984:
http://www.wordfight.org/1984/1984-unit_packet.pdf
Complete copy of 1984:
http://www.george-orwell.org/1984/0.html
Listen:



Watch:
http://www.youtube.com/watch?v=Fdu5Lt8X0N0&feature=related

World Studies:
"Found Poetry" in the news...
http://learning.blogs.nytimes.com/2011/05/26/reflections-on-our-second-found-poem-challenge/
What is a Found Poem?
http://graphics8.nytimes.com/images/blogs/learning/pdf/2010/NCTEarticle.pdf
Games:
http://www.magicstudio.com/interactive/view/11591?from=library&return_to=%2Frepository%2Fbrowse%2F19255
http://www.magicstudio.com/interactive/view/11590?from=library&return_to=%2Frepository%2Fbrowse%2F19255%3Fpage%3D9

Wednesday, May 25, 2011

The Geography of Hate

The Atlantic article "The Geography of Hate"
http://www.theatlantic.com/national/archive/2011/05/the-geography-of-hate/238708/

Answer these questions:

Since 2000, the number of organized hate groups -- from white nationalists, neo-Nazis and racist skinheads to border vigilantes and black separatist organizations -- has climbed by more than __________?

Their rise has been fueled by growing anxiety over _________, immigration, racial and ethnic diversity, the election of ________________ as America's first black president, and the lingering ___________ crisis.

As of 2010, the Southern Poverty Law Center documents ____________ such hate groups across the United States.

Two states have by far the largest concentration of hate groups -- _____________with 13.8 groups per million people, and _________________ with 13.7 per million.  Arkansas (10.3), Wyoming (9.7), and ____________ (8.9) come in a distant third, fourth, and fifth.

Hate groups are much less concentrated in the Northeast, Great Lakes, and the West Coast.  ____________ has the smallest concentration of hate groups, with 1.3 groups per million people, nearly ten times less than the leading state, followed by ________________ (1.4), New Mexico (1.5), Massachusetts (1.6), and New York (1.6). Connecticut (1.7), California (1.9), Rhode Island (1.9) all have less than _________ hate groups per million people.

The geography of hate also sorts across ______________ lines. Hate groups are more concentrated in states with higher _______________ rates (.39) and those with larger blue-collar working class workforces (.41).

Hate groups also cleave along ___________ lines. Ironically, but perhaps not surprisingly, higher concentrations of hate groups are positively associated with states where individuals report that ___________ plays an important role in their everyday lives (a correlation of .35).

Sunday, May 22, 2011

"You Bug Me"

http://www.npr.org/2011/05/17/135703137/you-bug-me-now-science-explains-why&sc=nl&cc=es-20110522

Fun quiz too! I scored above average...on this quiz that is not a good thing.

May 23-27


United States History
"Born on the Fourth of July"

What did you learn about the Vietnam War and the anti-war movement from watching this film?
Answer this question in paragraph form. Answers must be typed. Paragraphs must be four to five sentences in length. Cite specific examples from the movie to support your answer. Minimum of two paragraphs are required. Due on Wednesday.

The Century: America's Time

Study Guide:
http://www.history.com/images/media/pdf/Century13.pdf

English
Read "First Blood Diamonds, Now Blood Computers"
Finish and present posters on Monday.
http://hansengeorge.blogspot.com/2011/05/conflict-minerals-project.html
Resources:
http://hansengeorge.blogspot.com/2011/05/conflict-minerals.html
Continue independent reading and reading logs


World Studies
Monday: Headlines due 1/2 the class bring in a headline dealing with a significant event occurring in the United States and the other half of the class bring in an event dealing with a significant event occurring in the Democratic Republic of Congo. Share with the class.
Finish Packets and Maps.
http://hansengeorge.blogspot.com/2011/05/world-studies-final-project.html

Friday, May 20, 2011

World Studies Final Project

Positive/Negative World Timeline and Map Project:





Create a Positive/Negative Timeline covering the time period May 2010-May 2011.

