Today we saw Gandhi's return to India and his plans to be nonviolent but not passive in bringing about an end to colonialism.
We will not be watching the movie tomorrow, since I will be at a conference. I have provided a handout which includes many of Gandhi's inspirational sayings. You will be responsible to comment on at least 5 of them and provide examples of how these apply to a situation in your life or a situation today in society.
Some of you do not seem as excited about Gandhi as I am. In my mind, he is one of the most influential people ever to have walked the earth.
Reasons why Gandhi was a true revolutionary:
1. He lived in a society where there was prejudice from the outside (from Britain), from within Indian society (the caste system) and prejudice and hatred between religions (Christian, Hindu, Muslim). He did not discriminate against religions, social classes, or races.
2. He did not back down from a fight, but at the same time he did not fight using violence--he used his courage to organize and respond with nonviolence at all times.
3. When his followers wanted to resort to violence, he stopped them.
4. His writings and actions have been influential in freedom movements all over the world--Africa, the United States civil rights movement, Irish reconciliation, and all over the world.
Would any of us have the courage to stand up for something we believed in using nonviolence? Would we risk losing our entire way of life to do the right thing? We have seen two movies that showed people who used such unbelievable courage.
If you are interested in doing extra work that can either be applied to the first or second quarter (for first quarter, I must receive it by next Tuesday), you may do the following:
1. Write a compare/contrast essay about the courage shown by Gandhi and Schindler.
2. Discuss (essay/Power Point) how Gandhi influenced other people/freedom movements in the world.
3. Apply the situation in Gandhi's time (religious discrimination and discrimination as a result of the caste system) to another society (even America).
4. Research the caste system in India. Discuss the issue of "dalit's rights" in India today.
A well-researched paper of at least 3-4 pages in MLA format with citations complete will be able to replace a bad grade--credit will be related to the effort and quality of the work.
Tuesday, October 28, 2008
Wednesday, October 22, 2008
Projects/Papers due
Remember, you voted to take the extra day to prepare the papers and projects on worldwide genocide. The world community said "never again" after the horrors of the Jewish Holocaust became known. Our key question after watching "Schindler's List" is why have there been so many genocides since that time? Why is it that the world does not seem to have learned its lesson? What are the root causes of these horrors, and is it possible to stop them?
You were given a checklist and we discussed quality paper writing and effective strategies for presentations. Double check your project using your checklist.
This is our last major project of the quarter--Halloween marks the end of Quarter 1.
You will be responsible for taking notes during the presentations--a quiz will follow!
You were given a checklist and we discussed quality paper writing and effective strategies for presentations. Double check your project using your checklist.
This is our last major project of the quarter--Halloween marks the end of Quarter 1.
You will be responsible for taking notes during the presentations--a quiz will follow!
Tuesday, October 21, 2008
Presentations and Papers: Period 4 (Schindler's List)
We have been in the computer lab--we have one more day scheduled today. You will finish your papers or presentations, which are due Thursday. No late work will be accepted. We have agreed upon this date.
Wednesday, October 15, 2008
Period 2: Upperclassmen
We have finished Monty Python in class and discussed it. Alex turned in a nice paper, and everyone else gave me "that look." We decided to alter the due dates--the presentation will be due to day and the paper by the end of the week, which you may hand me or email. We will then move onto Schindler's List. Natalie requested Malcom X, which is on our list, but will be viewed later in the year alongside Gandhi.
End of Schindler
Today we will discuss the end of Schindler--we ran out of time and need to watch the final scenes. I will hear your reaction to the final scenes and what they meant to the Jews, and we will discuss and plan our research for the Assessment project. We will also read an article in class that is from the Sunday's Projo about a German baroness living in Providence and the court case surrounding a piece of art she inherited from her uncle who purchased the piece of art from a Jewish art gallery that was forced to liquidate.
