HW ASSIGNMENTS --Due for that day  (Skip Days #1 & #5)

• Introductions (Ground rules; why are you taking the class?)
• Course Description/Requirements
• Give out Journals

In Class: 

• Read the Bear That Wasn't (pgs. 2-7)
• Work on Identity Charts  (This will be Journal Entry #1)

• Read  "Little Things Are Big" (Click on title to download as a Acrobat file)
• Journal Entry #2--Based on Jesus Colon's story, answer the following questions:
  • What labels does he place on the groups to which he belongs?  On other groups?
  • How did those labels shape the way he perceived his choices?
  • Did you agree with his decision?  Understand why he acted the way he did?
  • Would you have done the same?

In Class: 

• Review Jose Colon Story
• Discuss labels--both those we carry and those imposed on us by society
• Done in class because we will not meet on Wed!!!
  • Read Ch #1, Reading #4 "Stereotyping"
  • Journal Entry # (Done in class)--Come up with working definitions for the following terms:
    • Ethnic Group
    • Stereotype
    • Prejudice
    • Discrimination

In Class:  View DVD "Eye of the Storm" (Blue Eye/Brown Eye)

In Class:  NO Class--I have an away hockey game (lucky you!)

• Journal Entry #3-Reaction to "Eye of the Storm"
  • What was your gut reaction to the DVD? 
  • What did it suggest about the meaning we assign to differences?
  • About the way stereotypes shape our view of ourselves and others?
     
• Reading #13 "Effects of Religious Stereotyping" (pg 43)
• Reading #14 "Anti-Judaism: A Case Study in Discrimination" (pg. 46)

In Class: 

• Notes on:
  •  Identity...wrapping up all the themes discussed (and introduce "universe of obligation")
  • Review persecution of Jews throughout history
• In-class reading around the circle
  • Reading #2 "Little Boxes"
  • Reading #8 "The 'In' Group"

• Begin Chapter #2 "We and They" pgs. 56-57
• Read short story "Harrison Bergeron" (58-63)
• Ch #2, Reading #1-First Encounters in North America" (pg. 64)
• Ch #2, reading #4-"Membership in the United States" (pg. 71)

In Class:

• Discuss "Harrison Bergeron" (think about some overarching themes for this unit)
• Detail America's "Universe of Obligation"--what is it today?  What was it at our country's birth?

• Ch #2 Reading #5 "Nationalism, Power, & Identity in Europe"
• Ch #2 Reading #6 "Nation Building in Germany"
• Ch #2 Reading # 7 " A Changing World"

In Class: Discuss the concept of Nationalism (in relation to prejudice & discrimination)

• BRING IN A WORKING LAPTOP!!!
• Read Ch #2 Reading # 8 "Race Science in a Changing World"

In Class:

• WW I Intelligence Test--will you pass?!?
• Introduce Eugenics Web Project/Role Play Essay--Download the question/details HERE

Use the following web page for research:  http://www.eugenicsarchive.org/eugenics/branch.pl

• Continue researching web site above...
• Getting started on essay ideas

In-Class:

• Research and writing in class

In Class: 

• Notes on Eugenics Movement
• Video on Eugenics--"The Lynchburg Colony"

• Journal Entry #4 Response to the Lynchburg Colony DVD
• Read Ch #2, Reading #12 pg. 99; Readings # 13 pg. 101  & # 14 pg. 102
  ( WWI & Armenia)
• Begin reading excerpts from the book Vergeen:  A Survivor of the Armenian Genocide (101 total pages)
  • Download Vergeen Part I HERE (pgs. xii; 29-49)
  • Download Vergeen Part II HERE (pgs. 51-69)
  • Download Vergeen Part III HERE (pgs. 71-93)
  • Download Vergeen Part IV HERE (pgs. 95-115)
  • Download Vergeen Part V HERE (pgs. 117-130; 259-266)

In Class: 

• Begin notes on background of the Armenian Genocide

In Class: 

• Free reading time
• Check on Journal Entries--get them up to date

In Class:  Look at the modern day controversy of the Armenian Genocide (in Turkey & Beyond)

In-Class-

• ESSAY On Vergeen (Writing during class period)

In Class:  Documentary on the Armenian Genocide

• What new facts did you learn about the Genocide via the DVD?
• Which was a better historical source, the DVD or the Biography of Vergeen? Why?
• Anything else you want to add...

In Class:

• Go over handout "The Eight Stages of Genocide" (can also click on link HERE)
• Start into the next unit as needed...

• Intro to Chapter 3 "Germany in the 1920's pgs. 109 (done in-class on 3/7)
• Reading #1 "The Impact of Total War" pgs 110-112 (done in-class on 3/7)
• Reading #3 "War & Revolution in Germany" pg. 115-118 (done in-class on 3/7)
• Reading #4 "The Treaty of Versailles" pgs. 119-120
• Reading #5 "Anger & Humiliation" pgs 122-124

In Class: 

• Talk about Germany after WW I (conditions that lead up to Nazi's)
• Reading # 10 "Inflation Batters the Weimar Republic"

• Reading #11 "A Revolt in a Beer Hall" pgs . 137-139
• Reading #14 "Hard Times Return" pgs 146-149
• Reading #15 'Hitler in Power" pgs. 151-152

Journal Entry #6 --Are you surprised Hitler was able to gain power in Germany?  Was it inevitable that he would assume power?  Are there any "What If?" moments that should have knocked him out?

In Class:

• Discuss Hitler's Rise to Power (Likely or Unlikely?)
• Watch part of Leni Reiefenstahl's "Triumph of the Will" (1934)
• Role Out Oral Presentation/Team-Teaching Project (Download HERE)
  • Choose Groups (via lottery)

• Work on research for teaching project
• Journal Entry #7-- Open Response to "Triumph of the Will"
• Bring Journals to class--I will collect them!

