Wednesday, September 18, 2019

Purpose and Form of Government (2.1) Day 3

Essential Questions:

  • What is the purpose of government?
  • What are the different kinds of government?
  • What are the characteristics of different kinds of government?

    Explore:

    • To Rule with an Iron Fist (7) Read the passage and create a chart similar to the Types of Government graphic organizer. Fill out the chart for the section on Monarchy.
    • Other Forms of Authoritarian Rule (8) Read the passage and fill out the chart for the sections on Oligarchy, Dictatorship, and Totalitarian State.
    • Direct vs. Indirect Democracy (9) Read the passage and fill out the chart for the sections direct Democracy and Indirect Democracy.
    • By the People, for the People (10) Read the passage and fill out the chart for the sections Unitary Government, Confederate Government, and Federal Government.
    • Types of Government (11) Read the passage and fill out the chart for the sections Presidential Government and Parliamentary Government. 

    Elaborate:

    • Governments and Freedom: Investigation (3) Read the map and answer the questions.

    Evaluate:

    • Read the Review carefully.
    • Assessment 

    Film Study: Singin' in the Rain (1952)

    https://en.wikipedia.org/wiki/File:Singing_in_the_rain_poster.jpg
    Getting the number five nod for AFI's 100 greatest American movies of all time, Singin' in the Rain is considered to be the greatest American musical ever filmed. The film was directed and choreographed by Gene Kelly and Stanley Donen and starred Kelly, Donald O'Connor, Debbie Reynolds and Jean Hagen. The story was written by the famous comedy partners Betty Comden and Adolph Green

    Gene Kelly, who is considered one of the greatest choreographers of musicals as well as a prolific actor and director, will be seen again soon when we watch the luminescent An American in Paris which ironically is the movie he just finished when he was brought on to head Singin' in the Rain with Stanley Donen. He has an amazing dance scene with the transcendental Cyd Charisse (who goes on to star in the Movie Silk Stockings (1957) which is a remake of the movie Ninotchka (1939) which we will be watching later this year.)  

    Donen, a protege of Kelly, went on to direct a lot of great movies including Damn Yankees, The Pajama Game and Kismet, as well as the troublesome Seven Brides for Seven Brothers. He also directed the Lionel Ritchie music video "Dancing on the Ceiling".

    As we watch this movie we want to pay attention to the use of sound in the movies. We will be looking at this article from the Los Angeles Film School to discuss this further. As we watch, try to figure out:

    • How were the tap dancing sounds created during the Singin' in the Rain musical sequence?
    •  How were the voices dubbed in the movie? 
    • Who actually sang the song Singin' in the Rain during the performance at the movie premiere? 
    • How does the music impact the scenes in the movie?
    • What is a Foley artist and what do they do?

    Tuesday, September 17, 2019

    The Conquistador Emoji Project

    Imagine your shock when arrive at your destination, the city you plan to conquer only to realize that is the cleanest, most beautiful city you or any of your fellow conquistadors have ever experienced. 

    You arrived from one of the most powerful nations on earth, having sailed from one of the largest and most prosperous cities in Europe, only to find that it pales in comparison to the city you thought would be primitive, not unlike the people you plan to enslave. 

    How would you feel?
    After reading the article on Common-Place.org, put yourself in the place of a Spanish conquistador seeing Tenotichlan for the first time. You will write about your experience, but not using words.



    The pictures above are Aztec script symbols. They use the symbols to share their information. We do something similar with emojis. If using symbols to tell a story was good enough for the Aztecs, it is certainly good enough for you. 

    Your assignment is to write your story using emojis not words as a conquistador first entering Tenochtitlan. 

