Genocide in Rwanda, Day 5 - Class Recap

My mom, Amanda Fritz, giving a speech after she was elected to Portland City Council in 2008. Photo taken by my dad!

Hi everyone,

Today was our last day of preparation for the Rwanda speech in front of the United Nations! Lots of tips and stuff to talk about. Here's what happened in class today:

Learning Targets:
Knowledge LT 20: I can identify the critical components of imperialism.
Communication LT 1:  I can communicate effectively, both verbally and in writing.

Soundtrack: "Man in the Mirror" by Michael Jackson. Selected because you get to "make that change" with your speech, and also, practicing in front of a mirror is a good strategy to prepare for a speech. Lyrics here.

AGENDA 12/13/16:
News Brief - Alec
Brainstorm Public Speaking
Rwanda Video
Speech Work Time

Homework: Read the blog. The United Nations group speech in front of an administrator is next class! Practice! Dress up (if possible)! Be ready to go with your group! Also, if you haven't turned in your revised/final individual speech, please do so ASAP on Google Classroom. Next news brief: Dominick.

News Brief: Alec had the news brief today and selected an article about this story: BBC.com - Nigeria Maiduguri: Two 'young girls' used as human bombs. We found Nigeria on our world map packets and talked about the ongoing situation with Boko Haram there. I also made sure to talk about the current situation in Aleppo, Syria, where there are reports of civilians being massacred by the government.

Dominick was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Brainstorm: Public Speaking: We talked in class about some tips for giving a good speech. I used two video clips for this:

The 2014 National Champion of Original Oratory, Andrea Ambam.

I only showed the first two minutes or so of this in class, but the point was hopefully made clear. She does a great job of knowing her material, standing straight, using hand gestures to be engaging, making eye contact, and varying her tone of voice.

As a class, we thought of good public speaking tips. Here's what we came up with:

• Body motions (used the stage – waited for people to listen)
• Facial expressions (varied and really made the point clear)
• Tone of voice (easy to follow, clear)
• Showed her personality
• Draw the audience in at the start
• Points of emphasis (pausing at key moments)
• Body positions for each point
• Eye contact for different parts of the room
• Hand gestures
• Using quotes
• She clearly rehearsed (it was memorized)
• Connected with the audience
• Follow the guidelines

Next, I showed this five minute video from Toastmasters (an organization devoted to helping people with public speaking):

I hope that all of this made everyone feel better, or at least, provide some tips on how to feel better about the speech!

Rwanda Video: Finally, before work time the rest of class, I showed half of this video that an American media company made for Rwanda's tourism department. I wanted to show this to highlight some of the beautiful aspects of Rwanda, as another counter story to what people may typically think.

Group Speech Work Time: The rest of the class was devoted to working on the speech in groups - getting the order down, practicing, and refining. The groups are (some may have six, which means that the group will have four middle speakers on speech day):

Group 1: Katelyn, Katie, Isaac, Dominick, Ryan

Group 2: Sava, Cameron, Mia, Alec, Olivia

Group 3: Peter, Gayuni, Deeksha, Andrew, Nathaniel

Group 4: Josie, Roddy, Cara, Alex B., Chris

Group 5: Eric J., Madeline, Ethan, Louis, Carson

Group 6: Justus, Halima, Eric C., Raymond, Julia

Group 7: Richie, Sara, Tyler, Mills, Carolyn, Alexander C.

Here's the assignment sheet again, if you are needing it to find the rubrics to turn in with your revised paper:

Google Drive: Individual United Nations Rwanda Speech Assignment

Please make sure to bring a revised final copy of your speech (if you have not turned it in already), for me to grade, next class! Be prepared and confident in your speech - I know you will all be great! Let me know if there is anything else I can do to help!

Genocide in Rwanda, Day 4 - Class Recap

NEWS: The Rwanda speeches in class will be changing to Thursday, December 15th. I know I said differently in class, but I want to give everyone more time to prepare with their groups in class. Stay safe and see you next week!

