Unit 4: The Middle East
Activity #1: Political Map of the Middle East - Color and label countries #1-20 as given on the political map.
Marketing Exam (Summative)- Commercial analysis choices
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Unit 3: Media & Technology
Readings
60d - "Living in the Information Age" - Link "The Information Age is Over [...]" - Link (gizmodo article) " Parents urged again to limit TV for Youngest" - Link (nytimes article) Presentations
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Homework
- Due 10/21/15 - Make a t-Chart. On one side, create a list of technologically driven devices that you use in your everyday life. Interview your parents and se what was their equivalent when they were your age (13-15 years old). Finally, answer the following question: how have technological advancements made your lives different from your parents' lives at this age. - Due 10/23/15 - You are responsible for viewing the remainder of the information on the "Ages throughout history" presentation & also read the two articles posted on the right (60d: Living in the Information Age & "The Information age is Over...") - Due 10/26/15 - In reference to the second article "The Information Age is Over..." - answer the following question in paragraph form. Prompt: Do you agree/disagree with the author of this article that we are moving from the information age and towards (or are already in) the infrastructure age? Use evidence from both the article and real life to support your position. Formative grade. - Due 10/27/15 - Read "Parents urged..." and complete the two activities at the end of the reading for Tuesday's class. Formative grade - 6 points total (4 points for the article & 2 points for the T-Chart). - Due 11/5/15 - All 6 of Part A: TV and Society episode viewing questions (6 individual Homework & Classwork grades) - Due 11/6/15 - Steps 1&2 of the Individual Research portion of the Summative Project are due at the beginning of class for group collaboration. (Partial Summative) - Due 11/10/15 - End of Class : Group Presentation is due (to be presented on 11/1`2/15 (Partial Summative) |
Part A: Television and Society
Apply the following questions to each familial sitcom that you will watch from the 1950's through the early 2000's in your SS notebook. It will be collected at the end of the week homework/in-class grade; however, take care as your responses will be used to create the summative product for this section.
Title of the Series, Title of the episode
1). Plot Summary – Main Ideas (You can use a plot diagram – 5 parts)
2). How is gender depicted? Explain with examples.
3). Are the characters realistic? Why/Why not? (Think, “Am I able to relate to them or understand them?”)
4). How is race shown? (Are there different races? Are races treated equally? Etc.)
5). Two things about what life was like at the time the show was produced. (Be specific in your inferences from the episode)
Title of the Series, Title of the episode
1). Plot Summary – Main Ideas (You can use a plot diagram – 5 parts)
2). How is gender depicted? Explain with examples.
3). Are the characters realistic? Why/Why not? (Think, “Am I able to relate to them or understand them?”)
4). How is race shown? (Are there different races? Are races treated equally? Etc.)
5). Two things about what life was like at the time the show was produced. (Be specific in your inferences from the episode)
1. Leave it to Beaver (1950's) 2. The Honeymooners (1950's) 3. I Dream of Jeannie (1960's)
4. The Lucy Show (1960's) 5. Good Times (1970's) 6. All in the Family (1970's)
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Part B: TV and Society - Summative Activity
Project Explanation & Instructions - Link
Part C: Evolution of Video Games (Video games and impact on society)
Part D. Social Media and Society
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YOU DO NOT NEED TO WATCH THIS FOR ANY ACTIVITY! I just put this on here because I found it was interesting.
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Unit 2: The Vietnam War
Vietnam War Exam Essay Questions:
Explain the various errors that the United States made before and during the Vietnam War that ultimately led to its loss.
Identify and explain the various causes and effects that contributed to the difficulties that U.S. ground troops had during the Vietnam War.
Explain the various errors that the United States made before and during the Vietnam War that ultimately led to its loss.
Identify and explain the various causes and effects that contributed to the difficulties that U.S. ground troops had during the Vietnam War.
Vietnam & French Colonization - Link (Homework - have read for 9/18/15)
Time Magazine article on Ho Chi Minh - Link (Homework - You need to complete 5 quick sketches for the reading by 9/24/15)
Years of Escalation (55b or section b in the word document link - have read for homework and complete a timeline of important events from this section on the back of your Ho Chi Minh quick sketches - due 9/25/15) Link to the online textbook & Link to the word version of the online textbook (all the sections are together in one document, so you will have to scroll down to the appropriate section.
