Dear Students & Families,
Each week's EELRs (Emergency Education Learning Resources) are listed below. As mentioned before, these activities/assignments are created to help students practice and maintain LA and SS skills during these weeks of school closures due to the COVID-19 Pandemic.
These activities/assignments are optional and will not be graded at any points. However, students will have an opportunity to have feedback from your LA teacher and myself
Each week's EELRs (Emergency Education Learning Resources) are listed below. As mentioned before, these activities/assignments are created to help students practice and maintain LA and SS skills during these weeks of school closures due to the COVID-19 Pandemic.
These activities/assignments are optional and will not be graded at any points. However, students will have an opportunity to have feedback from your LA teacher and myself
Week of April 6-10, 2020
Fascism Today - in Europe & the United States
Article: Right-wing nationalists are on the rise in Europe - and there’s no progressive coalition to stop them
Video: PBS News Hour Charlottesville Rally
Task:
Personal Primary Source Reflection
Task:
Article: Right-wing nationalists are on the rise in Europe - and there’s no progressive coalition to stop them
Video: PBS News Hour Charlottesville Rally
Task:
- Read the article about the rise of Right-wing nationalist in Europe
- Watch the PBS News Hour video on the Charlottesville Rally - this was a rally lead by white nationalist and white supremacist in Charlottosville, Virginia in 2017 that go very violent (trigger warning: there are scenes of violence)
- Write a reflection on your thoughts about the article and the video.
- What similarities do you see between what you know about the rise of fascism in the 1930s (Mussolini/Italy and Hitler/Germany) and what this article and video is talking about?
- Is this concerning (the rise/resurgence of fascist movements)? Based on your knowledge of history? (*right-wing nationalism in the past lead to WW2)
Personal Primary Source Reflection
Task:
- Choose one journal entry from your Making History assignment from Mrs. Cucinelli. Here’s the assignment if you forgot: Making History- Write your own primary source journal. If you didn’t do this assignment or want to write a more updated journal entry, feel free!
- After you have selected a journal entry, pretend that you are a historian or student of history in the future. Let’s say 2050 or further! You have been asked to read the journal entry of a high school student’s experience living through the 2020 Covid-19 Pandemic.
- Write a short source reflection on the source. Consider the sources origins, purpose, content, value, and limitations it would have for historians understanding the pandemic and its impact on the public at the time. You can write your reflection in a paragraph or two or if you prefer making an OPCVL chart, that’s fine too.
Week of March 30 - April 3, 2020
Block 1/2 & Period 7
14 Characteristics of Fascism
Critically read over the 14 characteristics of Fascism identified by political science professor Lawrence Britt.
As you read, consider making note of the following thing:
George Orwell, “What is Fascism?”
Critically read and annotate the article, "What is Fascism?" the author is a famed British writer (some of you might be familiar - Animal Farm) who lived through the rise and fall of fascist movements of the early 20th century. In this essay, he attempts to define fascism.
As you read, consider doing the following to help you understand the article:
Task: Write a 1 page reflection (MLA format, double space) on Orwell’s definition of fascism. More detailed guidance will be in the Teams assignment. If you choose to do this activity, I highly suggest you read over the 14 Characteristics of Fascism, first. Submit reflect to Teams by this Friday at 3pm.
Social Media helps dictators, not just protesters
Critically read this Washington Post article about the role of social media and dictators in the 21st century.
Task: Participate in a free form discussion on Teams responding to your thoughts/reactions about this article.
Fascism Source Analysis
This activity is to help you practice source analysis, both OPCVL and language analysis.
If you’d like to work on the language analysis this week, you will have another opportunity to complete the OPCVL and vice versa in the weeks to come. You are also welcome to do both! If you do choose to do both the language analysis and OPCVL this week, feel free to choose the same source for the OPCVL, or if you are feeling adventurous, use a different source! There’s an OPCVL template and guiding questions to help you on Teams.
***Note for Period 7 Students: If you did not do this activity last week and choose to focus on the language analysis part, you can work on the OPCVL part of this activity this week.
Submit to Teams by this Friday at 3pm for feedback.
Check your Crash Course Viewing Guide
(from last week)
If you watched the Crash Course Video from last week and turned in a viewing guide, I will post the answer key in your submission for you to check your answers by tomorrow.
BLOCK 1/2 only:
A note in regards to grades
We are working on getting them updated. We decided to prioritize outline feedback last week. Mrs. Cucinelli and Ms. Nguyen have been meticulously working on giving feedback to all students who submitted an outline all last week. If you do not see your Outline returned (ie. no feedback yet), please have some patience with us. We are trying our best to work through them; however it is taking much longer than we anticipated. We want every student to have in depth and quality feedback from the both of us, since we can not meet in person. So every outline is being viewed and commented by Mrs. Cucinelli and Ms. Nguyen. Please check Teams throughout the week for your outline feedback.
Integrated Research Project
14 Characteristics of Fascism
Critically read over the 14 characteristics of Fascism identified by political science professor Lawrence Britt.
As you read, consider making note of the following thing:
- Does a regime need to have all 14 listed characteristics to be a fascist regime?
- Can you think of a real (past/present) or fictional (Star Wars?) regime that would fit these 14 criteria?
George Orwell, “What is Fascism?”
Critically read and annotate the article, "What is Fascism?" the author is a famed British writer (some of you might be familiar - Animal Farm) who lived through the rise and fall of fascist movements of the early 20th century. In this essay, he attempts to define fascism.
As you read, consider doing the following to help you understand the article:
- If you are unfamiliar with the author (George Orwell), you might want to do a quick google search about him, his background, political views and works and make a note of that. This might help you understand his perspective.
