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5/18-5/22 FINAL HW: Do not procrastinate and finish your Genocide Research Project this weekend! This includes your essay on the 8 stages + possible solutions paper + your presentation.

All rubrics and assignments can be found under the documents tab:

  • Genocide Research Project Essay Outline due Monday, May 16th.
  • Presentations in class are due Wednesday, May 18th.
  • Final Draft  typed and printed is due Wednesday, May 25th now because SBAC testing is on Monday. I will not accept late work. 

*You will have ample time in class to do your work and these are your final semester grades

5/18 Great work today Andy, Cennady, Alex, Kieth, and David! There are MANY more of you who will present next week BUT PLEASE Email me your finished presentation TODAY to prove that you met the deadline.

This Monday, May 23rd, Juniors have SBAC testing in the morning and Seniors will have work time in Portable TBA. Please use this time to finish your final research essays which I want to see printed and attached to the rubric at the start of class on Wednesday!

5/16 HW: Presentations of your chosen Genocide are due this Wednesday, 5/18, in class. Please be sure to provide background info, research/explanation of the 8 stages, and visual aids to help us get a clear picture of what happened, why, and the aftermath. Your presentation should show effort and clarity on your chosen topic. Continue writing your research essay and use your outline and notes to help you present!

5/11 Tonight's HW (due Monday:) Please finish your research essay outline (typed) of your investigation of genocide and bring it to class on Monday. Monday, we will have an "Options" debate to help us plan our Proposed Solutions papers AND begin working on making clear 3-5 minute presentations to teach our class.

5/4 Weekend HW: Genocide Research Project, Unit 2: Please choose your topic - incident of genocide - and continue your research and investigation of the 8 stages of genocide. We will have Project Work Time next week, but be sure to pull reputable resources. See the documents tab for helpful resources (Project Guidelines, Rubric, Outline Template) and see the hard deadlines below:

Complete Outline  and Rough Draft of Genocide Project Research Paper is due Monday, May 16th

Presentation or Memorial Project is due Wednesday, May 18th

Final Draft of Genocide Project Research Paper is due Monday, May 23rd

I will not accept late work. You will have ample time in class to do your work and these are your final semester grades.

4/27 Weekend HW - Read over your research project and the 8 stages of genocide. If you have missed class this week, please watch the documentary Worse Than War on your own time. It is only 2 hours long and very informative

ATTN Students: MANY of you need to email your seminar paper ASAP to draike@tacoma.k12.wa.us. This paper is summative and a large percentage of your grade in this class. It is meant to be conversational and show off what you've learned from Night and Unit 1!

4/20 Weekend HW: Please share what you've learned about the holocaust, genocide, and today's seminar with at least three people. Next week we will begin Unit 2 - Research, Remembrance, and Solutions

4/13 Please write your seminar paper and bring it to class on Monday for some final revision. Spend a good chunk of your weekend gathering plenty of evidence (review Night, see the Links tab and the Documents tab!) to support your focus or thesis aka your take-away from this unit of study. This paper is meant to be conversational and show your synthesis of our unit on the Holocaust, WWII, and Night so get going on it ASAP - do not procrastinate.

4/11 Your Reading Assessment on Theme (on Night) is due Wednesday at the start of class. Be sure to also have a completed thesis for your seminar paper. Wednesday is an in-class writing workshop day to support you in completing your seminar paper. See assignment under the Documents tab.

4/9 Spring Break HW - FINISH YOUR NOVELS! As you read, track some themes (i.e.- faith, hope) and pull out direct passages that support those themes. Your Reading Assessment on Theme for Night is due Monday after the break - I handed this assignment out on Wednesday before break.

3/21 Please start class by finishing your diary entry #2: Perspective Writing (use your primary document from Wednesday to inspire this week's reflection). Then split into your reading circles and read all of section 4, page 48-66, today. As you read, note new vocabulary, summarize what is happening, note strong passages that show a theme or two themes. You have an open-note reading quiz on Wednesday.

3/16 Write your Diary Entry #2 from the perspective packet you read today in class. Please pull a stand-out passage from Night section 2 or 3 to help you show emotion and attitude. What would you do in the situation? How would you react? This is due on Monday. You will also present information on Handicapped, Jehovah Witness's, Sinta & Roma, and Homosexuals on Monday.

3/14 Please see Context of Night: Death By Powerpoint #2 under the links tab. Homework: Please prepare to share your Diary Entry #1 and begin writing your Diary Entry #2 on Section 3 - collect passages for diary entry 2 and notice how they shed light on a certain theme. You have an open note reading quiz on Wednesday (summative).

3/9 Review the first two chapter of night (to page 26) and write your first diary entry using the steps below. This is a creative, personal, and emotional writing assignment with a purpose to have you react to and closely read a passage.

Week 1 Diary Entry: Write as if you were a fly on the wall…

•Step 1: Spotlight one passage from this week’s reading and cite it. Think: What caught your interest?
—Quote this passage (cite it) at the top of your entry and use it to inspire your first diary entry
•Step 2: Write as if you are in the scene. Use descriptive words, emotions, and think about your various senses: What can you see, hear, smell, taste, touch?
•Explain what is happening as if you were there: State the who, what, when, where, why.
 

