Reminder

Seniors, please come by during your senior week next week (May 31 - June 3) to pick up your final projects.

Mr. McCarthy

Final Exam

Your Final Exam will consist of two parts.
Please take a moment and read the following speech by Elie Wiesel:

The Perils of Indifference (April 12, 1999)

Part 1:  Please answer the following questions concerning the speech in a typed, 1/2 page to 1 page thoughtful response:
           a.) Do you agree with Elie Wiesel in that " Indifference reduces the Other to an abstraction"?

          b.)  A course such as this would never have been offered even 15 years ago.  It is my hope that by helping you to experience and see what is occurring in the world, we will slowly eradicate indifference.  Elie Wiesel states his concerns about the future poignantly when he asks "Does it mean that we have learned from the past? Does it mean that society has changed? Has the human being become less indifferent and more human" Do you feel that humanity has learned from its past, or do you think we are simply doomed to repeat our old mistakes?

Part 2:

          We will hold a Socratic seminar on the day of your final exam.  Students who do not need to take the final exam, do not need to be present.  Please come to class with notes and ideas based upon the speech and your thoughts on the questions above. Attendance is Mandatory for those that need to take the final exam.

Literature Circle Grades

Please be aware that your Literature Circle Grades have been posted (for the homeworks). Be sure to log on to the grade portal and see what you received or if you are missing anything.

Last Full Week of Classes

The following calendar is designed to help you and act as a reminder of what we will be completing for the final week.


Monday May 16, 2011
           Computer Lab 321
            I will be collecting When the Emperor was Divine Socratic Seminar Write ups.

Tuesday May 17, 2011
            I will be collecting When the Emperor was Divine Novels.
            Final Day to work on projects
             ** at 2:30, a make up Socratic seminar will be held for all students who missed their schedule Socratic seminar or Spar on Friday.

Wednesday May 19, 2011
               No D block
              C block:  Turn in term four projects (all parts and paper)
                    Small group discussions of the projects, with the potential to expand for the whole class.

Thursday May 20, 2011
             No C block
               D block:  Turn in term four projects (all parts and paper)                  
                             Small group discussions of the projects, with the potential to expand for the whole class.

Friday May 21, 2011
               Both class will be able to walk around and observe projects.  You will be asked to react to at least one toolbox project and one missing voices project and its merits.

Reparations for Japanese Internment

The following documents are designed to aid in your discussions on When the Emperor was Divine by Julie Otsuka.

The Redress of the US Government.

In 1980, Congress established the Commission on Wartime Relocation and Internment of Civilians (CWRIC) to study the matter. On February 24, 1983, the commission issued a report entitled Personal Justice Denied, condemning the internment as "unjust and motivated by racism rather than real military necessity". The Commission recommended that $20,000 in reparations be paid to those Japanese Americans who had been victims of internment.

In 1988, U.S. President (and former California governor) Ronald Reagan signed the Civil Liberties Act of 1988, which had been sponsored by Representative Norman Mineta and Senator Alan K. Simpson — the two had met while Mineta was interned at a camp in Wyoming — which provided redress of $20,000 for each surviving detainee, totaling $1.2 billion dollars. The question of to whom reparations should be given, how much, and even whether monetary reparations were appropriate were subjects of sometimes contentious debate.

www.wickipedia.com

 ________________________________________________


Unfortunately, I am unable to post the document itself, but here is a link to Bill Clinton's apology letter released October 1, 1993:

http://www.imdiversity.com/villages/asian/images/apology-gr2.jpg

Socratic Seminar/ Spar Questions

Spar Questions

1.)    Should Japanese-American Internment during World War II be classified as a genocide?  Defend your point.  (you may want to review the definitions of genocide - Article 2).

Side A:  Yes, what the US government committed during Japanese American Internment was a Genocide.
Side B:  No, it was a not a genocide, but an attempt at National Security.

2.)    Do you think that the US government was justified in their actions of interning all Japanese-Americans from the west coast during World War II?

Side A:  Yes
Side B No


3.) Are Reparations and an official apology acceptable forms of forgiveness?


