May the Force Be With You

It's been a great year, everyone.

If you want to pick up final projects, please do so any time before graduation. After that I'll need to clean out my room for the summer, so I can't promise that they won't be (gasp!) discarded.

I hope as you go on to do great and interesting things, you'll keep in touch. Wherever I am, you can find me through email here: smkitsis (at) gmail.com.

Kavalier & Clay Forever

Want to read Amazing Adventures and then keep posting to the blog until you grow old? Of course you do! Click here for nostalgia and wonder.

Armenian Genocide Reflection

We are going to do our last self-evaluation and reflection of the year (sniff!) electronically, because I would like to share some of your thoughts with the folks at Facing History. You can move forward and back using the links within the survey but if you close the window or use the forward and back buttons within the browser your work will be lost. If you prefer, compose your answers in Microsoft Word and then paste them in. Plan to complete the reflection in one sitting.

Click here to start your reflection.

Thursday's agenda: (1) Armenian genocide reflection, (2) senior surveys for guidance, (3) online memorial module if you have extra time, and (4) share our fanny packs for change.

Toolbox for Difference

Click here to watch Samantha Power talk about toolboxes (errr, fannypacks?) for difference.

Teaching Schedule

• Period 1/2 on May 14 & 15: Avetis, Desal, Nell, Britt, Jon, Stephanie
• Period 3 on May 18 & 19: Pat, Max, Julia, Matt
• Period 4 on May 19 & 20: Eva, Christina, Hannah, Amanda, Alex T.
• Period G7 on May 18 & 19: Leah, Carolyn, Alex L., Jocelyn, Paul
• Period G7 on May 20 & 21: Pat, Conor, Deirdre, Amanda
• Period 1/2 on May 20 & 21: Ellery, Sam, Michelle, Tom
• Period 5/6 on May 20 & 21: Andy, Cherelle, Rachel, Sandhya

Two Extra Credit Opportunities

The Sudanese Education Fund right here in Arlington is presenting an event on Saturday: "Voices of South Sudanese Women." It should be an amazing show and some AHS students have even gotten involved. There is a special rate for students during the matinee performance and it's a great cause. Click here for information.

The other is a conversation with Armenian author Peter Balakian about his new book. This is at the Facing History offices in Brookline at 6.30p on Tuesday, May 19th. They are so, so eager to get you students there. Let me know if you're interested (and how many people, so bring friends and family!) and I can RSVP on your behalf. It's free and should be fascinating. Click here for details.

These are both great opportunities ... and your best bet to raise that fourth term grade, if it needs a little boost.

Memory, History, and Memorials

Click here to visit the online module from Facing History for more readings, questions, and case studies of important monuments and memorials.

Class Calendar: May 18th to May 27th

Monday, May 18th (T)
• Due: Written response to The Sunflower.
• Class: Prepare writing folders to take home; seminar on The Sunflower.

Tuesday, May 19th (W)
• Due: Work on memorial project; revise letter to send out; share portfolio with parents.
• Class: Excerpt from Maya Lin: A Strong Clear Vision; time to work on memorials and experience the Facing History online module.

Wednesday, May 20th (H)
• Due: Work on memorial project; revise letter to send out; share portfolio with parents. 

• Class: Work on toolboxes for change.

Thursday, May 21st (F)
• Due: Work on memorial project; revise letter to send out; share portfolio with parents.
• Class: Reflection on Armenian genocide project; share toolboxes for change.

Friday, May 22nd (S)
• Due: Memorial project, revised letter, signed portfolio sheet.
• Class: Gallery walk of memorial projects; final thoughts.

Monday, May 25th
• No school today.

Tuesday, May 26th (U)
• Class does not meet.

Wednesday, May 27th (M)
• Exam period for seniors with below a B+ average.

The Sunflower

Click here to see Simon Wiesenthal's obituary in the New York Times.

Class Calendar: May 4th to May 18th

Monday, May 4th (S)
• Due: Completed Armenia materials (both primary and supplementary) ready to present to the class. No late days, please. If you send me what you have I can set up slides, make copies, etc.
• Class: Run through and critique of Armenia materials.

Tuesday, May 5th (U)
• Class does not meet.

