Find below resources to help you in your research:

Israel/ Palestine final assessment:

You have been learning about the conflicts, issues, and history between the Arabs and the Jews in the Middle East, particularly in regards to the area formally known as Palestine, now known as Israel.

This is a debate that rages still today and is cause of many of the world's conflicts.  For this assignment, you will be given a position in this debate.  The five positions are:  Hardline Israeli, Hardline Palestinian, Moderate Israeli, Moderate Palestinian, and that of the International Community.

You will be broken into one of these five teams.

The actual final assessment will be a twenty minute negotiation session.  During this, one member from each group will meet together, summarize their position, and try to achieve their outlined goals.  You will be judged on how well you know your position and the position of those you are negotiating with.  You will also be judged on how well you present your argument and defend it under attacks from the other positions.  The third area of assessment will be how persuasive your argument is. 


Each team will be responsible for creating a one page persuasive position paper.  This will be your teams opportunity for outlining the demands, goals, and opinion of your position.

Each student will also be responsible for creating at least one "exhibit" to use during the negotiations.  This piece of visual evidence should support one of the arguments you plan on using during the course of the negotiations.  

Issues you will want to focus on:

• Partition - What should the actual border of Israel and Palestine be?  What should be done about the wall Israel is building around the West Bank?
• Jerusalem - Who should control this city?  And which parts should they control?
• Refugees - They have been living in "temporary" settlements since the War of 1948, what should happen to them?  Do they have the right to return to their land?  And what should happen to Jewish settlements being built in the West Bank and Gaza Strip?

Below you will find the five different positions as embedded documents:

***Please be aware that "Surrounding Arab Countries Position" is the same as the Moderate Arab/Palestinian Position

Timeline from the reading

Please fill out the document embedded titled, "Pads and Jeds Reflection." 

Either print out this document and bring it in, or copy the questions onto a separate sheet of paper and answer them there.  You will be turning this paper in to me. 

Vocab Words to Look Up

• Genocide
• State Sovereignty
• Atrocities
• International Law
• International Community

Please try to come to an understanding of what these terms mean by the next time we meet.

Presentations for Blocks E, F, and H

For those of you that are in blocks E, F, and H, your presentations will be on Friday of this week.  However, if you would like to present before then, you are welcome to come into my advisory period on Tuesday, Wednesday, or Thursday and do your presentations.  If you have any questions, please feel free to come see me. 

• You MUST bring your presentation on a USB drive.  I do not want to run into the problem of people having to sign into their email account or Prezi account.  It takes TOO much time and we don't have it.
• Also, in the past we have run into the problem of people forgetting their passwords.  
•  BE PREPARED!!!!

Presentation Video and PPT

As promised, please find the example of both the presentation and the powerpoint that I used.  As I created my own presentation, I realized that the three minute window was too short.  Therefore, you will have a five minute window to do your presentation.  You will also have a 30 second buffer, if you are running over the time limit.  However, if you go into this buffer time, you will be marked down.  As you can see with my video, I ran into the buffer time and would have lost points for this.  After five minutes and thirty seconds, you will be cut off.

Keep checking the blog of the weekend for when your class will be presenting.

If you have any questions, please feel free to contact me via school email or posting a comment here on the blog.  Have a good weekend, go outside and play, eat lots of vegetables, and don't drink soda!

Journal and Presentation Rubrics

Please find below the rubrics for what I will be grading on and what is expected of you for both the journal and the presentation portion of this project. 

Look over both rubrics carefully and come to me with questions at the start of this week.  Remember, all five of your journal entries are due on Friday the 23rd. 

Missouri Compromise Review

Define the Missouri Compromise

Which states were involved?

Name the specific individuals involved in the compromise.

What is the Tallmadge Amendment?

What is a compromise?

What is the 36" 30' line?

What does secession mean?

Cat Tien Packing List

Research Tools - Good starting points

Use this site to help find key words, their meaning, and visuals from large bodies of text:

http://www.wordsift.com/

Below are some links that will be good starting points for research on your journals.   I will be adding to this post on a regular basis, please continue to check back to view additional sources.

