Work for Friday 12 12 08

Global and International Studies
I/I(Homeroom) 8:00 – 8:30
A Block 8:30 – 9:50
Focused Study(C Block students) 12:00 – 12:30
C Block 12:30 – 1:50
1. Complete Schema Activator: Anticipation guide for “No Mullah Left Behind”

2. Read the article “No Mullah Left Behind.”

3. Complete a double-entry journal for the article “No Mullah Left Behind”

4. Show the film talking to Iran at the following website:
http://www.pbs.org/now/shows/312/index.html

5. Once the film is complete, students should write a paragraph of 6-8 sentences answering the question:

Should we talk to Iran?

6. Students may type their responses out and send them to me or print them out and turn them in.

President George W. Bush Remarks after the 9/11/01 Attack

1. Read the following remarks from President Bush:

http://www.greatdreams.com/bush_speech_92001.htm

2. Complete a SOAPSTONE Analysis of Speech and bring that in to class tomorrow.

Speaker
Occasion
Audience
Purpose
Subjects
Tone

3. Be prepared to discuss his remarks in class.

Perspectives on Israel at 60

Global and International Studies Mr. Cotto
1. Perspectives on the Wall: What are the different opinions about the wall?

Palestinians
Israelis



2. Read and view the photo essay: Israel at 60 at Foreign Policy Magazine:
http://www.foreignpolicy.com/story/cms.php?story_id=4283&page=0
(This link is on the blog)
What are the two perspectives on Israel?
Israelis
Palestinians



3. Write a new story entitled: “Israel at 60”
Write the story either from the Israeli or the Palestinian Perspective. Your article should not be more than 200 words. You should include one of the photos from photo article. You should include evidence from the essay to state your opinion. Your news story should not say exactly which perspective you are writing from, but should be somewhat hidden! Your essays will be collected in an online newsletter for our use tomorrow in class to address the issue of bias.
Turn in your news story via e-mail

Thomas Friedman on Israel and Palestine

Read the following article regarding Thomas Friedman's current thoughts about the situtation between the Palestinians and Israelis. The article is entitled "Time For Radical Pragmatism", written on Jun 4, 2008 in The New York Times.

http://www.nytimes.com/2008/06/04/opinion/04friedman.html?scp=27&sq=thomas%20friedman%20and%20israel&st=cse

Focus on the two concepts of "radical pragmatism" and "energy shortage" in his essay.

Be ready to answer six Reading for Information style questions on a Class Server Quiz Wed. morning.

Work for Monday 12/1/08

Directions:
a. Read the story entitled 1948, the birth of Israel.

http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f041408_TP_Israel

b. Individually create four multiple choice and two open ended questions about the article. Include the answers to the questions.

c. Use the question stems below to help develop some questions.

http://docs.google.com/Doc?id=dfdfqwjf_18c8hrdsg4

d. Type your questions and send them to Mr. Cotto

CT History Day and GIS Final Project

1. Go to the website at the address below:

http://www.chs.org/hist_day/default.htm

2. Read the description of the the history day project.

3. Post a message describing a. which topic you might be interested in? b. how does this topic relate to the topics in GIS?

Animal Farm Questions 7 - 10 Due Before Wednesday

Chapter 7

1.During the food shortage, why was it “vitally necessary to conceal this fact from the outside world?

2.Who was responsible for the following event? Why did it happen?

“For the first time since the expulsion of Jones, there was something resembling a rebellion.”

3. What “alarming thing was discovered” about Snowball? How did Squealer attempt to prove that Snowball was in league, or working with Mr. Jones?

4.Why did the terror seem “to all of them that it was far worse now.”?

5.What was Clover’s thought about the scenes of “terror and slaughter”?

Chapter 8

1.Instead of actually being rewarded, “Animal Hero-First Class”, what was revealed about Snowball during the Battle of Cowshed?

2.Why was it surprising that Napoleon sold the firewood to Frederick?

3.Who confessed to plotting to assassinate Napoleon?

4.How did Napoleon become more reclusive, or isolated?

5.What happened to the windmill?

6.How did Squealor respond to Boxer’s question, “What victory?”, after the fight with the humans.

7.What did Benjamin know about Squealor that the other animals could not understand?

“None of the animals could form any idea as to what this meant, except old Benjamin, who nodded his muzzle with a knowing air, and seemed to understand, but would say nothing.”

Chapter 9

1.What “foolish and wicked rumour had been circulated at the time of Boxer's removal”?