Wednesday, May 6th (M)
• Due: Read second half of literature circle books with 10 meaningful, “meaty” sticky or dialectic notes spread throughout the reading.
• Class: Literature circle meetings; Armenia group meetings.

Thursday, May 7th (T)
• Due: Work on literature circle book review (see back of printed calendar!).
• Class: First lesson on Sudan.

Friday, May 8th (W)
• Due: Literature circle book review; submit final Armenia materials electronically by today (or make other arrangements with me).
• Class: Second lesson on Sudan.

Monday, May 11th (H)
• Due: Letter assignment; bring your journals to be collected for a note check; final Armenia materials should already be submitted electronically.
• Class: Final review and practice run of Armenia materials; self-assessment; pre-reading discussion for The Sunflower.

Tuesday, May 12th (F)
• Due: Work on reading The Sunflower.
• Class: Reading day for The Sunflower.

Wednesday, May 13th (S)
• Due: Finish reading Book One of The Sunflower (focus on p. 3-55 and p. 76-98).
• Class: Discussion of The Sunflower.

Thursday, May 14th (U)
• Class does not meet.

Friday, May 15th (M)
• Due: Prepare for Socratic seminar on The Sunflower.
• Class: Seminar on The Sunflower; introduction to memorial assignment.

Monday, May 18th (T)
• Due: Written response to The Sunflower.
• Class: Memorials and monuments; prepare writing folders to take home.

Reminder: Blog Posts

Remember to contribute to your literature circle's blog by Friday. Links are to the left. Email me with any problems.

NOTE: We will finish reading literature circle books -- with ten more notes -- for Wednesday. The Catch-22 group should get as far as they can and still take ten more notes; we'll discuss how much of an extension you need. Homework for Monday is to complete a draft of materials for the Armenian genocide work to bring and share with the class. Email me any slides or documents you want to project or copy when walking us through your materials -- remember, you're both getting feedback and essentially training everyone else to run your session.

Armenian Genocide Group Assignments

The Armenia groups and responsibilities are listed below for your reference:

• Alex L., Eva, Carolyn, Hannah, Leah: engagement strategies and follow up assignments / extension activities for the study guide
  
• Avetis, Christina, Conor, Jocelyn, Pat, Paul: engagement strategies and annotated list of further reading / viewing for the study guide
  
• Alex T., Amanda, Britt, Deirdre, Nell: film and introduction to the film and post-viewing discussion questions for the study guide
  
• Desal, Jon, Julia, Matt, Max, Stephanie: historical context and historical background "memo" to teachers for the study guide
  
• Andy, Michelle, Sandhya, Tom: engagement strategies and thank you notes to Ms. Mazmanian, Fr. Vasken, and Facing History
• Ellery, Cherelle, Rachel, Sam: historical context and an introductory letter to teachers for the study guide
  

I have examples available of study guides for all of the supplemental sections (assignments, further reading, historical background, introduction, etc). Be excited, guys, this is your legacy!

Extras:

• Click here to download an electronic version of the Facing History resource book
• Click here to visit the online version of the iWitness exhibit we saw at the ALMA

Got an extra we should see? Send it to me and I'll add it to the list.

Class Calendar: April 27th to May 5th

Monday, April 27th (M)
• Due: Read (at least!) first half of literature circle books with 10 meaningful, “meaty” sticky or dialectic notes spread throughout the reading.
• Class: Literature circle meetings; Armenia group meetings.

Tuesday, April 28th (T)
• Due: Continue reading literature circle books; work on Armenia projects.
• Class: Armenia group work in Media Center.

Wednesday, April 29th (W)
• Due: Continue reading literature circle books; work on Armenia projects.
• Class: Armenia group work in Media Center.

Thursday, April 30th (H)
• Due: Continue reading literature circle books; work on Armenia projects.
• Class: First lesson on Rwanda.

Friday, May 1st (F)
• Due: Blog post for literature circle books.
• Class: Second lesson on Rwanda.

Monday, May 4th (S)
• Due: Completed Armenia materials (both primary and supplementary) ready to present to the class. No late days, please. If you send me what you have I can set up slides, make copies, etc.
• Class: Run through and critique of Armenia materials.

