Class Calendar: December 15th to December 23rd

Monday, December 15th (F)
• Due: Literature circle commercials and study guides.
• Class: Share literature circle projects (I’m really looking forward to these!).

Tuesday, December 16th (S)
• Due: Read Ch. 17-19 in The Children of Willesden Lane.
• Class: Debrief last week’s big paper discussions; more on music; discuss the audition.

Wednesday, December 17th (U)
• Class does not meet.

Thursday, December 18th (M)
• Due: Finish reading The Children of Willesden Lane.
• Class: Graded town hall discussion on The Children of Willesden Lane. I will provide questions.

Friday, December 19th (T)
• Due: Work on family story papers. I will collect your books today (please don’t forget; I need to mail these back to Facing History!).
• Class: The music of The Children of Willesden Lane.

Monday, December 22nd (W)
• Due: Draft of family story paper. Remember, no late days on drafts.
• Class: Peer review and sharing.

Tuesday, December 23rd (H)
• Due: Final draft of family story paper.
• Class: Documentary: Into the Arms of Strangers.

Class Calendar: December 8th to December 15th

Monday, December 8th (U)
• Class does not meet.

Tuesday, December 9th (M)
• Due: Read Ch. 1-8 in The Children of Willesden Lane. Allow me to remind you of the high probability of reading quizzes throughout this unit.
• Class: Discussion of the reading; “universe of obligation” and the Kindertransport.

Wednesday, December 10th (W)
• Due: Bring materials to work on literature circle projects and keep reading Children.
• Class: Group work on literature circle projects.

Thursday, December 11th (W)
• Due: Bring materials to work on literature circle projects and keep reading Children.
• Class: Group work on literature circle projects. If (and only if, unfortunately) we have a substitute assigned, the Media Center is reserved for our use.

Friday, December 12th (H)
• Due: Read Ch. 8-16 in The Children of Willesden Lane.
• Class: Discussion of the reading; Lisa’s music.

Monday, December 15th (F)
• Due: Literature circle projects are due today! Remember to bring five copies or bring me a “master” in the morning.
• Class: Sharing literature circle books with commercials and readers guides. I’m really looking forward to this!

Ticket to the Pollies

Thanks to Andy in second period for this Daily Show clip on the "Pollies," an award show for and by the people who create political advertising. You can watch the two part coverage here and here.

Class Calendar: December 1st to December 9th

Monday, December 1st (T)
• Due: Final blog post.
• Class: Finding poetry in our literature circle books.

Tuesday, December 2nd (W)
• Due: Research article relating to your literature circle book.
• Class: Present found poetry; introduce group project; share research in groups.

Wednesday, December 3rd (H)
• Due: Get geared up for these captivating commercials and resplendent reader’s guides.
• Class: Introduction to The Children of Willesden Lane; propaganda for the greater good (the Ad Council).

Thursday, December 4th (F)
• Due: Bring what you need to work; get started on The Children of Willesden Lane.
• Class: Work on group projects.

Friday, December 5th (S)
• Due: Bring what you need to work; keep working on The Children of Willesden Lane.
• Class: Work on group projects.

Monday, December 8th (U)
• Class does not meet.

Tuesday, December 9th (M)
• Due: First reading assignment for The Children of Willesden Lane.
• Class: Discussion of reading and lesson on the Kindertransport.

The Laramie Project: Extra Credit

If you went to see (or worked on!) The Laramie Project and would like to earn extra credit in this class, write a one page (typed, double spaced) reflection on the show. What angle you take is up to you (potential connections to this class?), but I look forward to hearing your reactions ... there's a lot to process with this performance, and writing is a great way to do it.

Deadline is the end of the week: Friday, November 21st.

Kudos to everyone who worked on the show! I went Friday night and was blown away. Thanks for your hard work in bringing this important piece to Arlington High School.

Class Calendar: November 17th to November 26th

Monday, November 17th (M)
• Due: Blog post due at midnight tonight.
• Class: Photography timeline “big paper” exercise (1933-1942).

Tuesday, November 18th (T)
• Due: Work on next literature circle assignment.
• Class: Documentary: “Chaos and Consent.”

Wednesday, November 19th (W)
• Due: Six more post-it notes in your literature circles; read to assigned point.
• Class: Literature circles meet.

