Sunday, December 13, 2015

Character Traits Assignment (Parts I and II)

Part I:
Please complete the online survey in the link below. When you finish, download and print your results. 


Read your results. 

Now highlight your top five and answer these questions:

1. What is the one character strength in your top 5 that resonates with you the most?
2. Which strength do you feel most excited about seeing on your top 5 list?
3. If you could pick only one of your top 5 strengths, which would it be?
4. Now I'd like you to spend some time reflecting on your strengths or "strength spotting."

Write a short paragraph summary about a time you used this strength to solve a problem.

When you finish, put everything in your student file.


Please remember to use complete sentences in your reply. Don't forget to use capitalization and punctuation. 

If there is a word you do not understand, please look it up. For example, if you don't know what the word "resonate" means, look it up. You won't be able to answer the question if you don't know what the word means.

Finally, don't forget to answer the last question which asks you to write a full paragraph response. A paragraph generally has four to five sentences. Your paragraph should start with a good topic sentence and follow with several sentences with supporting details.

This assignment is due no later than Friday. This assignment is worth 15 points.

Part II:

Respond to these questions via email or print this blog post as a worksheet and respond on the worksheet. Please use complete sentences when you respond.

  • Reflect: Take time out to think about ways you have used strengths in your past successes and your struggles. 
  • 1. When you were at your best, what strengths did you use? 
  • 2. At times of high stress, what strengths did you call forth to help you push forward? 
  • 3. Consider how you have recently used your strengths. What strengths have you deployed today?

Native American Mascots and Logos Lesson

Is it ever okay to make jokes about, mock, trivialize, etc. historic events such as The Holocaust, slavery, Japanese internment, Indian removal, etc.?

Is this just an issue of "freedom of speech" or is it something bigger? Explain your answer.

What effect if any do jokes, trivialization, etc. of these events have on the individuals directly or indirectly affected by these events?

Who benefits from the use of Native American mascots and logos?

Your assignment is to look for examples on social media relating to the issue of Indian removal. We will share examples in class and discuss what if any impact these images, words, etc. have on individuals and society as a whole.

Each person is expected to find two examples to share with the class.


If you are unsure of how or where to start, one suggestion is to search "Trail of Tears" on Twitter. I did a quick search and in less than 30 seconds found multiple examples.

 


Some context on Florida State University and its mascot:

Sports writer Dave Zirin has written extensively on the issue of  Florida State Seminoles:

The agreement is with the Florida Seminole Tribal Council and not the Seminole Nation. The majority of Seminoles don’t even live in Florida. They live in Oklahoma, one of the fruits of the Seminole Wars, the Indian Removal Act and The Trail of Tears. These Oklahoma Seminoles—who, remember, are the majority—oppose the name. On October 26, 2013, the Seminole Nation of Oklahoma’s governing body passed a resolution that read in part, “The Seminole Nation condemns the use of all American Indian sports team mascots in the public school system, by college and university level and by professional teams.."

CNN "In America"
Native American Mascots: Pride or Prejudice?

At Florida State University, a white man dresses up as Chief Osceola, smears war paint on his face and rides an appaloosa called Renegade to the middle of Doak Campbell Stadium. He plants a burning spear on the field before every home game. The marching band plays Indian-themed music, and the crowd goes wild doing the “tomahawk chop,” a move picked up by the Atlanta Braves...

Saturday, December 12, 2015

Life Skills Assignment #1 (M.I. Inventory and Reflection)

1. Take the MI Self-Assessment and print the results (Print one page. Choose the
printer in room 71.)

Multiple Intelligences Assessment

2.Click on the learning style you scored highest in. Print that sheet. Highlight two
or three learning activities you might enjoy. For example, if you scored highest in
"Verbal-Linguistic" print that page and highlight two-three learning activities listed
under “Verbal-Linguistic.”

Your Learning Styles- Digging Deeper

3. Spend some time researching Multiple Intelligence Theory on the internet.
Explain what it is in your own words.

Spend some time exploring your intelligence online. For example, if you scored
highest in "Interpersonal Intelligence," do a google search of "Interpersonal
Intelligence." What did you learn from your search? Please describe what you
learned in two to three sentences.

Do you feel your intelligence gets utilized in the courses you take at RVHS? If so, explain how. What courses? Describe assignments, learning opportunities your strengths are utilized.

If not, briefly describe a project, activity, etc. that could be implemented into any course that would allow you to utilize your strengths to either deepen your understanding of the content or illustrate your understanding of the content.