Local Events of Interest

Hey, gang, I wanted to share a couple of really exciting upcoming events with you. If you would like to attend either or both, I would certainly grant some extra credit to sweeten the deal (as with Of Thee I Sing, I'd just ask for a one page reflection on the experience, and maybe to say a few very informal words to the class).

The Museum of Fine Arts is sponsoring an Armenian film festival. Click here to see the line up. The documentaries seem most relevant to our studies, dealing with relations between Turkey and Armenia, but as we have been generally studying Armenian culture, you could attend any of these. Tickets are $10 for students.

The second is a speaking engagement with a man named Leopold Engleitner, who is 103 years old*:

... born 1905, who experienced World Wars I and II and found the extraordinary courage to refuse to serve in Hitler’s army. He suffered unspeakable cruelty in three concentration camps, and on release weighed less than 62 pounds. Astoundingly, he could easily have had his freedom: all he had to do was sign a paper renouncing his religious convictions as one of Jehovah’s Witnesses. He refused to do it.

This event is free and open to the public, May 4, 2009, 5:30 PM, at Harvard University in Science Center C at 1 Oxford Street. Click here for the website for Unbroken Will, the name of the book and documentary about Mr. Engleitner's experiences.

*Yes, really.

Vacation Reminders

Remember to read halfway through your literature circle text before returning from vacation (you've had the books for about a week already, so this should not be a tall order!). I'll be looking for ten "meaty" sticky or dialectic notes on the day you return from break.

Feel free to use the comments space on this post to communicate with your group members about how far to read. Have a great vacation, and those of you who are heading far and away, travel safely and bring back lots of pictures!

Updated Iraq Resources

Click here for the NPR clip we listened to in class, if you were either absent or abducted by the teachers.

And click here for the entire Frontline video we started in class. The group members particularly suggest the following clips: 00:00-07:50; 12:40-12:50; 19:17-19:34; 20:00-21:45; 28:00-30:00. Enjoy!

Literature Circle Choices

If you will be out on Thursday please review the following choices tonight and email me your preferences:

• After Long Silence by Helen Fremont
• All But My Life by Gerda Weissmann Klein
• Escape From Slavery by Francis Bok
• Farewell to Arms by Ernest Hemingway
• Forgotten Fire by Adam bagdasarian
• Hiroshima by John Hersey
• Imagining Argentina by Lawrence Thornton
• Pale View of Hills by Kazuo Ishiguro
• Snow Falling on Cedars by David Guterson
• Sunday at the Pool in Kigali by Gil Courtemanche
• Survival in Auschwitz by Primo Levi
• The Nazi Officer's Wife: How One Jewish Woman Survived the Holocaust by Edith H. Beer and Susan Dworkin
• The Things They Carried by Tim O’Brien

Books that are significantly longer (they’re great, but read at your own risk):

• Catch-22 by Joseph Heller
• Eleni by Nicholas Gage
• The Amazing Adventures of Kavalier & Clay by Michael Chabon
• We Wish to Inform You That Tomorrow We Will be Killed With Our Families: Stories from Rwanda by Philip Gourevitch

Field Trip Reminder

Just a quick reminder, we'll be leaving school immediately after first period tomorrow so be ready to go in the front lobby at 9.05a sharp! Bring your journal, something to write with, and some money for lunch. It should be a fascinating visit.

Class Calendar: April 6th to April 17th

Monday, April 6th (S)
• Due: First blog post on Night.
• Class: First lesson on Iraq; brief debrief on Mrs. Mazmanian’s visit.

Note: I need remaining permission slips right away or I can’t take you on the trip!

Tuesday, April 7th (U)
• Class does not meet.

Wednesday, April 8th (M)
• Due: In your journal, brainstorm ideas for Armenia project and write a brief reflection on Mrs. Mazmanian’s visit to class.
• Class: Field trip to the Armenian Museum and Library of America. Don’t forget to bring some lunch money and your project journal!

Thursday, April 9th (T)
• Due: Second blog post on Night (by tonight is fine, just don’t forget).
• Class: Second lesson on Iraq; selection of final literature circle texts.

Friday, April 10th
• No school today. Enjoy the long weekend!