Thursday, November 20th (H)
• Due: Work on next literature circle assignment.
• Class: Town hall discussion: “The Nazis Come to Power.”

Friday, November 21st (F)
• Due: Blog post due at midnight tonight.
• Class: Propaganda and media literacy.

Monday, November 24th (S)
• Due: Six more post-it notes in your literature circles; read to assigned point (most groups will finish for today).
• Class: Literature circles meet. Wrap up propaganda and media literacy.

Tuesday, November 25th (U)
• Class does not meet today.

Wednesday, November 26th (M)
• Shortened day today, which means I think we don’t meet. If you have not finished reading your literature circle book, do so over the long weekend (unless we’ve made other arrangements). Remember there is a blog post due before midnight on the Monday after the vacation, but there’s no need to wait until the last minute to do it.

Class Calendar: November 10th to November 17th

In class, we'll be alternating between literature circle meetings and a whole class study of the Nazi rise to power. Smaller homework assignments will be announced as needed, but your primary responsibility between now and Thanksgiving is to your literature circle book. You've set the specific assignments with your group, but I'll review the basic deadlines here:

• Monday, November 10th: Blog post #1 due by midnight tonight
• Wednesday, November 12th: Six post-its spanning the assigned reading due in class
• Monday, November 17th: Blog post #2 due by midnight tonight
• Wednesday, November 19th: Six post-its spanning the assigned reading due in class
• Friday, November 21st: Blog post #3 due by midnight tonight
• Monday, November 24th: Six post-its spanning the assigned reading due in class; books should be finished unless your group has made other arrangements with me
• Monday, December 1st: Blog post #4 due by midnight tonight

Click here to review the requirements for blog posts and sticky notes.

Reading Hitler

Click here for a plain text version of Mein Kampf. Note that you can skim around using the side bar, or use Control-F to search for particular words or phrases.

Click here for a form to record your observations. Save a copy to your folder so you can save your work as you go!

If you have some extra time, click here for Hitler's earliest known political writing.

Note: Homework for Wednesday is to (1) finish anything on today's exercise not completed in class and (2) complete six post-its or double-column note entries for your literature circle book, reading to the agreed upon page.

Acceptance Speech

Any quick Google search will yield plenty of sources for this historic speech. My favorite is the really cool integrated video and transcript site at the New York Times.

Note: Look for his victory speech on election night, not the acceptance of the nomination at the DNC this summer. My apologies!

Then you can click here for transcript and video of McCain's concession speech, which has also gotten rave reviews for its gracious tone.

Update: The Boston Globe has this really cool photo collection of Obama shots. Check out our shiny new President Elect!

Class Calendar: November 3rd to November 10th

Monday, November 3rd (U)
• Class does not meet.

Tuesday, November 4th
• No classes for students today. Enjoy the day off!

Wednesday, November 5th (M)
• Due: Good luck with early college admissions! Hope you had a very happy Election Day! Bring back graded essays for a homework grade.
• Class: Literature circle options; final segment of A Class Divided; papers and grades and other first term housekeeping.

Thursday, November 6th (T)
• Due: If you are not in class, send me your literature circle preferences as soon as possible (ideally Wednesday night) so I can take them into consideration. Note: Click here for the list of book choices. You do not need to read this list unless you are absent from class on the day I go over them with the group.
• Class: Set up literature circles; begin study of the Nazi rise to power.

Friday, November 7th (W)
• Due: Reader response paper to Barack Obama’s acceptance speech. See blog for links to video, audio, or text (though I strongly recommend listening or watching for full effect!). Requirements: one page, typed, double spaced, and carefully proofread; use at least two brief quotations. I will leave it to you to determine exactly how you want to respond … rhetorical analysis, thematic analysis, and (meaningful) personal response are all acceptable.
• Class: Share responses; continue historical study (topics to be announced).

Monday, November 10th (H)
• Due: First literature circle assignment (to be explained).
• Class: Literature circles meet; continue historical study (topics to be announced).

Note: There is no school on Tuesday, November 11th (what’s the deal Tuesdays and November?), so if you are for any reason absent on Monday, check the class blog so as not to fall behind: http://kitsis.blogspot.com.

Class Calendar: October 27th to November 5th

Note: Note the change to Thursday's homework below (also announced in class).