Primary Source Documents for American History:

http://www.loc.gov/rr/program/bib/ourdocs/PrimDocsHome.html 

http://www.ourdocuments.gov/

Before, During, and After the Civil War Primary source documents:

http://valley.lib.virginia.edu/VoS/choosepart.html 

http://www.newsinhistory.com/feature/newspaper-articles-about-slavery-precursor-civil-war

Slave Narratives:

http://memory.loc.gov/ammem/snhtml/snhome.html

http://memory.loc.gov/ammem/index.html

http://www.pbs.org/wnet/slavery/teachers/primary-source.html

http://www.pbs.org/wnet/slavery/resources/online.html 

http://www.pbs.org/wgbh/aia/part4/title.html

Homework for Blocks E,F, and H over the Weekend of 2/10-2/14

In class today we discussed and alayzed the question:

Is it possible to compromise on an ethical issue like slavery?

This is the essential question for this unit.  At first it may appear to be a simple question with a simple answer, but after a bit of discussion, and some challenging ideas, we came to realize that there is nothing simple about it.  Continue to think about this question over the weekend and come into class with some questions that you have for me about it. 

Also, choose a charcter from the list below that you would like to  keep a journal for.  Remember, you will be telling a story from this persons perspective about what life was like during the 1800's.  You will be required to find primary and secondary sources of information to include facts from history in order to more accurately tell this story.  Here are some things you will have to consider when developing this character:

Who is speaking?
Consider your character – what is/are their background, social status, language abilities, gender, feelings, desires?
To whom is the speaker speaking?
Is the character writing for themself or hoping someone else will read their journal?
Where is the speaker speaking?
Where is the specific locale, what country, what city, what place within the city?
When is the speaker speaking.
Consider the mood of the times – what sense of mood would need to be communicated
How is the speaker speaking?
Consider the way they speak – what is their pace, tone, pronunciation, volume?
Why is the speaker speaking?
What is the overall message they want to communicate to their audience?

Then commence the thinking about CHARACTERIZATION that will allow you to fully develop your character in the audience’s eyes by analyzing and describing the character you are trying to create:

What are their physical characteristics?

What are their social characteristics?

What are their psychological characteristics?

What are their moral characteristics?

What is the general nature of the character’s personality?

What is the character’s life history and habits?

What is the character’s attitude toward life?

How does the character behave?

How does the character’s behavior make us respond?

List of possible characters (if you have a character in mind that is not on this list, please come see me):

Slave

Slave owner

Emancipated Slave

Child Slave

Run Away Slave

Abolitionist

Secessionist

Child of a Slave owner

Northern Politician 

Southern Politician

Plantation Owner

Factory Owner

Factory Worker

Christian Pastor

Abolitionist Newspaper Editor

Union Solider

Confederate Solider

Homework for Feb 8th and 9th

Please define the following words.  Use your own definition, do not just copy what is in the dictionary.  Also, draw a picture that represents the words, and include the Vietnamese equivalent.

Abolition 
Secession
Emancipate

Actively read "Setting the Stage - The Union Challenged"

Answer the following questions on the back of that paper:

How is the blue eyes/brown eyes exercise from the video we watched related to the Sioux prayer, "Help me not judge a person until I have walked in his shoes"?


Based on the discussions that we had in class and new information that you are aware of, please try to redefine "race" in one to two paragraphs.

Homework for Feb 6th and 7th

Watch the first 10 mins of the video we watched in class.  While watching it, think about the following questions:

• If the color of someones eyes makes no difference as to how intelligent or kind they are, then why do we think that the color of their skin does?  Where do these prejudices come from?  What kinds of things can we do to change them?
• What kinds of prejudices do you have?  Where do they come from?
• Why does prejudice and discrimination often lead to violence?

Here is the link to the video:

http://www.pbs.org/wgbh/pages/frontline/shows/divided/

Click in the center of the screen where it says, "watch the full program online."  

Homework for January 31st and February 1st

Answer the following questions on the back of "Section 7 - The Amendment Process."  I will check this next time in class.

1. Why did the Framers make it possible to change the Constitution, and why did they make is so difficult to change?
2. Why do the States play such an important role in amending the constitution?