Friday, December 18, 2009

Animal Farm Chapter Ten and the Communist Experiment.

Task #1


Read Chapter 10: 


With your discussion group, answer the following questions

Why is this quote so important to the book, Animal Farm and communism?

"All animals are equal, but some are more equal than others."



Be sure to refer to films, parts of the texts, and connections to the the Communist Experiment.


Task #2


Revise your communist experiment essay using the advice given by a peer reviewer.


Task #3


Evaluate your own Animal Farm discussion performance using the rubric.












Tuesday, December 15, 2009

Links for the Unit Test Review

The Communist Experiment Unit Test: Study Guide

Multiple Choice: People

·         Claude McKay
·         Vladimir Lenin
·         Josef Stalin
·         Mikhail Gorbichav
·         Harry Truman
·         Tzar Nicholas II
·         Leon Trotsky
·         Fallout and Red Flag videos
·         Cuban Missile Crisis


Short Answers: Issues and problems

In no more than a paragraph, answer the following questions. Refer to source we have used in the class. These sources should be in your binder and are also on the blog and discussion page.

1.      What were conditions in Russia before the Russian Revolution?
2.      Why was communism a feasible solution to change Russia?
3.      What were the results of the Russian Revolution?
4.      How did Stalin affect the Soviet Union?
5.      Which parts of the world were in the communist/capitalist world?
6.      Was the Cold War really a hot war? Explain
7.      How did the cold war end?
8.      Who has access to nuclear weapons?


Reading for Information: The legacy of Communism

Article 1: Fyodor’s Russia
Article 2: Troubled Waters

Monday, December 14, 2009

The Communist Experiment: Unit Test Review Jeopardy

Know: Communism and Capitalism

Understand: The success of the communist experiment

Be able to do: Develop a Jeopardy review game

Homework: Review for the Unit Test, Bring Computer for Thursday Unit Test on Class Server

Step 1: Read the study guide for the unit test. Try out the "People" Section of the Jeopardy Game I made.

http://jeopardylabs.com/play/the-communist-experiment


Step 2: Using the class handouts for the Communism Unit, Prepare a Jeopardy game

Mr. Cotto will take the best questions for our review on Wednesday.

Step 3: Make any final additions to your essay and make sure to Peer Review on person's essay.

The Communist Experiment: Jeopardy Game Sample


You're Done!

To play go here: jeopardylabs.com/play/the-communist-experimentDon't forget that address because we can't recover it for you!
If you ever want to edit this template, go to jeopardylabs.com/edit/the-communist-experiment
Bookmark this page for future reference.

Link to your jeopardy template

  • Regular Web Address - for web browsers, email, and instant messages:
    http://jeopardylabs.com/play/the-communist-experiment
  • HTML Link - for websites and blogs:

Communist Experiment Unit Test on Class Server on Thursday December 11, 2009

The Communist Experiment Unit Test: Study Guide

Multiple Choice: People

·         Claude McKay
·         Emma Goldman
·         Woodrow Wilson
·         Vladimir Lenin
·         Jane Addams
·         John F. Kennedy
·         Josef Stalin
·         Mikhail Gorbichav
·         Harry Truman
·         Tzar Nicholas II
·         Leon Trotsky
·         Fallout and Red Flag videos
·         Cuban Missile Crisis


Short Answers: Issues and problems

In no more than a paragraph, answer the following questions. Refer to source we have used in the class. These sources should be in your binder and are also on the blog and discussion page.

1.      What were conditions in Russia before the Russian Revolution?
2.      Why was communism a feasible solution to change Russia?
3.      What were the results of the Russian Revolution?
4.      How did Stalin affect the Soviet Union?
5.      Which parts of the world were in the communist/capitalist world?
6.      Was the Cold War really a hot war? Explain
7.      How did the cold war end?
8.      Who has access to nuclear weapons?


Reading for Information: The legacy of Communism

Article 1: Fyodor’s Russia
Article 2: Troubled Waters
Article 3: North Korea Goes Nuclear

Sunday, December 13, 2009

The Communist Experiment Essay

For homework, you were asked to complete a design sheet.


