I have so many emotions regarding the use of technology in K-12 schools. I go back and forth as to how much technology should be used and for what reasons. I have questions as to the best ways to use it and how I should include my kids in the usage. Assessment questions come to rise as well. Even with all of these questions, I still find technology the way to the future. I believe it will give our kids the most opportunities in their careers and professions. I don’t believe there are many jobs in our society that don’t include some sort of technology. I want my kids to be computer literate and to know how to make an orange spin on a PowerPoint or add an audio file to a Moviemaker video.
So how do you include technology in your classroom? These past three weeks I have been able to brush up on my technology skills- I have learned new concepts to add to old knowledge. This is something I have enjoyed, marveled in, wanted to throw my computer out the window, and been excited about. I am on a kick of wan to incorporate technology into everything I do. Last semester I took a technology course that focused on incorporating media literacy into the curriculum, so this is just something else I can add to that knowledge. How exciting!!!
I don’t have all of the answers to the right ways of going about making my room more technologically advanced, but I feel I have some great starting spots. The $1500.00 grant money got me thinking about what I would buy if I were ever given the opportunity. I think the draft I turned in was just that, a draft. I thought it was a great assignment to get me thinking about what I would do if I had a chance like the one presented to me. I would change a lot of my choices, but would find it extremely hard to make the final decisions.
I have found technology to be my friend and my enemy these past three weeks. I’m not sure what I like best, but I am glad that I have the option of having it around.
Monday, June 4, 2007
Week Two Reflection CI 5351
As week one wraps up, I have been reminded of how important, fun and easy technology is to incorporate into my classroom. I tend to shy away from it because of the time factor, but am now aware how effective it is when I use it and how much my kids enjoy seeing something new and creative. It seems that graduate school is allowing me to explore more with technology, and I have appreciated this aspect a lot. I believe learning with technology will not only benefit my students, but will also benefit me. The students will be able to experience different types of learning and I will be able to teach to all types of learners. (multi-intelligences)
This week has given me more time to ponder on the usage of technology in my class. I believe it doesn’t end with a PowerPoint or concept map; it goes a lot further. I want to take my knowledge to a new level. I want to bring in new ideas that haven’t been used in our school. I have great ideas, but I once again go back to the time factor. My plan, being I am on a “technology high” is to spend my summer creating and brainstorming different ways of using media in my room. I hope to accomplish at least starting a blog for my students and to get a projector in my room. I foresee these two goals happening and hopefully much more.
This week has given me more time to ponder on the usage of technology in my class. I believe it doesn’t end with a PowerPoint or concept map; it goes a lot further. I want to take my knowledge to a new level. I want to bring in new ideas that haven’t been used in our school. I have great ideas, but I once again go back to the time factor. My plan, being I am on a “technology high” is to spend my summer creating and brainstorming different ways of using media in my room. I hope to accomplish at least starting a blog for my students and to get a projector in my room. I foresee these two goals happening and hopefully much more.
Week One Reflection CI 5351
I look around the halls of my school and realize how technology has taken over the old. iPods have replaced walkmans, text messaging has replaced passing notes, flash drives have replaced floppy disks and smart boards have replaced overheads. I myself am hungry for the new technological advances and ways to incorporate them into my Language Arts curriculum. With this observation in mind, I think of our school and how it is meeting the needs of our students. We offer them ways to solve mathematical equations, explore the anatomy of a frog, re-create acts from Shakespeare, learn how to speak in a different languages and how to play paddleball, but do we use media to help us with these activities?
In my school’s Language Arts curriculum, it does not address the issues of technology beyond what the state of Minnesota requires. We are not forced to incorporate technology into our lessons or use technology as a learning tool. We offer a business course that focuses on media and technology but we, as teachers, do not build upon the skills they have learned from that course in our own classrooms. It is apparent that my students are hungry for technology- they thrive on seeing persuasion used in the media rather than just talking about it. When they can relate it to their everyday lives, they have a better grasp on it. When I pull clips from TV shows and movies to explain their weekly vocabulary, they have more interest and fun with it.
Our school needs to go beyond showing the movie of the book or event in history after they have read/learned about it and be more creative with the use of media in the classroom. In my opinion, movies have great value if used correctly, but from what I have seen, they are used to allow the teacher to “catch up” or a day off from teaching.
In my school’s Language Arts curriculum, it does not address the issues of technology beyond what the state of Minnesota requires. We are not forced to incorporate technology into our lessons or use technology as a learning tool. We offer a business course that focuses on media and technology but we, as teachers, do not build upon the skills they have learned from that course in our own classrooms. It is apparent that my students are hungry for technology- they thrive on seeing persuasion used in the media rather than just talking about it. When they can relate it to their everyday lives, they have a better grasp on it. When I pull clips from TV shows and movies to explain their weekly vocabulary, they have more interest and fun with it.
Our school needs to go beyond showing the movie of the book or event in history after they have read/learned about it and be more creative with the use of media in the classroom. In my opinion, movies have great value if used correctly, but from what I have seen, they are used to allow the teacher to “catch up” or a day off from teaching.
Wednesday, April 18, 2007
Week 12: Final project
In my opinion, it is very easy to integrate film into the English curriculum because almost any book that you read is made into a movie. In my own teaching, I like to show the movie either while reading the book, or at the end of the book. The kids like it too and in most cases it is a reward for them for working so hard. I have used O Brother Where Art Thou, The Odyssey, A Tale of Two Cities, and many more in my class. (just depends on what I am teaching) I think the big aspect for me to remember that I have learned from this course, is that I need to have more than just the movie showing. How can I assess them? What can I have them think about or what do I want them to gain by watching this movie? I need to make them more accountable and use film as a teaching method versus a reward. I think the possibilities are endless.