Read "The Tet Offensive" 55c (link) and complete six reporter questions & answers (5W & 1H) [ who what where when why how]
55E - Link (After reading, complete 4 Cause & Effect flowcharts for this section
Interview with author Time O'Brien - Link
Questions for the O'Brien Interview
FAT paragraph for homework - Explain the various elements that led to a ground soldier’s mounting frustrations during the Vietnam War. (Formative- due Wednesday 10/14)
Time Magazine article on Ho Chi Minh - Link (Homework - You need to complete 5 quick sketches for the reading by 9/24/15)
Years of Escalation (55b or section b in the word document link - have read for homework and complete a timeline of important events from this section on the back of your Ho Chi Minh quick sketches - due 9/25/15) Link to the online textbook & Link to the word version of the online textbook (all the sections are together in one document, so you will have to scroll down to the appropriate section.
Read "The Tet Offensive" 55c (link) and complete six reporter questions & answers (5W & 1H) [ who what where when why how]
55E - Link (After reading, complete 4 Cause & Effect flowcharts for this section
Interview with author Time O'Brien - Link
Questions for the O'Brien Interview
FAT paragraph for homework - Explain the various elements that led to a ground soldier’s mounting frustrations during the Vietnam War. (Formative- due Wednesday 10/14)
- Explain the objective of “pacification” that O’Brien’s unit was to have carried out.
- What was O’Brien’s views towards the peasant farmers?
- O’Brien talks about the “mysteries of war” and the “mystery of the human spirit” and gives the example of threads “winding together” and getting so tangled that they turn into “crime and sin”. How does his story of the old blind man who was giving the GI’s showers exemplify this idea?
- Synthesize O’Brien’s views of creating an enemy with what he witnessed a year after the My Lai massacre while patrolling the Pinkville area.
- If you had one question that you could ask this author about his experience in Vietnam, what would it be? What is the impetus behind your question?
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Unit 1: Civil Rights MovementOverview and Brown V. Board - Link (54 & 54a)
Rosa Parks & Bus Boycotts - Link (54b) Short article on Thoreau's "Civil Disobedience" - Link (website) Showdown in Arkansas - Link (54c) Sit-Ins & Freedom Rides - Link (54d) - Link to primary account of violence against freedom riders - Link RFK on MLK (scroll down to the bottom of the webpage to view the speech) - Link "The Long, Hot Summers & Malcolm X (Link to 54g & 54h) - Assignment below REVIEW - Summative Exam review |
Work for Unit 1
(Due 8/27/15 - Homework Grade) - Separate but equal sketch (Due 8/28/15) - Read 54b [linked above] (Due 8/31/15 - Formative Grade) - Movie Poster - Additional Resource #1 - Link to The Henry Ford site - Additional Resource #2 - Link to the History Channel page (Due 9/3/15 - Homework Grade) - Read 54d above and then complete the following three terms in your notebook: Sit-in, demonstrator (focus on the synonyms given in the reading) , Freedom Rider. Also Students are to complete 3 SWBS's (Somebody, Wanted, But, So) See to the right for an example (Due 9/9/15 - Homework grade) - RFK on MLK : Read the transcript of the speech given by RFK after he was informed of MLK's death (link is above) and answer the following question on a 1/2 sheet of paper: What do you think RFK meant when he said, "Let us dedicate to ourselves to what the Greeks wrote so many years ago: to tame the savageness of man and make gentle the life of this world "? (Due 9/11/15 - Homework grade) After reading 54g, create a 2C to 1E (cause & effect chart ) & 1C to 2E (cause & effect chart). After reading 54h, create a four square that outlines beliefs of MLK and Malcolm X/ Black Muslims in the first top two boxes & why it would appeal to individuals in the bottom respective boxes (you may need to think about what we learned so far in this chapter or make inferences from the reading.
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SWBS examples (topic Little Rock 9 / school integration)
Somebody - Arkansas Governor Orval Fabus Wanted - to keep his school segregated and had the National Guard enforce segregation But - The Supreme Court had ruled in favor of school de-segregation So - Eisenhower sent a Military unit to escort the LR9 into central HS. Or ...... Somebody - African American students Wanted - a fair and equal education But - the Arkansas governor stopped them from attending a "white only" high school So - the president of the United States sent the military to ensure that the students were not harmed. |