Grades Done!*

I have yet to add Extra Credit, but you can see now where you stand before a potential increase by up to 7%.  

Chaplin's Final Words (Romo’s Blog Entry)

We finished The Great Dictator today.  One of my favorite speeches ever ends the film (embedded below - synced with interesting music).  The transcript is also available for your viewing.

You have either read or watched the movie based on 1984.  My favorite book, from one of my favorite authors & essayists, depicting the story of Winston Smith is about Man itself.  

Our spirit to not only endure, but to thrive.

It is not enough to simply exist - we must create, inspire, and improve!

Sadly, we also fight.

Too much is wasted on war.

War is death.

Killing and/or being killed in some quest or stance of righteousness.

It is used to impose and liberate at the same time.

War is failure.

Failure in ourselves and each other.

It is a failure in trust.

It is a failure in decency.

It is a failure in Man.

War is Stupid.

We are capable and meant for so much GOOD, yet we are susceptible to so much UNGOOD.

Imagine taking the time, money, and energy we use to develop and implement the tools of war and applying it toward the betterment of Man.  Decent housing, health care, transportation, education, etc. will certainly lead to more discoveries and a general advancement of our species.  Yet, it is usually because of war and the need for bigger, better weapons, that we develop new technologies which will eventually have peacetime applications.

There are TV programs and news stories built around showing how people do GOOD things when confronted with obstacles and choices.  Why is that entertaining?  It should be common!  Good behavior shouldn't be the exception...it should be the expected norm.

Too many GOOD people stood by in the past, stand by now, and will stand by in the future as some demagogue or reflector of hate once again emerges to channel that ignorant hate into despicable acts on one another.  Don't be the GOOD person who stands by.  Be the GOOD person who does something to make sure GOOD is erased because it simply IS the way things are done.

Doublethink your way out of that one.

http://washburn.mpls.k12.mn.us/great_dictator_the_1939_final_speech.html

http://www.youtube.com/watch?v=QcvjoWOwnn4

Student Response (Extra Credit)

You have seen/read Chaplin’s final speech (also printed on the back of this paper), and read my opinion regarding the significance of its message.  What comes to your mind when reviewing these statements (Chaplin’s and mine)?  Do you agree or disagree with ALL of it or certain parts?   Don’t worry – I know that I am not infallible (I make mistakes and have some crazy ideas).  Please HANDWRITE YOUR RESPONSE  in 3-5 paragraphs, between 250-500 words.   Due when you return from Spring Break…at the beginning of class, but I’ll certainly take it earlier.

New Deal Chart & WIL 3.6 (3-19-15)

We passed back work (The Kid & Affect vs Effect), after which you then jigsawed into groups and taught your peers what you learned about the New Deal so everyone had full charts after 25 minutes.  You concluded that part of the day by discussing an answer to which two of the New Deal programs were the least and most effective.  I ended class by going over Affect vs Effect and Dorothea Lange's photographs.

In class tomorrow, you'll get a Study Guide for next week's Final Exam, which will be administered on Tuesday.  You will NOT BE ALLOWED TO USE NOTES.  But I think you will do fine if you've been in class, actively learned, and completed everything.

WIL 3.6 Leadership
Should leaders make decisions on their own accord (in the best interest of all under her/his rule), or should the leader reflect the ideals and principles called for by those same "subjects"?  Should power be exerted from "above" or reflect beliefs from "below"?

FDR's New Deal (3-18-15)

You picked up anotehr handout today (FDR New Deal Chart).  You were placed in groups of 4-5 and assigned to complete 2 New Deal components (four boxes total).  Use the web address on the bottom for the first column (use your own words though) and then run simple searches for "Effect of..." or "Was the ...successful?" for the second column.  We'll jigsaw tomorrow so you can fill out the rest of your chart.

We started class by watching/listening to FDR's First Inaugural Speech (edited version embedded below).  I had you follow along on a printed version.

We also read through "Roosevelt's New Deal" from the readings packet.  We'll go through some review slides tomorrow, Friday, or Monday - depending upon scheduling changes.

We'll go through the Affect vs Effect worksheet and the New Deal Chart in class tomorrow...and maybe the FDR NEw Deal slides, if there's time.

