1. Watch a film (or multiple episodes of a television series) produced in the 20th century.
2. Type a 1-2 page reflection focusing first on your thoughts about the the film (kind of a review), and then reflect on your thoughts about using it as a form of escape. Was it a stress reliever? Was it helpful to turn your mind off of your busy lives for a while?
Annie EC
1. Using specific detail, analyze how Annie fits the definition of escapist entertainment.
2. Using specifics, how would Annie's story be especially comforting to those in the 1930s?
2. Using specifics, how would Annie's story be especially comforting to those in the 1930s?
Example 1 Score and Comments
Moderator comments
Criterion A: 5 marks
The research question is clearly stated and appropriate with a clear explanation. The two sources a clearly identified and also are also appropriate and relevant. Source One is a secondary source. The value is related to the origin as well as the content, although the value in relation to its purpose is not entirely well explained. The limitations are related to the content and in a rather weak way to its origin. Source Two is a primary source. The value and imitations are linked to the content and origin. There is a clear explanation of the relevance of the sources to the investigation and an analysis and evaluation.
Criterion B: 13 marks
The investigation addresses two different viewpoints with a good use of statistics to show women’s incorporation into the workforce during the war. It would have been interesting to have more information on the women’s ages, marital status and sector of the economy. There is also a good use of statistics to show the number of women who left the workforce after the end of the war and the number of women workers in the period 1947-50s, showing long term trends. Reference is made to government plans to encourage women workers but this is not developed. The investigation comes to a reasoned conclusion consistent with the evidence and arguments.
Criterion C: 4 marks
This is very much a personal reflection but it does highlight the methods of historians and the challenges and limitations which they face. It is clearly and explicitly linked to the investigation.
Total: 22 marks
Example 2 Score & comments
Moderator comments
Criterion A: 4 marks
The research question is clearly stated. In the discussion of source one the discussion of origin is connected to value and limitations, although the response is unclear and difficult to follow in places. The connections between limitations and origin are weak, and although there is some discussion of value and limitations related to purpose and content these points are not developed.
Criterion B: 7 marks
This part of this IA moves beyond mere description, but the critical analysis lacks development and clarity. The investigation is under the word limit, and this is reflected in the lack of development of the analysis. There is a limited awareness of different perspectives. As this section progresses it appears to become more of a discussion as to whether Botha or deKlerk was more effective rather than keeping the focus on the question.
Please note: This is an example of an IA where the investigation section is broken down into a series of sub-sections. It is perfectly acceptable for candidates to structure their investigation in this way if they wish to do so. It is not required to provide sub-headings but it can be a useful strategy, particularly for students who might otherwise struggle with how to structure this section of the task. It is also a strategy that some teachers may decide to encourage students to use in the planning stages of their investigation to provide additional support and scaffolding of the task, even if sub-headings are not then used in the final presentation of the investigation.
Criterion C: 2 marks
There is some reflection on the methods used by the historian. The student analyses the problems in assessing bias and value in a variety of sources, albeit simplistically. There is some very basic discussion of the challenges facing historians, although this is very weak and could have been developed far more effectively. The student does make a connection between the reflection and the rest of the investigation in places.
Total: 13 marks
Alger Hiss/Rosenberg Socratic Seminar Make-up
Answer the following prompts using quotes and specifics evidence.
1. Compare and contrast the Alger Hiss and Rosenberg cases.
2. Was justice served in both of these cases? Why or why not?
3. Analyze how and why both perspective and time period context are vital to understadning both of these cases.
DUE FRIDAY
1. Compare and contrast the Alger Hiss and Rosenberg cases.
2. Was justice served in both of these cases? Why or why not?
3. Analyze how and why both perspective and time period context are vital to understadning both of these cases.
DUE FRIDAY
And Then They Came For Me EC
Answer the following prompts using specific and submit them to turnitin.com by Monday @ 11:59.
• How
does the author’s use of primary source interviews impact your experience of the
production?