Unsung Heroes Assignment

This lesson was adapted from a lesson from Rethinking Our Classrooms: Teaching for Equity and Justice, Volume 2.
http://www.rethinkingschools.org/archive/15_01/Hero151.shtml

Part I:
In class each student will receive one index card with a brief description of an "unsung hero" from the Abolitionist Movement through the post Civil Rights Era. Spend a few minutes acquainting yourself with your unsung hero.

Each student will also receive a handout with the following questions:
1. Find one person who stood up against slavery.
2. Find one person who resisted the unequal treatment of women and African Americans.
3. Find one person who used non-violent civil disobedience as a form of resistance.
4. Find one person who was willing to use force if necessary to achieve the goals of their cause.
5. Find one person who thought the best method of bringing about change was to change laws.
6. Find one person who thought the most effective way of bringing about change was to organize people at the grassroots level.
7. Find one female civil rights activist.
8. Find one person who fought to expand voting rights.
9. Find one person who played a key role in the Brown v. Board of Education decision.
10. Find one person who has held important leadership positions in civil rights organizations.

Once you have located all of these people and your handout is completely filled out, return to your desk.

We will conclude with a brief discussion of the activity and all of the individuals we learned about.

Part II:

Culminating Activity- Unsung Heroes Assignment
Working in groups of three or four, prepare and conduct a mock interview with your unsung hero. Interviews must be videotaped.

Your interview must include a minimum of six open-ended questions.  Questions and answers must be historically accurate and "believable."

You may want to do a bit of research before you develop your questions and practice your mock interview. Watch a few episodes of The Daily Show or The Colbert Report. Watch some interviews on the cable news channels or morning news programs. "60 Minutes," and similar programs are also good sources of inspiration and ideas.

Before you videotape your interviews, I need to see a list of interview questions. Once I give you the go-ahead, you may begin taping your interviews. When you are finished and are satisfied with your final product, upload to YouTube.

As a class, we will view and score all "Unsung Hero" interviews. I will give everybody a rubric in class to assist in the scoring process.

The top scoring interview will be submitted to RVTV and all team members will receive a special prize!

Changing the World: One Word at a Time!

Changing the World, One Word at a Time! | The Queen Latifah Show


Day 1:
Watch the video twice. The first time, just watch. The second time, take notes. Write down all the topics mentioned in the piece.

5-10 minute class discussion.
What was the main message of the piece?
What specific topics were mentioned in the piece?
What was the tone?
Do you agree or disagree with the message? Explain why or why not.


Day 2:
Everyone will be randomly assigned a topic from the piece. Your job is to research your topic, looking for examples of the topic in the media. Look for recent stories (nothing more than two years old). Find at least three stories in the news. Read the stories and be prepared to discuss the stories in class. Email me the links to your three stories. You may want to print your stories so you can refer to them during class discussion.

Day 3:
Share stories with the class.
Discuss:
How easy was it to find stories relating to the topics mentioned in this piece?
How are these issues being covered by the news media? Fair? Unfair? Explain.

Thursday, December 10, 2015

New York Times v. Sullivan Lecture Notes

New York Times v. Sullivan 1964 (9-0)
Background:
An ad was placed in the NY Times to raise money for Civil Rights leaders
Sullivan demanded a retraction
Argued the ad defamed him as City Commissioner for the city of Montgomery
Sued for libel
There were some inaccuracies but were minor
For example, ad stated King arrested seven times when in fact it was four
Times refused to comply with the retraction
Sullivan sued- asked for $500,000 in damages
Trial was a sham- Times lost
Now, libel would be used as a political weapon to intimidate the press
South was trying to choke off a process that was educating the country about the harsh realities of racism in the South.
Strategy of intimidation spread throughout the South, by the time the case reached the Supreme Court, the South had brought forth nearly $300,000,000 in libel suits.
What would happen if the strategy worked?
Would it have made a difference in the progress of the Civil Rights Movement?
-Think of King’s tactics (Discuss)
The landmark case: New York Times v. Sullivan 1964
Established the “actual malice” standard


March on Washington Lesson

Watch: Bet You Didn't Know- March on Washington
https://vimeo.com/67224181

Quiz:
http://newshour-tc.pbs.org/newshour/extra/wp-content/uploads/sites/2/2013/11/I-Have-a-Dream-Speech-TF.pdf

Listen to the speech/follow along on printed copy:
https://archive.org/details/MartinLutherKing-IHaveADream

I Have a Dream Assignment
Name:

In your own words
Illustrated
Notable line or passage










Notable line or passage










Notable line or passage










Notable line or passage













Monday, November 30, 2015

The Albany Movement 1961-1962

Albany- segregation, very low voter registration, violence against A.A. (sexual assaults at Albany State College), negative treatment of AA in local papers

Full integration- buses, lunch counters, other public facilities (broad attack on every aspect of segregation in the city)

Voter registration campaign

Mobilized thousands of local citizens, NAACP, SNCC (Sherrod, Reagon, Jones- encourage and coordinate activism in the city) Martin Luther King, William J. Anderson selected as the leader

Mass meetings, singing, praying, marches, petitions, boycotts, sit-ins, voter registration drives

Laurie Pritchett- carefully studied the movement's strategy. Engaged in mass arrests but avoided public displays of violence/police brutality which would attract negative press. He avoided filling up jails by utilizing jails throughout the region. He arranged to have King's bail paid so to not allow King to be a magnet for unwanted attention.

Some viewed the limited success of the Albany Movement as coming at too high a price. Others disagreed. Nothing was immediate but change came eventually. Local activism continued long after national attention faded. Hearts and minds changed over time.  Also, important lessons were learned.

Schenck v. United States (1919) Notes

Notes

In reviewing the conviction of a man charged with distributing provocative flyers to draftees of World War I, the Court asserted that, in certain contexts, words can create a "clear and present danger" that Congress may constitutionally prohibit. While the ruling has since been overturned, Schenck is still significant for creating the context-based balancing tests used in reviewing freedom of speech challenges.

Background:
Charles Schenck, a socialist, was arrested for distributing flyers to enlisted men during World War I. Schenck's flyers asserted the draft was a form of involuntary servitude prohibited by the 13th Amendment. Schenck was charged with violating the recently enacted Espionage Act. The government asserted that Schenck attempted to conspire to cause insubordination.

Others convicted under this law:
Rosenbergs
Daniel Ellsberg
Chelsea Manning
Edward Snowden



 The Court then argued that "the character of every act depends upon the circumstances in which it is done." While in peacetime such flyers could be construed as harmless speech, in times of war they could be construed as acts of national insubordination. The Court famously analogized to a man who cries "Fire!" in a crowded theater. In a quiet park or home, such a cry would be protected by the First Amendment, but "the most stringent protection of free speech would not protect a man in falsely shouting fire in a theatre and causing a panic." 


The "clear and present danger" test would only last for 50 years. In 1969, the Court in Brandenburg v. Ohio replaced it with the "imminent lawless action" test, one that protects a broader range of speech. This test states that the government may only limit speech that incites unlawful action sooner than the police can arrive to prevent that action. As of 2006, the "imminent lawless action" test is still used.

https://www.texasbar.com/civics/viewing-guides/High%20School/Schenck-v-US/Teacher-Notes.pdf


Wednesday, November 25, 2015

Room 167: First Amendment-Notes

Room 167: First Amendment-Notes: First Amendment: Rights contained in the First Amendment Values served by protecting the First Amendment Absolutist, Balancing and Categori...

Room 167: Room 167: First Amendment-Notes

Room 167: Room 167: First Amendment-Notes: Room 167: First Amendment-Notes : First Amendment: Rights contained in the First Amendment Values served by protecting the First Amendment ...

Thursday, November 19, 2015

Room 167: Marbury v. Madison

Room 167: Marbury v. Madison: Marbury v. Madison Jeopardy People *( 100 )President who attempted to preserve his philosophical legacy through a number of political ap...

Wednesday, November 18, 2015

Freedom Rides- Notes

Who: Irene Morgan, Supreme Court, NAACP, CORE, SCLC, SNCC, John Lewis, Diane Nash, Bull Connor, Fred Shuttlesworth, Ralph Abernathy, Governor John Patterson, John Kennedy, Robert Kennedy

What: Segregation on interstate buses in the south, Morgan v. Virginia, angry/violent resistance (Anniston- angry mob armed with clubs and bats, fire bombed the bus and brutally beat the passengers)

When: Morgan v. Virginia 1946, Journey of Reconciliation 1947, Freedom Rides May, 1961, Anniston, Alabama May 14, 1961


http://www.pbs.org/wgbh/americanexperience/freedomriders/rides/

Where: throughout the south, in particular the deep south, Anniston, Birmingham, Montgomery Alabama

Why: Test the Constitutionality of segregation on interstate buses

How: Trained in civil disobedience, informally tested the law- Journey of Reconciliation and later Freedom Rides

Saturday, November 14, 2015

Monday, November 9, 2015

Friday, October 30, 2015

Tuesday, October 20, 2015

Wisconsin Public Radio Program on Domestic Violence in Wisconsin

Listen to the program and when you are finished, send me an email with the following answers:

What is domestic violence?