Using your work on the design, you will be doing two things today:


1. Go to the group Discussion Page. Once there, sign in using your Google account name. Then type your essay on a new website. Make sure to put your title and name so that you can easily find it.


2. Ask a partner to revise your essay. They may make any necessary comments, corrections, and remarks. But be sure to make those marks in a different color than what your wrote your essay.


3. Using the rubric, score the essay and turn in your rubric.






Wednesday, December 9, 2009

Classwork for Friday December 11

Part I:


Step 1: Play the Proliferation of Nuclear Weapons Game


Step 2: Which country does each Peace Dove belong to?


Lady Juliet
Phoenix
Beaster
Dolores
Olga
Omar
Bert
Peggy Sue


Step 3: Why is nuclear proliferation(spread) such a major issue? What specific information did you learn about the spread of nuclear weapons in the world? 


Step 4: E-mail Mr. Cotto your results and reflection.


Part II


With your groups, discuss the following on the comments of the blog.


Chapter 8:

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:

What was the significance of Sugarcandy Mountain

Monday, December 7, 2009

Animal Farm: Chapter 6 and 7

With your groups, discuss the following:


Chapter 6:

Why were the animals content(happy), “in spite of the hardness of their work.”?

Chapter 7:

How had things on the farm changed since the revolution?

Friday, December 4, 2009

Animal Farm Chapters 4 and 5: The Transition in Leadership

With your group, discuss the following questions after reading Chapter 4 and 5 of Animal Farm


Chapter 4:

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

Chapter 5:

Why did Napoleon and Snowball conflict over the running of the farm?

Thursday, December 3, 2009

Russian Revolution: Animal Farm Chapter 2 and 3

Read the next two chapters of Animal Farm and discuss these questions with your group.

Chapter 2:




According to the pigs, how did Animalism work?



Chapter 3:



How was the farm life before the revolt compared to life after?



The links to the chapters are above, you can also find the entire book here.

Wednesday, December 2, 2009

Russian Revolution: Animal Farm Chapter 1

Select Two People in the Class as  Discussion Group.

Discuss the following question:

Why did Old Major believe that the animal lived a miserable life?

You should each have two comments that discuss each other's comments. Indicate who your group members are in each post.

Here is the link:

http://www.readprint.com/chapter-7647/Animal-Farm-George-Orwell

Tuesday, December 1, 2009

Possilities for a Democratic Russia


Know: People in the Russian Revolution
Understand: Possibilities for fair, democratic Russia
Be able to do: Role Play and Argue which option is best for Russia.


Step 1: Select the best option for Russia


Step 2: Select one person to study on their view about a Democratic Russia


Group A: Nicholas II and the Autocracy
Men
Nicholas II (Recommended)
Alexander Sazonov
Ivan Goremykin
Nikolai Maklakov
Peter Wrangel
Anton Denikin
Alexander Kolchak
Lavr Kornilov
Nikolai Yudenich
Felix Yusupov
Sergei Zubatov


Women
Alexandra Romanov (Recommended)
Irina Yusupov

Group B: Liberals and Moderate Socialists


Men
Alexander Kerensky (Recommended)
Alexander Protopopov
Alexander Guchkov
Paul Milyukov
Michael Rodzianko
Peter Struve


Women
Maria Bochkareva
Anna Shabanova
Ariadna Tyrkova

Group C: Mensheviks and Socialist Revolutionaries
Vladimir Antonov-Ovseenko
Victor Chernov
Julius Martov
Fedor Dan
Leon Trotsky (Recommended)
Irakli Tsereteli
Nikolai Sukhanov


Women
Alexandra Kollontai (Recommended)
Catherine Breshkovskaya
Maria Spirdonova
Vera Zasulich
Vera Figner
Elizabeth Kovalskaia
Praskovia Ivanovskia
Olga Liubatovich

Group D: Bolsheviks
Men
Vladimir Lenin (Recommended)
Nickolai Bukharin (Recommended)
Alexander Shlyapnikov
Mikhail Frunze
Lev Kamenev
Gregory Zinoviev


Women
Inessa Armand 
Nadezhda Krupskaya
Elena Stasova (Recommended)
Rosa Luxemburg
Louise Bryant


Step 3: Participate in a meet n' greet and exchange information on the Russian leaders


Step 4: View A Clip from Engineering an Empire


Step 5: Argue which option would be best for a democratic Russia.