• Reflect
on the impact the performance had on your emotions or learning. How has this
production challenged you? What questions does this production bring up for you
as you head towards the WWII/Holocaust unit?
• Why
do you think the author chose to contrast the Hitler Youth monologues with the
survivor’s scenes. What was the author’s intent/purpose?
Arthurian Legend EC
Arthurian Legend Film/TV EC
After viewing one of the following Arthurian Legend screen adaptations answer the following (responses must be typed)
Options
The Sword in the Stone (1963) NOT AVAILABLE FOR 5TH PERIOD
Camelot (1967)
Excalibur (1981)
First Knight (1995)
The Mists of Avalon (2001 miniseries) NOT AVAILABLE FOR 3RD OR 4TH PERIOD
Merlin (1998 miniseries)
King Arthur (2004)
First three episodes of Merlin (BBC series 2008)
1. In a well developed paragraph review the film/series including specifics on what you enjoyed and what you did not like.
2. In two well developed paragraphs, explain using specific details how the adaptation compares to the version we read for class. What are some key similarities? What are some key differences?
Submit your answers to turnitin.com (you do not need to turn in a hard copy) by Thursday, June 4th
After viewing one of the following Arthurian Legend screen adaptations answer the following (responses must be typed)
Options
The Sword in the Stone (1963) NOT AVAILABLE FOR 5TH PERIOD
Camelot (1967)
Excalibur (1981)
First Knight (1995)
The Mists of Avalon (2001 miniseries) NOT AVAILABLE FOR 3RD OR 4TH PERIOD
Merlin (1998 miniseries)
King Arthur (2004)
First three episodes of Merlin (BBC series 2008)
1. In a well developed paragraph review the film/series including specifics on what you enjoyed and what you did not like.
2. In two well developed paragraphs, explain using specific details how the adaptation compares to the version we read for class. What are some key similarities? What are some key differences?
Submit your answers to turnitin.com (you do not need to turn in a hard copy) by Thursday, June 4th
Romeo & Juliet EC
1. Using specifics from the story, how does Romeo and Juliet met Aristotle's definition of tragedy?
2. Choose one motif of the play and analyze how is important to the story.
3. What was your favorite scene from the play? Why? BE SPECIFIC TO THIS STAGING.
2. Choose one motif of the play and analyze how is important to the story.
3. What was your favorite scene from the play? Why? BE SPECIFIC TO THIS STAGING.
Exodus EC
1. Choose 2 of the following (motif, theme, archetype) and compare it to the use of that same concept in Greek Mythology or literature.
2. How accurate is the film in comparison to the biblical version of Exodus?
3. What is your opinion of the film? What did you like? What did you dislike?
SUBMIT YOUR ANSWERS TO TURNITIN.COM BY JANUARY 6TH & GIVE BEDE YOUR TICKET STUB.
2. How accurate is the film in comparison to the biblical version of Exodus?
3. What is your opinion of the film? What did you like? What did you dislike?
SUBMIT YOUR ANSWERS TO TURNITIN.COM BY JANUARY 6TH & GIVE BEDE YOUR TICKET STUB.
Maleficent EC
Answer the following questions using specific detail from the film and submit them to turnitin.com. Bring Bede the ticket stub in class.
1) How are female archetypes (both plot and character) developed in this film? (2 paragraph)
2) What was your opinion of the film? (Basically a brief review- 2 paragraph)
1) How are female archetypes (both plot and character) developed in this film? (2 paragraph)
2) What was your opinion of the film? (Basically a brief review- 2 paragraph)
300 EC
Answer the following questions using specific detail from the film and submit them to turnitin.com. Bring Bede the ticket stub in class.
