DUE FRIDAY: 1) Annotations of TTTC. Chapter 1. 7-10. 2) Peer Critiques--Interview Questions 2 total. 1 for someone in your group; 1 for someone outside of your group. 3) Truman/Wallace Packet. 3 annotations per page. Answer the questions. 4) Biographical Data Forms/Interview Scheduled (Logistics/Communicator) Appreciations to those of you who have used your class time wisely and are taking care of business! If you haven't, that's okay. But, you need to refine how you're spending your class time. I'm always available for help with this or other things that come up. Starter 1: 1) What do you know about the Vietnam War? 2) What do you predict we will learn about the Vietnam War? 3) What do you want to know about this war/era? II. Vietnam Video 1) Write down 3 things that surprise you or that you find significant from the video. 2) Guiding Question: How did US involvement in Vietnam escalate to a full-scale war? III. Intro to Vietnam PowerPoint
IV. Critique Interview Questions -You write two critiques. One for someone in your group. One for someone who is not in your group. -You will receive two critiques from classmates.
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I. Starter 5:
1) Make a list of the intangible items that you carry. 2) If you could write a letter “back home” about the things you carry, to whom would you send it? Why? 3) Choose one connecting habit on the board. Describe how you will use it today. II. Group Check- In: 1) Check in a group roles and deadlines. 2) Interview Scheduled? III. Interview Question Brainstorm: 1) Brainstorm on board: What makes a good question a good question? 2) Review “Suggested Questions” -these are examples of good questions. They are open ended. -students have 1 minute to silently review the handout. -students have 3 minutes to pair with a “stranger” and ask a question from the backside of the sheet. 3) Ask students to finish collaborating on Google Docs by end of class. IV. Containment Notes What is containment? Why did it come about? V. Truman Doctrine/Wallace Documents -Read -Annotate -Answer questions (listed on Activity List) REMINDER: BIO DATA SHEETS ARE DUE ON FRIDAY (Comms. Logistics). INTERVIEW SCHEDULED DUE FRIDAY (Comms/Logistics) Chapter 1 Annotations DUE FRIDAY I. Starter 4: 1) List the things you have in your backpack. 2) Estimate the weight of each item. 3) What do these items say about you? II. Silent Reading of The Things They Carried/ Finish NWEA Testing III. Veteran Group Check-In 1) Split up all 5 sections of interview questions. 2) 10 question minimum for each group member You may have more than 10 questions if you wish. 3) Create Google Doc for group to collect and sequence questions. 4) Remember, ask open questions. If your question can be answered with a yes or no, re-write this question, or write a follow-up question that has the subject expound on his/her answer. Example: I. A Few Biographical Details 1) What were you doing before entering the service? (Stephen) 2) Describe the town you grew up in for us. (Stephen) .... II. Early Days of Service 1) 2) 3) 4) .... IV. Viewing of Atomic Café -Watch 10:00-27:00 and 41:00 to 1:10:00. -Write down 5-10 things that surprise or interest you during these clips. -What were people so afraid of during the Cold War? Why? V. Finish Cold War Notes -M.A.D= mutually assured destruction. The complete annihilation of an attacker and defender; a ramped-up version of deterrence. Speaking of Radiation.... After you finish the test, please finish reading TTTC Chapter 1.
After you finish reading Chapter 1, please work on your interview questions. 10 questions per person due by Wednesday. These ought not overlap with other group members, so please work with your mates to ensure you're covering different topics. We have a coffee and tea bar in class now! This week, we're drinking Durango Joe's Peru blend. We also have a smattering of Celestial Seasonings tea. Try the True Blueberry. It doesn't disappoint. I'll get some of that lovely Dancing Willow Herb's tea in here after NWEA testing. Keep it local, y'all. I'm happy to continue this as long as it doesn't create an environment of caffeine-fueled hysteria and distraction. Please bring your own washable mug. Let's keep that Styrofoam out of the landfills, friends! And, now, on to our regularly scheduled programming... Starter 3: 1. In your own words, what was the intent of Winston Churchill's "Iron Curtain" speech? (video) 2. What do you see here in the cartoon below? 3. What is the cartoon trying to say about the Cold War? II. Cold War Notes 1. What patterns do you notice here about how these countries are grouped? 2. What are some commonalities between countries in the different groups? 3. What possible explanations can you come up with for these groupings? -First World Countries= US Allies (Blue): Canada, Western Europe, Turkey, Australia, Japan, S. Korea -Second World Countries= USSR Allies (Red): Eastern Europe, China, Vietnam, Cuba -Third World Countries=nonaligned (Green): Africa, Central and South America, Middle East, Southern/Asia/India A proxy war is a war that results when opposing powers use third parties as substitutes for fighting each other directly. Typically proxy wars function best during cold wars as they become a necessity in conducting armed conflict between at least two belligerents while continuing cold warfare. As tensions raised during the Cold War, countries supported people in other countries who aligned with their ideologies. Vietnam was a proxy war. III. Introduction of our novel, The Things They Carried, by Tim O'Brien -We will read what we can out of this book. We will most likely read stories out of sequence, as each chapter can be read as an individual short story. - Start with Chapter One. Have this read by Tuesday. - For each chapter we read, please use 7-10 annotations. IV. Veteran Contact
-Stephen needs to approve each group's phone script before they can contact their veteran. -Students are setting up an initial meeting to gather the necessary information for the Biographical Data Form. This must be filled out completely. DUE: Friday November 1. V. Interview Questions -Work with your group to determine how you will split up your interview questions. Stephen will grade each individual's questions. Each person should have 10 questions to account for. I. Starter 2: 1) Describe a moment that sticks in your mind from yesterday's field trip. Be descriptive! Write for 3 minutes without stopping. 2) What truths of war did Rod Grove convey yesterday? 3) What truths of war do you expect to hear from your veteran? II. Museum Experience Debrief III. FIRE DRILL!!!!!!!!!!! IV. Agee Interview
-What stands out to you about the camera work? -What stands out to you about the interviewing/questioning? -What stands out to you about Agee's story? V. Groups Assigned, Roles Assigned -Revisit Project Overview -Revisit Roles and Veteran Checklist -Spend the rest of class working with your group to develop your phone script. You will contact your veterans tomorrow! Field Trip to Southern Ute Museum in Ignacio, Colorado.
