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.
Wednesday, January 28, 2009
Tuesday, January 27, 2009
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.
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.
Monday, January 26, 2009
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.
• 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.
Monday, January 19, 2009
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.
• 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:
- Read the article “Controlling the Unfit” from Facing History (received in class).
- 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.
- 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?Posts are due before class begins on Friday.
Source: Facing History.
Eugenics Homework: Last Name Mu to Z
I've split the class in two to make a more manageable discussion group:
- Read the article “Controlling the Unfit” from Facing History (received in class).
- 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.
- 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?Posts are due before class begins on Friday.
Source: Facing History.
Monday, January 12, 2009
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.
Monday, January 5, 2009
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?
• 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?
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