    Essential Question:
    • How did Tenochtitlan compare to European cities?
    Engage:
    Explore:

    Explain:
    • What did the conquistadors see when they first entered Tenochtitlan?
    • What were the European cities like?
    Evaluate:
    • Emoji Project Handout
    • Explain what the conquistadors saw when they first visited Tenochtitlan using emojis.
    Extend:


    Monday, September 16, 2019

    Film Study: Algiers (1938) and The Battle of Algiers (1966)

    The first two movies we will be studying are linked by place, but not by impact. Algiers (1938) is a remake of the movie Pepe le Moko (1937) based on the novel by Henri La Barthe, a French journalist, detective and writer. Both movies share the same plot, a wanted gangster hides in the Casbah in Algiers protected by friends and the woman who loves him. Things change when he meets another woman visiting from Paris.

    https://en.wikipedia.org/wiki/File:Algiers_1938_Poster.jpg

    Algiers (1938)  John Cromwell is the director, he prolifically directed 50 movies during his career including The Prisoner of Zenda and Of Human Bondage . He also directed Anna and the King of Siam which Rogers and Hammerstein later adapted into the musical The King and I, a film we will watch during our unit on musicals. 

    The movie stars Charles Boyer, Hedy Lamarr, and Sigrid Gurie. Boyer, who we will see again in Gaslight during our look at Film Noir, was famous for his smooth charm and wonderful French accent. Hedy, whose first name is actually Hedwig!, made her Hollywood debut in this movie. She had starred in several movies in Germany before coming to the United States. She was also very intelligent and patented a way for changing radio frequencies during radio transmission to stop signal blocking. After making just a few movies, Sigrid transitioned to creating art including paintings and jewelry. 

    While watching Algiers (1938) we want to look at setting. We will book trying to answer the following questions:
    1. What is the Casbah?
    2. Where is Algiers?
    3. Why are the French in charge of the police and military in Algiers at this time?
    4. Is there a political bias in this film? 
    5. What connection does Pepe Le Pew have with this movie?
    https://en.wikipedia.org/wiki/File:Pep%C3%A9_Le_Pew.svg
    The second movie we are going to watch is The Battle of Algiers. This movie will be a completely different style of movie from Algiers (1938). The first is more of a standard film noir, while The Battle of Algiers (1966) is a much, much different style of movie. It is considered to be a neorealist style, which means it seems real, although it isn't. 

    https://en.wikipedia.org/wiki/File:The_Battle_of_Algiers_poster.jpg

    Battle of Algiers was directed by Gillo Pontecorvo, an Italian film maker. One of the stars, Saddi Yacef, has a very special tie to the film which we will discuss.

    The movie is based on the Algerian War (1954-1962) which eventually led to the departure of French forces and the finish of French control in Algeria. The film depicts accurately portrayed bombings and terrorist attacks from the war. According to Wikipedia, "The Battle of Algiers gained a reputation for inspiring political violence: in particular the tactics of urban guerrilla warfare and terrorism in the movie were supposedly copied by the Black Panthers, the Provisional Irish Republican Army, the Palestinian Liberation Organization and the Jammu Kashmir Liberation Front."

    Again we will be revisiting setting in this film as well as discussing the following questions:
    1. What impact did this film have worldwide?
    2. Which side, as depicted in the film, is morally superior?
    3. how did the style of film affect your understanding?
    4. At any time during the film did you think you were watching real footage from the war? 
    Interestingly enough both films were nominated for Academy Awards. Algiers received four nominations while The Battle of Algiers earned three, but neither won. Which movies won the awards in those nominated categories?

    Conquest of America: Southeast

    https://commons.wikimedia.org/wiki/File:Flindians1723.JPG
    St. Augustine is the oldest continuously inhabited European settlement in the continental borders of the US.  Why did the Spanish set up colonies in what is now Florida? What were they looking for and did they find it? Why did France later set up a colony and what happened to it? These are the questions we will be answering with this lesson.

    Essential Question: What countries colonized the land that is now Florida?