How prevalent is the problem of domestic violence in Wisconsin?

How can you spot domestic violence in a relationship?

What can you do to help someone in an abusive relationship?

http://www.wpr.org/shows/domestic-abuse-wisconsin

Room 167: The Harlem Children's Zone

Room 167: The Harlem Children's Zone: Life Skills 400/Social Studies 400/Current Events Assignment: Watch this video and answer the questions below. 1. Why do you think thi...

Monday, October 19, 2015

Room 167: Should Wisconsin Students Be Required to Pass Citi...

Room 167: Should Wisconsin Students Be Required to Pass Citi...: Listen to the program: http://www.wpr.org/shows/should-wisconsin-high-schoolers-be-required-pass-citizenship-test-graduate Take the Test:...

Room 167: Room 167: Poverty Simulation (Survive125)

Room 167: Room 167: Poverty Simulation (Survive125): Room 167: Poverty Simulation (Survive125) : The goal is to make it to the end of the month living on about a dollar a day. Play the game as ...

Room 167: The Harlem Children's Zone

Room 167: The Harlem Children's Zone: Life Skills 400/Social Studies 400/Current Events Assignment: Watch this video and answer the questions below. 1. Why do you think thi...

Room 167: Room 167: Changing the World, One Word at a Time! ...

Room 167: Room 167: Changing the World, One Word at a Time! ...: Room 167: Changing the World, One Word at a Time! | The Quee... : Day 1: Watch the video twice. The first time, just watch, The second time...

Room 167: Room 167: Social Studies 400 Living Wage Assignmen...

Room 167: Room 167: Social Studies 400 Living Wage Assignmen...: Room 167: Social Studies 400 Living Wage Assignment : Living Wage Calculator: Wisconsin Define "minimum wage." Define "liv...

Room 167: Room 167: Social Studies 400 Assignment (Programs ...

Room 167: Room 167: Social Studies 400 Assignment (Programs ...: Room 167: Social Studies 400 Assignment (Programs Serving th... : Create a "flip-book" with five sections. Label the sections: Med...

Room 167: Boston Tea Party Mission

Room 167: Boston Tea Party Mission: http://www.mission-us.org/

Room 167: The story behind the Boston Tea Party - Ben Labare...

Room 167: The story behind the Boston Tea Party - Ben Labare...

Sunday, September 13, 2015

Room 167: Ted-Talk (Tony Robbins)

Room 167: Ted-Talk (Tony Robbins): https://www.ted.com/talks/tony_robbins_asks_why_we_do_what_we_do#t-1094976 What does Tony Robbins mean when he says “emotion is the force of...

Room 167: Life Skills: Prezi Project

Room 167: Life Skills: Prezi Project: Create a prezi account if you don't already have one. It will only take about a minute. Choose a template.  Create your frames and ...

September 14- 18

Monday:
1st period:
Civil Rights History
-Assessing Life Experiences
Lecture
Majority/Minority
-Diversity Toss Activity
Tuesday:
Lecture
Effects of Discrimination and Examples in History
White Privilege Exercise

Wednesday:
Divide the class into 3 groups, each group taking turns to complete each activity:
Please tell the kids to check their school email for links. (For kids completing the online activities)
Racial Profiling Worksheet
http://www.tolerance.org/lesson/racial-profiling
Implicit Bias Test

Race-Sorting Activity
http://www.pbs.org/race/002_SortingPeople/002_00-home.htm

Thursday:
Lecture
Racism (Then and Now)
Cultural, Individual, Institutional
What Would You Do?
http://abcnews.go.com/WhatWouldYouDo/john-quinones-undercover-racial-profiling-scenario-arizona/story?id=12822374
https://www.youtube.com/watch?v=YDanZpek5iM

2nd period: Student Assistant/Prep

Life Skills (Kids are working on this course independently. I email students their assignments.)
Monday-Wednesday
-Is College Worth it? TedEd
http://ed.ted.com/on/PsF0WKs4
-John Green Video "Is College Worth it?"
http://ed.ted.com/on/7ySYVDnf#review

Tuesday-Thursday
Prezi Project
http://hansengeorge.blogspot.com/2015/09/room-167-life-skills-prezi-project.html

Lex: DMV Lesson

3rd Period: English 510
Monday:
Star Reading Test
Tuesday:
NoRedInk
Speak
Deceit, Despair, and Dejection: Graffiti Questions
http://madwomanintheforest.com/deceit-despair-and-dejection/
Wednesday:
Finish "Banned Books Week" assignment.
If students finish early, ask them to spend the rest of the period on Free Rice.

