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.
Monday, June 15, 2009
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.
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.
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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