Include the following countries:

Afghanistan
http://topics.nytimes.com/top/news/international/countriesandterritories/afghanistan/index.html

China
http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html

Cuba

Democratic Republic of Congo
http://www.time.com/time/world/article/0,8599,2071007,00.html
http://www.time.com/time/specials/packages/article/0,28804,2035319_2035317_2035516,00.html

Egypt
http://english.aljazeera.net/news/middleeast/2011/01/201112515334871490.html

France

Haiti

India

Iraq

Italy

Israel

Japan
http://articles.cnn.com/2011-03-12/world/quake.tsunami.timeline_1_nuclear-power-plants-fukushima-prefecture-international-atomic-energy-agency?_s=PM:WORLD

Libya
http://www.nytimes.com/2011/04/26/world/africa/26libya.html

Mexico

Norway

Pakistan
http://topics.nytimes.com/top/news/international/countriesandterritories/pakistan/index.html

United States

United Kingdom

South Africa

Sudan
http://news.bbc.co.uk/2/hi/middle_east/country_profiles/827425.stm

Venezuela

You must include a minimum of three significant events (either positive or negative) for each country. Write these headlines and dates in the packets provided in class. You will later select one headline from each country to include in your timeline.

For example, I might include this as one of my top news stories for Norway:
http://www.cbsnews.com/stories/2011/05/03/501364/main20059276.shtml


You must include pictures of four events on your timeline.

You must rank the significance of each event you include on your timeline.

You must locate, shade, and label each country on a world map. You map will be turned in when you turn in your timeline.

Links:
CNN World:
http://www.cnn.com/WORLD

BBC World:
http://www.bbc.co.uk/worldservice/programmes/index.shtml

Time Magazine-World:
http://www.time.com/time/world

NPR-World News:
http://www.npr.org/sections/world/

New York Times:
http://www.nytimes.com/


More detail: You will need construction paper, graph paper or tag board for this project. Draw a line down the center of your paper. Draw a vertical line down the far left side of your paper. Everything above the center line will be labeled +5 through +1. Everything below the horizontal line will be labeled -1 though -5.
Now label the horizontal center line beginning with May, 2010. Include every month up to May, 2011.

Determine the significance, either negative or postitive, of each historic event. Either write events on your timeline or type, print, and glue events on your timeline.
This project is worth 100 points:
Completed Packet: 40 points
Completed Timeline: 40 points
Map:10 points
Pictures: 5 points
Appearance: 5 points points

This project is due May 25th
Examples of Positive/Negative Timelines:



Example of Packet:

Examples of Map Legends and Map Symbols


Wednesday, May 18, 2011

Conflict Minerals Project


Conflict Minerals Project

Watch 60 Minutes video:
As you watch, write down three new facts you learned about the issue of conflict minerals. (10 points)

http://www.cbsnews.com/stories/2009/11/25/60minutes/main5774127.shtml
Watch Time Magazine Video:
As you watch, write down two new facts you learned about conflict minerals. (10 points)
Is There Blood on Your Laptop?
http://www.time.com/time/video/player/0,32068,594243401001_2013170,00.html
Read, highlight, and discuss:
http://www.raisehopeforcongo.org/content/initiatives/conflict-minerals
http://www.time.com/time/world/article/0,8599,1912594,00.html?xid=rss-topstories

Create a poster informing your audience about the conflict mineral issue and what can be done about this problem.
Your poster must include:
-A Title
-Information about the issue (Facts, statistics, graphs, charts, maps, etc. taken from the videos and packet we read in class. You must include at least five pieces of information.)
-Solutions (Taken from the videos and packet read in class.) You must include at least one thing people can do to combat this problem.
-A minimum of two images (found on the internet) You could use maps, charts, graphs, pictures, etc.

Resources:
About conflict minerals:
http://planetgreen.discovery.com/work-connect/conflict-minerals-congo-act.html?print=true
http://www.washingtonpost.com/wp-dyn/content/gallery/2010/12/13/GA2010121302671.html
http://www.washingtonpost.com/wp-dyn/content/article/2010/12/13/AR2010121304571_pf.html
How to make a great poster:
http://www.wikihow.com/Make-a-Poster
http://www.ehow.com/how_7825180_make-great-posters-school-project.html
http://www.ehow.com/how_7867929_make-project-posters-look-good.html

Tuesday, May 17, 2011

Reading Comprehension Assignment: "Two Schools in Afghanistan, One Complicated Situation"


Educators:
You will need copies of the following article:
http://www.nytimes.com/2011/04/24/weekinreview/24mortenson.html?_r=1&scp=1&sq=two%20schools%20in%20afghanistan&st=cse
Post-its (3 per student)
Highlighters (1 for each student)

Read (popcorn reading)and highlight in class:
http://www.nytimes.com/2011/04/24/weekinreview/24mortenson.html?_r=1&scp=1&sq=two%20schools%20in%20afghanistan&st=cse

Create three questions from the article. Write each question on a separate post-it. Questions should be "Who, " "What," "When," "Where," "Why," or "How" questions. I will select questions from student created questions and teacher-created questions for an end-of-the-week quiz on all three news articles.