English 400
Star Reading Test
Fae, Hallie, Lex:
College Admissions Khan Academy
Sal Khan's Story (check email for assignment)
Tuesday:
College Admissions Khan Academy
Learn Master Timeline (check email for assignment)
Wednesday:
College Admissions Khan Academy
"The College Experience"
Thursday
College Admissions Khan Academy
"Student Story: College Increases Confidence"
Friday
"College Offers Exposure to Diversity"

Alec:
Read a magazine article and email me the main idea and three supporting details.
NoRedInk

Fabson:
Reading a book, Quizlet, NoRedInk

Andrew:
Current Events (Monday-Thursday) Friday NYT Weekly Quiz

5th Period:
English 510
Anthony (Ted-Ed) check email for assignments

Khan Academy Algebra- Hunter

Lex Life Skills (Prezi Project)

6th period: U.S. History
Monday and Tuesday
Ch. 1 questions
Wednesday
Finish reading chapter 1 and check email for discussion questions.

7th period: Prep/e-school

8th period Social Studies 400
Monday-Tuesday
Richard St. John Ted Talk - Passion
Questions
Read Chapter 1: 8 to be Great and answer questions

Wednesday:
Richard St. John Ted Talk - Hard Work
Read chapter 2 and check email for discussion questions.

Friday:
Guest Speaker

White Privilege Exercise

https://studentwellness.unc.edu/resources/health-programming-guide/cultural-competency/cultural-competency-activity-unpacking

https://people.creighton.edu/~idc24708/Genes/Diversity/Privilege%20Exercise.htm

Wednesday, September 9, 2015

Banned Books Week Lesson

http://www.npr.org/2014/09/24/350881667/too-graphic-2014-banned-books-week-celebrates-challenged-comics

1. Which book has topped the banned books list the past two years?

2. Why does the author think his book has been challenged?


http://www.npr.org/sections/alltechconsidered/2010/10/01/130266322/banned-books-week-google-map

Has there been any book challenges in Wisconsin? If so, where? Why?

https://www.ila.org/initiatives/banned-books-week/books-challenged-or-banned-in-2014-2015

3. List five reasons The Absolutely True Story of a Part-Time Indian has been challenged?

4.  Several of John Green's books have been challenged in recent years. Which ones were on the list?

5.  List three reasons his books have been challenged.

6.  Are any of Green's books in our classroom? If so, which ones?

7.  Are any of Green's books in the RVHS library? Is so, which ones?

8.  Why was the children's book, And Tango Makes Three challenged?

9.  Why was The Glass Castle challenged?

10.  Does RVHS library have a copy of The Glass Castle?

11. How many books on this list have you read?

12.  Find one book on this list (that you haven't already mentioned) that the RVHS library has on its shelves.

Reading Comprehension Practice

http://www.pbs.org/now/classroom/lessonplan-06.html

Dropout Nation

http://www.pbs.org/wgbh/pages/frontline/dropout-nation/

http://www-tc.pbs.org/wgbh/pages/frontline/art/progs/3020/msm.pdf

Tuesday, September 8, 2015

Sunday, September 6, 2015

Measure of Happiness Assignment (Social Studies 400)

http://learning.blogs.nytimes.com/2005/10/06/a-measure-of-happiness/?_r=0

To complete this assignment you will need your copy of the happiness survey you completed last week.

First read the NYT and as a group we will answer the focus questions.
http://www.nytimes.com/learning/teachers/featured_articles/20051006thursday.html

Working with a partner, develop seven questions you will use as part of an email survey on happiness in the community. You must email your questions to five people. One must be a staff member and only one of the five people you select can be a classmate.

I will give you a handout with seven topics (each with sub-topics and example questions) you may use as a reference when you write your questions.

Answer the "Further Questions for Discussion" questions individually. Discuss as a group.

Under "Extension Activities," answer question #3.
Working in groups of two or three, you will answer three questions. On a large sheet of paper, make three columns. In the first column you will list all the factors that increase or decrease your quality of life in your community. In the second column focus on what could be done to improve those factors and in the third column focus on what YOU can do to improve those factors.