Tuesday, November 24, 2009

Human Rights and the Death Penalty: A Conclusion

The United Nations wants to add a new right to every country of the world:

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. The capital punishment will be abolished for male and female citizens that practice the religion of "Money."


From your country's perspective do you agree or disagree with adding this to your Bill of Rights? 
  • Your work should be at least one paragraph and can be a maximum of three.
  • In your response, you should cite which rights your country already has and whether this right coincides with your cultural values. 
  • You can refer to other cases that you have learned about during the unit. 
  • Add any links that you think are helpful in understanding your position.
  • What might you change about this new right? Why?

Sunday, November 22, 2009

Creating a Bill of Rights: The Universal Declaration of Human Rights

Know: What are the Universal Declaration of Human Rights

Understand: The role of culture in defining human rights

Be able to do: Create a bill of rights for a new country
                       Apply cultural values to a new country

Step 1: Brainstorm ten rights that you would include in a new country on handout 1.

Step 2: Read through the Declaration of Human Rights

Which rights coincide with your values? Which do not?

Step 3: Get your "cultural values" list and select three rights from the UNDHR

Step 4: Discuss with your group which ten rights you would select if you were to form a country.

Step 5: Report to class what are the problems of agreeing on ten rights.

Step 6: Meet with your group again and develop a Bill of Rights based on the UNDHR, a flag, and a song/hymn. You should record these national items on a PowerPoint presentation.

Step 7: Prepare to present to the class on Tuesday and be ready to debate whether we'll agree to abolish the death penalty based on your new Bill of Rights.

Friday, November 20, 2009

The Exonerated: Should we abolish the death penalty?

After viewing clips from the film, The Exonerated, consider the question: Should we get rid of the death penalty?

Make at least two comments, one in which you state your opinion on the questions. Another comments responding to a class mate's comments.

Use details from your background knowledge and the film to make your case.

Tuesday, November 17, 2009

Understanding the Connection Between Human Development and the Death Penalty

Know: The differences in human development between the Middle East and Europe
Understand: The connection between human development and the death penalty
Be able to do: Compare the human development data from Europe to the Middle East
Explain why the Middle East tends to use the death penalty more frequently

Homework: Read Mr. Cotto's sample essay on the death penalty and grade it using the rubric.

Step 1: Schema World Map of Regions that use the death penalty.

Why do some regions use the death penalty and others not? Make connections to your homework article by Jessica Williams.

Step 2: Compare the human development data of two countries on Handout 3. One in Europe and one in the Middle East.

Step 3: Discuss how they are different or similar. Discuss why might the Middle East use the death penalty more frequently than in Europe?

Step 4: In-Class Persuasive Paragraph on Handout 5

Why do countries in the Middle East use the death penalty more frequently?

Step 5: Turn in your work to the work due box

Step 6: Interdisciplinary Essay Discussion

Read any comments or suggestions on your two major essays from the course so far.

What can you improve?
What are you doing well?
What is your goal for tomorrow's essay?









Monday, November 16, 2009

The Death Penalty around the World: Comparing Countries

Know: Which countries use the death penalty the most
Understand: The connection between government, economy, and the death penalty
Be able to do: Develop three hypotheses about why three countries have/do not use the death penalty

Homework: Review the Power Point presentations from your peers. Do you agree or disagree with their conclusions? Make a comment on this blog.

Step 1: Schema activator on the use of the death penalty in 2007.

Step 2: Discuss whether students notice any trends about the countries that use the death penalty as a form of punishment.

