Internment continued

We completed the readings about WWII Japanese Internment. We worked through slides 53-59. The video links were used to identify some of the news from Asia People were learning about that helped to perpetuate the fears of invasion.

Reminder that once you are finished with your quarter 3 project, you must submit it online.
 THIS LINK will take you to the form that will be used to turn in your project. Check the web address to your project before you submit it.

Japanese Internment

Today we explored Japanese internment during WWII. As we entered class we were given a collection of questions that we read before starting class.

We were then given a set of readings that we shared ind discussed in groups of four. We completed slides 39-52. After which we discussed creativity and our projects and then had a little time to work on our WWII propaganda posters.

WWII Propaganda

Today we finished our Propaganda assignment. We went through slide 38 in this presentation.

WWII Propoganda

We used slides 10-17 in this presentation .

Today we looked at one fake and a few real US propaganda videos. We also discussed rationing systems.

The purpose of the fake video was to explain how the stamp system worked to control rationing in the US and to show how a hardship such as rationing can be turned into propaganda that makes the viewer not only accept rationing systems but to proudly support them. The other videos were further examples of how hardships can be presented in such a manner as to be seen as patriotic and something for which we should embrace with pride.

We then started working on a propaganda assignment. Each student will create two pieces of propaganda. One will highlight the opportunities associated with a particular group of people in the United states and the second will address the hardships of the same group. The hardships one will be more challenging because the propaganda's purpose is to make the people who are dealing with the hardship to feel good about it and embrace with pride (not in a sarcastic way).

The steps are outlined in the slides, but the critical portion of this assignment is the paired discussions. Each person will read an additional section and then engage the student assigned that section in discussion about the content and how it can be presented in propaganda. Skipping or only addressing this step in a superficial manner will cause us to miss an opportunity to check that our ideas and possibly get better ideas through the peer or inspired by the peer. For those who focus on the end rather than the process, skipping this step will produce less than ideal results.

Last of the Pearl

Today we finished the Pearl Harbor Attack. We watched and discussed three more short segments of the Tora Tora Tora video. We then summarized our thoughts on the elements of Pearl harbor and wrote Haiku about Pearl Harbor. Our Haiku can be read from this link here. Mr Williams read the Haiku.

We then discussed three of the US mainland attacks attacks. We used slides 1 - 9 of this presentation.

A little more Pearl Harbor

Today we continued with a couple more video segments of Tora Tora Tora and discussions about the content.

We also also watch the first 20 minutes of the Kony 2012 video. The purpose of this was as a current example of the importance of considering one's audiences when preparing to share a message. This was presented to reinforce the importance of not only the content of our 3rd quarter projects but the methods we use to share that content. The idea being reinforced is that simply having information or a good idea is not enough. If you cannot express the idea in a manner people will receive it then the information or idea has little value.

Mr. Williams also reminded us that if we are expecting to have him help us with the project we should consider scheduling time now rather than later. The closer we get to spring break the more people will be requesting his time and he will be available only as a first come first served basis on days when he has no conflicts. So we should get our work done now.

He also reminded the class that the project is simply a 7 paragraph essay (introduction with thesis, five body - one for each of the five ideals- and a conclusion). The thesis will be simple because it is either going to be Americans have (or have not) lived up to the ideals outlined in the US Declaration of Independence. Each body paragraph will include your view on each of the ideals and evidence to support your view. And then a standard  conclusion paragraph that wraps everything up (and is the best paragraph of them all). Once that is done then the paper will need to be revised for ease of speaking it and then put into a digital format (see earlier posts). While the content should be easy to work with, the project on the whole will take time. Students who have not yet started may find that they are not allowing themselves enough time to finish. Mr. Williams would expect it to take three weeks total.

Pearl Harbor and Naviance

Today we watched a couple sections of Tora,Tora, Tora (not the 1970 movie but the PBS documentary). While watching we would identify a line or word that is used that either best describes the significance of the section or struck a chord with use. We then shared our selections and discussed the content.

Halfway through we went to the lab where we worked on our four year plans in Naviance. 

Silent films

Mr. Williams reminded us the importance of selecting/using visuals for our quarter 3 projects that support our message and do not distract the audience away from our message. To reinforce this purpose, he showed us two video clips (one  & two) from which we observed a portion of a story which we understood despite there being no dialogue.

We then returned to the groups of three that we started with last session. In these groups we shared our portion of the content with the other group members in a manner to ensure they understood (practicing presenting in a manner that is appropriate to our audience). If our group members struggled with understanding our portion we need to put more thought into how to present content in a manner that is best consumed by our audience.

Once our group knew the content we had to create a brief silent "film" (really a skit) that covered the content from chapters 31, 32, and 33. The silent skit needed to address:

• How did the federal government respond to the economic collapse that began in 1929?
• How did ordinary Americans endure the hardships of the Great Depression?
• How did the expansion of government during the New Deal affect the nation?

We then presented to classmates in a traditional bracket. The two finalist groups presented before the whole class.

Links to these videos will be added to this post soon.
period 6
period 7
period 8

Before we left class, Mr Williams collected responses we wrote to the three questions from above.