Link to the projo story:
http://www.projo.com/news/content/nazi_painting_10-12-08_2RBSQ69_v74.39dc0c4.html
Some sites about genocide for your projects:
http://www.historyplace.com/worldhistory/genocide/index.html
http://www.scaruffi.com/politics/dictat.html
http://www.preventgenocide.org/edu/pastgenocides/
http://www.hawaii.edu/powerkills/DBG.CHAP3.HTM
http://www.google.com/Top/Society/History/By_Time_Period/Twentieth_Century/Genocide/
You may also look to see what the United Nations community is doing for relief and humanitarian aid:
http://www.un.org
Link to the projo story:
http://www.projo.com/news/content/nazi_painting_10-12-08_2RBSQ69_v74.39dc0c4.html
Some sites about genocide for your projects:
http://www.historyplace.com/worldhistory/genocide/index.html
http://www.scaruffi.com/politics/dictat.html
http://www.preventgenocide.org/edu/pastgenocides/
http://www.hawaii.edu/powerkills/DBG.CHAP3.HTM
http://www.google.com/Top/Society/History/By_Time_Period/Twentieth_Century/Genocide/
You may also look to see what the United Nations community is doing for relief and humanitarian aid:
http://www.un.org
Friday, October 10, 2008
Day 3, Schindler's List (and quiz)
Classwork: Notebook quiz. You were able to use your notebook if you wanted to complete the quiz, which was about the movie vocabulary we defined a couple of days ago.
Because there were grumblings from a few people who did not have their notebooks, I would like to restate the following: YOU NEED TO BE PREPARED FOR CLASS AND ON TIME FOR CLASS. You do have time to get here after lunch. If you feel you do not, get your materials before lunch—plan ahead.
Remember, you cannot receive a 100 for class if you have not completed 100% of the class—be on time.
Extra Credit:
1. Research an important person from World War II—it can be someone good or bad. Explain their role in the war in a paper or power point.
2. Watch another WWII movie, and write a review about it—tell what you liked or did not like, explain the plot, setting, and characters, and explain in your review whether it is a film that you recommend or not, and why. For even more credit research the perspective of the director/producer and comment on the time period in which the movie was made.
3. Read a book about this period in time or about a different genocide which has occurred since then.
Because there were grumblings from a few people who did not have their notebooks, I would like to restate the following: YOU NEED TO BE PREPARED FOR CLASS AND ON TIME FOR CLASS. You do have time to get here after lunch. If you feel you do not, get your materials before lunch—plan ahead.
Remember, you cannot receive a 100 for class if you have not completed 100% of the class—be on time.
Extra Credit:
1. Research an important person from World War II—it can be someone good or bad. Explain their role in the war in a paper or power point.
2. Watch another WWII movie, and write a review about it—tell what you liked or did not like, explain the plot, setting, and characters, and explain in your review whether it is a film that you recommend or not, and why. For even more credit research the perspective of the director/producer and comment on the time period in which the movie was made.
3. Read a book about this period in time or about a different genocide which has occurred since then.
Wednesday, October 8, 2008
Day 1, Schindler
We discussed some of the construction for the movie, and I gave you a timeline of some WWII events involving Oskar Schindler. You can find one such timeline here:
http://www.southerninstitute.info/holocaust_education/slguide.html#abriefchronology
We watched the first day, seeing Schindler meeting Nazi party officials by sending them drinks, paying for food, and having his picture taken with them. He partnered with an unwilling Itzhak Stern, a Jewish accountant. Schindler could legally own and buy a company with money Stern organized from Jewish investors, who would be paid in product that they could trade on the black market in the Polish ghetto. This is the best of a very bad situation for the Jews, who have lost their homes and businesses and have been forced to live in a space in Warsaw that was roughly 16 square blocks.
Schindler will be hiring Jews for the factory--he must pay the wages directly to the SS because the Jews themselves don't receive money. He will not hire Poles because they cost more to hire. The factory will produce enamelware for the German Army.
Stern recruits the workers. He recruits "nonessential" personnel and converts them to "essential" tradesmen using a forger to create documents for them. He then has them trained so they can do metal work in the factory.
http://www.southerninstitute.info/holocaust_education/slguide.html#abriefchronology
We watched the first day, seeing Schindler meeting Nazi party officials by sending them drinks, paying for food, and having his picture taken with them. He partnered with an unwilling Itzhak Stern, a Jewish accountant. Schindler could legally own and buy a company with money Stern organized from Jewish investors, who would be paid in product that they could trade on the black market in the Polish ghetto. This is the best of a very bad situation for the Jews, who have lost their homes and businesses and have been forced to live in a space in Warsaw that was roughly 16 square blocks.
Schindler will be hiring Jews for the factory--he must pay the wages directly to the SS because the Jews themselves don't receive money. He will not hire Poles because they cost more to hire. The factory will produce enamelware for the German Army.
Stern recruits the workers. He recruits "nonessential" personnel and converts them to "essential" tradesmen using a forger to create documents for them. He then has them trained so they can do metal work in the factory.