Step 3: Research three countries government, crime, and economic data. At least two countries should be on the list from the schema. Record your findings on Handout 3

Step 4: Check in on what students are learning and finding from their research.

Step 5: Develop three hypothesis and 2 conclusion about why some countries tend to have the death penalty and some countries do not. Use the following PowerPoint as a guide for your own:




Step 6: E-mail your PowerPoint to Mr. Cotto or Ms. Graham

Step 7: Discuss: How does the U.S. compare to the rest of the world?

Monday, June 15, 2009

Possible Final Exam Questions

1. How do American views of the death penalty differ from those of other countries? Provide specific examples.

2. How does the death penalty endanger American leadership in world affairs? Provide specific examples.

3. In what ways does the death penalty violate human and civil rights? Provide specific examples.

4. How does the current wave of immigration compare to that of 100 years ago? Provide specific examples.

5. Why is human trafficking a major issue? What are the causes of this problem? Provide specific examples.

6. Analyze the views of the minutemen militia group. What are the strengths and weaknesses of their arguments? Provide specific examples.

7. What is globalization? How is globalization changing the world in terms of economy, culture, politics, and religion.

8. Why do countries benefit from trade with each other? What are possible benefits and costs? Provide specific examples.

9. Analyze Thomas Friedman’s statement that the “the world is flat?” What are the strengths and weaknesses of this argument? Provide specific examples.
10. What is the poverty trap that Jeffrey Sachs mentions? What investments can be made to beat the poverty trap? Provide specific examples.

11.What are the Millennium Development Goals? How is the world doing in meeting the goals? Provide specific examples.

12. How can we achieve the Millennium Development Goals? What are examples of project, organizations, and people that are trying to meet the goals? Provide specific examples.

13. Why is environmental sustainability such a big issue? How will people have to adapt to address the water, resource, environmental and sanitation needs of a growing population? Provide specific examples.

14. Why does a political gap persist between men and women in government? What rights have women earned and what must still be fought for? Provide specific examples.

15. How does the Grameen bank differ from a regular bank? What are the challenges of the bank? Provide specific examples.

16. How would you evaluate or judge the communist revolution in Russia? What were the strengths and weaknesses of the revolution? Provide specific examples.

17. How much impact did the Cold War have on world events? What were the political, military, social, and economic consequences on the world? Provide specific examples.

18. Is How effective is the border between Israel and the Palestinian Territories? Explain the views of people involved in the situation. Provide specific examples.

19. Why is the U.S. involved in the Middle East? Explain our relationships with the countries and leaders of the region such as Egypt, Israel, and Saudi Arabia. Provide specific example

20. What is the role of oil in world affairs? Why is oil so important to American policy in the Middle East? Provide specific examples.
21. Why does the United States continue an embargo against Cuba? What are the effects and benefits? What is the stance of the United Nations? Provide specific examples.

22. Why is Che a global symbol? Explain the controversy over his legacy. Provide specific examples.

23. Why can America be considered an empire. How does Latin America fit into America’s empire? Provide specific examples.

24. What was Puerto Rico’s role during the Cold War? What was the role of tourism during this period? Provide specific examples.

Tuesday, June 2, 2009

Microfinance and Microsavings

1. Go to the Link Here to access Nick Kristof's Story:

http://kristof.blogs.nytimes.com/2009/05/26/putting-the-microsavings-in-microfinance/

2. Read the blog and the comments

3. Answer the question:

Can microfinance and micro savings help the poor? Use the persuasive paragraph rubric to organize your thoughts.




Here is an excerpt:

May 26, 2009, 9:16 pm — Updated: 9:16 pm -->
Putting the Microsavings in Microfinance
By Nicholas Kristof
It has become increasingly clear that the most important element of microfinance isn’t lending, but savings. That lesson was taught to me by SEWA in India, Kashf in Pakistan and Grameen in Bangladesh. Only some poor people will benefit from the chance to borrow, but almost all will benefit from the chance to save.

Monday, May 18, 2009

The Middle East Summit

The Middle East Summit

1. In a team of two students, each group will represent a country in a debate about what the United States should do in the Middle East.

