Sunday, September 29, 2019

Desperate Crossing: We Are Telling the Stories

https://www.imdb.com/title/tt0493146/
Many of us know what it is like to have to move to a new place. In this activity we are going to find out what it was like for the Pilgrims to have to leave England for Holland and then ultimately for North America. Just as you had many difficult emotions with the changes you experienced, the Pilgrims had them as well. They also had even more difficulty and danger than most of us. 

As we watch this video we will try to place ourselves in the shoes of the Pilgrms and try to identify how we might have felt if we too had to make a desperate crossing. 

EQ: Why did the settlers on the Mayflower come to the Americas?

Engage: 
  • Solicit stories from students who remember moving to Noel. 
  • How did you feel about moving?
  • What were the first days like after you came to Noel?
  • How are things now?
Explore:
  • The students will watch Desperate Crossing: The Untold Story of the Mayflower.
  • Vocabulary: magistrate, manifest, seditious, theology, habeas corpus, tolerant
  • Vocabulary: define, draw and use in a sentence

Explain:
  • Why the Separatists moved from England to Holland?
  • Why the Separatists moved from Holland to the Americas?
  • Why the other colonists moved from England to the Americas?
  • How did they feel about moving?
  • How were the first days after the move?

Evaluate: 
  • Journaling Activity
  • Write journal entries as if they were a Pilgrim during the video. Answer the Explain questions while journaling.
  • Create a journal to transcribe the entries written during Desperate Crossing
  • Use India ink and dip pens to transcribe their entries from their notes to their created journals.
Extend:
  • Examine the Mayflower Compact, what does it create for the colonists?


Thursday, September 26, 2019

The Battle of Algiers (1966) Film Review

No war in anger was ever won. This saying describes the 1966 French film “The Battle of Algiers”. The Battle of Algiers was directed by Gilo Pontecorvo. Fun fact the only real actor was Jean Martin. Jean Martin played as Coloniel Matthieu, Brahim Haggiag played as Ali La Pointe, and Fusia El Kader played as Halima.

The Battle of Algiers is about two different nations and one land both people want. The Battle of Algiers is an interpretation of the eight year long war going on in Algiers. In The Battle of Algiers the French want to keep Algiers but the FLN want Algiers to be free again.

The most memorable part of the film for me was that the FLN stood up for their country and they wanted to keep Algiers away from the French.

I noticed that the director of the film made the film look like a documentary but the director states not one inch of that film is a documentary it is all staged. I also noticed that even the smallest role in the film made the biggest difference to the story line.

In all I did like the film, but it was confusing to me because of the language difference. You should watch this movie. I give this movie a 4 out of 5 star rating.  

By Felicity

Wednesday, September 25, 2019

Purpose and Form of Government (2.1) Assessment

Essential Questions:

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

Evaluate:

  • Read the Review carefully.
  • Assessment 

Monday, September 23, 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 

    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