2. How did Squealor argue “that in comparison with the days of Jones, the improvement was enormous,” on the farm?

3. What rule was made, “when a pig and any other animal met on the path.”? Why was it made?

4. What was the significance of Sugarcandy Mountain?

Chapter 10

Evaluate and discuss the new commandment:
“All animals are equal, but some are more equal than others.”

Animal Famr Chapter 5 and 6 (A and C Block Class)

Select six questions from each chapter to respond to. This is and individual assignment.

Chapter 5

What did Clover found out about Mollie?

Why did Mollie choose to leave Animal farm?

What was the major difference between Snowball’s and Napelon’s style of leadership?

What were two major disagreements that Snowball and Napoleon had?

How did Napoleon react to snowball’s plans for a windmill?

Accorinding to Snowball, what would be the benefit of the windmill?

Who chased away Snowball in the middle of a debate?

What was meant by the quote, “It was noticed that they wagged their tails to him in the same way as the other dogs had been used to do to Mr. Jones.”?

How did Napoleon change the rules on the farm after he ousted Snowball?

How did Squealer “explain the new arrangement to the others” about Napoleon’s leadership?

Why did Squealer say that Napoleon initially opposed Snowball’s windmill plan?

Which new maxim or motto did Boxer adopt after Napoleon assumed complete leadership?

Chapter 6

What unexpected difficulties did the building of the windmill pose?

Why were the animals content “in spite of the hardness of their work.”?

What materials were in shortage or unable to be produced on the farm?

Who worked the hardest during the building of the windmill?

Why did the animals feel a sense of “uneasiness” about Napoleon’s decision to trade with the neighboring farms?

How were the pigs that questioned Napoleon silenced?

Who was Mr. Whymper, what was his role on the farm?

How was the Fourth Amendment changed?

Why were the pigs allowed to sleep in Beds?

Who did Napoleon blame for the desctruction of the windmill?

What was the title was given to Napoleon by the animals?

Stalin's Leadership

Using your notes from today's class, respond the following question:

How did Stalin's leadership impact Russia? Explain.

Your response should be at least two paragraphs in length.

Animal Farm Chapter 1-4

Directions: Based on your reading of Animal Farm Chapter 1-4 answer five questions for each chapter. Respond on this blog by Tuesday evening.

Chapter 1

1.Name five characters and one detail about that character from Manor farm?

2. Who is Old Major?

3. What does Old Major believe to be the “nature of this life of ours” on Manor Farm?

4. What action does Old Major believe the animals will eventually do? Why does he believe will this action?

5. How does Old Major come up with words for “The Beasts of England”?

Chapter 2:

1. Who were the natural leaders of the farm after the death of Old Major?

2.What was the “complete system of thought” that the pigs taught from Old Major’s speech?

3.What was one of the concerns that the animals had about that “complete system of thought”?

4.Who is Moses? Why did the animals hate him?

5. When did the Rebellion take place?

6.What caused the rebellion against Mr. Jones?

7.What did the scene during the rebellion look like?

8.What items were thrown in the rubbish fire after the rebellion?

9.Why were the animals “frightened to go inside” the Manor house after the rebellion?

10.Who wrote the Seven Commandements on the barn wall?

11.What are four of the Seven Commandments?

12.What happens to the cows milk that is collected after the rebellion?

13.What is Napoleon’s major concern after the Rebellion?


Chapter 3

1.How did the pigs help out during the harvest?

2. What difficulties did the animals have during the harvest?

3.Why was Boxer “the admiration of everybody?

4.What is oen example of an animal that did not follow this quote “everyone worked to their capacity”?

5.What did the flag on the Animal Farm look like? What did it symbolize?

6. Describe a Sunday on the Animal Farm after the rebellion.

7. What were Snowball’s Animal Committees” Which one was a success?

8.Which animals were able to read? Who was not able to read?

9.What did the animals that could not read learn instead of the Seven Commandments?

10.What happened to Bluebell and Jessie’s puppies?

11.Why did Squealer say it was necessary for the pigs to have the milk and apples?

Chapter 4

1.What were the names of the two farms next to Manor Farm?

2.Who was Mr. Pilkington?

3.Who was Mr. Frederick?

4. According to Pilkington and Frederick, “what came of rebelling against the laws of Nature” ?

5. What reaction did Pilkington and Frederick have about the rebellion on Animal Farm?

6. What rumors began to spread about Animal Farm?

7.How did, “Rumours of a wonderful farm, where the human beings had been turned out and the animals managed their own affairs” effect animals on other farms?