Monday, October 27th (T)
• Due: Email me a sample of your paper using a quotation; bring a draft to class.
• Class: Quotation integration workshop and practice.

Tuesday, October 28th (W)
• Due: Final paper on When the Emperor Was Divine, in perfect MLA format.
• Class: Reading poetry; using “scope and sequence” to frame the internment.

Wednesday, October 29th (H)
• Due: Are you keeping up with the election in the midst of college applications and all that other nonsense surrounding senior year? For homework tonight, take a half hour to read some newspaper editorials, watch The Daily Show on Hulu.com, listen to NPR, or otherwise get yourself informed.
• Class: Wrapping up our look at identity with “A Class Divided.”

Thursday, October 30th (F)
• Due: Reaction to “A Class Divided” (see blog post).
• Class: Wrap up “A Class Divided”; exploring choice book options.

Friday, October 31st (S)
• Due: Review choice books on blog. If you are absent from class today, email me your preferences or risk a random assignment! Note: If we are running short on time, this will get pushed to Monday. If you don't see anything on the blog about choosing books, it means we're waiting until next week to make selections. Consider it pushed to Monday!
• Class: Presidential campaign ads; propaganda and history.

Note: Have a spooky Halloween! [Insert funny joke about my costume here.] Be safe.

Monday, November 3rd (U)
• Class does not meet today.

Tuesday, November 4th
• Professional Day. No classes. Do you miss me yet? How about now?

Wednesday, November 5th (M)
• Due: Analysis of advertising (details to come). Okay, okay, get those college applications out the door already! Bring back your GRADED college essay to include in your writing folder (this is a homework grade!!).
• Class: We’ll be continuing our new unit, exploring the Nazi rise to power and the use of propaganda and euphemism. Literature circle groups will meet briefly.

Homework: Unpacking the Invisible Knapsack

Note: If you were absent from class and need to catch up, click here to go to the Frontline video. We watched all of Chapter One and the first six minutes of Chapter Two (16 minutes in total).

Jane Elliott created privileges for her third-graders: things like extra recess time, getting to go back for seconds at lunch, and being first in line were fitting rewards for her eight year olds.

To explore what kinds of privileges exist in the adult world, read Peggy McIntosh's classic article "Unpacking the Invisible Knapsack." (You will need Adobe Reader to view this file; you can download it for free, or click here for a web version.)

Pay special attention to McIntosh's checklist. Use the checklist as a basis for self-reflection, asking "Can you count on this?" A "yes" answer scores 1 point. For a "no," subtract 1 point. Score nothing for "does not apply to me." The higher the score, the greater the degree of privilege one has in the context of living in the United States today.

After you have (1) read the article and (2) scored yourself on the checklist, then (3) write a journal entry about your reactions.

Were you surprised by your score, or did it confirm what you already knew? Why is privilege normally invisible and what does it feel like to make it visible? Do you agree with McIntosh's argument that the word "privilege" is misleading? If you have read the article before, have your opinions changed since the first time you encountered it?

This assignment is due on Thursday. The updated calendar is below.

A Word A Day

Do you know this website? It's often too obscure to be good for SAT skills, but why learn useful vocabulary when you can learn awesome vocabulary? This week's theme covers my all time favorite vocabulary topic: words that mean one thing ... and its opposite.

When you sanction a project, do you approve of it or disapprove? Should one be commended for oversight (watchful care) or reprimanded for oversight (error or omission)? When you resign from a job, do you leave it or re-join (re-sign) it?

When a proposal gets tabled, is it being brought forward for discussion or being laid aside? Depends on which side of the pond you're at. If the former, you're in the UK; if the latter, you're in the US.

I call them fence-sitters. They sit on fences, ready to say one thing or its opposite depending on which side they appear at. I'm not talking about politicians. These are words, known by many names: autoantonym, contranym, self-antonym, enantiodromic, amphibolous, janus word, and so on.

Sometimes it's a result of two distinct words evolving into the same form (cleave from Old English cleofian and cleofan) but often a single word develops a split personality and takes on two contradictory senses. All of us have a bit of yin and yang and these words are no exception.

This week's first word is cleave. Check out Anu Garg's site here.

Class Calendar: October 20th to October 27th

Note: Please note update to next week's assignments!