Tuesday, October 7, 2008
Movie Vocabulary Notes
Movie Vocabulary: We will be analyzing the following elements of film and literature as we watch Schindler's List.
docudrama: a documentary-style drama
epic: a long story or movie
protagonist: main character
plot: storyline
rising action: the unfolding of a story--from the beginning to the climax
falling action: the resolution of the story--from the climax to the end
setting: where the story takes place
climax: the high point of the story--the turning point where the suspense is the greatest.
theme: the main topic of a story (for example: the triumph of man over adversity)
symbolism: elements of the story that represent other things
forshadowing: clues that predict futhre events (builds suspense)
parallel editing: weaving more than one storyline into one scene to show contrast or similarity.
docudrama: a documentary-style drama
epic: a long story or movie
protagonist: main character
plot: storyline
rising action: the unfolding of a story--from the beginning to the climax
falling action: the resolution of the story--from the climax to the end
setting: where the story takes place
climax: the high point of the story--the turning point where the suspense is the greatest.
theme: the main topic of a story (for example: the triumph of man over adversity)
symbolism: elements of the story that represent other things
forshadowing: clues that predict futhre events (builds suspense)
parallel editing: weaving more than one storyline into one scene to show contrast or similarity.
Saturday, October 4, 2008
Schindler's List
Oskar Schindler was credited with saving over 1,100 Jews from being killed in Krakow, Poland. Stephen Spielberg tells his story in Schindler's List. We will complete the following assignments during and after seeing this film. Deadlines will be listed as we progress through the film.
Schindler’s List
Director: Stephen Spielberg, 1993
I. Movie Vocabulary: For each word, please write the definition. Leave three or four spaces for an example from the movie. Complete the examples as you watch the movie.
Docudrama
Epic
Protagonist
Plot
Rising action
Falling action
Setting
Climax
Theme
Symbolism
Foreshadowing
Parallel editing
II. Write a summary of the movie. Analyze the following:
1) What was Spielberg’s purpose in making this film?
2) Was this a realistic portrayal of the subject matter? Did it seem historically accurate?
3) Who was the hero of the film? Who was the anti-hero?
4) Were there more or fewer mistakes in this film than some of the others we have seen? Can you explain this?
III. Assessment:
The statement that came out of the Jewish Holocaust in World War II was “never again.” However, there have been many genocides and holocausts in the world since then. You will research one such genocide and either write a paper or present your information to the class.
➢ Where did this genocide occur? You must show the location if your are presenting.
➢ What were the underlying causes of the genocide?
➢ Did anyone in the world community step in to try to stop the killing? Were the attempts, if any, successful?
➢ What has become of the area since the genocide (if it is over)?
➢ Has there been any measures taken in the region to help assure this will not happen again?
➢ Was there anything that might have prevented this violence before it began?
A successful paper will be typed, double spaced, and will completely answer all the questions listed above. It will list the locations where you found the information.
A successful presentation will contain all the information, and will show the class some pictures of the region or provide a display for the class to see. It will be well-rehearsed and use cue cards, not printed sheets of paper.
Schindler’s List
Director: Stephen Spielberg, 1993
I. Movie Vocabulary: For each word, please write the definition. Leave three or four spaces for an example from the movie. Complete the examples as you watch the movie.
Docudrama
Epic
Protagonist
Plot
Rising action
Falling action
Setting
Climax
Theme
Symbolism
Foreshadowing
Parallel editing
II. Write a summary of the movie. Analyze the following:
1) What was Spielberg’s purpose in making this film?
2) Was this a realistic portrayal of the subject matter? Did it seem historically accurate?
3) Who was the hero of the film? Who was the anti-hero?
4) Were there more or fewer mistakes in this film than some of the others we have seen? Can you explain this?
III. Assessment:
The statement that came out of the Jewish Holocaust in World War II was “never again.” However, there have been many genocides and holocausts in the world since then. You will research one such genocide and either write a paper or present your information to the class.
➢ Where did this genocide occur? You must show the location if your are presenting.
➢ What were the underlying causes of the genocide?
➢ Did anyone in the world community step in to try to stop the killing? Were the attempts, if any, successful?
➢ What has become of the area since the genocide (if it is over)?
➢ Has there been any measures taken in the region to help assure this will not happen again?
➢ Was there anything that might have prevented this violence before it began?
A successful paper will be typed, double spaced, and will completely answer all the questions listed above. It will list the locations where you found the information.
A successful presentation will contain all the information, and will show the class some pictures of the region or provide a display for the class to see. It will be well-rehearsed and use cue cards, not printed sheets of paper.
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