Examples from "Two Schools in Afghanistan, One Complicated Situation" teacher created questions:

What controversy is described in the article?
Who is at the center of the controversy?
Why is this a controversy?
When was the school in Bozai Gumbaz completed?
Where are most of Mortenson's schools located (List two countries)?
How could Mortenson be better assured his schools would be used?

Note to students:
If you don't know what a word means, use one of these resources to help you:
http://www.visuwords.com/

http://www.wordsift.com/visualize

http://www.visualthesaurus.com/

Conflict Minerals...Resources and Lessons





Enough Project (What can be done):
http://www.enoughproject.org/certification
Conflict Minerals Companies:
http://www.raisehopeforcongo.org/content/conflict-minerals-company-rankings
Toolkit for Action:
http://www.raisehopeforcongo.org/sites/default/files/Enough%20Conflict-Free%20Campus%20Toolkit.pdf

World Studies:
Watch all four videos.
Read, highlight, discuss packet.
Develop a plan of action. (Students may work alone or with one other person.)

"Born on the Fourth of July"

Watch the movie
As you watch the film, complete a graphic organizer "5 Ws and an H."

Step-by-step process:

1. Draw a circle in the center of your paper. Use black marker. In the circle, write "Born on the Fourth of July."
2. Draw five circles surrounding the center circle, labeled "Who," What," "When," "Why," "Where," "How." Use blue marker.
3. Draw three circles surrounding each of the five circles. (This is where you will write your examples from the film.) Use red marker.

If you miss a day, use the following resources to help you complete your graphic organizer:
http://www.bookrags.com/Born_on_the_Fourth_of_July
http://www.huffingtonpost.com/ron-kovic

Sunday, May 15, 2011

May 16-20

United States History
The Century: America's Time: Approaching the Apocalypse
http://www.history.com/images/media/pdf/Century12.pdf



English:
Current Events Week:
http://techland.time.com/2010/12/15/is-your-mobile-device-or-laptop-funding-conflict-wars/
http://www.huffingtonpost.com/ryan-gosling/congos-conflict-minerals-_b_854023.html
http://www.nytimes.com/2011/04/24/weekinreview/24mortenson.html?_r=1&scp=1&sq=two%20schools%20in%20afghanistan&st=cse

Create three questions for each of the articles. Questions should be "Who, " "What," "When," "Where," "Why," or "How" questions. I will select questions from student created questions for an end-of-the-week quiz on all three news articles.

Examples from "Two Schools in Afghanistan, One Complicated Situation":
What controversy is described in the article? Who is at the center of the controversy? Why is this a controversy? When was the school in Bozai Gumbaz completed? Where are most of Mortenson's schools located (List two countries)? How could Mortenson be better assured his schools would be used?
http://www.nytimes.com/2011/04/24/weekinreview/24mortenson.html?_r=1&scp=1&sq=two%20schools%20in%20afghanistan&st=cse


Reading Comprehension Activities
Silent Reading Time/Reading Logs
http://hansengeorge.blogspot.com/2011/05/english-final-project.html

World Studies:
Map Work
Timelines (Begin working on 2nd packet this week)
http://hansengeorge.blogspot.com/2011/05/final-project-world-studies.html

Resource Links:
Libya:
http://www.washingtonpost.com/world/france-says-london-will-host-political-talks-next-week-on-libyas-future/2011/03/23/ABUKXew_gallery.html

Monday, May 9, 2011

United States History- Final Project



"We Didn't Start the Fire" Final Project:

Each student will sign up for a topic: "People," "Places," or "Events."

Make a list of all  the people, places, or events (depending on which topic you selected.) from the lyrics, "We Didn't Start the Fire."

Incorporate all of the people, places, or events into a presentation you will share with the class.

You may choose to do a powerpoint, a poster, a timeline, a glog, a diorama, a storybook, a game board, scrapbook, or a project of your choice. Be creative.