1) How are the warrior society's values portrayed in the film? (1 paragraph)
2) How are the relationships between soldiers developed and valued in the film? (1 paragraph)
3) What was your opinion of the film? (Basically a brief review- 2 paragraph)
1) How are the warrior society's values portrayed in the film? (1 paragraph)
2) How are the relationships between soldiers developed and valued in the film? (1 paragraph)
3) What was your opinion of the film? (Basically a brief review- 2 paragraph)
Arthurian Legend Film/TV EC
After viewing one of the following Arthurian Legend screen adaptations answer the following (responses must be typed)
Options
The Sword in the Stone (1963)
Excalibur (1981)
First Knight (1995)
The Mists of Avalon (2001 miniseries)
Merlin (1998 miniseries)
King Arthur (2004)
King Arthur (2004)
First three episodes of Merlin (BBC series 2008)
1. In a well developed paragraph review the film/series including specifics on what you enjoyed and what you did not like.
2. In two well developed paragraphs, explain using specific details how the adaptation compares to the version we read for class. What are some key similarities? What are some key differences?
Submit your answers to turnitin.com (you do not need to turn in a hard copy) by Tuesday January 21st.
2. In two well developed paragraphs, explain using specific details how the adaptation compares to the version we read for class. What are some key similarities? What are some key differences?
Submit your answers to turnitin.com (you do not need to turn in a hard copy) by Tuesday January 21st.
The Great Gatsby Extra Credit
After viewing the new film version of The Great Gatsby, answer the following (responses must be typed)
1. In two well developed paragraphs review the film including specifics on what you enjoyed and what you did not like.
2. In a well developed paragraph, explain using specific details how the character of Gatsby fits the tragic hero archetype. Be sure to include his tragic flaw and the concept of catharsis.
Submit your answers to turnitin.com (you do not need to turn in a hard copy) by 5/28 and bring in your ticket stub to Ms. Bede by that date as well.
1. In two well developed paragraphs review the film including specifics on what you enjoyed and what you did not like.
2. In a well developed paragraph, explain using specific details how the character of Gatsby fits the tragic hero archetype. Be sure to include his tragic flaw and the concept of catharsis.
Submit your answers to turnitin.com (you do not need to turn in a hard copy) by 5/28 and bring in your ticket stub to Ms. Bede by that date as well.
Comparative Analysis Essay
Classics Midterm Comparative
Analysis Essay
A common
essay task you will be asked to write in higher education will be comparative
analysis papers. The intent of a comparative analysis essay is to examine two
subjects (pieces of literature, writings styles, characters, etc.) and their
similarities and differences in relation to one another. The purpose of these
essays is not just to find the differences and similarities, but to analyze
these aspects in order to find deeper meaning. Your focus may be about two
similar things that have crucial differences (two tragic heroes with vastly
different personality traits) or two similar things that have crucial
differences, yet turn out to have surprising commonalities (two heroes written
almost 3000 years apart that both follow the hero archetype).
For this
paper, you will be developing a thesis driven comparative analysis on a topic
of your choice. You can choose any two elements to compare as long as one of
the elements is directly from literature we have read. You could compare two
characters, two ideas, two authors, a mythological figure and a modern figure,
etc. The possibilities are vast. The key is that you must be able to support
your in depth analysis with literary quotes and specificity. In order to ensure
that you are on the right track, you must have your comparative topic approved.
Paper Components:
Topic Approval~ Thursday, April
18th
Outline~ DUE Monday, April 22nd
1-2
pages typed
Working
Thesis Included
3
part outline (I, II, III)
3
level outline (I, A, 1.)
Must
include literary quotes
Rough Draft~ DUE Thursday, April 25th
3-5
Pages
Typed,
1” margins, double-spaced, 12 pt. Times font, heading, header w/ page numbers
In-text
citations and Works Cited page. (Must follow MLA format)
Final Paper ~ DUE Monday, April 29th by 11:59 to
turnitin.com
The Iliad Socratic Seminar Entrance Questions
The Iliad Socratic Seminar Entrance Questions
This sheet must be completed
FULLY in order to participate in the Socratic Seminar. You will receive
participation and culminating points for the seminar, and process points for
this sheet. In order to get a B or better on the seminar YOU MUST USE DIRECT
QUOTES to support your points.