Side A: Yes
Side B: No

Socratic Seminar Questions

1.)    Should Japanese-American Internment during World War II be classified as a genocide?  Defend your point.  (you may want to review the definitions of genocide - Article 2).
2.)    What did altering the P.O.V. of the literature accomplish as you read?
3.)    What do you feel is a theme from the work? What are we meant to take away from this?
4.)    Do you think that the US government was justified in their actions of interning all Japanese-Americans from the west coast during World War II?
5.)    Why is it important to acknowledge what occurred?
6.)    Why is it important for the US government to acknowledge what occurred?
7.)    What are reparations?
a.    Why do you think they were given?
b.    Who do you think they should go to?
c.     Do you think that they are enough?
8.) Make some predictions about what you may see in the future for this family.

Remainder of the Week

May 10, 2011 - May 16, 2011

Wednesday: 
          Computer Lab, please be sure to bring something to work on. You may want to take the time to work on your Socratic Seminar or Spar questions located below.

Thursday:
          When the Emperor was Divine, please read Chapter 4

Friday:
       Socratic Seminar or Spar (depending on your classes choice)
       Please see the questions above for futher details
       For Monday you will need to turn in 1 page (.5 page for advanced) written response.
                 (You must use a quote for a possible A)

Monday:
     computer lab:  This is a final day to complete your projects.

Term four project: Missing Voices

A Missing Voice:

What is a missing voice?
Who does not have a voice?
Why has their voice been silenced?
What can be done to give them a voice once more?

These are just some of the questions that we have discussed this year.  I am now asking you to reflect upon these questions in your own studies.  Take a moment and examine our society, during this reflection; are there voices in our day-to-day society who are or have become missing?  Your task is to give this group a voice once more.


    Step One:  Choosing a Voice
        Research a group whom you have felt has a missing voice.

    Step Two: Presenting the voice.
        Please attach a well-written and thoughtful piece of writing that clearly
explains the group and why their voice is missing.

    Step Three:  A Voice (choose a or b)
a.)    Take a moment and create an artistic or creative means of conveying
the voice that is missing.  Be sure to write a short explanation of your artwork (one paragraph)

b.) You may also choose to present a poem or piece of artwork that you feel represents this group. Be sure to write a short explanation of the art you are using (cite the source of the artwork as well)

Step Four: Sharing
In small groups, we will take time to share your work with one another. Also, the items will be displayed for the class to all witness and discuss.



Overall: Be sure to demonstrate effort, thoughtfulness and insight into our course this past year and what you have taken away from your studies.

Term four project: Tool Box for Change

Below are the projects for Term 4. Please choose one and complete it for May 18.
__________________________________________________________________________________

Tool Box for Change

Over the course of this year, we have explored some of the darker moments in human history such as the Armenian Genocide and the Holocaust. Your task now, as you enter in to the world, is to become an engine for change to insure that events such as these are not forgotten but also, not repeated. To do this, you will create a toolbox for change.

Step One: Design a Toolbox.
A tangible constructed, creative, 3-diminstional box that is filled with items that will be your tools for change.

Step Two: The Tools
Fill the “box” with at least 5 tools (minimum) that you will use to change the world or inform others.

Step Three: Instructions
Please attach a well-written and thoughtful piece of writing that clearly
explains the tools found in your toolbox, their meaning, and how they will help you remember, educate others, or become a tool for change.

Step Four: Sharing
In small groups, we will take time to share our toolboxes with one another. Also, the items will be displayed for the class to all witness and discuss.


Overall: Be sure to demonstrate effort, thoughtfulness and insight into our course this past year and what you have taken away from your studies.

__________________________________________________________________________________

25

26 Distribute books Missing Voices Final Meeting Time

27 Book Presentations Hint:  Read ahead and take notes to not be bothered with this next week.

28 Book Presentations

29 Book Presentations

Literature Circles Final Project

Literature Circles:

Each section below is meant to be delivered on the day you are assigned to present the book you have read and your findings.  You should plan on addressing each section of the project, marked by the underline.  You may use the technology aspect to enhance your presentation or your passage, or you may use it as a stand-alone aspect.

Presentation:

1.)    Present your book before the class.

2.)    Give a summary of the book (without exposing the end of the book)

3.)    Share  the research you have produced in literature circles (you may want to focus on a particular point or several facts which you feel the group should know to better understand your work.)