I feel the implementation process has already taken place in my classroom. I have looked at new ways of teaching and feel good about incorporating media into my daily lessons. I use the newspaper almost daily in my room and try and use other tools as well. Looking at some of the unit plans of my classmates, I am eager to try some of the lessons they have come up with. I want media to be apart of my daily lessons, and from the reactions of my students, they really enjoy it when I do bring in different aspects of media. Something as little as playing a song by an artist they know can really make a lesson a lot more exciting for them.
As far as the evaluation process goes, it all depends on what I am using. I don’t think I could ever assess them strictly on the media aspect of things, but I do know I will start to include in my rubrics a place for media. This part of media will take some trial and error for me to find out what works the best for all of us in the classroom. Some of the things I have done in this class- wiki, online chatting, and other web tools- are ways I would like to assess my students but have to see what is available and how assessable these tools are for my kids. I think evaluating them consists a lot on their effort but also how much they have improved with using different forms of media. I want them to learn that media can be their friend, and not always their enemy.
The Dangers of Prejudice
The Holocaust and Crimes against Humanity
Objectives:
To encourage students to expand their study of the Holocaust and current world issues.
To foster critical thinking skills in addition to compassionate responses to the study of the Holocaust and current genocides in the world.
To explore new strategies of learning through media.
To develop an awareness of historical documents and testimonies through the study of the Holocaust and other acts of hate and violence.
To develop an interest in poetry, video, art, and music in collaboration with the book of choice for book clubs.
Activities:
Students will use the pbwiki tool to post responses, thoughts, ideas, and assignments as well as collaborate with other students about class topics on the Holocaust and current issues.
Students will create a documentary on a specific aspect of the Holocaust (ex: a person, a specific camp, the medical experiments performed on the Jews, the ghettos, etc.).
Students will complete 100 independent project points by the end of the unit.
Students will write to a magazine, book or any publication that they feel discriminates against women, men, disabled, different races, cultures, gay or lesbian, etc.
Evaluation:
Students will be given daily points for active or inactive participation.
Students will be evaluated on their contributions using the wiki tool.
Students will be given 100 points if they complete their independent projects.
Students will be assessed on their understanding displayed in their final projects.
Day 1: Introduction
Introduction: Today we will introduce the Holocaust by showing a power point that covers the history and what took place during this time period.
Questions to consider for discussion:
-What are some of the things that were shocking?
-How do survivors cope after experiencing such horrific things?
-What questions do you have about the Holocaust?
-What parts of the Holocaust are you interested in learning more about?
-Other thoughts/concerns?
-We will introduce three novels, Night and Dawn, by Elie Wiesel, Man’s Search for Meaning by Viktor Frankl or Never to Forget: The Jews of the Holocaust by Milton Meltzer Students will choose which novel they wish to read for their book clubs and complete the novels by the end of the unit. They will be meeting periodically throughout the two weeks.
-We will give an overview of what the unit will look like and what topics we will cover.
-We will watch the film, “Paper Clips,” which portrays the vast representation of how many people were killed in the Holocaust.
-We will introduce class projects that students should be working on during the entirety of the unit (wiki and independent project points).
Materials Needed:
Books: Night by Elie Wiesel, Dawn by Elie Wiesel, Man’s Search for Meaning by Viktor Frankl, Never Forget: The Jews of the Holocaust by Milton Meltzer
Holocaust PowerPoint
Movie: Paper Clips - Documentary
Independent Project Points Handout (bottom of unit plan)
Day 2: Life before and life in the Ghetto
Introduction: We will begin class by showing a film clip from Sylvia Richmond’s life in a Jewish ghetto in Poland.
Questions to consider for discussion:
-What is Semitism?
-What was the ghetto like?
-Who controlled the ghetto?
-What type of problems do you think came about as a result of living in the ghetto?
-How was this a form of Anti-Semitism?
-Today we are going to split the class up into four groups. Each group is responsible for reading an article about a specific ghetto. After the groups read the article they will discuss five facts specific to their ghetto. Then we will do a jigsaw with the other groups and each member of the new groups will present their findings to the other group members.
- Students will go to the media center and print off pictures of different ghettos they find (from the time of the Holocaust through today).
-As students bring these back to the classroom, they will write a three paragraph story that goes along with the picture.
Examples:
-What life was like before the ghetto
-Life in the ghetto
-Living in the city before the ghetto was established
Assignment:
Students will begin their wiki postings tonight. They must post at least three times per week responding to this question, “Why didn’t the Jews fight back or revolt against the Germans? What do you know now that supports your thinking?” Out of the three responses per week, students must respond at least twice to another classmate's thoughts or ideas.
Materials Needed:
Movie Clip: http://fcit.usf.edu/HOLOCAUST/resource/MOVIES/RICHMAN/INDEX.HTM
Ghetto articles:
Warsaw – http://www.aish.com/holocaust/overview/he05n27.htm
Lodz – http://www.jewishvirtuallibrary.org/jsource/Holocaust/lodz.html
krakow – http://www.deathcamps.org/occupation/krakow%20ghetto.html
Kovno - http://jewishmag.com/35MAG/kovno/kovno.htm
Day 3: Concentration/Death Camps
Introduction: Today we will begin the class by showing previous students’ movie projects on concentration camps.
-Next we will give background information on the three biggest concentration camps: Auschwitz, Buchenwald, and Bergen-Belsen.
-We will watch Oprah’s interview with Elie Wiesel.
Questions to consider for discussion:
-What are some things that surprised you about Wiesel’s experience?
-What did you notice about Wiesel’s demeanor? Why do you think it was like this?
-Why would conducting this type of interview be difficult for both the interviewer and the interviewee?
-What is the difference between this type of interview and an interview with someone who is remembering a positive life experience?
-What specific aspects of this interview have the producers enhanced in order to evoke emotion?
-What are some questions you would like to ask Mr. Wiesel?