Monday, October 20th (H)
• Due: Finish reading When the Emperor Was Divine, taking notes on study questions.
• Class: Debrief on Friday’s “field trip”; international law and the internment; discussion of When the Emperor Was Divine.

Tuesday, October 21st (F)
• Due: Prepare a “micro-theme.” Review historical background packet.
• Class: Newspaper editorials and contemporary connections; discussion and development of paper topics.

Wednesday, October 22nd (S)
• Due: Work on paper draft (due Friday).
• Class: Understanding the “loyalty oath”; return “field trip” to the computer lab. If you finish early, there will be a link to some excellent further reading.

Note: Shortened period for Health & Safety Awareness Day.

Thursday, October 23rd (U)
• Class does not meet today. Work on those drafts!

Friday, October 24th (M)
• Due: Rough draft of paper for peer review. Please bring three copies (hard copy, in your hand when you enter class) so we can work in small groups rather than pairs.
• Class: Peer revision of papers, with a mini-lesson on quotation integration.

Monday, October 27th (T)
• Due: Email me a passage from your paper that incorporates a quotation from the novel. If you have any particular questions about a section, that would be a good one to use. You can paste it right into the body of the email. Send to skitsis@arlington.k12.ma.us. Then bring a clean copy of your draft to class (work on it over the weekend, please!).
• Class: Workshop on integrating quotations.

Tuesday, October 28th (W)
• Due: Revised paper on When the Emperor Was Divine.
• Class: Poetry lesson; using the “scope and sequence” to frame the internment.

Bonus: Author Interview

Click here for a fascinating interview with the author of When the Emperor Was Divine.

And while we're on the subject of bonus material, this New York Times article makes some interesting parallels between the novel and contemporary American society. It's called "One Family's Story of Persecution Resonates in the Post-9/11 World" and is actually from the education section of the paper.

A Trip to the Museum

Today we'll be visiting the Smithsonian online exhibit, A More Perfect Union. Select the "media rich" version from the introductory screen. Be sure to "walk through" the full exhibit and click on items to see more details.

Click here to download a template you can use to take notes. Print it out or type in it directly; I'll collect it at the end of the period.

If you finish early, please read the Densho Project's article on the Loyalty Oath. It's excellent.

Finally, the Japanese American National Museum has extensive online collections. If you finish your visit to the Smithsonian and have extra time in the period, check out a collection that interests you at the JANM to add to your observations (choose from photos, letters, etc).

Class Calendar: October 13th to October 20th

Monday, October 13th
• No school today. Enjoy the long weekend!

Tuesday, October 14th (U)
• Class does not meet. Enjoy the long, long weekend.

Wednesday, October 15th (M)
• Due: Review documents (posted on blog) to prepare for guest speaker.
• Class: David Raikow will be speaking to us today about international law and genocide.

Thursday, October 16th (T)
• Due: Read “When the Emperor Was Divine” (p. 49-105) in When the Emperor Was Divine, taking notes using the study questions as a guide.
• Class: Finish performances of reader’s theater; debrief and discussion of the reading and yesterday’s speaker.

Friday, October 17th (W)
• Due: Keep reading the novel.
• Class: More poetry and photography; the loyalty oath.

Monday, October 20th (H)
• Due: Finish reading When the Emperor Was Divine.
• Class: Reactions, discussions, historical context (specific topics to be announced).

David Raikow on Sudan

David Raikow will be speaking at the First Parish Church in Arlington at 7.00p on Monday, October 13th on "Conflict in Context: the Recent History of War in Sudan, and the Role of the International Community."

Extra credit (and extra karma) is available for anyone who would like to attend and report back to the class!

He will ALSO be speaking to our class -- barring crazy scheduling errors -- on Wednesday, October 15th on genocide and international law. To prepare, please review the following documents:

• The Genocide Convention, which you are already familiar with
  
• The U.N.'s page on frequently asked questions about the International Criminal Court
  
• For more on the Criminal Court, see the I.C.C.'s own information page
  
• Read about the Nuremberg Principles that evolved out of the Nuremberg Trials following WWII

We'll be joining Mr. McCarthy's class. You don't need to commit these documents to memory, but do prepare yourself mentally to ask a question or two!

Tutorial on Quotation Marks

We talked briefly in class about quotation marks but many of you would benefit from a little more review.

I highly recommend this handout on quotation marks prepared by the Online Writing Lab (OWL) at Purdue University.