8.Describe the Battle of Cowshed?

9.What honor was granted to Snowball after the Battle of Cowshed?

Causes of the Russian Revolution

1. Go to the following website and read the documents:

http://www.historyteacher.net/EuroProjects/DBQ1998-1999/DBQ22-99.htm

2. Complete the chart handed to you in class to organize your thoughts.

3. Assess the validity of the above statement and explain whether or not the Revolution could have been avoided.

"The Russian revolution of 1917 was the result of several major problems of both a social and economic nature."

4. Be prepared to discuss this question in class tomorrow.

Test for Ethan Kupec

Can the world achieve water sustainability? (A Block Only)

Respond to the question using your notes from class. Use at least two examples from the text.

MDG #2: Universal Primary Education

Is it a right for all children to go to primary schoo? Explain your thoguhts and the issues involved in universal primary education. You may cite the various documents from your classwork or you may cite the Now on PBS video about child brides.

Who won the debate?

Explain why you think so.

Extreme Poverty

Read 1 article about extreme poverty and summarize the article on the blog. Your summary should be at least one paragraph with two quotes from the text in it. Be sure to also list the website, author, title, date published, and periodical that the story first appeared.

C-Block only:Can we end extreme poverty?

In a paragraph, with at least two facts as support, answer the questions above: Can we end extreme poverty? Use the chart you completed in class to help your work.

Should the U.S. continue to provide subsidies to cotton farmers?

Using the information we learned in class, cite several facts and answer the question above.

Here is a link to the PBS NOW Website on the show, A Growing Hunger.

http://www.pbs.org/now/shows/310/index.html

Please be sure you use at least 2 statistics you worked with today in class.

Did globalization begin with the "discovery" of America?

Thomas Friedman claims that Globalization 1.0 began in 1492. Do you agree or disagree with his claim? Reflect on the products you examined today in class to answer this question.

Wages and Jobs

What job do you expect to get? What sort of education is needed? How much do you expect to make? Is there a high demand for this work? How many people are in this field already?

Globalization and Americanization

Some people argue that globalization is its own process that involves technology, economic, political, social, and cultural change. However, others say that globalization is another word for Americanization.

There two links to two different stories for you to help make your case in addition to the documents that you viewed on Thursday in class.

Amartya Sen:

http://www.theglobalist.com/DBWeb/StoryId.aspx?StoryId=2353

Thomas Friedman

http://yaleglobal.yale.edu/display.article?id=5581

Dying to Cross

Williams is guilty of murder.

Debate whether this statement is false or accurate. Refer to the case clues from today's class.

Human Trafficking

Find an article about human trafficking from a reputable source(i.e. New York Times, National Geographic, Time, Newsweek, Christian Science Monitor, Los Angeles Time, Wall Street Journal, Foreign Policy).

Post the link on our blog for our class tomorrow.

From poorer to poor...

Read the following article and reflect on its meaning:

http://www.nytimes.com/2007/12/27/world/americas/27migration.html?pagewanted=1&_r=1

Why is this essay problematic for people that claim that global migration can be stopped? How does it inform us about ways we can stop or slow global migration?

The Founding Illegals

Read the following article and be prepared to discuss the author's ideas. Be sure to complete the admit slip for it. If it clear that you have not read the article, you will be asked not to participate in the socratic seminar.

http://www.nytimes.com/2006/12/27/opinion/27hogeland.html

Our discussion tomorrow will be graded!

Immigration

Next week we will begin our unit on immigration as a global system. Over the week I'll be posting a number of video, web, and blog links. Before we begin, I want to get a general picture of what you think about the death penalty. Please share your thoughts about "illegal" and "legal".

Is the death penalty a form of torture?

Using notes and readings from today's lesson, answer this question. Post other cases too if you can find links to them.

Death Penalty and Human Rights

What are your thoughts about the death penalty? In your opinion, is it a violation of human rights or not? Explain. Use notes, video, reading.

SJC CREC Summer Insititute off to a great start

Our course together is off to a great start. We've looked at the syllabus, started a discussion about the course, and done some pre-testing. Below is a picture Professor Raman explaining the syllabus. I hope everybody was taking careful notes. She'll refer back to the Russian dolls frequently.