The possibilities are:

1. Police a rough neighborhood
2. Keep our eyes on the prize: oil
3. Promote Democracy and Freedom
4. Break free from entanglements

2. From the perspective of one Middle Eastern country, each group is expected to:

1. Make a short speech at the summit
2. Debate the merits of your option
3. Create a map of the Middle East
4. Give five recommendations for the U.S.
5. Create a country name card and/or poster

3. The sources you can use are:

1. Handout 2: The Middle East leader profiles

http://docs.google.com/Doc?id=dfdfqwjf_78hbd54vf7
2. Middle East country profiles website:

http://news.bbc.co.uk/2/hi/country_profiles/default.stm

3. Handout 2: Documents about 9/11

http://docs.google.com/Doc?id=dfdfqwjf_69f7t5wqdr

4. Part II: Weighing U.S. Options

5. Handout: The Options in Brief-


Schedule of the Summit

1. Introduction of the Summit-5 minutes
Mr. Cotto

The instructor will introduce the Summit and explain the goals.

2. Country Speeches(Alphabetical Order)-20 minutes
Students

Each pair will make their brief speeches to the class. One person is responsible for arguing what the United States should do in the region. Make your best arguments and give some facts or evidence to support.

3. Weighing the Options-20 minutes
Students

The entire class will debate which option is best for the United States to take. Take the perspective of your country in the debate. Try to convince other countries to take your perspective.

4. Writing Recommendations-20 minutes
Students

Groups of three countries each will try to cut their fifteen total recommendations into five for the table. Each group will write their five recommendations on a poster paper and share them.

5. Vote-10 minutes
Students

Students will vote for their best five recommendations.

Wednesday, May 13, 2009

Senior Project Pictures and Clips

Student Sharing A Comment



Students Preparing for the Debate




Students Preparing for the Debate





Seniors Teaching Class About Segregation


Students Discussing Segregation

The Roots of 911

Today you will be putting together a tree that represents the roots, issues, and problems of 911. You will construct the tree after reviewing several documents related to the event.

Go the the documents website and complete Handout 3.

The roots are the underlying causes of the 911 that we don't see.

The branches are the main problems associated with 911 that we do see.

The leaves or top would be the ways that 911 have affected our lives.

Monday, May 4, 2009

Animal Farm Chpts. 8, 9, 10

Chapter 8:

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:

What was the significance of Sugarcandy Mountain?

Chapter 10:

Why is this quote so important to the book, Animal Farm and communism?

"All animals are equal, but some are more equal than others."

Wednesday, April 29, 2009

Work for Thursday, April 30, 2009

Thursday, April 30, 2009
Today your goal is to complete what work you have not completed over the course of the unit.

The assignments that can be completed are the following:

State of Health Final Assessment: Millennium Development Goal Project (Late project will result in 10% deduction)
100 points
(place on side table)

Blog: Animal Farm Blogs can be completed. Each late post will result in a 10% deduction.
10 points each
(no written work will be accepted, only e-mail or posted on the blog)

PowerPoint Presentation: Cuban Missile Crisis Option 25
25 points
(e-mail to Mr. Cotto)

Reading Folder: All Handout 3 can be completed/added to.
100 points
(place in your reading folder)

Cuban Missile Crisis: The Three Options

Here is Ruben's PowerPoint:

Tuesday, April 28, 2009

Animal Farm: Chapter 6 and 7

Chapter 6:

Why were the animals content(happy), “in spite of the hardness of their work.”?

Chapter 7:

How had things on the farm changed since the revolution?

Thursday, April 23, 2009

Animal Farm Chapters 4 and 5: The Transition in Leadership

Chapter 4:

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

Chapter 5:

Why did Napoleon and Snowball conflict over the running of the farm?

Wednesday, April 22, 2009

Animal Farm Chapter 2 and 3: Revolt!

Chapter 2:

According to the pigs, how did Animalism work?

Chapter 3:

How was the farm life before the revolt compared to life after?

The links to the chapters are above, you can also find the entire book here.