    Engage:
    • Can you name which countries colonized the Americas?
    • Anecdotes from my trip to St. Augustine over the summer. 
    https://commons.wikimedia.org/wiki/File:Castillo_de_San_Marcos.jpg
    Explore:
    • Conquest of America: Southeast video 
    • Vocabulary: colony, heretic, mutiny, Divine Right, sovereignty Think/Pair/Share Activity
    Explain:
    • Why did France colonize Florida?
    • What are some good vocabulary learning practices?
    Evaluate:
    • Vocabulary 
    • Discussion Questions Worksheet
    Extend:


    Wednesday, September 11, 2019

    Purpose and Form of Government (1.2) Vocabulary Day 2

    Engage:

    • Use white board markers to draw a picture of what the word social studies means to you.
    • Observe pictures drawn by other students, see if you can see how that picture represents social studies. 

    Explain:
    1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions
    2. Draw a picture of the vocabulary word. 
    3. Use the vocabulary word in a sentence that shows understanding of the content you are learning. 
    1. democracy
    2. unitary
    3. parliamentary
    4. federal
    5. authoritarian
    6. direct democracy
    7. executive
    8. confederate
    9. authority
    10. preamble
    11. sovereign
    12. oligarchy
    13. legislative
    14. state
    15. government
    16. dictatorship
    17. executive branch
    18. public policy
    19. representative democracy
    20. presidential
    21. totalitarian
    22. monarchy

    Monday, September 09, 2019

    Hero of History: Columbus or De Las Casas?

    https://en.wikipedia.org/wiki/Bartolom%C3%A9_de_las_Casas#/media/File:Bartolomedelascasas.jpg
    https://en.wikipedia.org/wiki/Christopher_Columbus#/media/File:Portrait_of_a_Man,_Said_to_be_Christopher_Columbus.jpg

    You will be researching both Christopher Columbus and Bartolomé de las Casas as their stories intersect through the 'discovery' and occupation of the Americas. As you learn about both of these men, how does this affect your feelings about Columbus Day being celebrated as a National Holiday?

    Essential Question: Who should be the 'Hero of History', Christopher Columbus or Bartolom√© de las Casas?

    Engage: 

    • Monday, October 14 is Columbus Day, a national holiday. 
    • History Channel Columbus Day video 
    Explore:
    Explain:
    • Are my sources reliable? 
    • Is there corroboration between my sources?
    • Who is more believable as a storyteller?
    • Since de las Casas is responsible for the only surviving journal information from Columbus' voyages, how reliable are those journals knowing de las Casas' prejudices?
    • Which one, in your opinion, is most moral? Why?
    • Is it appropriate for us to judge either Columbus or de las Casas today?
    • Who would you choose as your 'Hero of History'?
    Evaluate:
    • Create a poster for Columbus Day or de las Casas Day, whichever you believe is most deserving.
    • On the poster draw and color a portrait of the person you choose.
    • Identify the date to celebrate on the poster
    • Include 3-5 facts explaining why the day should be celebrated.


     Extend:
    • Chapter 2 of Lies My Teacher Told Me by James W. Loewen. I have a copy you can use.
    • Howard Zinn's A People's History of the United States. I have a copy if you wish to peruse it.
    • Abolish Columbus Day Zinn Education Project

    We the People Art Project

    File:Constitution We the People.jpg
    https://commons.wikimedia.org/wiki/File:Constitution_We_the_People.jpg

    EQ: Who are the people in We the People?

    Engage:
    • When written in the Constitution 'We the People' referred mostly to white men who owned property. What does it mean today?
    Explore:
    • Lead the class in a discussion of what 'We the People looks like today. Who are 'the people' today? 
    • How did the 13 Amendment Abolition of slavery change it?
    • How did the 19 Amendment Women's suffrage change it?
    Evaluate:

    • Create a picture of what 'We the People meant in 1787 and what it means today. How will you show the changes in meaning?

    Friday, September 06, 2019

    Conquest of America: Southwest

    https://commons.wikimedia.org/wiki/File:Coronado-Remington.jpg
    Francisco Coronado heard a story about the Cities of Cibola, the Seven Cities of Gold, from a friar named Estevan. He decided he would mount an expedition to find these cities. What did Coronado plan to do when he found these cities? Did he eventually find them? What controversy surrounds the expedition?

    Essential Question:   Why did Coronado explore the southwest part of North America?