- Making a list if terms, names, movements/organizations that Orwell mentions and look them up
- Summarize the 8 groups that Orwell discusses (Conservatives, Socialist, Communists, Trotskyists, Catholics, War resisters, Supporters of war, Nationalists) and their relation with the term fascism.
- Identify Orwell’s definition of fascism.
Task: Write a 1 page reflection (MLA format, double space) on Orwell’s definition of fascism. More detailed guidance will be in the Teams assignment. If you choose to do this activity, I highly suggest you read over the 14 Characteristics of Fascism, first. Submit reflect to Teams by this Friday at 3pm.
Social Media helps dictators, not just protesters
Critically read this Washington Post article about the role of social media and dictators in the 21st century.
Task: Participate in a free form discussion on Teams responding to your thoughts/reactions about this article.
- Do you agree with the author’s argument? You can agree with some aspects and disagree with other aspects, just identify which parts you agree/disagree with and explain why.
- We have heard about how innovative social media has been with organizing positive social and political movements, does it frighten you that it can be used for the opposite (dictators and authoritarian regimes)?
- Can social media be used to combat dictators and authoritarian regimes? How so? Can you think of any examples? Winnie the Pooh and Xi Jinping? Smeagol/Gollum and Recep Tayyip Erdogan? Memes and Vladimir Putin?
Fascism Source Analysis
This activity is to help you practice source analysis, both OPCVL and language analysis.
If you’d like to work on the language analysis this week, you will have another opportunity to complete the OPCVL and vice versa in the weeks to come. You are also welcome to do both! If you do choose to do both the language analysis and OPCVL this week, feel free to choose the same source for the OPCVL, or if you are feeling adventurous, use a different source! There’s an OPCVL template and guiding questions to help you on Teams.
***Note for Period 7 Students: If you did not do this activity last week and choose to focus on the language analysis part, you can work on the OPCVL part of this activity this week.
Submit to Teams by this Friday at 3pm for feedback.
Check your Crash Course Viewing Guide
(from last week)
If you watched the Crash Course Video from last week and turned in a viewing guide, I will post the answer key in your submission for you to check your answers by tomorrow.
BLOCK 1/2 only:
A note in regards to grades
We are working on getting them updated. We decided to prioritize outline feedback last week. Mrs. Cucinelli and Ms. Nguyen have been meticulously working on giving feedback to all students who submitted an outline all last week. If you do not see your Outline returned (ie. no feedback yet), please have some patience with us. We are trying our best to work through them; however it is taking much longer than we anticipated. We want every student to have in depth and quality feedback from the both of us, since we can not meet in person. So every outline is being viewed and commented by Mrs. Cucinelli and Ms. Nguyen. Please check Teams throughout the week for your outline feedback.
Integrated Research Project
- Check to see if your outline on Teams has been returned.
- If you have a returned Outline, you can start working on a rough draft. We will collect rough drafts for feedback next week.
- Midweek, we will post some general feedback for everyone, along with some tips and guidance to writing your rough draft .
- We highly suggest that you wait until you get your outline feedback from both of us before you start writing your rough draft.
Week of March 23-27, 2020
Block 1/2
Thesis & Analysis writing practice Learning Objective: Practice thesis and historical analysis writing Directions: Compare and contrast Mussolini’s doctrine of Fascism and Hitler’s doctrine of Nazism. You will need a thesis and two paragraph – a comparing paragraph and a contrasting paragraph (with evidence and analysis in each paragraph). Your writing should reference and/or quote (with in-text citation) the Mussolini and Hitler reading that we did in class before the school closures (reading also posted on my website). Submit by this Friday at 3pm for feedback. Fascism and Nazism e-Discussion Learning Objective: Practice critical thinking and analysis skills Direction: Go to Teams to engage in a mini discussion on the readings we read right before the school closures. If you did not do the reading, you can still do the reading and participate in the discussion. This discussion is all written, you will not need to speak and/or record yourself. More explicit directions on how to participate in this discussion will be on my website and on the General Teams post. History content refresher Learning Objective: Review history content that we have learned thus far *great for students who have been missing class the last couple of weeks before the school closures Directions: Watch the Crash Course European History #37: Economic Depression and Dictator with the viewing guide posted Teams. Submit by this Friday at 3pm and I will provide an answer key (via your Teams submission). Integrated LA/SS: Finish up and/or submit your Research Project Outline and/or OPCVL chart to Teams by 3pm this Friday Mrs. Cucinelli & Ms. Nguyen will have feedback ready for the outlines for everyone who submit by the deadline next week.If you already submitted, no need to re-submit. :) |
Period 7
Thesis & Analysis writing practice Learning Objective: Practice thesis and historical analysis writing Directions:
Fascism and Nazism e-Discussion Learning Objective: Practice critical thinking and analysis skills Direction:
History content refresher Learning Objective: Review history content that we have learned thus far *great for students who have been missing class the last couple of weeks before the school closures Directions:
Fascism Source Analysis This assignment is a great practice for the Integrated Research Project that we will start when we return Learning Objective: Practice research skills, identifying credible sources, historical and language analysis If you’d like to work on the language analysis this week, you will have another opportunity to complete the OPCVL and vice versa in the weeks to come. You are also welcome to do both! If you do choose to do both the language analysis and OPCVL this week, feel free to choose the same source for the OPCVL, or if you are feeling adventurous, use a different source! There's a OPCVL template with guiding question on Teams! Submit the OPCVL analysis to Teams by this Friday at 3pm for feedback. |