4.)    Share some of the Connections with the larger world that you made as a group.

5.)   What are some of the themes, big picture ideas that this books conveys?

Technology:

1.)    Use a piece of technology to add to your presentation of the work. This may include, but is not limited to:

a.       Glogster

b.      Google Earth

c.       Animotti

d.      Windows Moviemaker / Imovie

e.       Tagxedo/wordle

                                        i.      If you use one of these, please add more to your explanation or add to its use in the class.

f.        Powerpoint

Passage

1.)    Choose a passage or several that you feel encapsulate(s) the work and expresses the major ideas.

2.)    Presentation of the passage: You may choose to present your passage in several different manners listed below (or one of your own creating):

a.       Socratic Seminar:

                                                                           i.      Read the passage, or several passages, and have students discuss the passage in small group settings. (Please design question(s) to aide in discussion)

b.      Reader’s Theater

                                                                           i.      Students will act out the passage(s) and then discuss what the passage felt like or expressed.

c.       Read, Journal, Share

                                                                           i.      Students will read the passage, journal on it and then express their thoughts in small groups.

d.      Connections

                                                                           i.      Read the passage and have students relate the passage to their own lives/experiences/knowledge and share in small groups.

End:  Would you recommend this books to others and why?

Bhangra

Please take a moment and comment on your experience in today's class learning the dance steps to a Bhangra Dance - A tradional north indian dance.

Here are some examples of dance:
http://www.youtube.com/watch?v=3BxMMQs-6nQ
http://www.youtube.com/watch?v=CbLxMIaTvL0


Please be sure to thank Anurag and Cherag for donating their time and experience to the class.

Jobs for Literature Circles

Connector:

Group Name:________________________________

Name: ______________

Book:  _______________

Assignment:  _____p. - _____p.

Connector: your job is to find connections between the book and you, and between the book and the wider world. This means connecting the treading to your own past experiences, to happenings at the school, or in the community, to stories in the news, to similar events at other times and places, to other people or problems that you are reminded of. You may also see connections between this book and other writings on the same topic or by the same author.

Some Connections I made between this reading and my own experiences, the wider world and other texts or authors:

From Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2d edition, by Harvey Daniels. Copyright 2002. Stenhouse Publishers
Questioner:

Group Name:________________________________

Name: ______________

Book:  _______________

Assignment:  _____p. - _____p.

Questioner: your job is write down a few questions that you have about this part of the book. What were you wondering about while you were reading? Did you have questions about what was happening? What a word meant? What a character did? What going to happened next? Why the author used a certain style? Or what the whole thing meant? Just try to notice what you are wondering while you read, and jot down some of those questions either along the way or after you’ve finished.

Questions about today’s Reading”

  

From Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2d edition, by Harvey Daniels. Copyright 2002. Stenhouse Publishers
Literary Luminary:

Group Name:________________________________

Name: ______________

Book:  _______________

Assignment:  _____p. - _____p.

Literary Luminary:  You job is to locate a few special sections or quotations in the text for your group to talk over. The idea is to help people go back to some especially interesting, powerful, funny, puzzling, or important sections of the reading and think about them more carefully. As you decide which passages or paragraph are worth going back to, make a note why you picked each one. Then jot down some of the plans for how they should be shared You can read passages aloud yourself, ask someone else to read them, or have people read them silently and then discuss.

Page # & Paragraph                               Reason’s for Picking                                                Plan for Discussion

From Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2d edition, by Harvey Daniels. Copyright 2002. Stenhouse Publishers
Illustrator:

Group Name:________________________________

Name: ______________

Book:  _______________

Assignment:  _____p. - _____p.

Illustrator: Good Readers make pictures in their minds as they read. This is a chance to share some of your own images and visions. Draw some kind of picture related to the reading you have just done. It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene. You can draw a picture of something that happened in your book, or a something that the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading. Any kind of drawing or graphic is  okay  you can even label thins with words if that helps.

Presentation :  Whenever it fits the conversation, show your drawing to the group. You don’t necessarily have to explain it. You can let people speculate what your picture means, so they can connect your drawings to their own ideas about the reading.

  

From Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2d edition, by Harvey Daniels. Copyright 2002. Stenhouse Publishers
Researcher:

Group Name:________________________________

Name: ______________

Book:  _______________

Assignment:  _____p. - _____p.