Tuesday, April 21, 2009

Animal Farm Chapter 1: The nature of this life of our's

How are the lives of the Animals similar to those of the the people in Russia before the Revolution. Give at least two specific examples from the text(quotes) to support your comparison.

Click on this link to get to Chapter One of Animal Farm

Thursday, April 9, 2009

Schedule of Presentations

A Block:


Group 1: Anthony, Derrick S, Jamal, Derrick J: Teach a Class

Group 2: Destiny and Janyque: Fundraiser


Group 3: Danielle: Teach A Class


Group 4: Adelisse, Antione, Breyonna: Awareness Campaign


Group 5: Kenny, Joe, Kwauneesha, Will


Group 6: Shonda and Tazjae: Fundraiser

B Block:

Group 1: Ruben

Group 2: Brittney

Group 3:

C-Block

Group 1: Rakim, Michael, Courtney

Group 2: Tyshawn, Briana, Aaron

Group 3: Caleb and DeVaughn

Group 4: Rayanna, Myrick, Nyema

Group 5: Karleen and Jocelyn

Group 6: Anna and Monique

Wednesday, April 8, 2009

MDG Project Summary




Today we had a very busy and productive day getting our work together our our projects. There are some ideas that I'm looking forward to seeing as final projects. Above you can see a few bookmarks made my our C Block students. The bookmarks are a good example of teaching students about MDG 4. Tomorrow be sure to have all of your materials ready to show and present to the class. Class time will not be used to put together work. Also, a reminder to students in A Block, we will not have I/I in the morning since we'll have a class meeting.  Here are some helpful links the documents for this project.





Here's a final image of a creative project that I think falls under the "teaching the class" type of project. It's fairly straightforward right now but I think it will take some interesting twists once the game is fleshed out a bit more. But it looks likes it'll be a good way to teach about the MDG 1.



Some groups decided to teach a class and used PowerPoint presentations to help. I was surprised that we didn't use more of our technological resources. Perhaps for the next project we can use more of the web-based technology or produce some new materials that can more be more easily shared with others in the school and abroad.






Monday, April 6, 2009

MDG Project Continued...

Today we worked on our MDG projects. Some really interesting ideas are coming together. For example, some students are brainstorming ways to fundraise for a charity that can make a difference for one of the MDG's. Some creative stuff going on! I'm not going to ruin the suprise though...You can do that later.

What was great about today is that you started with an idea and you began to research information ona specific MDG. We need to start getting more specific really quickly. I'm a bit concerned that we're not getting into the realistic parts of this project yet.

Soo...

Check this website out for UNICEF-Voices of Youth-Take Action. Read one of the links from the "Getting Organized" menu. Tell us

a. What website did you read?
b. What did you learn from that site?
c. How did the site help you in your project planning?
d. What questions do you still have about your MDG project?

Good luck with this. I know it might be a bit much, but I want to make sure we can get this done in a short amount of time.

Friday, April 3, 2009

The Millennium Development Goal Project

The MDG Project: Preparation and planning

In preparation for your MDG project, ask yourself the following questions and write on a large poster paper or on a PowerPoint:

· What type of project will you do to TAKE ACTION on one MDG?
· What is the necessary research?
· What is your schedule over the next week?
· Who will be the members of your group?
· Which adults or experts will you consult?
· What are potential problems that might come up with this project?
· What resources are needed and is there any cost for this project?

Helpful Websites:


Voices of Youth – Unicef

Millennium Development Goals

Please respond to these question by either adding to the blog, sending me a Word document with the responses, or a PowerPoint presentation of your proposal.

Wednesday, April 1, 2009

MDG 6: Further Research

After our class today, which was a good one, I thought it might be good for you to explore some more info about the topic of MDG 6.

Please go to the MDG 6 site on the Voices of Youth Page. Check out one of the games, read one of the stories, view one of the photo journals.

Give us your reaction.

What did you read? What were your thoughts? How do you think you can get involved?

Monday, March 23, 2009

Monday Homework

Should the United States be worried about the "rise of the rest"? Use several examples from the text to support your response.