1.
The Iliad focuses on the behavior of
warriors in time of crisis and examines what each person owes to him- or
herself and to the community. What does each of the following characters owe to
himself and to others? a) Agamemnon
b) Achilles c) Patroclus d) Hector e) Paris
2.
Achilles is acknowledged to be the greatest Greek warrior. Yet Homer focuses on
Achilles quarrel with Agamemnon and its effect upon the Greeks rather than on
his heroic exploits. Why?
3.
Achilles is the first tragic hero of literature. What does it mean to be a
tragic hero? How does the The Iliad
develop Achilles into a tragic hero? What is the difference between a tragic
hero and a hero?
4.
What kind of person is Hector? What tests of character confront him? To what
extent does he pass them? What temptations does he resist, and which does he
find irresistible? Why? How does his behavior affect his heroic image?
5.
How do you react to the fact that Athena tricks Hector into fighting Achilles?
How would you have written this part of the myth?
6.
Does the personality of any of the major characters change in the course of The Iliad? Explain.
7.Compare/Contrast
the following sets of characters. a)
Paris & Hector b)
Achilles & Paris c)Hector
& Achilles
8.
In The Iliad, why is a person’s
reputation worth more than wealth and power? Where is this shown in the story?
Is this still true today? Explain.
9.
Elements of The Iliad are accurate
depictions of relationships of Ancient Greek society. Do the relationships
resemble modern day relationships? Why
or why not? Use specifics examples.
10.
Other discussion questions for your peers????????
Creative Mythology Project
Classics
Creative Mythology
Writing
50 Culminating Points
In groups of 4, you will
be creating your own world of mythology which will take the form of a book. I
should be able to read your mythology book and understand all of the key
components of your mythical world.
Your mythical world must
contain the following:
Cosmology:
What
is the origin of the universe, gods, and man? What does the universe look like?
Gods:
What
is the hierarchy of gods? Who are they? What do they look like? How do they
act?
Humans:
What
role do humans play in the mythology? Are there heroes? Villains?
Creatures: You must create at least
2 original creatures of some kind including illustrations. Where did they come
from? Why are they important?
Interactive
Myths: You must write at least 2 full mythological stories.
Archetypes: 2
different archetypes (personality or plot) must be identifiable in your world.
Extras: You
must add at least 2 EXTRA components to your mythological world.
Scoring
Criteria
All Components Present
(15)
Creativity of Mythology
(25)
Creativity &
Appearance of Book (10)
TOTAL (50)
DUE
MONDAY, MARCH 25
Olympians Exam Review
Exam has 4
sections- Matching (Gods), Multiple Choice, Identification (Image & Quote),
and Short Answer
In order to do well on the exam you should review the readings that we did in class pertaining to each god. Be sure to review each god’s nature, the myths that define that nature, and how that nature ties to how humans worshipped or perceived them. Be sure to understand the concepts of polarity and duality, as well as subjugation of women. You need to understand archetypes and their importance. You should also understand the idea of etiological myths.
In order to do well on the exam you should review the readings that we did in class pertaining to each god. Be sure to review each god’s nature, the myths that define that nature, and how that nature ties to how humans worshipped or perceived them. Be sure to understand the concepts of polarity and duality, as well as subjugation of women. You need to understand archetypes and their importance. You should also understand the idea of etiological myths.
Athena Analysis/Discussion Questions
Classics
Athena
Analysis/Discussion Questions
1.
How does Athena’s birth story encompass/explain ALL elements of her timai?
2.
The feud between Poseidon and Athena is also representative of their opposite
natures. Explain how their natures are in natural opposition to one another.
3.
The story of Arachne is an allegory of the shift away from blind blood
vengeance to the rise of the justice system in Ancient Greece. What are the
parallels between the story and the idea of due process of law?
4.