Researcher: You job is to dig up some of the background information on any topic related to your book. This might include:

            The geography, weather, culture, or history of the books’ setting.

Information about the author, his/her life, and other works.

Information about the time period portrayed in the book

Pictures, objects or materials that illustrate elements of the book the history and derivation of words or names used in the book

Music that reflects the book or the time.

This is not a formal research report. The idea is to find some information or materials that help your group understand the book better. Investigate something that really interested you – something that struck you has puzzling or curious while you were reading.

Some Connections I made between this reading and my own experiences, the wider world and other texts or authors:

From Literature Circles: Voice and Choice in Book Clubs and Reading Groups, 2d edition, by Harvey Daniels. Copyright 2002. Stenhouse Publishers

Calendar for Lit. Circles

Literature Circles:                                                                                                                                               Calendar of Reading:

Group:___________________________________________

March 28 “Third and Final Continent”	March 29 Interpreter of Maladies Discussion	March 30 Read to: ________ Tasks: Connector: _____ Questioner:_________ Literary Luminary: ________ Optional: Illustrator:_______ Researcher:______	March 31 BHANGRA	April 1
April 4 Paper to be turned in. Read to: ________ Tasks: Connector: _____ Questioner:_________ Literary Luminary: ________ Optional: Illustrator:_______ Researcher:______	April 5 Introduce Term 4 project	April 6	April 7 Read to: ________ Tasks: Connector: _____ Questioner:_________ Literary Luminary: ________ Optional: Illustrator:_______ Researcher:______	April 8 End of Term 3
April 11 Read to: ________ Tasks: Connector: _____ Questioner:_________ Literary Luminary: ________ Optional: Illustrator:_______ Researcher:______	April 12	April 13 Final Day Read to: ________ Tasks: Connector: _____ Questioner:_________ Literary Luminary: ________ Optional: Illustrator:_______ Researcher:______

Schedule for the Remainder of the Week.

Wednesday March 30, 2011
      Please be prepared for you lit circles.  You should have completed 15% of the text.

Thursday March 31, 2011
     Please dress appropriately and have appropriate footware for .BHANGRA!

Monday April 4, 2011
     Your one page write up for Interpreter of Maladies will be collected. Quotes are not a necessity, though to be considered for an A, you should have a quote.
    Rememeber to bring your book for collection.

C Block

Below is a listing of assignments for the upcoming week.
Monday:              
   1.) Please take a moment to review the following quote from "The Third and Final Continent"

           "Everybody feel he must get to the top.  Don't expect an English cup of tea."
            [a quote from an American tour book used by the main character to describe the US]

Tuesday:
     1.) Final discussion on Interpretor of Maladies
                a.) We will have small in class discussions on the novel and your ideas on the materials.
               b.) Assignment: Take one topic from your discussion, expand upon it, and create a one page typed double spaced piece discussing your take on the materials or defending your opinion.

                                Special Notes:  Quotes are not required, but must be used to be considered for an A. Remember if you did not complete the Socratic Seminar, you must write a half page response on a separate topic to make up the work.

  Wednesday
          1.) First Literature Circle Meeting. 
                 Please be sure to bring your book and to be at least 15% done with the book.

D Block

Below is a listing of assignments for the upcoming week.

D Block:

Monday:
    1.) Please complete the questions from the video on arranged marriages. These are for your notes and I will only check of that they are completed.
                a.) The link:  http://www.youtube.com/watch?v=henmRGf_67k
                b.) Do you feel that the report is impartial? Why or Why not?
                c.) Why do you think it is the younger generation who rebuked the young lady in the second half
                        of the program when she marraiged outsided her family's custom?
               d.) While discussing arranged marriages vs "american" marriages, what do you feel are the
                      benefits and negatives to these ceremonies?

   2.) Please take a moment to review the following quote from "The Third and Final Continent"

           "Everybody feel he must get to the top.  Don't expect an English cup of tea."
            [a quote from an American tour book used by the main character to describe the US]

Tuesday:
     1.) Final discussion on Interpretor of Maladies
                a.) We will have small in class discussions on the novel and your ideas on the materials.
               b.) Assignment: Take one topic from your discussion, expand upon it, and create a one page typed double spaced piece discussing your take on the materials or defending your opinion.