Assignment:
-Write ten questions for an interview as if you were going to interview someone who had experienced life in the concentration camps. Then type 1-2 pages responding to Mr. Wiesel’s quote, “There’s so much suffering here in this place, so much agony. How grateful I should be that I am here – that you and I are here walking, remembering, helping, thinking of what to do with our lives, with our memories. It is kind of enriching.” Would your outlook on life change? How will you live in order to honor those that died during the Holocaust?
Materials Needed:
Video clips from previous students (attachments)
Auschwitz information- http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Buchenwald information- http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Bergen-Belsen information-http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005224
Oprah’s interview with Elie Wiesel – Documentary http://www.oprah.com/tows/pastshows/200605/tows_past_20060524.jhtml
Day 4: Poetry and Music
Introduction: Today the students will begin the class by meeting in their book club groups (20 min.) They will discuss these questions:
-What do you think of your book and why?
-What are some new things you’ve learned about the Holocaust through your book reading?
-What emotions have you dealt with when reading this book (give passage examples)?
-Has this reading caused you to think about any of your own personal experiences? What are they?
-Talk about striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them?
- (Entire Class) Have students imagine if it would be possible for them to forgive and forget all the pain, suffering, and loss that was inflicted if they were an individual of the Holocaust. Would they be able to forgive the individuals that killed their family and friends, as well as the individuals that put them through the most strenuous and life-threatening conditions? Discuss the reasons why it takes a strong person to be able to move on in their lives as well as the reasons it takes a strong person to educate the individual that lack the understanding of a particular culture or religion.
-Have students first read the piece slowly to themselves (We Have Survived). Tell them to take brief notes on questions or reactions they have to certain lines in the poem.
-Next we will listen to three songs, Girl America (Mat Kearney), Where is the Love (Black Eyed Peas), and Waiting on the World to Change (John Mayer). Have students take brief notes on questions or reactions they have to certain lines in the songs.
-Questions for Discussion:
-Personally, are you more influenced by poetry or music, why?
-Can any form of poetry be turned in to music and vise versa?
-What are some of the messages you’ve read or heard today?
-What did you think about or feel when you heard these things?
-What type of media would you choose in order to influence people?
Materials Needed:
Copy of Poem (bottom of unit plan)
Songs:
Girl America: http://www.youtube.com/watch?v=0KL5cxbJBms
Where is the Love: http://www.youtube.com/watch?v=PJV9EMkv0u4
Waiting on the World to Change: http://www.youtube.com/watch?v=HXWXQeHCWpo
Day 5: Media Propaganda
Introduction: Today we will meet with the class about their wiki posts. We will be discussing responses and questions that have been brought up on the wiki posts.
-First, we will show several pictures of propaganda that Hitler used to influence public opinions and perspectives of the Jews.
Questions to consider for discussion:
-How do these images portray Jewish people?
-In what ways are these images influential?
-Why does Hitler use these images?
-Why is this propaganda effective?
-Why is this form of media more effective than perhaps an article or a speech?
-Next, we will show several pictures from today’s media (including women, men, wealth, African Americans, different cultures, etc.)
Questions to consider for discussion:
-How do these images portray different people?
-In what ways are these images influential?
-Why do advertisers use these images?
-Why is this propaganda effective?
-Why is this form of media more effective than perhaps an article or a speech?
Assignment:
Find one picture that Hitler used for propaganda against the Jews and find one advertisement that portrays people in a certain light. Then, compare the two pictures and create some form of “project” conveying the effects of this type of media.
-Examples:
-Collage of pictures
-A paper
-The two main pictures surrounded by different words
-A jumpcut video (www.jumpcut.com)
Materials Needed:
Nazi propaganda-
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005274
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005202
http://www.ushmm.org/uia-cgi/uia_query/photos?hr=null&query=kw122571
Current day propaganda
http://images.google.com/images?svnum=10&hl=en&gbv=2&q=african+american+advertisement
http://images.google.com/images?svnum=10&hl=en&gbv=2&q=women+advertisement
Rubric for project (bottom of unit plan)
Day 6: Liberation
Introduction: The day will start by having students listen to “I have a Dream” speech by MLK Jr.
-Background on liberation for the Jews from the concentration camps.
-We will ask the kids to look into their own lives and think about a time or situation that they have had to overcome something difficult. They will be asked to produce a two page essay that elaborates on the event that has happened to them.
-Examples:
-divorce
-death of a family member or friend
-moving to a new city
-In groups of 4-5, students will work together to create a interview video of other students and teachers asking them about what people groups in society they feel are oppressed. Today they will be generating questions to ask the interviewee. Throughout the next couple of class periods, each group will be allowed time to complete this assignment.
Materials needed:
I Have a Dream Speech: http://blog.lextext.com/_attachments/1676937/IHaveADream.mp3
Liberation articles:
http://fcit.usf.edu/HOLOCAUST/timeline/rescue.htm
http://www.queensu.ca/cora/polls/2005/January24-holocaust.pdf
http://www.palmbeachpost.com/news/content/local_news/holocaust/index.html
http://www.ushmm.org/museum/exhibit/focus/auschwitz/
Day 7: the oppressed
Introduction: Touch base with wiki discussion board. Classroom discussion generated from comments made on the wiki.
-Introduce other targeted groups of the Holocaust besides the Jews. (Homosexuals, gypsies, Jehovah’s Witnesses, disabled individuals)
Questions to consider for discussion:
-Why were these groups targeted?
-What was the criterion for being “pure”?
-How did this affect society?
-What did society lose because of the elimination of these particular
groups?
- Show clips from The Simpson’s and South Park to portray how our society still discriminates against these groups.
-Introduce other oppressed groups in our society.