3/7 Finish reading Night, section 1 through page 22. As you read summarize the text and define new vocabulary in your journals. Prepare for a reading quiz on Wednesday.

3/2 Today, please discuss and consider the topics from our Monday film study of Race as well as our in-class text excerpt "Why Study the Holocaust?"

Race Movie summary: Jesse Owens' quest to become the greatest track and field athlete in history thrusts him onto the world stage of the 1936 Olympics, where he faces off against Adolf Hitler's vision of Aryan supremacy.

Some questions to guide today's film discussion:

1. What did the 1936 Olympics mean to the Germans? What did the 1936 Olympics mean to the Americans and rest of the world?

2. What was the symbolism of having Hitler present at the Olympics and having it look like gladiators? What were your reactions to the fact that Hitler showed and left when his athletes did not win? (Some of the answer: He did not show respect for excellence or athleticism)

3. What did Carl ‘Luz’ Long, the German long-jumper, represent in the film and in Jessie’s life? (Answer: a different German perspective) Did he sacrifice his career for his belief of true competition and sportsmanship behavior?

*Wiki Fact/Note: Owens said, "It took a lot of courage for him to befriend me in front of Hitler... You can melt down all the medals and cups I have and they wouldn't be a plating on the twenty-four karat friendship that I felt for Luz Long at that moment". Long's competition with Owens is recorded in Leni Riefenstahl's documentary Olympia - Fest der Völker. Luz the German runner was willing to sacrifice his career as an athlete and did not buy into the propaganda. He served and was killed in action serving in the German Army during WWII. Some say that he was punished and put on the front lines for betraying Hitler’s ideals at the 1936 Olympics.  

4. What was the role of the true filmmaker, Leni Riefenstahl, in documenting the 1938 German Olympics? Which side do you think she was trying to capture? Was she an instrument of the state and creating propaganda or capturing the excellence of the superior race or did she have her own agenda? Do you think she was questioning what was going on Germany or was she afraid of the regime?

*Wiki Fact/Note: Her greatest success she made with the documentary film "Triumph des Willens" named after the Reich Party Congress 1934 in Nuremberg which got the highest awards: The gold medal in Venice in 1935 and the gold medal at the World Exhibition in Paris in 1937. However, at the end of the war this film destroyed Leni Riefenstahl's career, for now it had no longer been recognized as a piece of art but been condemned as a National Socialist propaganda film. Her world-famous film about the Olympic games made the same experience. That film included two parts, part I "Fest der Völker" and part 2 "Fest der Schönheit" , and did also get the highest awards: the gold medal in Paris in 1937, the first price in Venice as the world's best film in 1938, the Olympic Award by the IOC in 1939, and in 1956 it had been classified as one of the world's best ten films.

2/23 Weekend HW: See my links tab for today's in-class text handout! Please finish reading your in-class handout "Why Study the Holocaust?" and make text-connections for discussion next Wednesday.

2/16 HW: Please complete your end-of-class reading (handouts can be found under the documents tab) on one of the following topics: The Jewish Population, Nazi Rule, Nazi Camp Systems, The "Final Solution." Today's lesson is posted and the Death By Powerpoint can be found under the Links tab.

2/10 Weekend HW: Please purchase a copy of Night by Elie Wiesel by next week.

2/8 HW: complete your reading of "Defining Genocide" and the questions that go with it if you haven't done so. Prepare for an in-class debate at the start of Wednesday, Period 2, by researching current events and the news as well as connecting to our class text. See the statements below:

Where do you stand for each of the below statements? How does the “Defining Genocide” reading tie into these statements and impact your opinions?

Strongly Agree ---------------------------------------------------------------- Strongly Disagree

1. Life is a constant struggle: those not powerful enough to rise to the top deserve whatever they get.
2. People find it easier to do evil than to do good.
3. Most people are likely to conform rather than act on their own individual values.
4. Discrimination is inevitable and there is little I can do to stop it.
5. Most people would prefer to rely on miracles than to depend on the fruits of their own labor.
6. Humans do not have control over their behaviors.
7. Most people need something to worship.
8. Most people avoid the truth if it is painful.
9. War is the natural outgrowth of human nature.
10. Most people need authority to tell them what to do.
 

2/3 Weekend HW Due Monday, 2/8 - Please read and annotate/text mark page 2-6 (half) of your context-handout from class today and complete the separate response handout (hand written on the paper or in your journal is fine). Be prepared to share your conclusions and to continue our debate and discussion on Monday.

Welcome to Essential Debate, Semester 2! Please purchase or rent our first class text, Night, by Elie Wiesel by next week. We will begin reading Night in the next two weeks. Half price books, goodwill, abebook.com, amazon.com, and the Tacoma public library are all excellent resources for this purchase. You can find the novel for less than $4 at most places.

Shoot me an email in the "Contact Me Here" tab if you are in a bind! I will help you locate a rental text!