Seniors, please come by during your senior week next week (May 31 - June 3) to pick up your final projects.
Mr. McCarthy
Mr. McCarthy
Wednesday, May 25, 2011
Wednesday, May 18, 2011
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.
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.
Friday, May 13, 2011
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.
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.
Thursday, May 12, 2011
Reparations for Japanese Internment
The following documents are designed to aid in your discussions on When the Emperor was Divine by Julie Otsuka.
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
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
Tuesday, May 10, 2011
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
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.
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.
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.
Wednesday, May 4, 2011
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.
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.
__________________________________________________________________________________
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.
__________________________________________________________________________________
__________________________________________________________________________________
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.
__________________________________________________________________________________
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