- African Americans
- Hutu and Tutsi’s- Rwandan genocide
- Catholic’s and Protestants- Northern Ireland
Materials needed:
Targeted groups of the Holocaust:
Roma, Disabled, POW’s, Homosexuals, Jehovah Witnesses http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Simpson’s TV clips
http://www.tv.com/the-simpsons/bart-gets-hit-by-a-car/episode/1308/summary.html
South Park TV clips http://www.comedycentral.com/motherload/index.jhtml?ml_video=75879
Day 8: African Americans Civil rights movement
Introduction: We are going to be showing a 10-15 segment from the movie The Shadow of Hate. This section will focus on the intolerance of African Americans in America.
- Show student’s timeline of key events that took place during the Civil Rights Movement.
-Discuss what it would be like to live during this time period.
- We will tap into a local college or university to find a speaker knowledgeable about the Civil Rights movement.
Assignment:
A copy of the Langston Hughes poem Me and the Mule will be posted on wiki for the students to write their thoughts and emotions after learning about the Civil Rights movement. What do you think Langston Hughes is talking about in this poem?
Materials needed:
The Shadow of Hate:
http://www.tolerance.org/teach/resources/shadow_of_hate.jsp
Timeline of Civil Rights Movement:
http://www.infoplease.com/spot/civilrightstimeline1.html
Langston Hughes Poem:
http://jls-web.pausd.palo-alto.ca.us/~mwillis/wd/spring05/7/Benjamin/poems/tiled.html
Day 9:Tutsi oppression in Rwanda
Introduction: The students will be shown a clip from the film Hotel Rwanda .
- Go over facts about the Genocide in Rwanda. Give student’s background information and read an actual article from either a magazine or newspaper that covers this genocide.
-Student’s will spend the rest of the period in the media center researching more about the Rwandan Genocide. Student’s will then create a newspaper article incorporating the information they have research as well as pictures to go along with their findings.
Materials needed:
Hotel Rwanda
Rwandan Genocide Information http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/
http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143=
Rwandan newspaper article
Rwandan newspaper assignment
Day 10: Catholic and Protestants in Northern Ireland
Introduction: Student’s will meet in their book club groups to finish discussions about their book and begin to brainstorm ideas for their final book club presentations.
- Play U2’s song Bloody Sunday for students. When the song is over they will take 10-15 minutes to journal about any knowledge they have about the history behind this song.
-Go over history of conflict in Northern Ireland and show a movie clip from Bloody Sunday.
-From the knowledge that they have students should decide which is best for Northern Ireland: to be Catholic or Protestant. They will write down ideas and facts they’ve learned and be able to defend their thinking. We will take the last 15 minutes of class to set up a debate for the two sides.
Questions to ask:
-Why did you choose the side that you did?
-What are some of the benefits your group receives from being either Catholic or Protestant?
-What are the dangers of remaining Catholic or Protestant?
- Why do you think this conflict has persisted for so long?
-What can you as a Catholic/Protestant do to change it?
Assignment:
-Finalize wiki post and IP points.
-Work on book club presentations.
Materials needed:
Song: Bloody Sunday:
http://www.youtube.com/watch?v=JFM7Ty1EEvs
Timeline of Conflict in Northern Ireland:
http://www.stolaf.edu/nppf/2000/resources/past.htm
Movie Clip: Bloody Sunday:
Rubric for Book Club Presentations (bottom of unit plan)
Week Three:
During week three, we will take time to finish lesson plans and debrief what has been covered in the past two weeks by talking through any other issues or wiki discussions. We will give one of two days throughout the week to work on projects that haven’t been completed yet, or to meet with book club presentation groups. Students will also have the opportunity to explore more about the Holocaust and current day acts of violence and discrimination if they are completed with all of their projects.
On Friday, the last day of the unit plan, students will present a book presentation summarizing the book they chose to read at the beginning of this unit. Each group will give a 15-20 minute presentation on their book.
*Other documents are at the bottom of the unit plan.
We have survived
Anonymous
We have survived by hiding
in the shadows of confusion;
to scatter and to gnaw through
yet another day.
We shared illusion of a purpose,
of a mission; of being special ,
in a very special way.
We thought that our survival
had a reason;
we were to warn the world
and make it change its ways-
we, who’ve survived the camps, the grimmest of all prisons,
and then emerged from darkness into light.
But now, that our end is growing nearer,
and our tie to leave will soon arrive,
what can we say to force the work to hear?
What we have learned through suffering and pain.
That murder’s no solution for the living;
that evil multiplies itself and nurtures hate;
that man must learn the practice of forgiving,
and must suppress the urge to take revenge.
Independent Project Points
Throughout the course of this unit, you will be required to earn 100 independent project points. There is a list below that contains just a few options with the point values. However, this is also a creative aspect of the unit. You may create your own opportunities to earn IP points, as long as you discuss these ideas with me first. You may do the same type of project more than once (for example: you may find 3 newspaper articles to use for IP points). This assignment is a supplemental tool in order to help your understanding of the Holocaust and other crimes against humanity. Have fun and be creative!!!
Cut out a newspaper article that discusses discrimination and write a 1 page summary of how this applies to our unit (15 points).
Watch a movie that has to do with the Holocaust or other types of discrimination and write a 1 page analysis on the movie (30 points).
Movie Ideas: Bloody Sunday
Schindler’s List
Anne Frank
The Devil’s Arithmetic
We Shall Overcome
Hotel Rwanda
Conduct an interview with someone who has lived through a specific act of discrimination. This does not need to be limited to the issues we have addressed. Write a two page summary of the interview including your reflections (35 points).
Write a poem or song incorporating your reflections of what you’ve learned. Read or perform this song for class (20 points).
Draw a picture of your reflections on this unit (15 points)
Create a collage of images that display acts of discrimination (15 points).
Choose to take on a “handicapped” for the day (ex: go around blindfolded, use a wheelchair, don’t speak at all, etc), and write a 1 page reflection on the way you were treated and others’ reactions toward your “handicapped” (30 points).
*These are just a few examples to get you started. Remember, feel free to create your own IP points, just make sure to speak with me first so we can discuss point value.
Rubric for propaganda assignment
Students have creatively designed a project that portrays the effects of propaganda among our society.