    Engage:
    • What would you do to get rich?
    Explore:
    • Conquest of America: Southwest video 
    Explain:
    • Was Coronado suitably punished for his role in the death of the 'Turk'?
    • Do you think Coronado was a hero or villain? 
    Evaluate:
    • Vocabulary 
    • Discussion Questions Worksheet
    Extend:

    Thursday, September 05, 2019

    Purpose and Form of Government (1.2) Day 1

    https://giphy.com/gifs/clioawards-1-countdown-1oGXIfTqZgO7TcMvno


    Essential Questions:

    • What is the purpose of government?
    • What are the different kinds of government?
    • What are the characteristics of different kinds of government?

      Explore:

      • Take Me To Your Leader (2) Read the passage  
      • A Social Contract (3) Read the passage and do Hobbes vs. Locke: Venn Diagram worksheet.
      • The American Experiment (4) Read the passage.
      • What Is the Purpose? (5) Read the passage. Watch the videos. Do the Preamble Matching activity. 
      • Defining a Government (6) Read the passage and do Forms of Government: Main Idea Web worksheet.
      Explain:
      1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions
      2. Draw a picture of the vocabulary word. 
      3. Use the vocabulary word in a sentence that shows understanding of the content you are learning. 

      Wednesday, September 04, 2019

      Algiers (1938) Movie Review


      Algiers (1938)
      https://www.imdb.com/title/tt0029855/mediaviewer/rm3536917504

      This review was written by Angelica, an 8th grade student in Mr. Chamberlain's Film Class.
      The film Algiers come out in 1938. It is directed by John Cromwell. The screenwriter is John Howard Lawson and the Screenplay is by James M. Cain. The film focuses on Pepe le Moko, Ines, and Gaby who are played by Charles Boyer, Hedy Lamarr, and Sigrid Gurie.
      Pepe le Moko is a thief who escaped from France with lots of jewels. He has been hiding in a a maze-like impenetrable casbah for two years. The police have failed to capture him during the two years. Having a sly inspector who is is friends with Pepe le Moko hasn't made it any better.
      During the time Pepe has been in the casbah he has thought of it more as a prison which he can't get away from. He misses Paris, so when a girl named Inis who is from Paris shows up, he takes an interest in her upsetting his girlfriend Gaby who is from the casbah which he hopes to get away from, resulting in a sort of love triangle.
      The films techniques are different than modern times now. It was in black and white and the setting was very dark. The lighting focused on the important things leaving the rest dark.
      Overall this film gets a rating of 6.7 out of 10 on IMBD.
      I would recommend this film if you like an old fashioned drama/mystery/romance film.

      The Silk Road and World Trade: What led to Columbus Re-Discovering the Americas?

      Map of the Silk Trade Route

      https://commons.wikimedia.org/wiki/File:Silk_route.jpg

      Marco Polo's Route

      https://en.wikipedia.org/wiki/File:Travels_of_Marco_Polo.svg

      Voyages of Zheng He

      https://commons.wikimedia.org/wiki/File:Zheng_He.png

      The trade routes that we collectively refer to as the Silk Road started as far back as 2,200 years ago. Although the types of trade goods were varied, it is called the Silk Road because of the demand created for silk from China. 

      While we may tend to emphasize the economic implications of these trade routes including cities created as stopping points that became wealthy, a much more important trade was taking place throughout this period, the trade of culture. Languages, mathematics, literacy and religion were all shared throughout large areas of the world because of these trade routes. 

      Essential Question: What led to the rediscovery of the Americas and its colonization?

      Engage: 
      • We know that Columbus 'rediscovered' the Americas, but what events led to the need for this exploration?
      Explore:
      Explain:
      • Answer 5 of the 9 questions, then find others who have answered the questions you have not and have them explain the answers. Explain your answers to them as well. 
      • How did trade drive the sharing of culture?
      • Why did Columbus look west for a route to India?
      Evaluate:

      Monday, September 02, 2019

      American Government: Purpose and Form of Government (1.2)

      https://en.wikipedia.org/wiki/Government


      Essential Questions:

      • What is the purpose of government?
      • What are the different kinds of government?
      • What are the characteristics of different kinds of government?