Monday, April 13th (W)
• Due: Start reading literature circle book.
• Class: First lesson on Bosnia.

Tuesday, April 14th (H)
• Due: Work on Armenia project (to be determined); keep reading literature circle book.
• Class: Second lesson on Bosnia.

Wednesday, April 15th (F)
• Due: Work on Armenia project (to be determined); keep reading literature circle book.
• Class: Work on Armenia project.

Thursday, April 16th (S)
• Due: Read to assigned spot in literature circle book, with five sticky or dialectic notes.
• Class: Brief literature circle meeting; work on Armenia project.

Friday, April 17th (U)
• Class does not meet.

Note: We’ll be reading to chosen places in literature circle books (with ten more sticky or dialectic notes) over the vacation, due on the Monday we return from vacation.

Obama and Armenian Genocide

Hey, all. I stumbled across a few more interesting pieces on President Obama and the Armenian genocide over the weekend ... there's lots out there. I wanted to share with you this letter he wrote as Senator of Illinois to Secretary Rice about the State Department's decision to recall the Ambassador to Armenia for using the word "genocide" to describe the events of 1915. It's powerfully written and touches on many of the themes we've been exploring. Check it out! 

Online Discussion of Night

Don't forget to review the general blogging expectations before posting (no full names, use the text, acknowledge your colleagues, etc). Keep your response in the range of 200 words, as we'll be writing more than once. Don't try to answer every question I've suggested, these are just places you could consider starting. All questions are adapted from the Facing History study guide to Night.

• Explore the relationship between knowing, madness, and belief.
• Explore the relationship between Eliezer and his father.
• Consider how Eliezer struggles with his faith.
• Consider how prisoners struggle to maintain their identity under extraordinary conditions.
• Discuss why Wiesel titled his autobiographical story “Night.”

As always, let me know if you have any problems posting.

Absences During Presentations

If you are absent on the day of a research presentation, it is your responsibility to read and take notes in your journal on the information you missed. I will have copies of articles from the Modern World History database available, or you can find references of comparable depth and authority.

As always, it is your responsibility to ask me for missed work (in this case, to ask for a copy of the appropriate article). I will expect you to be caught up within one to two days of your absence and will deduct points for classwork if your journal is not complete.

Class Calendar: March 30th to April 6th

Monday, March 30th (M)
· Due: Work on group lessons.
· Class: Second lesson on the Armenia case study; debrief Armenia presentation; introduction to Night.

Tuesday, March 31st (T)
· Due: Work on group lessons; begin reading Night.
· Class: First lesson on the Cambodia case study.

Wednesday, April 1st (W)
· Due: Work on group lessons; begin reading Night.
· Class: Second lesson on the Cambodia case study; debrief Cambodia presentation.

Thursday, April 2nd (H)
· Due: Work on group lessons; continue reading Night.
· Class: Prepare for tomorrow’s guest speaker; high-level brainstorming and planning for our cumulative Armenia project (the one where we go teach ninth graders, remember?).

Friday, April 3rd (F)
· Due: Finish reading Night by today. Prepare a question in writing for the guest speaker.
· Class: Guest speaker. Bring your question (again, in writing).

Monday, April 6th (S)
· Due: Reader response or blog post(s) on Night (to be announced).
· Class: Debrief on guest speaker; first lesson on the Iraq case study.

Reminder: If you went to see Of Thee I Sing and would like to earn extra credit from me, write a one page, typed reflection on the experience, due on or before Friday, April 10th, the last day of the term.

Another Reminder: Please get those field trip permission slips signed and back to me as soon as possible. I need to get a final count to the museum this week!

Sen. Obama on the Armenian Genocide

We'll be taking a look at this very brief campaign trail clip in class on Monday.

Sample Lesson Plans

As promised, I’ve pulled together a couple of lesson plans to give you a sense of the type of content and level of detail I’m looking for. Feel free to imitate the structure of either of these:

This lesson plan is from PBS’s Frontline on an experiment that teacher Jane Elliot did with her third graders.

This lesson from the Densho project about the internment of Japanese-Americans during WWII is another good model.

Class Calendar: March 23rd to March 30th

Monday, March 23rd (W)
• Due: Continue work on research papers.
• Class: Group work on lessons.