1 2 3 4 5
Projects are complete with factual information.
1 2 3 4 5
Student’s assignments were neat and turned in on time completed.
1 2 3 4 5
Student’ s used their knowledge about the Holocaust when completing their assignment.
1 2 3 4 5
Grade and comments:
Rubric for Book Club Presentations
The presentation is given on time and evidence of planning is clear.
1 2 3 4 5
Each member of the group participates during the presentation, and offers insights into the learning of the group.
1 2 3 4 5
The summary given is clear and thorough and others are able to understand the main concepts about the book.
1 2 3 4 5
The presentation offers thoughtful analysis and reflection of the book that has been read, and the students are able to make connections between the book and the unit plan.
1 2 3 4 5
Grade and comments:
Book Club Presentation
Students will form book clubs according to choice of book. The book clubs will discuss parts of the book in a few different class sessions, with each member of the club responsible for leading the discussion on one occasion, and later will make a presentation on the book to the rest of the class. Groups will present their books to the class toward the end of the semester.
During book club meetings in class, groups will be required to write a log of what was discussed, insightful thoughts, time met, and also reading requirements for the next meeting. Each student will sign off on the log sheet and hand it in to the teacher before leaving class.
The final project will consist of the students putting a 15 minute presentation together about their book. They will be asked to give one handout- excerpt, questions to think about, or key points-to the class. Each member is required to speak and involve the class in an activity. Creativity is essential!
NEWSPAPER ASSIGNMENT
Your task for this assignment is to create a news article based on the information you have found about the Rwandan Genocide. You can use it in the local section or the national section for the paper.
The article must contain the following items:
A catchy heading
One picture with a caption
Two quotes taken from your research
The format must also be displayed as a normal newspaper article- in columns.
I feel the implementation process has already taken place in my classroom. I have looked at new ways of teaching and feel good about incorporating media into my daily lessons. I use the newspaper almost daily in my room and try and use other tools as well. Looking at some of the unit plans of my classmates, I am eager to try some of the lessons they have come up with. I want media to be apart of my daily lessons, and from the reactions of my students, they really enjoy it when I do bring in different aspects of media. Something as little as playing a song by an artist they know can really make a lesson a lot more exciting for them.
As far as the evaluation process goes, it all depends on what I am using. I don’t think I could ever assess them strictly on the media aspect of things, but I do know I will start to include in my rubrics a place for media. This part of media will take some trial and error for me to find out what works the best for all of us in the classroom. Some of the things I have done in this class- wiki, online chatting, and other web tools- are ways I would like to assess my students but have to see what is available and how assessable these tools are for my kids. I think evaluating them consists a lot on their effort but also how much they have improved with using different forms of media. I want them to learn that media can be their friend, and not always their enemy.
The Dangers of Prejudice
The Holocaust and Crimes against Humanity
Objectives:
To encourage students to expand their study of the Holocaust and current world issues.
To foster critical thinking skills in addition to compassionate responses to the study of the Holocaust and current genocides in the world.
To explore new strategies of learning through media.
To develop an awareness of historical documents and testimonies through the study of the Holocaust and other acts of hate and violence.
To develop an interest in poetry, video, art, and music in collaboration with the book of choice for book clubs.
Activities:
Students will use the pbwiki tool to post responses, thoughts, ideas, and assignments as well as collaborate with other students about class topics on the Holocaust and current issues.
Students will create a documentary on a specific aspect of the Holocaust (ex: a person, a specific camp, the medical experiments performed on the Jews, the ghettos, etc.).
Students will complete 100 independent project points by the end of the unit.
Students will write to a magazine, book or any publication that they feel discriminates against women, men, disabled, different races, cultures, gay or lesbian, etc.
Evaluation:
Students will be given daily points for active or inactive participation.
Students will be evaluated on their contributions using the wiki tool.
Students will be given 100 points if they complete their independent projects.
Students will be assessed on their understanding displayed in their final projects.
Day 1: Introduction
Introduction: Today we will introduce the Holocaust by showing a power point that covers the history and what took place during this time period.
Questions to consider for discussion:
-What are some of the things that were shocking?
-How do survivors cope after experiencing such horrific things?
-What questions do you have about the Holocaust?
-What parts of the Holocaust are you interested in learning more about?
-Other thoughts/concerns?
-We will introduce three novels, Night and Dawn, by Elie Wiesel, Man’s Search for Meaning by Viktor Frankl or Never to Forget: The Jews of the Holocaust by Milton Meltzer Students will choose which novel they wish to read for their book clubs and complete the novels by the end of the unit. They will be meeting periodically throughout the two weeks.
-We will give an overview of what the unit will look like and what topics we will cover.
-We will watch the film, “Paper Clips,” which portrays the vast representation of how many people were killed in the Holocaust.
-We will introduce class projects that students should be working on during the entirety of the unit (wiki and independent project points).
Materials Needed:
Books: Night by Elie Wiesel, Dawn by Elie Wiesel, Man’s Search for Meaning by Viktor Frankl, Never Forget: The Jews of the Holocaust by Milton Meltzer
Holocaust PowerPoint
Movie: Paper Clips - Documentary
Independent Project Points Handout (bottom of unit plan)
Day 2: Life before and life in the Ghetto
Introduction: We will begin class by showing a film clip from Sylvia Richmond’s life in a Jewish ghetto in Poland.
Questions to consider for discussion:
-What is Semitism?
-What was the ghetto like?
-Who controlled the ghetto?
-What type of problems do you think came about as a result of living in the ghetto?
-How was this a form of Anti-Semitism?
-Today we are going to split the class up into four groups. Each group is responsible for reading an article about a specific ghetto. After the groups read the article they will discuss five facts specific to their ghetto. Then we will do a jigsaw with the other groups and each member of the new groups will present their findings to the other group members.