Fireworks to start the 2011 US Open, held in New York City, which is where the United Nations meets.

Dear class,

I hope that today was productive for you and your group! I certainly enjoyed reading over your speeches and trying to help everyone revise them. Here's what happened in class today:

Learning Targets:
Knowledge LT 20: I can identify the critical components of imperialism.
Communication LT 1:  I can communicate effectively, both verbally and in writing.

Soundtrack: "Somali Udiida Ceb (Somalia, Don't Shame Yourself)" by Maryam Mursal. Selected because Somalia has a direct impact on why the United States was reluctant to do anything to stop the genocide in Rwanda. Listen to the song here.

AGENDA 12/7/16:
News Brief - Tyler (Mr. Fritz)
Hutu Ten Commandments
Peer Review
Group Speech Work

Homework: Read the blog. Revised/edited Rwanda speech due. Bring one copy for me to grade, and your paragraph that your group decided to use for the speech, to work on. The Rwanda resources will help. Next news brief: Alec.

News Brief: Tyler had the news brief today, but was not in class, so I filled in and selected an article about this story: NPR.org - 'Frantic' Search For Survivors After Earthquake In Indonesia Kills Nearly 100. We found Indonesia in the world map packet and talked about this tragic and developing story.

Alec was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Finally, we checked in about the weekend and what everyone is up to.

Hutu Ten Commandments: I talked about this right after the news, as yet another aspect in the lead up to the Rwandan genocide that students could write about for the speech:

RwandaFile.com - The Hutu Ten Commandments (1990)

Again, it was not a surprise at all that a genocide occurred, with words like that being used, years in advance. This would count as part of the Polarization stage of genocide.

Peer Review: I passed out a review sheet and went over exactly what everyone should be looking at, as far as their papers being revised. Here it is - if you missed class, please complete it!

Google Drive - Rwanda Speech Peer Review Form

Basically, you need to be sure to talk about the United Nations definition of genocide and the role that imperialism (especially Belgium's classification of Hutus and Tutsis) had in starting the ongoing genocide. Here's the Imperialism PowerPoint again, if you wanted to look in more depth. Hint: you cannot say that Hutus are promoting imperialism against the Tutsis. That's not imperialism at all.

Google Drive - Imperialism PowerPoint

I tried to give feedback on as many papers during class as I possibly could - I apologize for not being able to get through everyone! Fortunately, the groups should have helped a lot in revisions, too.

Group Speech Work Time: The rest of the class was devoted to working on the speech in groups. Next class, you will be refining and practicing your speeches. The groups are (some may have six, which means that the group will have four middle speakers on speech day):

Group 1: Katelyn, Katie, Isaac, Dominick, Ryan

Group 2: Sava, Cameron, Mia, Alec, Olivia

Group 3: Peter, Gayuni, Deeksha, Andrew, Nathaniel

Group 4: Josie, Roddy, Cara, Alex B., Chris

Group 5: Eric J., Madeline, Ethan, Louis, Carson

Group 6: Justus, Halima, Eric C., Raymond, Julia

Group 7: Richie, Sara, Tyler, Mills, Carolyn, Alexander C.

I used the Random.org List Generator to make the groups. :-)

While everyone worked in groups, I tried as hard as I could to look at the papers that were turned in and immediately get them back with feedback. Here were the elements I most commonly saw as being needed for addition in the speeches:

1) Need to mention United Nations definition of genocide, made in 1948, after the Holocaust.
2) Need to connect classification of the Hutus and Tutsis to the legacy of Belgium’s imperialism.
3) Asking the United Nations for something SPECIFIC. Not just “do something.” Say “more troops” “more funding” “more awareness – declare this as what it is: genocide.”

Here are the directions, from earlier in the unit:

The final assignment for the unit and before break is a speech before a mock United Nations, in class. You will be pretending that it is April 24, 1994 - the actual date that arguments were ongoing at the United Nations Security Council about how to respond to the conflict in Rwanda.

