Wednesday, May 27, 2009
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-
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.
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.
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."
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."
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