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.

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.
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)
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


Listen to the speech/follow along on printed copy:

I Have a Dream Assignment

In your own words
Notable line or passage

Notable line or passage

Notable line or passage

Notable line or passage