There are a few steps in the process to prepare for the speech, which will be given next week (Tuesday for A Day, Wednesday for B Day). The first is to write a persuasive essay (in the form of a speech you could give).. Here's the assignment:

Google Drive: Individual United Nations Rwanda Speech Assignment

As a reminder, this will eventually be a formal speech before break that you give as a part of a group, in front of the class, with myself and another teacher and/or administrator (like Dr. Franco) listening. You are going to need to persuade us to act and do something!

To prepare for this, I passed out a class set of copies of three things:

1) The United Nations definition of genocide, as agreed to by the world in 1949. This is helpful, because if you can persuade the United Nations that genocide is occurring in Rwanda, they HAVE to act (because that's what they agreed to).

2) The Eight Stages of Genocide. I read over the stages, but not all of the content describing them. There is a lot of information that might help you craft your speech! You can certainly talk about every stage of genocide, occurring in Rwanda, up to April 24, 1994. Here are some hints on how to do this.

3) A reading that goes over more of the history in Rwanda, what happened during the genocide, and the end. Remember, you can't talk about anything after April 24, 1994, but you can make predictions as to what will happen if the United Nations refuses to act! The reading is pages 5-10 here:

Google Drive: Rwandan Genocide Speech Preparation Materials

Another resource that might help could be your Cornell Notes from last class, which was on this presentation:

Google Drive: Genocide in Rwanda: The Basics PowerPoint

Please be sure to ask me if you have any questions or need help in any way! I'm really excited to see what you can come up with! :-)

Genocide in Rwanda, Day 3 - Class Recap

A young Egyptian guy, who wanted me to take his picture in front of the pyramids in Cairo. Photo taken in 2014.

Hi everyone,

Two more weeks of work until a nice break! Lots to do - today, we looked more into Imperialism and Privilege, as I asked students to think about how they may have impacted Rwanda. Here's what happened in class today:

Learning Targets:
Knowledge LT 20: I can identify the critical components of imperialism.
Communication LT 1:  I can communicate effectively, both verbally and in writing.
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.

Soundtrack: "Africa for Norway" by SAIH - The Norwegian Students’ and Academics’ International Assistance Fund. I was projecting this video as students walked in - it is a humorous look at stereotyping, and how Norwegians should not stereotype Africans, because what if the opposite happened. I read the reasoning behind the video in class.

AGENDA 12/5/16:
Wildcat News Brief - Raymond (Mr. Fritz)
Imperialism
Privilege
Speech Work Time

Homework: Read the blog. Rwanda speech due - bring it on your Chromebook. The Rwanda resources will help. Next news brief: Tyler.

News Brief: Raymond had the news brief today, but was absent from class, so I filled in and selected an article about this story: Reuters.com - China says Iran nuclear deal participants should stick to pact, despite internal changes. I talked about what the Iran deal was all about and the possible impacts of President-elect Trump saying it was terrible and should be renegotiated. We found the China on the world map packet and noted we did a news brief there.

Tyler was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Finally, we also watched Wildcat News today, as well. Here it is if you missed class or wanted to see it again:

Imperialism: Next, I went over the concepts of imperialism and colonialism, in the form of a PowerPoint. Students took notes (if you took Cornell Notes, all the better) on the presentation.

Google Drive - Imperialism PowerPoint

One of the learning targets associated with this unit is Knowledge LT 20: I can identify the critical components of imperialism. This presentation was to help students understand how to do that, especially in regards to how Belgium had an impact in Rwanda, long after the independence in 1962.

Privilege: Another component of how we look at people in the world is the concept of privilege. Specifically, white privilege - a system of advantages some people get over others, that are often not even recognized. Here is the reading we went through, by Peggy McIntosh:

Google Drive - White Privilege: Unpacking the Invisible Knapsack

Basically, I am asking everyone to think about how our privilege here in America (of being a world superpower) relates to our study of Rwanda. Specifically, I think that race has a lot to do with it. We did a quiet activity with this document, which I think was pretty powerful (the Westview teachers recently did this, too). Thank you for your participation here.

