ANNOUNCEMENTS/Daily Activities/Classwork/Homework

Daily Activities/Classwork/Homework 

 

ANNOUNCEMENTS: 

Retakes of the Geography/Vocabulary Summative Assessment will be as follows: 

**Monday, Feb. 26, after school, 3:45 p.m. to 4:30 p.m. in Lucie's classroom 

**Tuesday, Feb. 27, after school, 3:45 p.m. to 4:30 p.m. in Amy/Reggie's classroom 

**Thursday, LUNCHTIME, 11:15 a.m. to 12:05 p.m. in Lucie's classroom

**And by appointment.....PLEASE EMAIL! 

 

Tuesday, 2.20.18:

Write a 5-7 sentence definition of religion. Imagine that you are explaining it, as a complex concept, to someone who has just a simple, basic understanding of religion—someone who may not have thought about it too much, and is open to your understanding and your interpretation of it—maybe a parent or close family member.

 You must incorporate AT LEAST three (3) of the definition strategies that we learned in class.

 Use your BEST English, BEST punctuation, and BEST examples from the article and class work.

 This will be directly inserted into your end-of-unit summative assessment, which is due at the end of next week. 

 TIPS: Break down the paragraph into smaller sentences. For example, write one sentence for each definition strategy, i.e.: According to Google, the formal definition of religion is….. Examples of religion in today’s society are ……..

 ELEVATED: Incorporate your own experiences and connections into your paragraph. 

 Wednesday, 2.21.18

If you were absent yesterday: Write and turn in your 5-7 sentence paragraph from yesterday. See above for instructions.

Next...finish reading the article from yesterday: "Holy Lands: The Rise of Three Faiths." The article can be found under Files/Documents. 

Next...The Birth of Christianity article, which can be found under Files/Documents. 

Thursday, 2.22.18

Students began their Religions Project, which will prepare them for their Summative Assessment, which will be due on March 5. 

Students will be preparing a project in which they present information about an assigned religion (Judaism, Islam, Christianity). 

In addition to the information on p. 2 of the article: "Holy Lands...," groups must also present the following information: 

     **What are the religion's beliefs about life/death? 

      **What are the origins of the faith (where, who, when)? 

     **What are the most important traditions/holidays/clothing/ceremonies? 

     **What is women's role in the religion? 

     **Explain why Jerusalem is holy to the religion AND what are the holiest sites in Jerusalem to the religion? 

     **How does the religion worship? 

     **You must include a map and color pictures to show holy sites and important items to the religion. (Email pics to me and I will print them in color.) 

Your group will be required to present the information to the rest of the class in an effective manner so that all students fully understand the basic tenants of the religion.  Do this is the most effective way possible. This might be in the form of a poster, a Power Point, a Prezi, a collage, etc. 

5.1.18 

REQUIREMENTS/PARAMETERS for PERSPECTIVE PRESENTATIONS....

*WHO are you? What is your perspective, so to speak? Write a 3-4 sentence descriptor, as we did with each of the voices/perspectives that we have heard thus far in the unit. 

*WHAT are the general beliefs of the people who make up your perspective? General beliefs as to how they view the Israeli-Palestinian Conflict. What is your evidence/support for this? Here's where the classroom sources come in....

*WHAT are a few important events that involve/relate to your group's perspective? (Example: intifadas, protests, elections, etc.) 

*WHY does your group/perspective hold these beliefs? Are they grounded in politics? history? religion? 

5.2.18  

Socratic Seminar Questions.....

Considering that the United States gives nearly 38 billion annually to Israel, and 600,000,000 to Palestine, to what extent should the United States serve as a mediator in the IPC?  Are we unbiased enough to serve as a mediator? 

Given that both sides would be required to make huge compromises as to land, evaluate both sides and explain how realistic is a two-state solution? 

Palestinian children are being raised in an environment of war and violence. How are these experiences, which are grounded in hate and conflict, working against the possibility of peace in the future? Or, will it actually spur peace in the face of hate? 

87% of deaths that occur in clashes between Israelis and Palestinians are Palestinian. Does the Israeli army have a duty to ensure minimal deaths, or to......

May 9 Discussion Questions: 

1) What is the most powerful perspective you have seen in the documentary thus far? Why? Give examples to support your response.

2) The perspectives showcased in this documentary were of ordinary Palestinians. What did you learn from the film that you wish Israeli, Palestinian, and other political leaders knew? Give examples to support your response. 

3) Emad's sons, including Gibreel, attend demonstrations. What are the possible benefits and drawbacks of bringing children to protests? Think of the connections between the protests depicted in this documentary and protests that you have seen in the United States? 

4) Why did the Israeli soldiers not want to be filmed? What do you think the consequences if everyone in the world were able to see the conflict from this perspective? 

5) Do you think there is a "solution" to the IPC? If no, why not? If yes, what would you do to "solve" the conflict? 

6) What questions do you have about the Israeli-Palestinian conflict after seeing this documentary? 

 

Wednesday, May 16, 2018

Students are to read the article looking for their assigned topic, which should be easy to find in the article by scanning the subheadings.  Once they have read their part of the article, students will prepare a visual essay to present to the class. Their visual essay must include the following:

---3-5 essential facts from the article about their topic

---it must give context to the topic with a visual (for example: draw a map, or a flag, or other representation)

---at least 2 symbols that connect to their topic (example: olive branch for peace)

---3-5 key vocabulary words (AND a brief definition) from the article that relate to their topic

---2 Socratic Seminar questions that relate to your topic (these should be open-ended, encourage deep discussion, and allow for references to the perspectives we have been reading during this unit) 

 

June 5, 2018

SOCRATIC SEMINAR PREP WORK.....ADDITIONAL REQUIREMENT......ONE MORE PERSPECTIVE.......

Choose one perspective that we have not yet read, seen, or heard, that you may have wanted to know more about. Do some research on that perspective and try to choose one person, or a smaller group of people who represent the perspective and explain who they are, what they believe about the IPC and why? 

Be sure to include the following: a 3-5 description of the person, including their name, gender, nationality, age, occupation/job, unique perspective and why it is important to know their story, their beliefs on the IPC, and how they believe the IPC should be "resolved," and anything else that you think is interesting or relevant.