Saturday, September 5, 2015

Image as History: Slave Culture

https://www.learner.org/series/biographyofamerica/prog09/index.html

Interactive Spelling Bee Activity (English 510/ 400)

http://learner.org/interactives/spelling/spelling.html?s=g9-10

Create a Museum Exhibit on the Theme:Conflicts in American History (U.S. History 510)

http://learner.org/courses/amerhistory/interactives/#intv_5_launch

Select "Curating an Exhibit"

Share your final "product" with me when you finish. This will count as a culminating activity for this class.

Dav Pilkey's "Banned Books Week" Video

How to Become An Adult

Is College Worth It?

Self-Assessment Inspires Learning | Edutopia

Self-Assessment Inspires Learning | Edutopia

Using Exhibits as Assessment | Edutopia

Using Exhibits as Assessment | Edutopia

Sunday, August 30, 2015

Unit 1: Traits of Successful People

What do the world's most successful people have in common?
Print the article. Highlight each of the 8 traits and the sporting details of each trait.
Please put copy in your file when you are finished.

Set up an account on Ted-Ed if you do not already have one. Make sure you are logged in before you answer the questions or I will have no record you completed the assignment.
Watch "8 Traits of Successful People" by Richard St. John. 
Answer the Discussion Questions.

Life Skills: Prezi Project

Create a prezi account if you don't already have one. It will only take about a minute.
Choose a template. 
Create your frames and paths (the order/structure of your presentation.

You need to include this information in your presentation:

*Wisconsin High School Graduation Requirements

*River Valley High School Graduation Requirements

*Information about career outlook and wages for high school graduates.

*Statistics regarding career/wages for high school dropouts.

*Information about GED/GEO2

*GED/GED02 successful completion rate

*Tech school graduation rates

*Wages/Salaries of tech school graduates

*Student loan debt tech school graduates

*4 year college graduation rates

*Wages/Salaries college graduates

*Student loan debt college graduates

Not sure where to start? Look on the web for infographics, charts, graphs, pictures, videos, lists, links, etc. pertaining to the topics listed above. Include what you find in your presentation.

Prezi Website

Careers Based on Personality Type (Do What You Are)

Take this brief quiz:
http://www.personalitytype.com/career_quiz?type=1

Print your results for your file. Highlight your "Type."
Read your report. Highlight supporting details regarding your "type" relating to the issue of career.
Put in your file when finished.

Now, take this brief quiz. When you finish, print your results and put in your file.

http://www.16personalities.com/free-personality-test

Saturday, August 29, 2015

Room 167: Mid-term Project: Social Studies 400

Room 167: Mid-term Project: Social Studies 400: Create a prezi account if you don't already have one. It will only take about a minute. Choose a template.  Create your frames and ...

Room 167: RVHS Alt-Ed

Room 167: RVHS Alt-Ed: We frequently invite guest speakers into our classroom: We create some pretty amazing bulletin boards: Some of our projects: ...

Room 167: How to sound smart in your TEDx Talk | Will Stephe...

Room 167: How to sound smart in your TEDx Talk | Will Stephe...

Room 167: Social Studies 400 (Ted Talk Assignment)

Room 167: Social Studies 400 (Ted Talk Assignment): What is a Ted Talk? What is the reason behind the 18 minute time limit? Who can give a Ted Talk? Are there any topics that are "o...

Room 167: Social Studies 400 Assignment (Programs Serving th...

Room 167: Social Studies 400 Assignment (Programs Serving th...: Create a "flip-book" with five sections. Label the sections: Medical Needs, Nutritional Needs, Educational Needs, Safety Needs, an...

Room 167: Social Studies 400 Living Wage Assignment

Room 167: Social Studies 400 Living Wage Assignment: Living Wage Calculator: Wisconsin Define "minimum wage." Define "living wage." What does the color red indicate on ...

Room 167: Social Studies 400 Assignment: Career Exploration

Room 167: Social Studies 400 Assignment: Career Exploration: Department of Labor Career Exploration Name: Select three career clusters based on your interests. For example, I would select "So...

Room 167: Ted Talk: Rethinking Teen Motherhood (Quiz)

Room 167: Ted Talk: Rethinking Teen Motherhood (Quiz): Part I: Danielle cites a number of statistics in her presentation. Answer the following questions as "T" or "F." Ev...

Room 167: Changing the World, One Word at a Time! | The Quee...