As part of this section, I also provided some counter stories to the negativity surrounding Africa. In particular, I highlighted these:

BloombergView.com - It Isn't Just Asian Immigrants Who Thrive in the U.S.

This was about how the highest levels of educational achievement in the United States are from African immigrants.

TheEconomist.com - Why does Kenya lead the world in mobile money?

Since some people believe that Africa is very far behind in technology (and to be certain, some places are), I pointed out this story, which is about how Kenya has a system that is the best in the world for sending payments on the go.

I also showed RisingAfrica.org, which has lots of stories about the positive sides of Africa.

Finally, as a challenge assignment for the TAG students in the class, I read the first part of this long article on Paul Kagame, the President of Rwanda. If you want to learn more about why the balance in assessing Kagame is so tricky, and enjoy a reading challenge, here's the entire article:

NYTimes.com - The Global Elite's Favorite Strongman

The first part has to do with how clean and safe Kigali is now, which is related to the counter stories I was trying to present.

Speech Work Time: The rest of the class (about 30 minutes) was devoted to working on your speech. Here are the directions, from last class:

The final assignment for the unit and before break is a speech before a mock United Nations, in class. You will be pretending that it is April 24, 1994 - the actual date that arguments were ongoing at the United Nations Security Council about how to respond to the conflict in Rwanda.

There are a few steps in the process to prepare for the speech, which will be given next week. The first is to write a persuasive essay (in the form of a speech you could give). This is due in class (typed, on your Chromebook) next class. Here's the assignment:

Google Drive: Individual United Nations Rwanda Speech Assignment

As a reminder, this will eventually be a formal speech before break that you give as a part of a group, in front of the class, with myself and another teacher and/or administrator (like Dr. Franco) listening. You are going to need to persuade us to act and do something!

To prepare for this, I passed out a class set of copies of three things:

1) The United Nations definition of genocide, as agreed to by the world in 1949. This is helpful, because if you can persuade the United Nations that genocide is occurring in Rwanda, they HAVE to act (because that's what they agreed to).

2) The Eight Stages of Genocide. I read over the stages, but not all of the content describing them. There is a lot of information that might help you craft your speech! You can certainly talk about every stage of genocide, occurring in Rwanda, up to April 24, 1994. Here are some hints on how to do this.

3) A reading that goes over more of the history in Rwanda, what happened during the genocide, and the end. Remember, you can't talk about anything after April 24, 1994, but you can make predictions as to what will happen if the United Nations refuses to act! The reading is pages 5-10 here:

Google Drive: Rwandan Genocide Speech Preparation Materials

Another resource that might help could be your Cornell Notes from last class, which was on this presentation:

Google Drive: Genocide in Rwanda: The Basics PowerPoint

Please be sure to ask me if you have any questions or need help in any way! I'm really excited to see what you can come up with! :-)

Genocide in Rwanda, Day 2 - Class Recap

The results for our class when I asked students to think about five things that come to mind when we think about Africa. I mean, the comparison with Europe makes the differences pretty startling, right?

Dear class,

Today is always one of my favorite days to teach. Not because it is particularly fun to talk about genocide, but because it is SO important that we stop ignoring it, and especially the continent of Africa. If I ignored it, when would you hear about it? What associations would you continue to make? Here's what happened in class today:

Learning Targets:
Knowledge LT 20: I can identify the critical components of imperialism.
Communication LT 1:  I can communicate effectively, both verbally and in writing.
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.

Soundtrack: "My Generation" by The Who. Selected for today because it is your generation that can change the world for the better. Lyrics here.

AGENDA 12/1/16:
News Brief – Josie
Debrief Pop Quiz
Scream Bloody Murder
United Nations Speech

Homework: Read the blog, and look at for Rwanda resources, and continue working on your United Nations speech. Next news brief: Raymond.