                                Special Notes:  Quotes are not required, but must be used to be considered for an A.
                                                         Remember if you did not complete the Socratic Seminar, you must
                                                         write a half page response on a separate topic to make up the work.

  Wednesday
          1.) First Literature Circle Meeting. 
                 Please be sure to bring your book and to be at least 15% done with the book.

Arranged Marriages

I would like to apologize for not posting this earlier.
The link the news article is:
http://www.nytimes.com/2009/06/07/fashion/07love.html?_r=1&pagewanted=all
This article is different from the original one I had planned to use, but offers some rather interesting insight.

Please take a moment and jot down, on a separate piece of paper, some of the qualities, characteristics and concerns that you would want someone to look for in another person if they were to search for a significant other for you. Please bring this sheet to class.

Literature Circles Forum

Our next text will be one of your choosing.
I would ask that you find at least three people who would also like to read this book (from the same class).
There will be a calendar of deadlines forthcoming.
The book must be representative of a culture in some regards and be approved by me.
I would expect that everyone would choose a book that is both enjoyable and challenging.
The comments section will be a place to post books that you may be interested in reading to
survey interest from the class.

Room Changes 3/22 - 3/24 2011

During MCAS, please report to the following classrooms during our class:

Date	C Block	D Block
Tuesday March 22	332	333
Wednesday March 23	436	Does not meet
Thursday March 24	Does not meet	430

Revised Reading Calendar

Reading Calendar:

  Date to have the reading completed:
                                                   C Block                    D Block
A temporary matter:                                Completed
When Mr. Pirzada came to dine              Completed
Interpreter of Maladies                           Completed
A Real Durwan                                       Completed
Sexy                                                        Completed
Mrs. Sen's                                       3/18                     3/21
This Blesed House                            3/18                       3/21
The Treatment of Bibi Haldar            3/21                      3/22
The Third and Final Continent          3/22                      3/24

Toba Tek Singh

Please take a moment and read the short story Toba Tek Singh by Sadaat Hasan Monto.
http://www.sikh-history.com/literature/stories/tobatek.html

The story concerns the countries of India and Pakistan a few short years after Partition and how to handle the exchange of patients from hospitals.  We will discuss it in our next class.  For your own information, prior to reading, it is important to take note that Toba Tek Singh is district in Pakistan.  For further details, feel free to look at the following link:
http://en.wikipedia.org/wiki/Toba_Tek_Singh_District

Partition of India

Review the film The Day India Burned (produced by the BBC: 2007).

Assignment:  Read through the following questions. 
Please write an answer for one of the questions, and comment on someone else's answer to a different question:

1.) Did the British do enough during the time of Partition to prevent conflict? What could they have done differently?
2.) Why do you feel these tensions continue today?
3.) Why do situations, such as communal violence, escalate?  (you may wish to define communal violence).
4.) Connect the events of this video in with the concepts portrayed in the novel Interpreter of Maladies.

Interpreter of Maladies

You should be prepared to have read one short story for each class we have, and two for days of double block.

Title:                           Date to have the reading completed:
                                                   C Block                    D Block
A temporary matter:                         3/3/11                    3/4/11
When Mr. Pirzada came to dine       3/8/11 ***             3/7/11   ***
Interpreter of Maladies                     3/7/11                    3/8/11
A Real Durwan                                3/11/11                    3/11/11     
Sexy                                                3/14/11                  3/14/11
Mrs. Sen's                                       3/14                      3/14
This Blesed House                            3/15                       3/16
The Treatment of Bibi Haldar            3/16                       3/17
The Third and Final Continent          3/17                         3/18


***  Additional Reading will be forthcoming for this day.
On days when our class does not meet, please be sure to bunch the scheduled reading for the next class.