- Students will go to the media center and print off pictures of different ghettos they find (from the time of the Holocaust through today).
-As students bring these back to the classroom, they will write a three paragraph story that goes along with the picture.
Examples:
-What life was like before the ghetto
-Life in the ghetto
-Living in the city before the ghetto was established
Assignment:
Students will begin their wiki postings tonight. They must post at least three times per week responding to this question, “Why didn’t the Jews fight back or revolt against the Germans? What do you know now that supports your thinking?” Out of the three responses per week, students must respond at least twice to another classmate's thoughts or ideas.
Materials Needed:
Movie Clip: http://fcit.usf.edu/HOLOCAUST/resource/MOVIES/RICHMAN/INDEX.HTM
Ghetto articles:
Warsaw – http://www.aish.com/holocaust/overview/he05n27.htm
Lodz – http://www.jewishvirtuallibrary.org/jsource/Holocaust/lodz.html
krakow – http://www.deathcamps.org/occupation/krakow%20ghetto.html
Kovno - http://jewishmag.com/35MAG/kovno/kovno.htm
Day 3: Concentration/Death Camps
Introduction: Today we will begin the class by showing previous students’ movie projects on concentration camps.
-Next we will give background information on the three biggest concentration camps: Auschwitz, Buchenwald, and Bergen-Belsen.
-We will watch Oprah’s interview with Elie Wiesel.
Questions to consider for discussion:
-What are some things that surprised you about Wiesel’s experience?
-What did you notice about Wiesel’s demeanor? Why do you think it was like this?
-Why would conducting this type of interview be difficult for both the interviewer and the interviewee?
-What is the difference between this type of interview and an interview with someone who is remembering a positive life experience?
-What specific aspects of this interview have the producers enhanced in order to evoke emotion?
-What are some questions you would like to ask Mr. Wiesel?
Assignment:
-Write ten questions for an interview as if you were going to interview someone who had experienced life in the concentration camps. Then type 1-2 pages responding to Mr. Wiesel’s quote, “There’s so much suffering here in this place, so much agony. How grateful I should be that I am here – that you and I are here walking, remembering, helping, thinking of what to do with our lives, with our memories. It is kind of enriching.” Would your outlook on life change? How will you live in order to honor those that died during the Holocaust?
Materials Needed:
Video clips from previous students (attachments)
Auschwitz information- http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Buchenwald information- http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Bergen-Belsen information-http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005224
Oprah’s interview with Elie Wiesel – Documentary http://www.oprah.com/tows/pastshows/200605/tows_past_20060524.jhtml
Day 4: Poetry and Music
Introduction: Today the students will begin the class by meeting in their book club groups (20 min.) They will discuss these questions:
-What do you think of your book and why?
-What are some new things you’ve learned about the Holocaust through your book reading?
-What emotions have you dealt with when reading this book (give passage examples)?
-Has this reading caused you to think about any of your own personal experiences? What are they?
-Talk about striking words, images, phrases, or details. Speculate about them. Why did the author choose them? What do they add to the story? Why did you notice them?
- (Entire Class) Have students imagine if it would be possible for them to forgive and forget all the pain, suffering, and loss that was inflicted if they were an individual of the Holocaust. Would they be able to forgive the individuals that killed their family and friends, as well as the individuals that put them through the most strenuous and life-threatening conditions? Discuss the reasons why it takes a strong person to be able to move on in their lives as well as the reasons it takes a strong person to educate the individual that lack the understanding of a particular culture or religion.
-Have students first read the piece slowly to themselves (We Have Survived). Tell them to take brief notes on questions or reactions they have to certain lines in the poem.
-Next we will listen to three songs, Girl America (Mat Kearney), Where is the Love (Black Eyed Peas), and Waiting on the World to Change (John Mayer). Have students take brief notes on questions or reactions they have to certain lines in the songs.
-Questions for Discussion:
-Personally, are you more influenced by poetry or music, why?
-Can any form of poetry be turned in to music and vise versa?
-What are some of the messages you’ve read or heard today?
-What did you think about or feel when you heard these things?
-What type of media would you choose in order to influence people?
Materials Needed:
Copy of Poem (bottom of unit plan)
Songs:
Girl America: http://www.youtube.com/watch?v=0KL5cxbJBms
Where is the Love: http://www.youtube.com/watch?v=PJV9EMkv0u4
Waiting on the World to Change: http://www.youtube.com/watch?v=HXWXQeHCWpo
Day 5: Media Propaganda
Introduction: Today we will meet with the class about their wiki posts. We will be discussing responses and questions that have been brought up on the wiki posts.
-First, we will show several pictures of propaganda that Hitler used to influence public opinions and perspectives of the Jews.
Questions to consider for discussion:
-How do these images portray Jewish people?
-In what ways are these images influential?
-Why does Hitler use these images?
-Why is this propaganda effective?
-Why is this form of media more effective than perhaps an article or a speech?
-Next, we will show several pictures from today’s media (including women, men, wealth, African Americans, different cultures, etc.)
Questions to consider for discussion:
-How do these images portray different people?
-In what ways are these images influential?
-Why do advertisers use these images?
-Why is this propaganda effective?
-Why is this form of media more effective than perhaps an article or a speech?
Assignment:
Find one picture that Hitler used for propaganda against the Jews and find one advertisement that portrays people in a certain light. Then, compare the two pictures and create some form of “project” conveying the effects of this type of media.
-Examples:
-Collage of pictures
-A paper
-The two main pictures surrounded by different words
-A jumpcut video (www.jumpcut.com)
Materials Needed:
Nazi propaganda-
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005274
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005202
http://www.ushmm.org/uia-cgi/uia_query/photos?hr=null&query=kw122571
Current day propaganda
http://images.google.com/images?svnum=10&hl=en&gbv=2&q=african+american+advertisement
http://images.google.com/images?svnum=10&hl=en&gbv=2&q=women+advertisement
Rubric for project (bottom of unit plan)
Day 6: Liberation
Introduction: The day will start by having students listen to “I have a Dream” speech by MLK Jr.