News Brief: Josie had the news brief today and selected an article (with some help from me!) about this story: TheGuardian.com - Indian court orders cinemas to play national anthem before films. A very interesting story that I knew nothing about before today! We found India on the world map packet and noted we did a news brief there.

Raymond was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Finally, we checked in about the weekend and what everyone is up to.

Debrief Pop Quiz: I always enjoy looking at what we know when it comes to Europe and Africa. Here is the PowerPoint with the combined results for your class answers:

Google Drive: Period 3 Europe vs. Africa Pop Quiz Results PowerPoint

It was only fair that I showed my own results, from when I was given this quiz when I was in graduate school, and I said much the same thing. Here's my actual paper from 2008:

As I tried to forcefully point out in class: isn't this stunning? We know that Africa is a place of enormous need. Why don't we know much more about it, then? Why don't we help our fellow human beings, instead of ignoring them and not learning anything about the continent? Taking this quiz inspired me to make sure to talk about the Rwandan genocide (which was only 20 years ago) in my Global Studies classes. It's why it is my favorite unit of the year and one that I have a lot of emotional investment in. I care, and I think it's important that students care about people in the world.

Scream Bloody Murder: This was a section of a documentary from CNN, that aired in 2008 (not so coincidentally, right as I was about to teach this unit for the first time). Here are the three videos I showed in class (caution: some of the material is graphic and difficult to watch and/or listen to):

United Nations Speech: I hope that you watched those videos and felt frustrated, angry, and upset. The fact that the United Nations (the global community of countries) and the United States (as the most powerful country in the world) did little, if anything, to prevent or stop the worst genocide in modern world history, is awful.

So, the final assignment for the unit and before break is a speech before a mock United Nations, in class. You will be pretending that it is April 24, 1994 - the actual date that arguments were ongoing at the United Nations Security Council about how to respond to the conflict in Rwanda.

There are a few steps in the process to prepare for the speech, which will be given on Tuesday, December 13th. The first is to write a persuasive essay (in the form of a speech you could give). This is due in class (TWO COPIES, typed - or, just use your Chromebook) next Wednesday, December 7th. Here's the assignment:

Google Drive: Individual United Nations Rwanda Speech Assignment

As a reminder, this will eventually be a formal speech before break that you give as a part of a group, in front of the class, with myself and another teacher and/or administrator listening. You are going to need to persuade us to act and do something!

To prepare for this, I passed out a class set of copies of three things:

1) The United Nations definition of genocide, as agreed to by the world in 1949. This is helpful, because if you can persuade the United Nations that genocide is occurring in Rwanda, they HAVE to act (because that's what they agreed to).

2) The Eight Stages of Genocide. I read over the stages, but not all of the content describing them. There is a lot of information that might help you craft your speech! You can certainly talk about every stage of genocide, occurring in Rwanda, up to April 24, 1994. Here are some hints on how to do this.

3) A reading that goes over more of the history in Rwanda, what happened during the genocide, and the end. Remember, you can't talk about anything after April 24, 1994, but you can make predictions as to what will happen if the United Nations refuses to act! The reading is pages 5-10 here:

Google Drive: Rwandan Genocide Speech Preparation Materials

Another resource that might help could be your Cornell Notes from last class, which was on this presentation:

Google Drive: Genocide in Rwanda: The Basics PowerPoint

There is definitely a LOT to think about here. I am confident that you can write a five paragraph essay in a week! Next class, I will go over the concept of imperialism and colonialism more, and then give the rest of the class as prep time. The typed copy of your individual speech will be due the following class.

Please be sure to ask me if you have any questions or need help in any way! I'm really excited to see what you can come up with! :-)

Genocide in Rwanda, Day 1 - Class Recap

A look at previous class responses for "Name five things that come to your mind when you think about Europe" question on the pre-assessment quiz today. Next class, I'll show you the Africa responses, as well. What do you think it will look like?