Here is a link to the story "Rise of the Rest" just in case you misplaced your copy.

State of Health in the World:Water

Today you will use a web program to study the issue of water in the world.

1. Go the following site:

The Water Investigation

2. Begin the investigation into the water issue in Soozhal.

3. Each person in the group should interview at least one person in the village.

4. Create a news story about the water issue in the village.

Your skit should include information from at least four villagers in different parts of the village.

Thursday, March 19, 2009

Globalization Final Project Resources

Here is a list of sample companies that you can use for your final globalization project. Remember, each table member should be responsible for one part. If you have another company idea, please get it approved by Mr. Cotto

Sample Companies

McDonald's

Ford

General Electric

Coca-Cola

Starbucks

Microsoft

Toyota

Burger King

Apple Museum


View Larger Map

Audi

Tuesday, March 17, 2009

Globalization and Americanization

Is Globalization the same as Americanization?

Use several quotes from the articles this week to answer.

Wednesday, March 11, 2009

Globalization: Opportunities and Challenges

Does globalization offer more opportunities or challenges? Explain in at least one paragraph.

Reflect on two lessons:

Part II: Profiles of Americans dealing with globalization

The Free Trade Game

Tuesday, February 24, 2009

Assimilation Nation

Should Immigrants to America assimilate to American culture?

i.e. should these immigrants learn English

Write a persuasive paragraph that answers this question. Use points from the Video, CNN Present:Immigrant Nation and the article, Assimilation Nation

Reminder: Please bring your computers to class tomorrow for a PowerPoint Project we'll be working on.

Monday, February 23, 2009

The American Dream or the American Nightmare:Jacob Riis Collection

View the photos at the link below:

Jacob Riis Photos on Immigration

Be prepared to write a poem with your group about the lives of immigrants around the early 1900's.

Thursday, February 19, 2009

The Minuteman Group

What are your thoughts about the Minhutemen group? What was your reaction to the film 30 Days Immigration?

(One paragraph)

Tuesday, February 10, 2009

Is McMillan guilty or not? (Due Thursday)

Use two case clues to prove your point in a concise paragraph.

Below are the case clues:


Case # 4: Walter McMillan

The Crime
On a Saturday morning in November, 1986, Ronda Morrison opened the Jackson Cleaners in Monroeville, Alabama by herself and served several customers by 10 AM. At around 10:45, some customers entered the store, but could find no one working there. They looked around and finally discovered Ronda's body on the floor. She was dead. There was no apparent blood, and it appeared the victim had been sexually assaulted. It also appeared that money had been taken from the cash register.
The local police began their investigation without waiting for experts from the state crime lab to arrive. Their search for fingerprints was hindered by the presence of so many prints from customers and by the police's relative inexperience. They did find five spent shell casings from a .25 caliber handgun. A subsequent autopsy revealed three slugs in Ronda's body, including one fired from close range. The coroner concluded that she had lived for about five minutes after being shot. No bodily fluids were found on her body, or on her clothing.
When an officer from the Alabama Bureau of Investigation finally arrived on the scene, there was fingerprint powder on nearly every surface and Ronda's body had already been taken to the funeral home, thus making accurate fingerprinting and a detailed examination of fibers at the scene, hairs, the exact location of the body, facial expression, the color of the victim's skin, and similar evidence, impossible.







The Suspect
Police interviewed several suspects and a reward was posted, but the crime remained unsolved for seven months. At that time, Ralph Myers, a white man with a long criminal record, was arrested for the murder of another young woman in Alabama. He was interrogated about Ronda Morrison's murder and eventually stated that Walter McMillan, a 46-year-old black man from Monroe County, had killed Ronda. Two other witnessed corroborated parts of Myers's story. McMillan was reputed to be a marijuana dealer and was dating a white woman from the area. He had a minor criminal record.