-Background on liberation for the Jews from the concentration camps.
-We will ask the kids to look into their own lives and think about a time or situation that they have had to overcome something difficult. They will be asked to produce a two page essay that elaborates on the event that has happened to them.
-Examples:
-divorce
-death of a family member or friend
-moving to a new city
-In groups of 4-5, students will work together to create a interview video of other students and teachers asking them about what people groups in society they feel are oppressed. Today they will be generating questions to ask the interviewee. Throughout the next couple of class periods, each group will be allowed time to complete this assignment.
Materials needed:
I Have a Dream Speech: http://blog.lextext.com/_attachments/1676937/IHaveADream.mp3
Liberation articles:
http://fcit.usf.edu/HOLOCAUST/timeline/rescue.htm
http://www.queensu.ca/cora/polls/2005/January24-holocaust.pdf
http://www.palmbeachpost.com/news/content/local_news/holocaust/index.html
http://www.ushmm.org/museum/exhibit/focus/auschwitz/
Day 7: the oppressed
Introduction: Touch base with wiki discussion board. Classroom discussion generated from comments made on the wiki.
-Introduce other targeted groups of the Holocaust besides the Jews. (Homosexuals, gypsies, Jehovah’s Witnesses, disabled individuals)
Questions to consider for discussion:
-Why were these groups targeted?
-What was the criterion for being “pure”?
-How did this affect society?
-What did society lose because of the elimination of these particular
groups?
- Show clips from The Simpson’s and South Park to portray how our society still discriminates against these groups.
-Introduce other oppressed groups in our society.
- African Americans
- Hutu and Tutsi’s- Rwandan genocide
- Catholic’s and Protestants- Northern Ireland
Materials needed:
Targeted groups of the Holocaust:
Roma, Disabled, POW’s, Homosexuals, Jehovah Witnesses http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143
Simpson’s TV clips
http://www.tv.com/the-simpsons/bart-gets-hit-by-a-car/episode/1308/summary.html
South Park TV clips http://www.comedycentral.com/motherload/index.jhtml?ml_video=75879
Day 8: African Americans Civil rights movement
Introduction: We are going to be showing a 10-15 segment from the movie The Shadow of Hate. This section will focus on the intolerance of African Americans in America.
- Show student’s timeline of key events that took place during the Civil Rights Movement.
-Discuss what it would be like to live during this time period.
- We will tap into a local college or university to find a speaker knowledgeable about the Civil Rights movement.
Assignment:
A copy of the Langston Hughes poem Me and the Mule will be posted on wiki for the students to write their thoughts and emotions after learning about the Civil Rights movement. What do you think Langston Hughes is talking about in this poem?
Materials needed:
The Shadow of Hate:
http://www.tolerance.org/teach/resources/shadow_of_hate.jsp
Timeline of Civil Rights Movement:
http://www.infoplease.com/spot/civilrightstimeline1.html
Langston Hughes Poem:
http://jls-web.pausd.palo-alto.ca.us/~mwillis/wd/spring05/7/Benjamin/poems/tiled.html
Day 9:Tutsi oppression in Rwanda
Introduction: The students will be shown a clip from the film Hotel Rwanda .
- Go over facts about the Genocide in Rwanda. Give student’s background information and read an actual article from either a magazine or newspaper that covers this genocide.
-Student’s will spend the rest of the period in the media center researching more about the Rwandan Genocide. Student’s will then create a newspaper article incorporating the information they have research as well as pictures to go along with their findings.
Materials needed:
Hotel Rwanda
Rwandan Genocide Information http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/
http://www.ushmm.org/wlc/en/index.php?lang=en&ModuleId=10005143=
Rwandan newspaper article
Rwandan newspaper assignment
Day 10: Catholic and Protestants in Northern Ireland
Introduction: Student’s will meet in their book club groups to finish discussions about their book and begin to brainstorm ideas for their final book club presentations.
- Play U2’s song Bloody Sunday for students. When the song is over they will take 10-15 minutes to journal about any knowledge they have about the history behind this song.
-Go over history of conflict in Northern Ireland and show a movie clip from Bloody Sunday.
-From the knowledge that they have students should decide which is best for Northern Ireland: to be Catholic or Protestant. They will write down ideas and facts they’ve learned and be able to defend their thinking. We will take the last 15 minutes of class to set up a debate for the two sides.
Questions to ask:
-Why did you choose the side that you did?
-What are some of the benefits your group receives from being either Catholic or Protestant?
-What are the dangers of remaining Catholic or Protestant?
- Why do you think this conflict has persisted for so long?
-What can you as a Catholic/Protestant do to change it?
Assignment:
-Finalize wiki post and IP points.
-Work on book club presentations.
Materials needed:
Song: Bloody Sunday:
http://www.youtube.com/watch?v=JFM7Ty1EEvs
Timeline of Conflict in Northern Ireland:
http://www.stolaf.edu/nppf/2000/resources/past.htm
Movie Clip: Bloody Sunday:
Rubric for Book Club Presentations (bottom of unit plan)
Week Three:
During week three, we will take time to finish lesson plans and debrief what has been covered in the past two weeks by talking through any other issues or wiki discussions. We will give one of two days throughout the week to work on projects that haven’t been completed yet, or to meet with book club presentation groups. Students will also have the opportunity to explore more about the Holocaust and current day acts of violence and discrimination if they are completed with all of their projects.
On Friday, the last day of the unit plan, students will present a book presentation summarizing the book they chose to read at the beginning of this unit. Each group will give a 15-20 minute presentation on their book.
*Other documents are at the bottom of the unit plan.
We have survived
Anonymous
We have survived by hiding
in the shadows of confusion;
to scatter and to gnaw through
yet another day.