Check your comprehension by trying this online exercise and then check yourself against the answers.

Facial Tissues

Are a beautiful thing to have in cold and flu season, don't you think?

Enrichment Opportunities

There are several exciting opportunities this month to enrich yourself (and if you come back and share it with us, possibly your grade!).

• Thursday, October 16th, 7p, Robbins Library: From War to Hope. A presentation on Arlington's sister city in El Salvador. Free and open to the public. Visit their website and see the brochure on my bulletin board for more information.
  
• Sunday, October 19th, 3p, Southern Sudanese Community Center in Arlington: Francis Bok. The author of Escape From Slavery (an amazing memoir!) is speaking right here in Arlington. I'm hoping we'll get to read his book this spring ... don't miss the chance to see him in person.
  
• Thursday, November 6th, Robbins Library: Lion's Club Speech Contest. Prepare a five minute speech to earn fame and extra credit. You need to sign up with Ms. Walsh in advance ... let me know and I can pass on the word, or see her directly over in Downs House.

Lots of cool happenings ... there won't be many more opportunities for extra credit this fall so take advantage while you can. And as always, if there's an event in the community you think we should know about ... share the word.

Class Calendar: October 6th to October 15th

Monday, October 6th (T)
• Due: Congratulations on surviving the SATs one more (hopefully last) time!
• Class: Housekeeping. Understanding the Executive Order.

Tuesday, October 7th (W)
• Due: Read “Evacuation Order No. 19” (p. 3-22) in When the Emperor Was Divine and take notes using the study questions as a guide.
• Class: Discussion of “Evacuation Order No. 19” and discussion of preexisting racism (“Prelude to the Evacuation: The Early Years”).

Wednesday, October 8th (H)
• Due: Read “Prelude to Incarceration” (historical handout).
• Class: Analysis of a government video. Shortened class today for senior photo.

Thursday, October 9th (F)
• Due: Read “Train” (p. 23-48) in When the Emperor Was Divine and take notes using the study questions as a guide.
• Class: I’ll be out of school today. Those of you who are here will be taking a closer look at civil liberties issues raised in the novel and by the historical period.

Friday, October 10th (S)
• Due: Revision of college essay.
• Class: Discussion of “Train” and fun with poetry.

Monday, October 13th
• No school today. Enjoy the long weekend!

Tuesday, October 14th (U)
• No class today. Enjoy the extra long, long weekend!

Wednesday, October 15th (M)
• Due: Read “When the Emperor Was Divine” (p. 49-105) in When the Emperor Was Divine and take notes using the study questions as a guide.
• Class: Discussion and a virtual “field trip” to the Smithsonian Museum.

The Bear That Wasn't

You're not a bear! You're a silly man, who needs a shave and wears a fur coat! You know you want to watch it again ...

Class Calendar: September 29th to October 6th

Monday, September 29th (H)
• Due: Draft of college essay in hard copy to me (typed, double spaced, include question or prompt, proofread). Keep all drafts and editing sheets as you go.
• Class: Debrief on Weimar Republic; introduction to identity; return, log, and discuss essays on First They Killed My Father.

Tuesday, September 30th (F)
• Due: Nothing today!
• Class: Review vocabulary with substitute; practice SAT questions. If you are out for the holiday, just be sure you’re ready for the quiz on Friday.

Wednesday, October 1st (S)
• Due: Continue studying the vocabulary words.
• Class: Debrief on identity charts; The Bear That Wasn’t.

Thursday, October 2nd (U)
• Class does not meet today.

Friday, October 3rd (M)
• Due: Practice faux SAT prompt; study for vocabulary quiz. Click here if you need the prompt.
• Class: Quiz on remaining “Route 66” words; peer review of homework essays; “Little Boxes” by Anthony Wright.

Good luck to those of you taking the SATs this weekend!

Monday, October 6th (T)
• Due: This was a light week due to the holiday and upcoming SATs. Take advantage of the situation by getting some of your college application paperwork in order! We’ll be starting a new unit at a brisk pace on Monday so make the most of this weekend; I don’t pass up the opportunity to give you homework very often.
• Class: Introduction to When The Emperor Was Divine.