Resources:
Lyrics:
http://www.teacheroz.com/fire.htm
Wikipedia:
http://en.wikipedia.org/wiki/We_Didn't_Start_the_Fire

This project is worth 100 points
50 points- You have included all the people, places, or events from the song and have explained who or what the historic significance of each is.
20 points- Spelling, grammar, accuracy
20 points- Visually appealing
10 points- creativity

Friday, May 6, 2011

Civil Rights History Timeline Project

Create a Positive/Negative Civil Rights Timeline


Using resources such as books, videos and the Internet, create a list of events to include on your timelines. Rank timeline events according to perceived historical significance. The most significant positive ranking would be a +5, and the most significant negative ranking would be a -5. For example, if you include the assassination of Martin Luther King Jr., you would likely rank it as a -5.

You are required to include 40 events on your timeline. You should write/type a brief explanation of each event you include on the timeline.
Timelines can be made from various materials -- graph paper, construction paper or tag board.


This project is worth 100 points.

80 points for people/events

10 points for pictures

5 points creativity

5 points appearance




Thursday, May 5, 2011

Child Slavery

Teacher Guide:
http://www.cnn.com/2011/US/studentnews/04/04/freedomproject.teacher.guide/index.html

Final Project- World Studies



Positive/Negative World Timeline and Map Project

Create a Positive/Negative Timeline covering the time period May 2010-May 2011.
Include the following countries:

Afghanistan
http://topics.nytimes.com/top/news/international/countriesandterritories/afghanistan/index.html
China
http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html
Cuba
Egypt
http://english.aljazeera.net/news/middleeast/2011/01/201112515334871490.html
France
Haiti
India
Iraq
Italy
Israel
Japan
http://articles.cnn.com/2011-03-12/world/quake.tsunami.timeline_1_nuclear-power-plants-fukushima-prefecture-international-atomic-energy-agency?_s=PM:WORLD
Libya
http://www.nytimes.com/2011/04/26/world/africa/26libya.html
Mexico
Norway
Pakistan
http://topics.nytimes.com/top/news/international/countriesandterritories/pakistan/index.html
United States
United Kingdom
South Africa
Sudan
http://news.bbc.co.uk/2/hi/middle_east/country_profiles/827425.stm
Venezuela

You must include a minimum of three significant events (either positive or negative) for each country.

For example, I might include this as one of my top news stories for Norway:
http://www.cbsnews.com/stories/2011/05/03/501364/main20059276.shtml
You must include one picture for any of the three events you include for each country.

You must rank the significance of each event you include on your timeline.

You must locate, shade, and label each country on a world map. You map will be turned in when you turn in your timeline.

Extra Credit: The Democratic Republic of the Congo.
http://www.time.com/time/world/article/0,8599,2071007,00.html
http://www.time.com/time/specials/packages/article/0,28804,2035319_2035317_2035516,00.html

Links:
CNN World:
http://www.cnn.com/WORLD/
BBC World:
http://www.bbc.co.uk/worldservice/programmes/index.shtml
Time Magazine-World:
http://www.time.com/time/world
NPR-World News:
http://www.npr.org/sections/world/
New York Times:
http://www.nytimes.com/

More detail: You will need construction paper, graph paper or tag board for this project. Draw a line down the center of your paper. Draw a vertical line down the far left side of your paper. Everything above the center line will be labeled +5 through +1. Everything below the horizontal line will be labeled -1 though -5.

Now label the horizontal center line beginning with May, 2010. Include every month up to May, 2011.

Place events according to their perceived historic negative or positive significance.

This project is worth 100 points:
2 points for each event = 40 points
1 point for each image = 20 points
Map = 20 points
Appearance = 20 points

This project is due May 20th

Examples of  Positive/Negative Timelines:

Babies Behind Bars


http://www.cnn.com/2011/WORLD/africa/05/05/johannesburg.prison.babies/index.html

Wednesday, May 4, 2011

Extra Credit Opportunity- World Studies


Watch CBS News Videos Online
Answer the following questions:

How does this story "humanize" the story of the genocide in Rwanda?
Connect what you learned from this video to what you learned from the film, "Hotel Rwanda".

Monday, May 2, 2011

Comprehension Strategies (Determine Importance)


Determine Importance

What is the big idea?

-Look at the text for clues:
-Titles and headings
-Bold print
-Pictures and captions
-Graphs and charts
-Chapter objectives and questions

Comprehension Strategies (Infer)

Infer

How do I read between the lines?
Good readers draw conclusions based on background knowledge and clues in the text.

Find information from the text that might be clues to the answers and use these with your background knowledge for possible answers.