Tuesday, March 23rd (H)
• Due: Almost final draft (hard copy, five or more pages, citations, works cited page).
• Class: Peer review of drafts; group work on lessons.

Wednesday, March 24th (F)
• Due: Continue work on research papers; work on lessons.
• Class: Group work on lessons.

Thursday, March 25th (S)
• Due: Final draft of research papers (yes, you may use a late day but must guarantee that I receive your work on Friday; i.e., personally place it in my hands or receive an email confirming receipt).
• Class: First lesson on the Armenia case study.

Friday, March 26th (U)
• Class does not meet.

Monday, March 30th (M)
• Due: Work on group lessons.
• Class: Second lesson on the Armenia case study.

Note: I can’t write a final calendar until I get confirmation from our guest speaker, but going in chronological order would make our next lesson on Cambodia, most likely scheduled for Tuesday and Wednesday of next week. There is also a very high likelihood that the group working on Iraq will at least begin presenting next week. I’m okay with your swapping dates if there are conflicts; just let me know in advance what you’re thinking.

Armenian Genocide Resource Book

Facing History has a fantastic resource book on the Armenian genocide; click here to download the study guide.

Class Calendar: March 16th to March 23rd

Monday, March 16th (F)
• Due: Continue work on research papers.
• Class: Jigsaw readings on rescue; “town hall” style discussion; “Denmark 1943.”

Tuesday, March 17th (S)
• Due: Continue work on research papers.
• Class: Blessed Is the Match; discussion of the life and death of Hannah Senesh.

Wednesday, March 18th (U)
• Class does not meet.

Assignment: Email me at least one interesting question about your paper to workshop with the class before 9.00p on Tuesday night. Ideal would be to attach a document with the relevant paragraph from your draft, with your question(s) at the top. We’ll want to talk about MLA citations, synthesizing and integrating sources, paraphrasing, etc.

Thursday, March 19th (M)
• Due: Continue work on research papers.
• Class: Wrap up from Tuesday; answering your research and citation questions.

Friday, March 20th (T)
• Due: Rough draft of research paper. For full credit, you should have a minimum of four complete pages and full citation information, including a works cited page.
• Class: Group work on lessons; peer review of drafts.

Monday, March 23rd (W)
• Due: Continue work on research papers.
• Class: Group work on lessons.

Who Watches the Watchmen?

Consider this your personal invitation to join the Watchmen conversation over at my Science Fiction blog! If you've seen the movie, read the book, or any combination thereof, check it out!

Class Calendar: March 9th to March 16th

Monday, March 9th (U)
• Class does not meet today.

Tuesday, March 10th (M)
• Due: Annotated works cited for research paper, including research question.
• Class: Share found poems; writing workshop on conciseness.

Wednesday, March 11th (T)
• Due: Work on research paper: notes, outline, etc. Let me know if you want a film!
• Class: Readings on resistance.

Thursday, March 12th (W)
• Due: Work on research paper.
• Class: Work day in the Media Center; could also arrange a film, potentially.

Friday, March 13th (H)
• Due: Working outline due: neatly type and proofread, include your thesis.
• Class: Writing workshop; citation reminders and questions.

Monday, March 16th (F)
• Due: Work on research paper.
• Class: Readings on rescue; “Denmark 1943.”

Research Paper

First of all, the citation information for the Samantha Power chapters handed out in class:

Power, Samantha. A Problem from Hell: America and the Age of Genocide. New York: Perennial, 2003.

This can absolutely count for one of your sources on the Annotated Works Cited assignment. More goodies: click here for a great guide to MLA citations and click here for even more links.

Second of all, I've mentioned that documentary film can be a great source for research and the class presentations. We can borrow movies from Facing History; click here to see the list of what they lend. We can also try libraries, Netflix, etc.

Class Calendar: March 2nd to March 10th

Note: See below for the Conspiracy blog links!

Monday, March 2nd
• Snow day! Build snowmen, drink hot cocoa, and all that jazz.

Tuesday, March 3rd (W)
• Due: Finish reading literature circle books; you should have at least 20 notes in total; blog post on Conspiracy due by midnight tonight.
• Class: Literature circle discussions; introduction to projects (found poetry, research group selection).