Hi everyone,

Welcome back! Now we have a fast paced dash to Winter Break for the next few weeks. We have a lot to pack in, for sure! Here's what happened in class today:

Learning Targets:
Knowledge LT 20: I can identify the critical components of imperialism.
Communication LT 1:  I can communicate effectively, both verbally and in writing.

Soundtrack: "Storms in Africa, Pt. 2" by Enya. Selected for today because we started talking about Rwanda, which is a country in Africa. Lyrics here.

AGENDA 11/29/16:
News Brief – Mills
Review Tests/Grades
Hook/Textbook Hunt
Rwanda

Homework: Read the blog. Turn in any missing work ASAP. Review your notes from the PowerPoint on Rwanda. Next news brief: Josie.

News Brief: Mills had the news brief today and selected an article about this story: CNN.com - Colombia plane crash: 75 dead on Brazil soccer team's charter flight. We found Colombia on our world map packets and talked about this tragic recent news story. I also made sure to talk about the death of Fidel Castro in Cuba, using some of the words we used in the government unit recently!

Josie was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

I also showed Wildcat News in class, which is here if you missed class or wanted to see it again:

Finally, we checked in about the break and what everyone was up to.

Review Tests/Grades: Thanks to the grading day Monday and the long weekend, I am now completed with all grading and late work, so your class grades should be updated! I passed out the government tests, forced choice reflections (graded for two learning targets, both in class discussion and with your written reflection about multiple perspectives and the role of government), and any other missing work. If you are concerned about anything related to grades, please come see me at lunch, before school, or after school. Or, send me an email!

Hook/Textbook Hunt: I will sit down tomorrow and type up a list of what everyone said in response to the questions (we just did 1-16). I know there were a lot, so thanks for hanging in there with me. Like I said in class, I took this exact same quiz at Lewis and Clark (as part of the class where I learned how to be a teacher) and was absolutely amazed about what I did and did not know. I'll share your responses next class.

The textbook hunt: I'm not sure if all of you understood what I was saying, so here it is again. In our Modern World History textbook, which was published in 2005 (11 years after the genocide in Rwanda) there are TWO in text mentions (a one sentence recap for each) of the genocide, each citing ethnic violence between the Hutu's and the Tutsi's and 500,000 people dying, while there is ONE other picture, with two small paragraphs beneath it, citing a number of 1,000,000 dead. So again, the textbook barely had anything at all to say about the genocide, and when it did, it couldn't even be consistent with the number of people killed. Why do you think this might be?

Genocide in Rwanda: Finally, the presentation:

Google Drive: Genocide in Rwanda: The Basics PowerPoint

A few things about this. One: most of the statistics I used in the first few slides are found here: CIA World Factbook - Rwanda. Now by NO MEANS are those statistics solid hard facts. I know of plenty of other sites that will give different numbers. However, since these are the official US government statistics, I think that it will be useful for your upcoming assignment (which I will reveal next class).

Two: I found the picture of the propaganda, "beat the cockroaches" on Wikipedia, here: Rwandan Genocide. Now as most of you know, NEVER use Wikipedia as a source in a paper or for anything else. However, it can be used as a good start to researching something for yourself - just find the sources the article links to at the bottom and go from there. As Michael Scott from The Office once said: "Wikipedia... is the best thing ever. Anyone in the world can write anything they want about any subject, so you know you are getting the best possible information."

No, it is not. But it is a funny quote nonetheless!

Much less humorous information: The horrific picture of the Hutu man (who did not support the genocide) that lived after being hacked multiple times by machetes can be found here: Salon.com: Inferno.

Please review the PowerPoint and your notes for next class, as we will be going more in depth! Thank you for your focus and questions today. I know this may not be the most fun subject to learn about, and it is so important to not ignore. See you next class.

Government, Day 5 - Class Recap

 

The Statue of Liberty in New York, which is a symbol of immigration to the United States. 

Photo taken in 2011.