The Trial
The defense asked that the trial be moved from Monroe County because of all the publicity surrounding the case. The judge agreed to move the trial from Monroe County to Baldwin County, which had a substantially smaller percentage of black people in its population. Testimony at the trial lasted one and a half days. The evidence against McMillan consisted chiefly in the following testimony:

The Trial
1. Ralph Myers said that he and McMillan drove to Jackson Cleaners on November 1. He said that while waiting for McMillan he heard popping noises, went into the store himself and saw McMillan near the victim's body with money in his hands.

The Trial
2. Bill Hooks testified that he had seen McMillan’s "low-rider" truck near the Cleaners on the morning of the murder and that he had seen Myers and McMillan driving away from the Cleaners. Hooks said that he had tried to give the police some of this evidence the night of the crime, after he had been arrested for urinating in public.
The Trial
3. A surprise witness, Joe Hightower, who the prosecution said had only stepped forward four days earlier, testified that he, too, saw the "low-rider" truck near the Cleaners on November 1, 1986. Hightower said that he had seen the same truck many times before and that he knew it was McMillan’s truck because he had been to McMillan’s house to buy marijuana. His comment about buying marijuana was stricken from the record.

The Trial
McMillan’s defense attorney called six witnesses who testified that he was at his home on the morning of November 1, taking part in a fish-fry. McMillan did not testify. He was found guilty of first degree murder during a robbery.

The Trial
The penalty phase of the trial to determine if a death sentence should be given began immediately after the guilty verdict. The prosecution put on no witnesses. The defense put on only one witness, Walter McMillan. McMillan tried to explain that he was innocent of the crime and that he did not know Ralph Myers, but the judge cut him off, since this phase was about punishment, not guilt.

The Trial
In its closing argument, the state emphasized the beauty of Ronda's life and the cruelty of her murder. The defense argued that only God should decide who lives and who dies. Only once did the attorney mention McMillan.

Meet the victim and her family
Ronda Reene Morrison was a pretty 18-year-old junior college school student at the time of her death in November, 1986. She worked part-time at Jackson Cleaners, a dry cleaning establishment in the town of Monroeville, Alabama. Ronda Morrison was a popular girl who easily made other people smile. She weighed 120 pounds, but often worried about her weight. In high school, she attended Monroe Academy, the private all-white high school formed by town parents to avoid racial integration. Ronda knew few black people, and none of them well. She still liked watching Walt Disney fairy tales and she believed that basically everyone was good deep down.





Meet the victim and her family
Ronda was Charles and Bertha Morrison's only child, and they considered her to be a gift from God. Mr. Morrison worked at a paper mill and Mrs. Morrison worked at a garment factory. They were not well-to-do, but had a comfortable house. After the guilty verdict, they prepared a short victim-impact statement. They said, "Our life had centered around our daughter. Now that she is gone we have no goal in life." Before submitting their victim-impact statement, they consulted with their minister at Eastwood Baptist Church. He urged them to forgive Walter McMillan, but also to demand his execution. The Morrison's wrote: "This man took our daughter's life and should pay with his own."

Meet the defendant
Walter McMillan was married to Minnie McMillan for 25 years. They had met as teenagers. When Minnie became pregnant in 1962, they were married. During their first year together, they almost starved, with Walter working as a field hand for $14 per week. They lived in a sharecropper's shack.

Meet the defendant
Walter often sought better work to support his family. Sometimes Minnie went with him, at other times she stayed in Monroeville. He suffered some work related injuries and eventually came back to Monroeville and opened his own land clearing business. On the side, he sold marijuana. One of his customers was a white woman named Karen Kelly. They became romantically involved. In the midst of her own legal troubles, Kelly had accused McMillan of another murder. McMillan’s arrest record consisted of one conviction for possession of marijuana, for which he was fined $100; one charge of selling marijuana, which was dropped; and one charge for cutting another man with a knife outside a nightclub, for which he was given a year's probation.






Meet the defendant

It was very difficult for Minnie to raise the money to pay for Walter's defense. Her church and the local black community helped. At times, the attorneys threatened to stop working if they were not paid. Minnie was upset when she learned about Karen Kelly, but she steadfastly believed in Walter's innocence.