Wednesday, March 4th (H)
• Due: Read assigned excerpt from Samantha Powers.
• Class: Library research day; brief discussion of good sources for your sources.

Thursday, March 5th (F)
• Due: Bring a working draft of your found poem and explication (need not be complete, but have something substantial on paper).
• Class: Literature circle reunion; discussion of taking notes and lessons learned from last year’s research papers; review annotated bibliography assignment.

Friday, March 6th (S)
• Due: Found poetry (with explication) due. Please bring two copies of the poem itself, as you’ll want one clean copy to share with the class next week.
• Class: Library research day; conference with Ms. Kitsis on topic selection.

Monday, March 9th (U)
• Class does not meet.

Tuesday, March 10th (M)
• Due: Brief annotated bibliography for research project with statement of topic or research question (assignment sheet to come).
• Class: Sharing of found poetry, among other things.

Conspiracy Blog Discussions

In the spirit of continuing experimentation, let's try something completely different. Choose any one of the three suggested topics and contribute a post by bedtime on Monday.

The old criteria still apply: proper mechanics count, aim for quality over quantity (between 200-250 still feels about right), be concrete with your evidence (you might not have quotations but you can still be specific), and unless you're the first to write, reference at least one other colleague. Feel free to (respectfully!) disagree, as this can lead to some of the most interesting discussions, and of course feel free to check out more than one of the threads. All questions have multiple parts to help keep the discussion rolling; you don't need to answer every part (please don't!) and it's okay with me if the thread winds up digressing a little.

As always, do not post any identifying information; first names or initials only, please.

Select your topic to see the prompt and comments: click here to write about euphemism, or click here to write about the dynamics of the meeting, or click here to write about the artistic direction of the film.

Also remember to finish those literature circle books with five more notes for class on Monday. Have a great weekend!

Note: If you didn't see a majority of the film, keep reading. I'd like to ask those of you who didn't see enough of the movie to write a final post for one of the threads, summarizing the discussion that took place. We can talk details on Monday since you'll need an extra day to write after the conversation has closed.

Class Calendar: February 23rd to March 2nd

Note: It is always the case that calendars may be subject to change, but I should warn you that it's especially the case the week following a vacation, as I do my best to plan ahead and predict the future.

Monday, February 23rd (F)
• Due: First half of literature circle books with ten “meaty” sticky or dialectic notes.
• Class: Literature circle discussions: sticky pass and sharing powerful language.

Tuesday, February 24th (S)
• Due: Keep reading those books!
• Class: Wrapping up obedience and conformity with Conspiracy.

Wednesday, February 25th (U)
• Class does not meet.

Thursday, February 26th (M)
• Due: Keep reading those books!
• Class: Wrapping up obedience and conformity with Conspiracy.

Friday, February 27th (T)
• Due: Read to selected point in literature circle books with five more notes; identify, read, and bring to share an article relating to your book.
• Class: Literature circle discussions and introduction to new unit.

Monday, March 2nd (W)
• Due: Finish literature circle books and notes (you should have at least 20 notes in total); blog post on Conspiracy (TBA).
• Class: Literature circle discussions.

Ordinary Men: Chapter Assignments

Please check your chapter assignments for the next homework assignment in Ordinary Men:

• Ch. 9 & 10: Leah, Pat, Hannah, Julia, Conor, Matt
• Ch. 11& 12: Eva, Avetis, Carolyn, Nell, Alex T.
• Ch. 13& 14: Christina, Alex L., Amanda, Paul, Deirdre
• Ch. 15& 16: Max, Stephanie, Desal, Jocelyn, Jon, Britt

See me with any questions!

Children in the Ghetto

Today we will be examining a website created by Yad Vashem to teach children about what life was like in the ghetto. Spend the period exploring the site. Towards the end of the period, contribute your thoughts to the blog in a well-developed paragraph. I'll pose a thought to get us started:

How can we or should we teach children about difficult topics? To what extent should they be told the truth, and to what extent should they be protected from it? Consider this website as well as "The Legend of the Lodz Ghetto" and consider making references to specific artifacts.

As always, do not sign the blog with your full name; initials or first name only, please!

Click here to enter the Yad Vashem site.