Afro Latinos

Here is the link to the Miami Herald story about Afro Latinos

The Miami Herald: Afro Latino Special

Go to Part I once you go to the get to the site.

Guantanamo Bay, Human Rights, and American Empire

Using the notes from the documentsyou viewed in class, respond to the following statement. Make sure your work includes a thesis statement and ample proof!

The Guantanamo Bay U.S. Nacy detention camps are a violation of human rights.

Discuss...

American Intervention in Latin America

In class, students presented their brief reports about American Intervention in Latin America in the 20th Century. The questions we answered in class were the following:

•What happened?(Knowledge)
•Why did the U.S. intervene? (Comprehension)
•How did the intervention hurt/help democracy/freedom?(analysis
•How did the intevention serve American interests?(evaluation)

Discuss the preceding question: •How did the intevention serve American interests?(evaluation) Try to develop new questions about America's role in Latin America and our committment to freedom and democracy in the region. Cite facts from the case studies. A response that does not directly cite facts from at least two case studies will not be read and is not an effective response.

John McCain and the Presidency

John McCain will be the Republican candidate for president of the United States this year. Several weeks ago a comic, yet academically interesting, debate emerged about whether McCain is eligible to be President of the United States. He was born in 1936 within the Panama Canal Zone while his father, a Navy officer, was stationed in that American colony/territory. The U.S. Constitution says one thing, but the U.S. code say another! Although the conversation is academic, it is worth thinking about...

Is John McCain eligible to be President?

Respond to your peers comments, think about American colonialism, and the current opinions about John McCain. If you find any good sources on this topic, please feel free to share them!

Here is a link to the documents we saw in class today:

John McCain Docs

Latin America: The Lost Continent

Today we viewed several photos of Latin America from my personal collection. The countries represented were Honduras, Puerto Rico, Cuba, and Peru. Many people had some idea of where the photos were generally from. Our work was a good introduction to imagining Latin America and thinking about it as a "lost" continent. We also spoke at length about the idea of the "lost" continent. In our blog today reflect on the term "lost" continent.

What are your thoughts about today's lesson?

Why is Latin America a lost continent?

Below is a link to interview in case you want to read more:

http://www.pbs.org/newshour/bb/latin_america/jan-june04/summit_1-13.html

Final Reflection on the MIddle East Unit

After completing our Middle East projects, we had a vibrant discussion regarding what the U.S. should do in the Middle East. A-block's discussion focused on the role of oil in our relationship with the middle east and B Block focused on the role of the U.S. in world affairs. Discuss the question below by responding, questioning, and critiquing each other's comments.

Final Reflection:

What should the U.S. do in the Middle East?

What leads you to believe this is the best option?

What are your concerns, worries, or thoughts?

Post at least three times today by 10 p.m.

Bush's War:From 9/11 to War with Iraq

We spent much of class today learning about the different players in Bush's cabinet: Rumsfeld, Rice, Wolfowitz, Powell, Tenet. These advisors to President George W. Bush all had various ideas about what should be done to respond to Al-Qaeda(a worldwide terrorist organization based in Afghanistan) and Osama bin Laden(a Saudi Arabian, it's leader and co-founder) who are accused of responsibility for the 9/11 attack. Very early on its clear that some of these same advisors had their sights set on implicating, or involving, Iraq and President Saddam Hussein in the new "global war on terror." The plot is well-documented in the film and website: Bush's War. Here is the link.

http://www.pbs.org/wgbh/pages/frontline/bushswar/

Please investigate the website and share something NEW that you learn from this site regarding the tragic turn from fighting Al-Qaeda in Afghanistan to going after Saddam Hussein in Iraq. Summarize what you learned from a photo, event, quote, video clip, interview. Be very specific in what you learn by using quotes, share the web link, and share your thoughts. 

Try using this question to guide your search of this website:

Why did the U.S. start out trying to bring Osama bin Laden to justice after 9/11 by invading Afghanistan, then in 2003 invading Saddam Hussein's Iraq in spite of the fact that Iraq had nothing to do with 9/11?

Saudia Arabia

Saudi Arabia is a country in the heart of the Middle East. The King is friendly to the United States, but some of its people are hostile to the U.S. The most notorious Saudi is Osama Bin Laden: the accused ringleader of al-Qaeda and a supporter of the 9/11 attacks. We spent much time today looking at the basic elements of Saudi Arabia-its history, economy, politics, culture, religion, and relationship to the United States.