Room 167: Changing the World, One Word at a Time! | The Quee...: Day 1: Watch the video twice. The first time, just watch, The second time, take notes. Write down all the topics dealt with in the piece. ...

English 400

Unit Requirements:
Set up an account on goodreads.com.
Select a book to read.
Enter your book on goodreads.
Update your progress at least twice a week on goodreads.
Read three positive and three negative reviews of your book. Comment on two reviews.

Set up an account on noredink.com.
Check your school email for your class code.
Complete two noredink assignments a week. You must earn an 80% or better before you can move on.

Set up an account on quizlet.com.
Check your student email for the URL to join the RVHS Alt-Ed Group automatically.
Enter five vocabulary words from your book each week. Include definitions.
At the end of the month, take a vocabulary quiz. In preparation for the quiz, play Scatter at least once. You must earn 80% or better before you can move on.

Final project (Pick one of the following options)
Create a prezi about your book
Example:
http://hansengeorge.blogspot.com/2015/02/thirteen-reasons-why-final-project.html
Create a Ted Talk about your book or one of the book's themes
Create a bulletin board about your book, author, or theme(s)

Extra Credit:
Set up an account on freerice.com. Join the group "Room 71." For every 1,000 grains of rice, earn 5 points extra credit.


Wednesday, August 19, 2015

Room 167: How Much Money People with Your Personality Make

Room 167: How Much Money People with Your Personality Make: http://knowmore.washingtonpost.com/2013/11/10/this-is-how-much-money-people-with-your-personality-make/?tid=sm_fb

Room 167: Poverty Simulation Activity

Room 167: Poverty Simulation Activity: The goal is to make it to the end of the month living on about a dollar a day. Play the game as "realistically' as possible. Mak...

Room 167: Promoting Good Mental Health

Room 167: Promoting Good Mental Health: Take the Quiz! http://www.whygoodthingshappen.com/main.php?section=quiz What is "The Helper's High"? http://www.words...

Room 167: Child Marriage Lesson

Room 167: Child Marriage Lesson: Read in class: Divorced Before Puberty, By Nicholas Kristof The answers to the questions below can be found in the following links:...

Room 167: Civil Rights History (Unit 1)

Room 167: Civil Rights History (Unit 1): Unit 1: Roots of the Struggle Vocabulary/Topics: Abolition Activist Boycott Civil Disobedience Civil War Amendments (13, 14, 15) Eq...

Room 167: "Half the Sky" Assignment

Room 167: "Half the Sky" Assignment: “Half the Sky: Turning Oppression into Opportunity for Women Worldwide” Watch the film then answer the questions below. Visit the website...

Room 167: Culminating Activity- Unsung Heroes Assignment

Room 167: Culminating Activity- Unsung Heroes Assignment: Working in groups of three or four, prepare and conduct  a mock interview with your unsung hero. Interviews must be videotaped. Your inter...

Room 167: Jamestown Interactive Activity and Questions (U.S....

Room 167: Jamestown Interactive Activity and Questions (U.S....: Jamestown Interactive Where did you land? At the end of the activity, you will learn how your decisions were similar or different from t...

Room 167: First Week- Assessing Learning Styles, Interests, ...

Room 167: First Week- Assessing Learning Styles, Interests, ...: Take the Quiz and Print the results (1 page. Print to room 70.) Multiple Intelligences Assessment Print your learning style. (Only print ...

Room 167: Learning Styles Inventory

Room 167: Learning Styles Inventory: Learning Styles/ Multiple Intelligences Quiz

Room 167: Social Psychology - Unit 1

Room 167: Social Psychology - Unit 1: 1. Click on the link below and view the multimedia presentation. There is music if the sound on your computer works. If not, you can still v...

Room 167: Life Skills Interest/Career Inventory Assignment

Room 167: Life Skills Interest/Career Inventory Assignment: 1.       Take this interest inventory. http://www.wistechcolleges.org/explore-careers/career-interest-questionnaire              2. Pri...

Friday, May 29, 2015

Life Skills 400- Wellbeing (Helper's High Assignment)

Helper's High


Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope... and crossing each other from a million different centers of energy and daring those ripples build a current that can sweep down the mightiest walls of oppression and resistance. ~Robert F. Kennedy

The time is always right to do what is right. ~Martin Luther King Jr.