Dear class,

Welcome to your long weekend! Thanks for doing your homework and checking in on the blog to see what we are up to. Here's what happened in class today:

Learning Targets:
Knowledge LT 17: I can explain how and why world societies organize themselves and how power is established and maintained.
Communication LT 1: I can communicate effectively, both verbally and in writing.

Soundtrack: "Kings and Queens" by 30 Seconds to Mars. Selected for today because of the connection to monarchy, and this song gets me fired up because it reminds me of watching ESPN tennis tournaments. Lyrics here.

AGENDA 11/21/16:
Wildcat News Brief – Josie (Mr. Fritz)
Finish "Who Rules?"
Government Test
Lost!

Homework: Read the blog. Have a great Thanksgiving! Next news brief: Mills.

News Brief: Josie had the news brief today, but was absent from class, so I filled in and selected an article about this story: WashingtonPost.com - Death toll in Indian train crash rises to 146 as search for bodies ends. We found India on the world map (in Asia) and I talked about my experience on the trains there, as well as lamented this tragic loss of life. We also talked about the upcoming long weekend.

Mills was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Finally, we watched Wildcat News, which is here to watch again if you missed class:

Who Rules?: Before the government test, I wanted to give the class time to review the reading and answers in the packet:

Google Drive - Who Rules? Reading and Questions

I gave about five minutes before the test for study of notes, as well.

Government Test: I do not think this was especially difficult, if you have been in class and following along with what has been going on the last few days! Obviously, I have lots to grade, with culture and forced choice, as well, but it is likely that these will be on your progress report grades, which are due after Thanksgiving.

Lost!: At the end of class, we had a little fun with a scenario inspired by "Lord of the Flies" and the TV series "Lost." I asked everyone to get into small groups and then passed out one of these papers to each group, which contain the scenario and questions for the group to answer:

Google Drive - Lost Island Government Group Activity

We will continue with this next class and talk about the different group proposals, before moving on to our next unit.

See you next week!

Government, Day 4 - Class Recap

The White House, in Washington, D.C., which is typically seen as a symbol of the leadership of the United States government, because the President lives there. Photo taken in 2010.

Dear class,

I enjoyed seeing the skits today about the various forms of government around the world that we are studying! Hopefully, combined with the reading and notes, you now have a good idea about how each system works. Here's what happened in class today:

Learning Targets:
Knowledge LT 17: I can explain how and why world societies organize themselves and how power is established and maintained.
Communication LT 1: I can communicate effectively, both verbally and in writing.

Soundtrack: "Princess of China" by Coldplay and Rihanna. Selected for today because a princess is part of a monarchy, which is a form of government that we are discussing. Lyrics here.

AGENDA 11/18/15:
News Brief – Cameron
Group Work
Skits
Who Rules?

Homework: Read the blog. Study for forms of government test next class. Next news brief: Josie.

News Brief: Cameron had the news brief today and selected this article to talk about with the class: WashingtonPost.com - Portugal arrests military instructors after commando deaths. We found Portugal in the world map packet and noted that we did a news article on the country, before moving on to talk about the upcoming weekend.

Josie was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Group Work/Skits: As I mentioned above, I really enjoyed the skits about representing different forms of government, even if they were very brief. The groups did a good job of thinking of how to present each of the main ideas! Here was the packet that this was based on (a few of the types were not on the PowerPoint, like Oligarchy and Anarchy, so make sure to review them and what some of the benefits and drawbacks of each system are):

Google Drive - Types of Government Readings

Just look at the readings from A-G, because you do not need to know the economic structures that are later in the packet, yet. In class, we went over the form of government, along with possible benefits and drawbacks.

Who Rules?: The rest of class was devoted to your groups going through this packet, designed to be a review before the forms of government test:

Google Drive - Who Rules? Reading and Questions

The first page has a good overview of the types and classifications of governments that we are studying. The following pages are practice, to help compare and contrast the systems of government. We will finish this next class and then take the test. A question from the test, for checking the blog, is: What form of government  ...is ruled by a small group of people, usually the wealthy elite?
a.  oligarchy, b.  theocracy, c.  communism, d.  anarchy. Guess in the comments and I will tell you if you are correct!