Read one or two of the excerpts from Osama Bin Laden's interview in May 1998(Handout 2). Once you read the excerpt think and answer the following question: Why is Osama Bin Laden so angry at the U.S.? Is he justified in his grievances? Do American actions in Saudi Arabia warrant a violent response? What conditions or problems in Saudi Arabia might lead Osama bin Laden to recruit supporters and sympathizers?

Respond to others in the blog and discuss this controversial topic with your peers?

Here is the link to full interview transcript:

http://www.pbs.org/wgbh/pages/frontline/shows/binladen/who/interview.html

Also note there is a picture of a few troops guarding me and MLC students in Egypt. Maybe this picture gives us a clue about Osama bin Laden, Saudi Arabia's(and Egypt's), and 9/11.

Comparing Islam and Christianity

Today we viewed an episode of 30 Day:Muslim in America. The film described a Christian man's attempt to assimilate to Muslim traditions and customs with a Pakistani, Muslim family in Michigan. What are the key differences between Islam and Christianity? Why has there been so much animosity towards Islam since the 9/11 tragedy? Is Islam responsible for 9/11? What are the stereotypes and misconceptions about Islam in our society?

Discuss these questions in a threaded discussion that agrees/disagrees with your peers. You should respond at least twice by 10 p.m. this evening.

Control Room:Bias and the Media

Refer back to the film Control Room and discuss the problems of covering the Iraq war. What are the areas where bias seems apparent? What challenges does the American and Arab(al jazeera) media face in the covering the war? Why are the images of the wounded and dead not shown on American media? Why would Al Jazeera show these images? What information is missing in the American media about the Iraq War? React to your peers comments, agree or disagree, regarding this issue.

Here is a Wikipedia summary of the film:

http://en.wikipedia.org/wiki/Control_Room_%28film%29

Iraq War and the Presidential Candidates

Today we reviewed the three remaining Presidential Candidates and their views on the Iraq War. You should have a series of quotes and soundbites to discuss. In your opinion, based on the quotes, video clips, relevant websites...Who would you vote for in November if you were only considering their positions on the Iraq War?

Refer to the YuoTube Clips, The New York Times, and the Wikipedia entry.

youtube.com

Friends and Foes in the Middle East

There are many friends and foes in the Middle East. Many of friends pose challenges to us and many of our foes actually helps us in a way. Using your chart and profile today, discuss what challenges we have to our relationships in the Middle East. Which foes should we be concerned about? What friends have we neglected? Are there any contradictions in our relationship? What should our friendships be based on the Middle East? i.e. Democratic countries, oil-producing countries, etc.

Respond to the statement of your peers, bring in new information, react to the class activity/film/research!

The wall...

Today we read the poem, "Mending Wall" by Robert Frost, examined a brief summary of the wall/fence, and viewed the documentary, "Straddling the fence" starring Thomas Friedman. Evaluate how effective this fence is in making "good neighbors" by referring to the film, the Wikipedia entry, and the poem "Mending Wall". Below is a link to the Wikipedia entry for the fence. Although much of the information should be read with a grain of salt, I think that this page will give you a starting point in the discussion.

Link to Wikipedia.org

http://en.wikipedia.org/wiki/Israeli_West_Bank_barrier

Interview with Thomas Friedman about the film:

http://transcripts.cnn.com/TRANSCRIPTS/0404/01/i_ins.00.html

Do good fences make good neighbors?

In preparation for tomorrow's lesson, please read the following poem, Mending Wall, by Robert Frost. Second, analyze the phrase, "Good fences make good neighbors."


Robert Frost. 1875–

64. Mending Wall

SOMETHING there is that doesn't love a wall,

That sends the frozen-ground-swell under it,

And spills the upper boulders in the sun;

And makes gaps even two can pass abreast.

The work of hunters is another thing:
5
I have come after them and made repair

Where they have left not one stone on stone,

But they would have the rabbit out of hiding,

To please the yelping dogs. The gaps I mean,

No one has seen them made or heard them made,
10
But at spring mending-time we find them there.

I let my neighbor know beyond the hill;

And on a day we meet to walk the line

And set the wall between us once again.

We keep the wall between us as we go.
15
To each the boulders that have fallen to each.

And some are loaves and some so nearly balls

We have to use a spell to make them balance:

"Stay where you are until our backs are turned!"

We wear our fingers rough with handling them.
20
Oh, just another kind of outdoor game,

One on a side. It comes to little more:

He is all pine and I am apple-orchard.