      Engage:

      • What Should a Government Do? Watch the Hurricane Ike video and do the After a Natural Disaster activity.

      Explore:

      • Take Me To Your Leader (2) Read the passage and do State: Vocabulary Chart worksheet.
      • A Social Contract (3) Read the passage and do Hobbes vs. Locke: Venn Diagram worksheet.
      • The American Experiment (4) Read the passage.
      • What Is the Purpose? (5) Read the passage. Watch the videos. Do the Preamble Matching activity. 
      • Defining a Government (6) Read the passage and do Forms of Government: Main Idea Web worksheet.
      • To Rule with an Iron Fist (7) Read the passage and create a chart similar to the Types of Government graphic organizer. Fill out the chart for the section on Monarchy.
      • Other Forms of Authoritarian Rule (8) Read the passage and fill out the chart for the sections on Oligarchy, Dictatorship, and Totalitarian State.
      • Direct vs. Indirect Democracy (9) Read the passage and fill out the chart for the sections direct Democracy and Indirect Democracy.
      • By the People, for the People (10) Read the passage and fill out the chart for the sections Unitary Government, Confederate Government, and Federal Government.
      • Types of Government (11) Read the passage and fill out the chart for the sections Presidential Government and Parliamentary Government. 

      Elaborate:

      • Governments and Freedom: Investigation (3) Read the map and answer the questions.

      Evaluate:

      • Read the Review carefully.
      • Assessment

      Saturday, August 24, 2019

      Creating a World Map

      In this lesson you will take a quick pre-assessment to see how many continents and oceans you remember. Then you will hand draw the continents and label them and the oceans. You will finish up by coloring them. 

      Essential Question: Can you label the continents and oceans of the world?

      Engage:

      Explore:
      • Identify the continents and oceans of the world
      Explain:

      Evaluate:
      • Hand draw, label and color a map. Identify the continents and oceans. 
      Extend:

      Thursday, August 22, 2019

      The First American Immigrants


      https://en.wikipedia.org/wiki/File:Glyptodon_old_drawing.jpg
      The history of the Americas started well before Columbus. Unfortunately, because of the lack of or destruction of written histories, archaeologists have to rely on the discovery of artifacts to further our knowledge of these peoples. In this lesson we will learn about different theories of migration and also discover that this area is constantly changing and updating do to new discoveries. 

      Essential Question: Where and when did the first immigrants to the Americas arrive?
      Engage:
      • Review the Kenniwick Man lesson
      Explore:
      Explain:
      • How did the first immigrants come to the Americas?
      • When did the first immigrants come to the Americas?
      Evaluate: 
      • Video Worksheet
      Extend:

      Tuesday, August 20, 2019

      Which Right is Right? Kennewick Man

      Essential Question: 

      1. Should scientists be allowed to study the remains of indigenous peoples?

      Engage: 

      • What would you think if a scientist dug up the remains of your ancestor?
      • On occasion, archaeologists have dug up the remains of ancient Native Americans. Should scientists be allowed to study these remains? Native Americans feel such remains should be immediately reburied according to Native American customs. Scientists worry that if reburied, the remains will deteriorate and lose their value for present and future scientific study.

      Explore: 

      • Discover Magazine: The Earliest Immigrants video (25:02)

      Elaborate: 

      Evaluate:

      • How did this story evolve over time?
      • What eventually happened to Kennewick Man?
      • What should have been done with the remains?
      • What would you want to have done with the remains if they were your ancestor?
      • According to the map below, what indigenous people group use to live here in southwest Missouri? 
      • What should you do if you find the remains of an indigenous person?

      https://commons.wikimedia.org/wiki/File:Early_Localization_Native_Americans_USA.jpg


      Extension:

      Monday, August 19, 2019

      Even the Founders Made Mistakes: Why the Articles of Confederation Was Replaced by the Constitution

      https://commons.wikimedia.org/wiki/File:Articles_page1.jpg
      The Second Continental Congress, after signing the Declaration of Independence, had to come up with some rules with which they could govern the colonies. They created the first constitution, the Articles of Confederation, which lasted through the winning of the American Revolution. Eventually its weaknesses were exposed and was replaced by the US Constitution.


      https://commons.wikimedia.org/wiki/File:Constitution_of_the_United_States,_page_1.jpg


      Essential Question: What events led to the writing of the US Constitution?