 Please study and ask questions if you are at all confused! See you next class! :-)

Government, Day 3 - Class Recap

The Parliament of Barbados, in the Caribbean. Photo taken in 2011.

Hi everyone,

We went into more detail as to what government is and looks like in various systems around the world. Lots of content to check out! Here's what happened in class:

Learning Targets:
Knowledge LT 17: I can explain how and why world societies organize themselves and how power is established and maintained.
Communication LT 1:  I can use language and  style that is appropriate to the content area.

Soundtrack: "Paris, Tokyo" by Lupe Fiasco. Selected for today because it's just an excellent song about traveling around the world. Lyrics here.

AGENDA 11/15/16:
News Brief – Andrew
Forced Choice/Reflection
Forms of Government
Group Activity

Homework: Read the blog. Turn in any missing work ASAP! Next news brief: Cameron.

News Brief: Andrew had the news brief today and selected an article about this story to talk about: Weather.com - Mass Evacuations Underway After Deadly 7.8-Magnitude Earthquake Leaves 'Utter Devastation' In New Zealand. This is a big news story, as New Zealand had another big earthquake in 2011. I talked a bit about my trip to New Zealand in 2014. We found it in our world maps and noted that a news brief was done on the story. Thanks, Andrew!

Cameron was selected to do the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

I also asked about the weekend and what people were up to, before moving on.

Forced Choice/Reflection: This is one of my favorite activities of the year. I had the class answer the following questions and choose YES or NO to each of them. Then, we split up the class so that two sides were facing each other. With each question, students moved to the side they felt best represented their opinion on the matter. These are difficult ethical questions and I am glad that we have the type of classroom culture that students feel able to talk about them! The questions were:

1. Giving up some of our rights (like our phones being searched without a warrant) is necessary for our own protection.
2. Everyone in the US should have the right to own guns if they want.
3. Government officials should have to approve/sign off on marriages that they are against on religious grounds.
4. Marijuana should be legalized everywhere for recreational use.
5. Public schools should strictly enforce a standardized dress code.
6. Organized prayer in public schools should be allowed.
7. The government of a country should be able to make unpopular decisions.
8. Should the motto “In God We Trust” be removed from our currency?
9. I agree with the death penalty option for convicted murderers.
10. People in power are always corrupt in some way.

Lots of interesting questions and critical thinking! Thank you for your responses and participation. It was not possible to get to every hand that was up in every discussion, for which I apologize. I am glad that students were engaged!

After the debate, I gave some time to the class to these questions (a one page written reflection was due to be completed in class today - if you did not finish, it is homework): What was the most difficult or controversial question for you? Why? How do these sorts of questions relate to the study of government?

I really like the debate format in forced choice, so thank you for your participation and reflection!

Forms of Government: This was a PowerPoint presentation that went over various basic forms of government. Students took Cornell Notes (if they wanted that form - otherwise, it was on a regular sheet of paper) on the lecture. Here's the file for review (there will be an upcoming quiz on forms of government):

Google Drive - Forms of Government PowerPoint

As with most presentations I create, the pictures are almost entirely mine! :-)

Group Activity: We did not have time for this today, so we will do this next class. Thanks, everyone!

Election Night Recap

Hello everyone,

We did not hold a regular class today, as I chose to have a conversation about the election results last night, what happened, what will happen next, and took questions from the class for the first half of the period. I think my overwhelming point was that, no matter who you supported in this election (if anyone at all), we are here for you now and into the future. We take Embracing Community very seriously here at Westview, and I think everyone in class did a great job of respecting each other during class. We will continue to talk about this in the future, I'm sure. For now, please try to enjoy your four day weekend! Next class, we will get back to our new unit, on Government, which we continued during the second part of class.

Take care of yourselves and each other.

- Luke Fritz