I. Talk with Rod Grove, President Southern Ute Veteran's Association II. Explore Museum III. Veteran's Memorial and Lunch Did you know the Southern Ute Museum was named the top history museum in the nation this past summer? Read more about the museum here. I. Socialism vs. Capitalism Crash Course Video -We're building our contextual knowledge of the Cold War, still. -Think back to our notes on the Cold War from yesterday (10/21.) -We can think of the Cold War as a "custody battle" between US and USSR over other nations. US=capitalist, USSR=Socialist/Communist. -Watch the video and enjoy. Also, in your own words, provide a definition for socialism and capitalism on the back of your Starter 1 handout for today. -Stop and pause the video from time to time and jot down notes on what you're hearing and seeing that's interesting to you. Feel free to it turn off after the 8 minute mark... II. Starter 1: Communism vs. Capitalism Handout -Follow instructions on the handout. - Clarification: Communism- community-owned Socialism- state-owned Capitalism- privately-owned III. Project Overview 1) Read project overview and predict one strength and one challenge for you regarding the skills (bottom, back page.) -Historical Analysis, individual -Seminar on The Things They Carried, individual - Veteran's History Project, groups of three 2) Veteran's Project: Checklist and Due Dates -On a notecard, list your preference for group roles with #1 being your most desired role, and #3 your least desired role. Please provide one sentence of explanation for you why wouldn't be as successful at role #3 as the others. You will be assessed individually for the Veteran's Project, but there will be natural consequences for your group if you bail on your responsibilities. (They won't be happy.) IV. Starter 2: (discuss in table groups) 1) In your own words, what is culture? 2) What do you know about Southern Ute culture and history? 3) Whose cultures have we studied so far in this class? V. Field Trip Preparation -We leave at 8:20am. We will return by 12:05pm. -Bring 5 bucks for admission. -Bring a sack lunch. -Dress warm--we will be outside for part of the day. VI. Interview/Discussion Question Techniques. -Review Story Corps Greatest Questions Handout. -On a notecard, choose two questions that would be appropriate to ask the President of the Southern Ute Veteran's Association. His name is Rod Grove, and he served in Vietnam. You may feel free to create your own questions. I. Starter 0: 1) How is Humanities going for you so far? 2) What is a teacher's job? What is your job? 3) What song does Stephen need to listen to today? II. Classroom Meeting -Events: What's going on in your world? 1) "Spanish stuff this week," "Math--there's always a lot of math!" Mathematics is the language of the universe--dig it. 2) DEVO after school. (CONGRATS TO KEENAN ON PLACING AT STATE!!!!) -Decisions: 1) Do we want a tea/coffee bar? Motion passes. Bring 50 cents or a buck to class each week if you wish to partake. 2) Do we want to abolish the seating chart? Motion passes. Sit where you prefer. Stephen reserves the right to reinstitute seating chart as he sees fit. -Planning: 1) Field Trip to Southern Ute Museum in Ignacio, CO. -Bring 5 bucks. -Bring sack lunch. -Dress warm. We will be outside for 30-45 minutes. -Reflecting: Think about our progress, what has been learned, what might have worked better, what changes might help the class.... 1) Rule Change: The only rule is the Golden Rule--do unto others as you would have them do unto you. We will have these meetings once a week or so. Speak if you feel like speaking. You can always email me your thoughts, too. III. Binder Clean Out -Everything except for references section goes into your file in the filing cabinet. IV. Cold War Crash Course -What is a "cold" war? 1) Indirect Fighting 2) "Custody Battle/Divorce" 3) No open attacks--lots of secrecy, spying 4) War of ideologies. 5) Building up threat in order to influence others rather than invading or fighting. Watch this video to get a quick crash course on the Cold War. Pay attention to the first 7 minutes. V. Cold War Timeline Activity: DUE WEDNESDAY BEFORE WE LEAVE FOR FIELD TRIP -Handout -Textbook Section. p 475-480. -Create your timeline on a sheet of 11x17 paper. -Review the list of events. -Read textbook, p 475-480. -When you come across an event that's on your timeline, put it on your timeline. Why In-Class Writing?
Even though assessments in college can vary significantly by your discipline and major, all of you will ultimately find yourself with a few sheets of paper, a pen or pencil, and 55 minutes to write a clear and coherent essay--especially in your first two years on campus. As your teachers, we think the sooner and more frequently you dive into this experience, the better off you'll be at Harvard, Texas Tech, Berkley, or which ever college is lucky enough to have you. Suffice to say, we're not looking to torture you with in-class writings. We aim, instead, to help you identify your strengths and weaknesses with this particular format, and to help you build a razor-sharp linguistic skillset for your bright academic futures. In-Class Writing: Was the firebombing of Dresden a justifiable military action? -Use your SAC notes, Dresden Documents, and outline. -Write your thesis as a concessive statement. Concessive example: "Although Stephen loves Louis the Weenie Dog, Louis just loves food." -Write your first TEA paragraph as a conceded argument. Challenge Extension: Write an effective introduction and conclusion in addition to your 3 TEA paragraphs. For those of you completing your writing at home, please honor the 2 hour time limit on this assignment. Temptation is real--punch it in the face. |
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