In Class: Work with Partners

4TH QUARTER BEGINS

In Class:  Student present on "Non-Membership & Discrimination in Germany"--Order of Presentations:

• Communists-
• Jews (part I)-
• Government Workers-
• Academia-
• The "Weak"-
• Religion-
• Political Dissenters-
• Gays-
• The Constitution-
• Jews (part II)-

In Class-

• Receive Quarter grades
• Discuss further student presentations from Monday
• Read poem "The Hangman"...discuss

HW-

• Start reading in Chapter # 6;
           Readings 2, 4, & 5 (yes, skipping Chapter #5)
• Keep reading MAUS

In-Class-Ch # 6 Readings # 6, #10

Notes today will cover:

• History behind Anschluss (Annexation of Austria)
• Munich Pact (and the concept of appeasement)
• Pogroms
• Kristallnacht
• Story of the ship the St. Louis

In Class-

• DVD (Band of Brothers )-episode on US liberating a small concentration camp in Germany
• Final questions on MAUS

In Class-

• DVD Either Schindler's List or The Pianist
• Final questions on MAUS

In Class-Essay on Maus

•  Journal- Qtr # 2 Response #1 " How do the sources (Maus vs. DVD's) compare/contrast with regards to their portrayal of the Holocaust?  What effect did each source have on you?
   
• Intro & Assign Genocide Group Projects Download assignment sheet HERE (Word File)
  Here is a list of the groups & assignments:
  • Rwanda-
  • Cambodia-
  • Iraq-
  • Bosnia-
  • East Timor-
  • Sudan-
     
• Download the grading checklist/rubric HERE (Word File)

In-class-Bring laptops & books for research 

HW- Continue with PowerPoint Work

In-Class-Bring laptops for first day of in-class prep

HW- Continue with PowerPoint Work

In-Class-Bring laptops for first day of in-class prep

In-class-First three groups will present

In Class--Final Three Groups will present

• Read Intro for Ch # 5 pgs. 209-210
• Read Ch # 5, Reading #1 Pgs. 210-212
• Read Ch #7, Reading #3 pgs. 313-316

In Class-

• Discuss Readings
• Video clips from "The Human Behavior Experiment"

• DOUBLE JOURNAL ENTRIES!!!
  • Journal Entries #2 on Video clips from "The Human Behavior Experiment"  Your general comments while also addressing the question, "Did you identify with any of the volunteers in the experiment?" 
  • Journal Entry #3-Response to Reserve Police Battalion 101 Reading "Would you have stepped forward?  Why or why not?
     
• Reading--Begin Ch # 8-Bystanders & Rescuers
  • Reading #6 pg 376; #8 pg 380;  #10 pg. 385

In-class-

• What makes someone a rescuer?
• Reading #13 pg. 393 (on the Danes)

In class-

• Discuss ways to slow down and/or prevent genocide
• Samantha Power Interview on DVD

In-class-

• Portions of DVD Sugihara: A Conspiracy of Kindness

In Class-

• Go over Maus Essays
• If times allows, DVD "Into the Arms of Strangers"--The Kindertransport or
  Portions of Hotel Rwanda  focusing on rescuer Paul Rusesabagina
                   (Read excerpt from his book?)

• Journal Response #4- Your reaction to the recently viewed DVDs--especially on the mentality of "Rescuers"
• Read Ch #9 Judgment intro pgs. 418-20
• The Sunflower pgs. (129-130 Dalai Lama's response; 230-233 Dith Pran (Killing Fields Survivor & star of Movie "The Killing Fields")

In Class:

• Get back PowerPoint Grades from student teachings
• Discuss Judgment/Punishment:
  • Nuremberg & Tokyo Trials
  • South Africa's Truth & Reconciliation Commission (TRC)
  • Rwanda's Gacaca
  • International Court of Justice (ICJ)/World Court (UN)

• pgs. 245-46 Albert Speer's response (Nazi architect & later a part of  Hitler's Cabinet)
• pgs. 266-267 Desmond Tutu's response Tutu is an archbishop in South Africa and was the head of the Truth & Reconciliation Commission (TRC)

In -Class- *** Essay on The Sunflower***

• Reading #16 pgs 514-515 (including "Connections")
• Reading #17 pgs 516-17

In-Class-

• Begin Legacies & Healing Unit w/ DVD on Maya Lin

Two-page design essay with sketch(es) will be due on Thursday 5/15--they must include include:

• Purpose of memorial
• Audience
• Who/What is remembered and for what reason
• Description of design:
  • Materials
  • A "walk through"-what people will see, should feel, etc.
  • Where in the world will it be?
• Groups (You get to choose--with help from me if needed):
  • 1-
  • 2-
  • 3-
  • 4-
  • 5-
  • 6-

In-class-

• Start working w/partners on Memorial Designs

Skip Day

• Continue Memorial Clay Projects/Ideas
• Journal Response #5- 'Stream of Consciousness writing" about this class--last chance to get it all out...

In Class-

• TURN IN JOURNALS!!!
• You will meet down in the Art Room to begin working on your clay designs
• I will be proctoring an AP--you need to be responsible and work on your own--Mr Hall and/or Mr. Shepard will be there to help!!!

In-class-In the Art Room to finish up clay designs of memorial

• Purpose of memorial
• Audience
• Who/What is remembered and for what reason
• Description of design:
  • Materials
  • A "walk through"-what people will see, should feel, etc.
  • Where in the world will it be?

In-class-

• Turn in paperwork for project
• Present projects to fellow classmates; take pictures of projects
• Look at projects from past years
• Do course evaluations

(For those who did not earn an exemption with a B or better for the course...)