Class Calendar: February 2nd to February 23rd

Monday, February 2nd (T)
• Due: Start reading Ordinary Men (see deadlines below and plan accordingly).
• Class: Wrap up introduction to Ordinary Men; “The Legend of the Lodz Ghetto.”

Tuesday, February 3rd (W)
• Due: Continue reading Ordinary Men.
• Class: Exploring ghetto life online.

Wednesday, February 4th (H)
• Due: Read Ch. 1-8 in Ordinary Men with special focus on Ch. 7-8; complete written response (a page, preferably typed, is appropriate). Prompt: “How did some men evade participation and what were the consequences? In what ways did the men rationalize their participation – and equally telling, what reasons did they not use (or use rarely) to justify their actions? Did Browning’s findings surprise you, or reinforce what you already knew? Reflect on the significance of your responses.”
• Class: Discussion of the reading.

Thursday, February 5th (F)
• Due: Read assigned chapters (TBA) in Ordinary Men for “jigsaw.”
• Class: Peer teaching of assigned chapters; introduction to Milgram experiment.

Friday, February 6th (S)
• Due: Read Ch. 18 in Ordinary Men.
• Class: Discussion of Browning’s thesis; wrap up Milgram experiment.

Monday, February 9th (U)
• Class does not meet.

Tuesday, February 10th (M)
• Due: Read assigned article and write a one page, typed reaction paper, briefly summarizing and responding to the article (do you agree or disagree, why or why not?).
• Class: Town hall style discussion of Goldhagen v. Browning debate. Selection of literature circle books.

Wednesday, February 11th (T)
• Due: Read Act I and II in The Visit.
• Class: Discussion of the reading; predictions.

Thursday, February 12th (W)
• Due: Read Act III in The Visit.
• Class: Socratic seminar on The Visit.

Friday, February 13th (H)
• Due: Bring books to class to sign in; start reading literature circle selection.
• Class: Wrap up The Visit, author’s postscript.

Monday, February 23rd (F)
• Due: First half of literature circle book with ten sticky notes or dialectic journal entries.
• Class: Literature circle groups will meet.

Ordinary Men

Homework (due Wed. Feb. 4th): Read Ch. 7 and 8 and respond in writing to the following questions below.

Warning: These chapters contain graphic material that may be upsetting to read.

How did some men evade participation and what were the consequences? In what ways did the men rationalize their participation – and equally telling, what reasons did they not use (or use rarely) to justify their actions? Did Browning’s findings surprise you, or reinforce what you already knew? Reflect on the significance of your responses.

Battle of the Bands

Congratulations to the SAVE club for their terrific work on Battle of the Bands!

Want to learn more about the situation in Sudan? The United States Holocaust Memorial Museum has a site on Responding TODAY to Threats of Genocide and the Save Darfur website has more ideas about how you can get involved.

Class Calendar: January 26th to February 2nd

Monday, January 26th (F)
• Due: Read chapter from Salvaged Pages.
• Class: Exploring diaries as literature: perspective and voice.

Tuesday, January 27th (S)
• Due: Draft of one-page analysis of diary excerpt through the lens of choice-less choices.
• Class: Share diaries with the class; review responses.

Wednesday, January 28th (U)
• Class does not meet today.

Thursday, January 29th (M)
• Due: Revised one-page analysis of diary excerpt.
• Class: Jigsaw discussion on the Nazis in power.

Friday, January 30th (T)
• Due: Start reading assignment (TBA) in Ordinary Men, taking notes.
• Class: Interactive website exploring ghetto life from Yad Vashem.

Monday, February 2nd (W)
• Due: Reading assignment in Ordinary Men, taking notes.
• Class: Discuss and prepare to peer teach excerpts from Ordinary Men.

Class Calendar: January 19th to January 26th

Monday, January 19th
• Martin Luther King Jr. Day. No school. Remember this week’s food drive!

Tuesday, January 20th (M)
• Due: Enjoy the long weekend.
• Class: Reactions to the inauguration; introduction to diaries as historical artifact and literary genre. Why do we keep diaries? What do we hope to gain from reading them?