Understanding the Weimar Republic

Click here to go to the Facing History online module for the Weimar Republic. Where it says "If your teacher has created a page for you to view ..." enter my last name and you're ready to go! If you finish reviewing the artifacts I have suggested, continue exploring on your own.

What Your Test Scores Tell Colleges

Apparently, not that much. Click here to read coverage by the New York Times of a commission of college admissions officers calling for less reliance on SAT and ACT scores.

Class Calendar: September 22nd to September 29th

Monday, September 22nd (S)
• Due: Photo project on Jewish life before WWII (two printed photos, two photo worksheets, one with locale research, one family photo, one reader response paper; please do not staple your work yet).
• Class: Wrap up mock admissions panel; share, discuss, journal on photo projects.

Tuesday, September 23rd (U)
• Class does not meet. Identify a prompt for your college admissions essay.

Wednesday, September 24th (M)
• Due: Work on college admissions essay; study vocabulary.
• Class: Grammar review; introduction to the Weimar Republic.

Thursday, September 25th (T)
• Due: Work on college admissions essay; study vocabulary.
• Class: Activity: “Voices of the Weimar Republic.”

Friday, September 26th (W)
• Due: Rough draft of college essay (at least one draft, type your work, include the original prompt or question). Prepare for quiz on second 22 words on “Route 66.”
• Class: Quiz on “Route 66” words; peer feedback on college admissions essays.

Monday, September 29th (H)
• Due: Draft of college essay to turn in to me for feedback (make it as good as you can!).
• Class: Understanding identity.

Class Calendar: September 15th to September 22nd

Monday, September 15th (M)
• Due: Lemkin and the Genocide Convention (reading and response).
• Class: Scope and sequence for the class; wrapping up Lemkin and the Genocide Convention; setting up writing folders; introduction to identity.

Tuesday, September 16th (T)
• Due: Work on vignettes; study vocabulary.
• Class: Timeline of Holocaust; introduction to photo project.

Wednesday, September 17th (W)
• Due: Work on vignettes; study vocabulary.
• Class: Work on photo project in the computer lab (Room 321).

Thursday, September 18th (H)
• Due: Five vignettes in preparation for the college essay.
• Class: What colleges are looking for; share vignettes; short vocabulary review.

Friday, September 19th (F)
• Due: Study for vocabulary quiz over the first 22 words on “Route 66.” Read and mark up sample college essays; be ready to accept or decline and say why.
• Class: Vocabulary quiz; “admissions committee.”

Monday, September 22nd (S)
• Due: Photo project on Jewish life before WWII (two printed photos, two photo worksheets, one with locale research, one family photo, one reader response paper; please do not staple your work yet).
• Class: Share and discuss photo projects; SAT practice exercise.

Photo Project: Resources

You'll want to use the following links for this week's photo project on Jewish life in Europe before World War II.

Click here to access the USHMM's photography archive.

Click here to go to a timeline of major events of WWII.

This is a fascinating project but has several steps, so read the directions carefully and ask me if you have any questions!

Summer Reading: Audio Enrichment

I'm still trying to get the school computer set up with the right software to hear these extra goodies!

In the meantime, click here to listen to an NPR interview with Loung Ung, author of First They Killed My Father.

Click here to go to a story about Art Spiegelman, including a clip of his father, Vladek.

Class Calendar: September 8th to September 15th

Monday, September 8th (W)
• Due: Letter to Ms. Kitsis; prepare for essay on First They Killed My Father.
• Class: Essay on First They Killed My Father. Let me know if you require extra time or other accommodations according to your ed plan; otherwise we’ll finish before the bell.

Note: I’ll be collecting your “intro inventory” surveys and signature pages from the syllabus; please bring those in as soon as possible!

Tuesday, September 9th (H)
• Due: Review Maus for Socratic seminar on Wednesday.
• Class: Scope and sequence of the course; small group follow up discussions of First They Killed My Father.

Wednesday, September 10th (F)
• Due: Bring your notes (to be collected) for Socratic seminar on Maus and a copy of the book if you have it. (And let me know too if you would like to borrow one!)
• Class: Socratic seminar on Maus.

Thursday, September 11th (S)
• Due: Vocabulary and SAT exercises.
• Class: Timeline of the Holocaust; introduction to “Totally Unofficial: Raphael Lemkin and the Genocide Convention.”

Friday, September 12th (U)
• Class does not meet.