My apple trees will never get across

And eat the cones under his pines, I tell him.
25
He only says, "Good fences make good neighbors."

Spring is the mischief in me, and I wonder

If I could put a notion in his head:

"Why do they make good neighbors? Isn't it

Where there are cows? But here there are no cows.
30
Before I built a wall I'd ask to know

What I was walling in or walling out,

And to whom I was like to give offence.

Something there is that doesn't love a wall,

That wants it down!" I could say "Elves" to him,
35
But it's not elves exactly, and I'd rather

He said it for himself. I see him there,

Bringing a stone grasped firmly by the top

In each hand, like an old-stone savage armed.

He moves in darkness as it seems to me,
40
Not of woods only and the shade of trees.

He will not go behind his father's saying,

And he likes having thought of it so well

He says again, "Good fences make good neighbors."

Global and International Studies Handout 2

Reading for Information Preparation: The World After the Cold War

Directions:

Create four multiple choice questions and two open-ended questions for two of the following articles. Three of these articles will be selected for an RFI Test on Monday.

Article 1:

Fyodor's Russia:

http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f0109c

Article 2:

North Korea Goes Nuclear

http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f1113a

Article 3:

Democracy Lite

http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f011408_Russia

Article 4:

Where’s Mao?

http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f1211a

Article 5:

The Day that Changed the World

http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f0904a

Did America screw up the world in the Cold War?

John Tirman argues that the Cold War was one of the ways that America "screwed up the world". He cites several examples of American intervention that have had disastrous effects on the world. I'm not sure he give the Soviet Union enough credit for the destruction. what do you think? Today we will create a collage to visualize the problems and results of the cold war.

Did America screw up the world during the Cold War? Agree or disagree with John Tirman's essay. Comment on each other's posts, connect your argument, or team up with other people in the class to make your case.

Causes of the cold war:Predicting Long-Term Issues

Today's class will focus on the causes of the cold war. By analyzing several primary documents, reading a short DBQ essay, and viewing some of the film Fallout, we will understand the causes and predict long term effects of the cold war.

Here is the question:

Do you agree or disagree with the essay in the DBQ reading regarding the causes of the cold war? What evidence do you have to support your agreement or disagreement? Which points are valid and which are not? Be sure to comment on and connect to your peers' posts and challenge their assertions.

Website for documents and essay(same as in class):
http://www.mury.k12.ut.us/MHS/apus/dbq/2001/group11.htm

Animal Farm a fair metaphor for the Russian Revolution?

Over the past week we have read Animal Farm, studied the Russian Revolution, and discussed the role of Stalin in the Soviet Union. Consider the book Animal Farm and the Russian Revolution. Do you think that Animal Farm is a fair metaphor for the Russian Revolution? Refer to actual quotes from primary source documents, the film Red Flag, and the book Animal Farm. Be sure to connect your comments with those posted before and to challenge your classmates to explain their reasoning.

During A Block today we had several fine presentations about various chapter in Animal Farm. Dhana, Reyawna, Marquis, Gerald, and Jaquan all presented their work. It was very clear that these students understood so far the plot and central themes of Animal Farm. However, I am a bit concerned that we are still somewhat unclear about the latter chapters of Animal Farm that correspond to Stalin's rule. I highly suggest that we review these latter chapters at home in order to compare and contrast for tonight's discussion.

During B Block, we had several precise summaries of the chapters of Animal Farm. I suggest downloading the Power Point Presentation on to your document folders. Several students including Ian, Paige, and Felicia are clearly seeing the connections between Animal Farm and the Russian Revolution. It will be interesting to see what specific examples come out in today's discussion.

C Block was quite diligent in catching up on the Animal Farm presentations. Emily and Morgan struggled with the meaning of the quote, "All animals are equal, but some are more equal than others." They came away with a central theme of the book-hypocrisy of the pigs. It will be interesting to see what Da'Von comes up with in summarizing the Preface of this edition of Animal Farm. I'm impressed by the work done today by the class. Nearly everybody was deep in thought trying to answer the questions about Animal Farm. I added the question on the PowerPoint presentations about how Animal Farm connects to communism. By adding this question, I hope to make our discussion this evening even more fruitful.

Stalin's Leadership

Evaluate the rule of Stalin in the Soviet Union, taking into consideration the changes made and the methods used. Refer to the DBQ 20 and the film Red Flag.