      Engage:

      Explore:
      Explain:
      • How did Shay's Rebellion expose the weakness of the Articles of Confederation?
      • Who were the Federalists? Anti-Federalists?
      • Why did some of the Framers demand a 'Bill of Rights'? 
      Evaluate:

      Extend:

      Friday, August 16, 2019

      Does the Foot Soldier of Birmingham Statue have Historical Value?

      https://en.wikipedia.org/wiki/Revisionist_History_(podcast)

      In this lesson we are using the podcast The Foot Soldier by Malcolm Gladwell to discuss inherent bias.

      https://en.wikipedia.org/wiki/File:Birmingham_campaign_dogs.jpg

      In this lesson we will look at the above picture and try to decode it. What are we seeing happen here? Then we will listen to the podcast by Malcolm Gladwell. Is what we believe to have happened what actually happened?

      After the lesson you will need to answer these questions:
      1. Can the art we create be used to influence belief systems? 
      2. As we examine the story as well as look at the statue and the picture from which the statue comes, what can we learn about ourselves and how we react based upon what we have learned?
      3. How will this change your view of historical artifacts as we move forward?

      Essential Question: Does the Foot Soldier of Birmingham statue have historical value?

      Engage:
      Explore:
      Explain: 
      • The statue is a misrepresentation of the facts. Does this matter as an art piece? 
      Evaluate:
      • The students will question if the statue is a reliable historical source.
      • Does the Foot Soldier of Birmingham statue have historical value?
      • Can the art we create be used to influence belief systems? 
      • As we examine the story as well as look at the statue and the picture from which the statue comes, what can we learn about ourselves and how we react based upon what we have learned?
      • How will this change your view of historical artifacts as we move forward?

      Thursday, August 15, 2019

      What Are Our Rights In School? What Are Our Responsibilities?

      In 1776 a group of men were meeting to discuss how to react to their country's lack of response to questions about their rights as citizens. A group of these men decided that independence was the only way to address their grievances, effectually breaking ties with a government they felt was not respecting their rights. Before they could bring their idea to a vote, the decided to form a committee to explain why they felt they needed independence. The Declaration of Independence identified rights that all men have 'certain unalienable Rights, that are among these are Life, Liberty, and the pursuit of Happiness.

      In 1789, inspired by the United States, the French National Constituent Assembly created the Declaration of the Rights of Man and of the Citizen. Its second article defined the rights of man as, "liberty, property, safety and resistance against oppression."

      In 1848 in Seneca Falls, New York the Seneca Falls Convention was held. It was organized by female Quakers from the area along with Elizabeth Cady Stanton. During that meeting the Declaration of Rights and Sentiments was passed, which was modeled after the Declaration of Independence. It stated, "We hold these truths to be self-evident: that all men and women are created equal, that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty and the pursuit of happiness;..."
      https://commons.wikimedia.org/wiki/File:Woman%27s_Rights_Convention.jpg

      If we had to come up with our Declaration of Student Rights, what rights would it identify? Let's create a statement that identifies these rights and finish the sentence below.

      We the students of Noel Elementary hold these truths to be self evident; that all students are created equal, that they are endowed by their Creator with certain inalienable rights: that are among these.......



      https://everythingfunny.org/funny-quotes/41193/attachment/today57-4

      What does it mean to be a responsible student? Here is the definition of responsibility:

      https://www.merriam-webster.com/dictionary/responsibility

      How do we show responsibility in the classroom? In the school? What things should we be responsible for while at school?

      Make a list of 5 responsibilities you have at school. We will compare these with the other students. Can we identify five together that we agree are important?