More reason to do good:
ABC News story:
http://abcnews.go.com/2020/story?id=2685717&page=1

More on "helpers high"
http://www.smm.org/buzz/buzz_tags/helpers_high

Christian Science Monitor Article:
http://www.csmonitor.com/2007/0725/p13s02-lire.htm

Take the "Compassion Quiz"
http://www.whygoodthingshappen.com/main.php?section=quiz

Why Good Things Happen to Good People
http://www.whygoodthingshappen.com/home.php

Read one of the articles above. Write a brief reflection. In your reflection, discuss one thing you learned from the article. Also, discuss one time you helped someone and how it made you feel. Did you expect anything in return?

Room 167: 10 Places to See Before They're Gone

Room 167: 10 Places to See Before They're Gone

Room 167: Ultimate Places to See Before You Die

Room 167: Ultimate Places to See Before You Die: http://www.huffingtonpost.com/2011/12/01/1000-places-to-see-before_n_1122062.html#s504973 Which destination was voted the #1 trave...

Room 167: State of the World's Mothers- 2013

Room 167: State of the World's Mothers- 2013: http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.8585863/k.9F31/State_of_the_Worlds_Mothers.htm Using the infographic below, answer t...

Room 167: Democracies in the World Interactive Map- Question...

Room 167: Democracies in the World Interactive Map- Question...: http://www.nobelprize.org/educational/peace/democracy_map/production/index.html Which four countries do not declare themselves democracies...

Tuesday, May 26, 2015

The Harlem Children's Zone- Video and Questions



Life Skills 400/Social Studies 400/Current Events Assignment:

Watch this video and answer the questions below.

1. Why do you think this program works? (Describe four specific aspects of the program that you believe makes this program a success.)
1)

2)

3)

4)

2. What criticisms do you have regarding this program. Describe two aspects of this program that you find concerning.
1)

2)

3. What elements of the program would you like to see implemented in our program? What challenges do you foresee with regard to implementation of these elements? Is there anything that could be done to deal with these challenges? If so, what?



You may either post your answers in the comments or email your answers to me.

Wednesday, May 20, 2015

Investigating Power: Watergate Timeline Assignment

Investigating Power: Watergate Timeline Assignment
Name:

Who were the “White House Plumbers”? (What did they do?)

What were the Pentagon papers?

Who was Daniel Ellsberg?

What did the Watergate burglers do at the Democratic National Headquarters?

Who are Woodward and Bernstein?

Who was “Deep Throat”?

What was the first connection between the Watergate breakin and the White House?

Who was H.R. Haldeman?

What is the role of Chief of Staff to POTUS?

Who was Bernard Barker?

What was the “Massive Campaign” reported by Woodward and Bernstein on October 10th?


What was the significance of Walter Conkrite’s Watergate coverage?

Room 167: United States History Final

Room 167: United States History Final: United States History Final Name: Civil Rights: The Brown decision called for school desegregation to happen with "all delib...

Monday, May 18, 2015

"Crash" Assignment

"Crash" Assignment
Name_____________

Define stereotype.

What is racial profiling?

How is stereotyping and racial profiling related?

Write about two examples of racial profiling in the news.


Why does racial profiling matter?

"Crash" contains multiple examples of racial profiling. Discuss three examples from the film. Discuss the behavior of both the victim and the perpetrator.




Who do you think would benefit from watching this film? Why?

American Indian Boarding Schools Assignment

Define the word "assimilation."

Define the word "discrimination."


How was assimilation used as a tool to discriminate against American Indians?


Interactive Map

http://www.pbs.org/indiancountry/history/interactive_map.html
Between 1880 and 1902, how many off-reservation boarding schools were established?
How many American Indian children were educated in these schools?
What was the "purpose" of these boarding schools?


http://en.wikipedia.org/wiki/Sherman_Indian_High_School

What is the Sherman Indian High School?
What was its purpose?
Does it still exist today?

Compare the American Indian boarding schools with the "aboriginal integration” program you learned about in the movie "Rabbit Proof Fence." Describe three similarities. 


Look at the UN Convention on the Rights of the Child:

http://www.savethechildren.org.uk/about-us/what-we-do/child-rights/un-convention-on-the-rights-of-the-child

http://www.savethechildren.org.uk/sites/default/files/docs/Know_Your_Rights_poster_4.pdf

http://www.unicef.org/rightsite/files/Child_Rights_Flyer_FINAL.pdf

What is the Convention on the Rights of the Child?

How many member states have ratified it? How many have not? Which member states have not ratified it?

Which provisions were denied Aboriginal and Native children through the boarding school programs set up in Australia and the United States?


Resource:
https://www.planusa.org/docs/yea/crctoolkit.pdf