Dust Bowl

We read through the "Dust Bowl" page of your Great Depression Packet that you picked up last Thursday.  I also showed you a short clip about the Dust Bowl (sorry, can't share it).  I then reviewed it all with some slides, and gave you time to finish yesterday's handout.  Please have ALL worksheets compl[eted and turned in tomorrow so I can give you FULL CREDIT before we go through it all on Thursday.

We also watched another 1930s short, "Bored of Education" starring Our Gang (the Little Rascals), the only one to win an Academy Award.  We'll talk more about the role comedy film shorts played in the era...

Great Depression Affect/Effect Lange (3-16-15)

You picked up a handout (US Great Depression Affect vs Effect Lange) I gave you the day to complete some work.  I expect a 100% submission rate for WIL 3.5, which is due by 4PM tomorrow.  You could also use the time to complete today's handout using the fabulous internet - Due Wednesday, will be correcte din class on Thursday.

Stock Market 1929 vs Housing Market 2008, & WIL 3.5

You picked up a handout - we read only the first page in class, from which you also took some notes.  I then explained the 2008 Housing Market Crash and how it did NOT lead to Great Depression II due to the US Govt stepping in to stop the absolute collapse of the economy.

WIl 3.5 Honor
You are a West Point cadet (US. Military Academy) bound by a strict honor code.  You witness another cadet, who is also a friend, cheating on an exam.  Do you turn him in?

Silent Film - Chaplin - The Kid (3-9-15)

As we move from the 1920s into the Great Depression of the 1930s, I felt it would be nice to take a look at entertainment from the 20s - silent film.  You picked up a viewing guide for "The Kid" (which is embedded below - we got through minute 25 in class today).  I started with a brief slide show about Silent Film, Chaplin, and "The Kid" film.  We then started the film, watching the first half today.  We'll finish it tomorrow, ending with your analysis.  On Wednesday, we'll start looking at the Great Depression.

Trench Warfare & Armenian Genocide (3-5-15)

We watched the last half of "Gallipoli" (1981) about Australian soldiers in WWI.  It was an absolute disaster for them - and basically any common soldier - especially from the working or poor classes.  The outright slaughter of young men was disgusting.  War is stupid.

I also addressed the Armenian Genocide, something the German Nazis cited when planning on what to do with undesirables in Europe - primarily Jews, Romani (Gypsies - not a PC term), homosexuals, Slavs, handicapped (mentally or physically), and even political opponents.  Genocide.

Tomorrow's Exam 3.2 will be more difficult than Exam 3.1, but you are certainly able to do well if you have been paying attention in class, organizing your readings & notes, and actually studying.

US Imperialism (3-4-15)

You picked up a handout with readings on Cuba, the Panama Canal, and World War I, which I read aloud as you took notes.  My highlighted version is also available.  We also watched "Unfinished Nation - Imperial Ambition" as a way to reinforce how the US gained overseas territory and eventually became a world power, defining the 20th Century as "America's Century". I concluded with a slide show ( Panama Canal     &     Yellow Journalism/Cuba) reviewing what was read earlier in the period.

Test on Friday!  Progressve Era & World War I

Harlem (3-3-15)

You picked up a handout "Harlem, A Poem" which we read in class.  The back page is blank for you to submit as extra credit.  The link included is here.

We also went through the Progressive Era Images Chart and the "America, Story of Us: BOOM" Video Guide.

Test on Friday!  Progressve Era & World War I

Ketchup (3-2-15)

Q: What did the papa tomato say to the baby tomato?
A: “Hurry and ketchup!”

You used a Chromebook to complete one of the following three tasks that should have been done earlier - in class or on your own:
     Chapter 17, Lesson 5 Notes (Online Text)
     WIL 3.4 (Due by 4PM)
     Transferring Worksheet info into Notebook

We ended class by watching a short video (9 mins): "America in the 20th Century: Intolerance & The Jazz Age"

Friday: Exam 3.2  (Topics below)  you will NOT be getting a review session like last time.

Exam 3.2 will cover the following textbook chapters (in case you missed some days or need a refresher):
     Progressive Era (Chapter 15)
     World War I (Chapter 16)
     Jazz Age (Chapter 17)

You should have readings & Notes on:
     Image Analysis (Prohibition, Working Conditions)
     The Jungle
     Imperialism
     Communism
     Labor - Unions & Child Labor
     Women's Suffrage - Alice Paul
     Great War = WWI
     African-American Culture & Politics

Test on Friday!  Progressve Era & World War I