Monday, September 15th (M)
• Due: Reading and response to Lemkin.
• Class: Defining genocide; introduction to the college essay.

Class Calendar: September 8th to September 15th

Monday, September 8th (W)
• Class does not meet.

Tuesday, September 9th (H)
• Due: Letter to Ms. Kitsis; prepare for essay on The Road.
• Class: Write essay on The Road in class. Let me know if you require extra time or other accommodations according to your ed plan; otherwise we’ll finish before the bell.

Note: I’ll be collecting your “intro inventory” surveys and signature pages from the syllabus; please bring those in as soon as possible!

Wednesday, September 10th (F)
• Due: Prepare notes for Socratic seminar on The Road (questions provided last week).
• Class: Socratic seminar on The Road.

Thursday, September 11th (S)
• Due: If you are taking the class for honors credit, get to work on Digging to America reader response assignment.
• Class: Wrap up The Road with Oprah and film trailer; sign out books. Discussion: “What is science fiction?”

Friday, September 12th (U)
• Due: Start on Monday’s assignment.
• Class: Wrap up yesterday’s discussion; debate Wired editorial.

Monday, September 15th (M)
• Due: Read Ch. 1-6 in War of the Worlds, taking notes on discussion questions (see reverse!). Bring your notes and books to class. Digging to America response due.
• Class: The early history of science fiction; H.G. Wells and the beginning of War of the Worlds; introduction to college essays.

Summer Reading

Click here to view the summer reading information page! You'll need Adobe Reader to see the brochures.

We will write an essay on First They Killed My Father on Monday. The guiding question from the brochure follows:

"How does pain and despair shape the main character?"

Next week you will receive questions to prepare for a graded discussion of Maus.

Reminder: Don't forget those letters to me and signature forms from you parents or guardians.

Catch-22

Welcome to the discussion space for Catch-22 by Joseph Heller.

After Long Silence

Welcome to the discussion space for After Long Silence by Helen Fremont!

The Amazing Adventures of Kavalier & Clay

Welcome to the discussion space for The Amazing Adventures of Kavalier & Clay by Michael Chabon!

A Farewell to Arms

Welcome to the discussion space for A Farewell to Arms by Ernest Hemingway!

All But My Life

Welcome to the discussion space for All But My Life by Gerda Weissmann Klein!

We Wish to Inform You That Tomorrow We Will Be Killed With Our Families

Welcome to the Period 6/5 discussion space for We Wish to Inform You That Tomorrow We Will Be Killed With Our Families by Philip Gourevitch!

We Wish to Inform You That Tomorrow We Will Be Killed With Our Families

Welcome to the Period 2/1 discussion space for We Wish to Inform You That Tomorrow We Will Be Killed With Our Families by Philip Gourevitch!

Conspiracy Topic #3

Let's talk about the aesthetic decisions made by the filmmakers. How successful was this movie as a work of art and why? Don't just tell us about your overall, vague impressions, but consider specific, meaningful choices made by the writers, actors, and director. You could consider cinematography, sound editing, pacing (for instance, the introductory and concluding sequences), specific performances, etc, etc.

Don't try to comment on everything, but focus on something interesting to you.

Conspiracy Topic #2

Let's explore the interpersonal dynamics at play in this reenactment. Clearly many of the attendees of the Wannsee Conference disagreed or were uncomfortable with some of the proceedings; why then do they not stand up to Heydrich at the end? How do you assess their legal or moral responsibility? Feel free to focus on one or two of the specific characters you followed in your notes. It has been observed that the conclusions of the meeting seem predetermined. Why (or why not)? Why have the meeting if the question has already been answered?

Don't try to comment on everything, but focus on something interesting to you.

Conspiracy Topic #1

Consider the ways language is used by the attendees of the Wannsee Conference, particularly the use of euphemism. Identify a few examples that stood out to you. Compare the literal meanings of each word or phrase to their intended meanings. Consider the connotations (the associated or secondary meaning of a word, its "baggage"). What effects do euphemisms have for the speakers? For the audience?

Source: Adapted from Facing History and Ourselves.

All But My Life

Welcome to the discussion space for All But My Life.

Everything is Illuminated

Welcome to the discussion space for Everything is Illuminated.

Catch-22

Welcome to the discussion space for Catch-22.