Political unrest in the Middle East and North Africa

             Our conversations as of late have been in regards to the global community and how we are slowly blending together; how the impact of events in another country can impact us here, thousands of miles away.  With that in mind, here is the link to a news article helping to explain briefly what is occurring in the Middle East and North Africa:
http://www.cnn.com/2011/WORLD/meast/03/01/mideast.africa.unrest/index.html?iref=allsearch

Fairy Tale Essay Assignment

Fairy Tales

            Fairy Tales have become synonymous with culture, early education and childhood.  What is the appeal of these stories? How do they endure through various cultures, translations, and times? You will be given a choice of tasks to complete for this assignment which address these very concerns. Choose one of the following assignments:

    A.) Creative Writing

                        Based upon what we have seen thus far, every fairytale contains certain characteristics (they should be found in your notes).  Design a fairytale that represents a cultural identity and the characteristics or redesign an older fairy tale to emphasize a modern cultural idea different from the original tale. The tales we have read/discussed in class are not options.  You may choose the culture you wish to represent, but it should be intertwined with the tale and represent that culture's customs and morals

Requirements:

   A complete full fairy tale that has

1.)    a clear opening, middle and end.

2.)    Demonstrates a majority of the characteristics

               https://www.courses.psu.edu/ger/ger100_fgg1/transparencies/fairytales.html

3.)    Clearly gives a moral or cultural depiction.

Please include a paragraph detailing your moral/cultural belief that you are representing or redesigning in your story.

          B.)  Interpreting Fairy Tales

                        Choose Several Fairy Tales (3-5) from the collection given below. Examine these tales for one of the following ideas:

a.)    Culturally what do they show us/teach us about society?

b.)    Is there a common idea, theme, or concept developed through out these tales?

c.)    How have fairy tales changed/developed over time?  (be sure to give an original, a “classical” and modern version of the same tale). 

Source of Tales:            http://www.pitt.edu/~dash. 

UPDATE!!  the old link is not working - please try the following link.  If this does not work, please comment so that I can correct it.

http://www.pitt.edu/~dash/grimm.html

Update: You may also want to use the following link:

http://www.pitt.edu/~dash/grimmtales.html   (courtesy of Will Smith)

Requirements:

Advanced:  a.) Reference to at least 2 tales.

b.) one direct quote and two paraphrasing quotations

d.)     Rules of Formal Writing

e.)      Clear thesis, paragraph development and conclusion

Honors:

a.) Reference to at least 3 tales.

b.) minimum 3 direct quotes.

f.)       Rules of Formal Writing

g.)     Clear thesis, paragraph development and conclusion

Due Date:  Rough Draft - March 4, 2011.
                 Final Draft - March 9, 2011

Maximum page lengths: Creative Writing is to be no more than 6 pages.
                                            Analytical Writing is to be no more than 4 pages.

February 11, 2011 - Fairy Tales

Below are links to websites for three fairy tales.  Please read each one for the given due date.

                  Snow White (February 14, 2011)
                  http://www.pitt.edu/~dash/grimm053.html

                 Bear Skin(February 14, 2011)
                 http://www.familymanagement.com/literacy/grimms/grimms76.html

Upon completing the reading, please address the following questions:
             1.) What characteristics were common to both tales and maybe be evident of characteristics
                   of fairy tales in general?
            2.) These tales were often told to children, what do you think children would glean from this work?
            3.) What do these tales demonstrate of the culture?

Cinderella (February 15, 2011)
http://www.pitt.edu/~dash/type0510a.html

       1.) Be sure to read The Brother's Grimm version listed under number 3
       2.) Read number 18  The Native American Cinderella
       3.) Read number 12 Conkiajgharuna,  The Little Rag Girl
       4.) Read the Ancient Egyptian version:   http://library.thinkquest.org/J002037F/egyptian_cinderella.htm

Create two columns and take note of similarities in the tales and differences.

If you would like to read further fairy tales, please check out the links below.
Further Fairy Tales:

http://www.pitt.edu/~dash/folktexts.html

http://www.familymanagement.com/literacy/grimms/grimms-toc.html

Feb. 7, 2011 - Guest Speaker

On Febraury 7, 2011, Geoffrey Brahmer and Dr. Harold Burszta will be presenting to our classes on the topic of the Lodz Ghetto.  Please take a moment and blog your response to their presentations. You may write what you would like, this is a chance for you to express your opinion.  This will be a 5 point homework assignment.  Please take the time to read what others have posted and react to their comments. Also, be aware that this is a blog and your comments will become public knowledge.

Thank you,
Mr. McCarthy