Tuesday!

English 20: Writing screens: We will be typing them up and working on them next week! TKAM CHAT: The trial is the most gripping, and in some ways the most important, dramatic sequence in TKAM yet. Tom Robinson is on trial but who else is on trial? What does the “coloured balcony” represent? Does Atticus win? Who are the big losers? All three lack the racism that the crowd of white faces in the courtroom propagates. No matter what evidence is presented at the trial, the racist jury would never, under any circumstances, acquit a black man accused of raping a white woman. The reader knows that Tom Robinson will be found guilty, so Lee locates the tension and suspense elsewhere—in Atticus’s slow but steady dismantling of the prosecution’s case. Jem, still clinging to his youthful illusions about life working according to concepts of fairness, doesn’t understand that his father’s brilliant efforts will be in vain. When Jem says, “We’ve got him,” after Bob Ewell is shown to be left-handed, the reader knows better. Atticus, like Mrs. Dubose in her battle with morphine, is “licked” before he begins. Bob Ewell’s real name is Robert E. Lee Ewell, a moniker that links him with the South’s past and makes him absurd by comparison with his namesake, General Robert E. Lee, who fought valiantly for the Confederacy in the Civil War despite his opposition to slavery. If Robert E. Lee represents the idealized South, then Bob Ewell epitomizes its darker and less respectable side, dominated by thoughtless prejudice, squalor, and meanness. Atticus’s admonition to Scout that she should increase her tolerance by stepping inside other people’s shoes does not apply to Bob Ewell. When Atticus tries to do so later, he only underestimates the depth of this little man’s wickedness. The irony, of course, is that Bob Ewell is completely unimportant; he is an arrogant, lazy, abusive fool, laughed at by his fellow townsfolk. Yet in the racist world of Maycomb, sadly, even he has the power to destroy an innocent man—perhaps the novel’s most tragic example of the threat posed to innocence by evil. Let’s watch the movie!

Media Studies/Photography 20:
Learning targets:
I can recognize gender stereotypes.
I can explain how stereotypes are formed and fostered through media.
I can identify and explain where age stereotypes exist in the media?

ASSIGNMENT: Photo Poster is due on Google Classroom (Thursday) City of Lloydminster project…
(Marked and you will get your marks back!)
*I was so impressed.
Images are SENT IN! #Eeeek Brittany B, Makayla W, Ashleigh D, Noah B. (OVERDUE!) Let’s go through and learn from each others work.

Today we will cover gender roles.
There are 6.
We will cover them, you will take down the general idea behind how them media portrays gender roles.
ASSIGNMENT:
WordPress: Media Studies 20 page…
Title each gender portrayal definition.
Then you will have to find an example of EACH.

Social 20: ASSIGNMENT: I Have a Dream Speech (Thursday)

1) “Be the Change you Wish to See in the World.” What does this mean to you? Who said it? Why did they say it? What would the world be like if everyone followed this statement? What would be different? Name some people in your life or that you know of (famous or not) that, are the change they wish to see in the world.
2) Brain Pop: Gandhi Mahatma Gandhi Not every revolution begins with a shot heard around the world. In this BrainPOP movie, Tim and Moby pay tribute to Mahatma Gandhi, the political and spiritual leader who fought for India’s independence using non-violent protest as his weapon of choice. Explore how Hinduism instilled the values that would shape Gandhi’s peaceful strategies. Discover how Gandhi’s civil rights struggles in South Africa paved the way for his campaigns for independence in India. And see how simple actions like fasting and weaving cloth were powerful enough to unite an entire people and drive the British Empire from its shores. (This information is taken from Brain Pop).
3) Learning about Gandhi: Connection and influence on Martin Luther King “If humanity is to progress, Gandhi is inescapable. We may ignore him at our own risk.”

4) We will work through portions of this UNIT together. Gandhi’s Principles of Nonviolence: Ahimsa and Satyagraha “Nonviolence is the greatest force at the disposal of humankind. It is mightier than the mightiest weapon of destruction….” (Harijan, July 20, 1931) A (not) + HIMSA (killing) = Not harming any living thing. “In its positive form, AHIMSA means the largest love, greatest charity. If I am a follower of AHIMSA, I must love my enemy.” (Gandhi) SATYA (truth) + AGRAHA (firmness, clinging, force) = Clinging to Truth “Satyagraha is putting AHIMSA into action and is called in English “truth-force” or “soul-force” This passage helps us to understand what Gandhi meant when we described his life journey in these words. “I must reduce myself to zero. So long as a person does not of their own free will put themselves last among their fellow creatures, there is no salvation for them. AHIMSA is the farthest limit of humility.” AUTOBIOGRAPHY, p.616; quoted in ALL MEN ARE BROTHERS, p. 35 What do you think Gandhi means by “I must reduce myseld to zero”? What is the connection between AHIMSA and “reducing oneself to zero”? What would it  mean for you to view your life in this way? Take some time to educate yourself on Gandhi. Make sure you can answer the following learning targets completely. You will have time to put the following targets and your responses (point form is fine) on your WordPress Social Studies 20 page OR on a WordPress blog post. ð I can explain how an individual can influence change through anti-war efforts. 1.48 ð I can define Satyragraha (Soul Force) and how it applies to Gandhi’s mission/aims. 1.49 ð I can explain what Ghandi believed and some key components in his life work/career. 1.50a ð I can explain how what Gandhi believed and accomplished impacted India’s people and history. 1.50b ð I can summarize what was going on in India during Gandhi’s time. Who wanted what?

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