Wednesday, January 21st (T)
• Due: Begin work on independent eugenics investigation (reading, internet exhibit, and blog post).
• Class: Screening and discussion of I’m Still Here: Real Diaries of Young People Who Lived During the Holocaust.

Thursday, January 22nd (W)
• Due: Work on independent eugenics exploration.
• Class: Wrap up screening and discussion of I’m Still Here: Real Diaries of Young People Who Lived During the Holocaust.

Friday, January 23rd (H)
• Due: Wrap up independent eugenics investigation (reading, internet exhibit, and blog post). Post is due before class begins.
• Class: “Choiceless choices” and the diaries of young people.

Monday, January 26th (F)
• Due: Work on “choiceless choices” analysis (due Tuesday).
• Class: Diaries as literature: exploring voice and purpose.

Eugenics Homework: Last Name A to Ma

I've split the class in two to make a more manageable discussion group:

1. Read the article “Controlling the Unfit” from Facing History (received in class).
   
2. Click here to explore the archive on the American Eugenics Movement hosted by Cold Springs Harbor Laboratory. Read about a minimum of four different areas, including “Sterilization Laws” and “Eugenics Popularization.
   
3. Post a comment on your investigation to the blog, signing with your initials or first name only for privacy. Comment on the question below AND share an observation on something you saw in the archive. Strong responses will also refer directly to a previous post in the discussion. The question I would like you to consider is:

Laws requiring sterilization violated the basic rights of the victims. How did eugenicists and their supporters seem to justify those civil rights violations? What arguments might you offer in support of the victims?

Source: Facing History.

Posts are due before class begins on Friday.

Eugenics Homework: Last Name Mu to Z

I've split the class in two to make a more manageable discussion group:

1. Read the article “Controlling the Unfit” from Facing History (received in class). 
   
2. Click here to explore the archive on the American Eugenics Movement hosted by Cold Springs Harbor Laboratory. Read about a minimum of four different areas, including “Sterilization Laws” and “Eugenics Popularization. 
   
3. Post a comment on your investigation to the blog, signing with your initials or first name only for privacy. Comment on the question below AND share an observation on something you saw in the archive. Strong responses will also refer directly to a previous post in the discussion. The question I would like you to consider is: 

Laws requiring sterilization violated the basic rights of the victims. How did eugenicists and their supporters seem to justify those civil rights violations? What arguments might you offer in support of the victims?

Source: Facing History.

Posts are due before class begins on Friday.

Class Calendar: January 12th to January 20th

The detailed calendar will depend on what you all got done in my absence.

Our major assignment this week is the paper on Kindertransport, which will be due on Thursday, the last day class meets this term. Papers should be about three pages, typed, double-spaced.

Class Calendar: January 5th to January 13th

Monday, January 5th (F)
• Due: Return rested and ready to work, okay? Hope you had a great vacation!
• Class: Begin Kindertransport by Diane Samuels. Read Act I, Scene I and discuss in small groups; 3-2-1 report.

Tuesday, January 6th (S)
• Due: Read Act I, Scene II and write reader response (see below).
• Class: Discuss the play: body sculpting, character charts, dramatic choices.

Wednesday, January 7th (U)
• Class does not meet.

Thursday, January 8th (M)
• Due: Read Act II, Scene I and write reader response.
• Class: Discuss the play: connections and staging.

Friday, January 9th (T)
• Due: Read Act II, Scene II and write reader response.
• Class: Discuss the play: exploring identity and its loss.

Monday, January 12th (W)
• Due: Prewriting exercise for Kindertransport paper (details to be announced).
• Class: Academic conference on Kindertransport.

Note: For each scene in Kindertransport read for homework, I would like you to write a short reaction. Your “reactions” may be typed or handwritten and should use textual support and fill at least half a page for sufficient depth of response (if you don’t have enough to say, think harder). For each reaction, choose one of the following:

• What do you see as the most significant or compelling spoken line in this scene? Explain and explore your response. What does this line suggest about characters and their relationships, themes, etc?

• What do you see as the most significant or compelling relationship in this scene? Explain and explore your response. What does this relationship line suggest about the broader message of the play?

• What do you see as the most significant or compelling physical object in this scene? Explain and explore your response. What is this object’s significance, what character is it most closely related to, does it carry symbolic weight?