The Things They Carried

Welcome to the discussion space for The Things They Carried. We'll share this blog between both groups.

The Things They Carried

Welcome to the discussion space for The Things They Carried. We'll share this blog between both groups.

Hiroshima

Welcome to the discussion space for Hiroshima.

Imagining Argentina

Welcome to the discussion space for Imagining Argentina.

Survival in Auschwitz

Welcome to the discussion space for Survival in Auschwitz. Note that this blog is shared between both classes.

Explore the relationship between Eliezer and his father.

• How did the relationship between Eliezer and his father change in the course of the year on which the book focuses? How do you account for that change? What has each come to represent to the other? How do the changes in his relationship with his father affect the way Eliezer sees himself as an individual?
  
• How does Eliezer respond when his father is beaten for the first time? How does that response affect the way he sees himself? What does he fear is happening to him?
• What advice does Eliezer’s cousin from Antwerp give his father? How is it like the advice the Polish prisoner offers? What do both pieces of advice suggest about the meaning of a word like family in a place like Auschwitz?
• What does Eliezer mean when he refers to his father as “his weak point”? Why has he come to view love as a weakness?
• Why did his father give him the spoon and the knife as his inheritance? What is the significance of such a gift in Auschwitz?

Consider how Eliezer struggles with his faith.

• When the young boy is hanged, a prisoner asks, “For God's sake, where is God?” Eliezer hears a voice answer, “Where He is? This is where–-hanging here on this gallows.…” What does this statement mean? Is it a statement of despair? Anger? Or hope?
• On Rosh Hashanah, Eliezer says, “My eyes had opened and I was alone, terribly alone in a world without God, without man. Without love or mercy. I was nothing but ashes now.…” Eliezer is describing himself at a religious service attended by ten thousand men, including his own father. What do you think he means when he says that he is alone? In what sense is he alone?
• Why does Eliezer direct his anger toward God rather than the Germans? What does his anger suggest about the depths of his faith?
• At the beginning of Night, Eliezer describes himself as someone who believes “profoundly.” How have his experiences at Auschwitz affected that faith?

Discuss why Wiesel titled his autobiographical story “Night.”

• What did the word night mean to you before you read the book? How has the meaning of the word changed for you? How did it change for the author?
• Each night is the end of one day and the start of another. What does that suggest about the need to bear witness? To not only tell the story but also have the story be heard and acknowledged?
• Wiesel, in recounting the first night in the concentration camp says, “Never shall I forget that night, the first night in the camp, that has turned my life into one long night.…” What does it mean for a life to be turned into “one long night”?
• Other rhetorical choice you might consider include the style of narration, the decision to write in the first person as opposed to third, and the length of the memoir (in fact, the original manuscript was several hundred pages longer).
  

Consider how prisoners struggle to maintain their identity under extraordinary conditions.

• After the forced march, the prisoners are crammed into a barracks. That night Juliek plays a fragment of a Beethoven concerto on the violin he has managed to keep the entire time he was at Auschwitz. What do you think prompts Juliek to play that evening? What does the music mean to Eliezer? To the other prisoners who hear the sounds? To Juliek?
• Eliezer later states, “Since my father’s death, nothing mattered to me anymore.” What does he mean by these words? What do they suggest about his struggle to maintain his identity?
• In the next to the last sentence in the book, Eliezer says that when he looked in a mirror after liberation, he saw a corpse gazing back at him. He ends the book by stating, “The look in his eyes, as they stared into mine, has never left me.” What does he mean by that statement?
• Why is it important to Eliezer to remember? To tell you his story? How has he tried to keep you from responding to his story the way he and his father once responded to the one told by Moshe the Beadle? How successful has he been?

Explore the relationship between knowing, madness, and belief.

• Why does Wiesel begin Night with the story of Moshe the Beadle? What lessons does the narrator seem to learn from Moshe’s experiences in telling his own story?
• What are we to make of the story of Madame Schächter, the woman who screams on the train? Is she a madwoman? A prophet? Or a witness? What is the difference between the three labels? How is Madame Schächter like Moshe the Beadle? Does she, too, know or sense something that others refuse to believe?
• How do the “veteran” prisoners respond when they discover the newcomers have never heard of Auschwitz? How do you account for their reaction?
• What does it mean to know but not acknowledge what you know? When do people do it?