How do the goddesses of Athena and Artemis represent polarity? Be sure to
include their connection before delving into their opposing traits.
Root Vocab List #8
Quiz 6/13
- ven, vent: come
- Latin, venire: to come
- convene (verb): to assemble, to come together
- verb, verv: word
- Latin, verbum: word
- verbalize (verb): to express in words, to put into words
- vers, vert: turn,change
- Latin, versare: to turn
- versatile (adjective): capable of changing or adapting, useful
- vid, vie, vis: see
- Latin, videre: to see; Latin, videre: to separate
- visible (adjective): able to be seen
- divide (verb): to separate
- voc, voke: call
- Latin, vocare: call, voice
- vocal (adjective): spoken or uttered by the voice
- volv, volt, vol: roll, turn
- Latin, volvere: to roll, turn
- revolve (verb): to turn around
2nd Semester Review
American
History
Unit 7
Causes
of the Great Depression
Franklin
D. Roosevelt
The
New Deal
Lasting
Effects of the Great Depression
Unit 8
Causes
of WWII
US
Neutrality & Involvement in WWII
Pearl
Harbor
Noose
Theory
D-Day
Island
Hopping Campaign
Dropping
of the Atomic Bombs
Turning
Points of WWII
Aftermath
of WWII (Partition of Germany/Korea)
Unit 9
Cold
War
Containment
Weapons
Race
Truman/Eisenhower
Doctrines
Space
Race
Brinkmanship
Korean
War
McCarthyism
Rosenbergs
Economics/Business
of the 50s
Baby
Boom
Social
Conformity
Unit 10
John F. Kennedy
Bay
of Pigs & Cuban Missile Crisis
Lyndon B. Johnson
Great
Society
Robert F. Kennedy
Martin Luther King Jr.
Brown vs. Board of Education
Malcolm X
Black Panthers
Civil Rights Act
Geneva Conference/Accords (1954)
Vietcong
Draft Resistance
Warfare of Vietnam
My Lai Massacre
Tet Offensive
Election of 1968
Kent State
Vietnamization
End of American Involvement
Psychological Effects of Vietnam
McNamara’s Lessons
60s Counterculture
Women’s Rights
Latino Rights
Native American Rights
Gay Rights Movement
Blended
Units
TV,
Film, & Music
Unit 11
Nixon’s Foreign Policy
Watergate Scandal
Gerald Ford
70s Social Changes
70s Economic Recession
Jimmy Carter
Iran Hostage Crisis
Camp David Accords
Ronald Reagan
New Right/Conservatism
Reaganomics
Foreign
Policy
Iran
Contra Scandal
War on Drugs
Emergence of AIDS
Invasion of Panama
Fall of Berlin Wall
End of Cold War
Persian Gulf War
Unit 12
LA Riots
Clinton Administration
Economy
Don’t
Ask Don’t Tell
Lewinsky Scandal
Dissolution of Yugoslavia and Aftermath
Gen X Identity
Election of 2000
George W. Bush
September 11th, 2001
War in Afghanistan
2nd Iraq War
Current Economic Recession
Election of 2008
Current Political Climate and Debate
English
The
Great Gatsby
Plot Analysis
Character Analysis
Use of Symbolism
Modernism (Death of American Dream)
Essay &
Research Writing
Introductions
Thesis Statements
Body Development
Transitions
Quote integration
Conclusions
Citations
Works Cited
To
Kill a Mockingbird
Plot Analysis
Character Analysis
Theme Development
Historical Context
Nonconformity
Poetry
Poetic Devices
Confessionals
Beats
Post-Modernism
Fallen
Angels
Plot Analysis
Character Analysis
Historical Context & Themes
Grammar
Parts of Speech
Types of Sentences
Sentence Construction Errors
Punctuation
Active/Passive Voice
Vocab
Root Lists 4-8
Lone
Ranger and Tonto Fistfight in Heaven
Use
of Humor
Voice and tone
Multicultural perspective
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