We shared illusion of a purpose,
of a mission; of being special ,
in a very special way.
We thought that our survival
had a reason;
we were to warn the world
and make it change its ways-
we, who’ve survived the camps, the grimmest of all prisons,
and then emerged from darkness into light.
But now, that our end is growing nearer,
and our tie to leave will soon arrive,
what can we say to force the work to hear?
What we have learned through suffering and pain.
That murder’s no solution for the living;
that evil multiplies itself and nurtures hate;
that man must learn the practice of forgiving,
and must suppress the urge to take revenge.
Independent Project Points
Throughout the course of this unit, you will be required to earn 100 independent project points. There is a list below that contains just a few options with the point values. However, this is also a creative aspect of the unit. You may create your own opportunities to earn IP points, as long as you discuss these ideas with me first. You may do the same type of project more than once (for example: you may find 3 newspaper articles to use for IP points). This assignment is a supplemental tool in order to help your understanding of the Holocaust and other crimes against humanity. Have fun and be creative!!!
Cut out a newspaper article that discusses discrimination and write a 1 page summary of how this applies to our unit (15 points).
Watch a movie that has to do with the Holocaust or other types of discrimination and write a 1 page analysis on the movie (30 points).
Movie Ideas: Bloody Sunday
Schindler’s List
Anne Frank
The Devil’s Arithmetic
We Shall Overcome
Hotel Rwanda
Conduct an interview with someone who has lived through a specific act of discrimination. This does not need to be limited to the issues we have addressed. Write a two page summary of the interview including your reflections (35 points).
Write a poem or song incorporating your reflections of what you’ve learned. Read or perform this song for class (20 points).
Draw a picture of your reflections on this unit (15 points)
Create a collage of images that display acts of discrimination (15 points).
Choose to take on a “handicapped” for the day (ex: go around blindfolded, use a wheelchair, don’t speak at all, etc), and write a 1 page reflection on the way you were treated and others’ reactions toward your “handicapped” (30 points).
*These are just a few examples to get you started. Remember, feel free to create your own IP points, just make sure to speak with me first so we can discuss point value.
Rubric for propaganda assignment
Students have creatively designed a project that portrays the effects of propaganda among our society.
1 2 3 4 5
Projects are complete with factual information.
1 2 3 4 5
Student’s assignments were neat and turned in on time completed.
1 2 3 4 5
Student’ s used their knowledge about the Holocaust when completing their assignment.
1 2 3 4 5
Grade and comments:
Rubric for Book Club Presentations
The presentation is given on time and evidence of planning is clear.
1 2 3 4 5
Each member of the group participates during the presentation, and offers insights into the learning of the group.
1 2 3 4 5
The summary given is clear and thorough and others are able to understand the main concepts about the book.
1 2 3 4 5
The presentation offers thoughtful analysis and reflection of the book that has been read, and the students are able to make connections between the book and the unit plan.
1 2 3 4 5
Grade and comments:
Book Club Presentation
Students will form book clubs according to choice of book. The book clubs will discuss parts of the book in a few different class sessions, with each member of the club responsible for leading the discussion on one occasion, and later will make a presentation on the book to the rest of the class. Groups will present their books to the class toward the end of the semester.
During book club meetings in class, groups will be required to write a log of what was discussed, insightful thoughts, time met, and also reading requirements for the next meeting. Each student will sign off on the log sheet and hand it in to the teacher before leaving class.
The final project will consist of the students putting a 15 minute presentation together about their book. They will be asked to give one handout- excerpt, questions to think about, or key points-to the class. Each member is required to speak and involve the class in an activity. Creativity is essential!
NEWSPAPER ASSIGNMENT
Your task for this assignment is to create a news article based on the information you have found about the Rwandan Genocide. You can use it in the local section or the national section for the paper.
The article must contain the following items:
A catchy heading
One picture with a caption
Two quotes taken from your research
The format must also be displayed as a normal newspaper article- in columns.
Sunday, April 1, 2007
Week 9: News post
After doing this assignment, I found myself asking a lot of questions about the news. First and foremost, why do I spend time watching a half an hour show that tells me almost nothing but bad news? Secondly, why don�t people just read the newspaper because they get a lot more information in this news source versus watching a half an hour show? I found it very annoying how they spent time on telling the viewing audience about a Chinese man that would not move out of his home even though it was in an area that was under construction. Was this �big happening� that important? On this particular night, the news was a waste of my time.
I feel that our state and world is full of great things to talk about. I believe that there are many more important stories to cover versus some that were shared tonight. I am also saddened to see that most of the stories focus on the negative- which I have been aware of for some time now.
One of the other interesting findings is how many commercials were aired during this half an hour and that the news did not start at 10:00 and didn�t end at 10:30. During the course of this program, 8 minutes were consumed with commercial advertising. I was, however, happy with some of the commercial choices such as Fairview hospital, Sylvan Learning Center, Education Minnesota and an ad for Wyoming. I was glad about this because of all of the other ads were about buying something- which only adds to how
the way our society functions as consumers.
The story that I feel was the most beneficial, was actually a story that tugged at my heart strings. It was about a news reporter that was leaving the station. They showed some of the news reports he had produced over the years. This piece was well done, and it also took up a 5 minute chunk of time, by far the longest in this program.
Overall, I wasn�t impressed with the nightly news. I know I receive much more of the story and more stories by reading the Star Tribune. To me, that is a good source of news and one I enjoy spending time with.
Channel 11- Kare 11
Tuesday, March 27th
10:00 News
9:59-10:00
Preview of top stories- 5 seconds each � announced by the news anchor
Cop being drug by a getaway car
Smoking ban in Minnesota
Women attacked by dogs
Local News
10:00-10:03 (Top story)
Woman attacked by dogs which was the worst attack in years.
At Fairview hospital in critical condition
Fundraiser being set up- three kids at home.
Both dogs were shown in the pound.
Testimonies from neighbor, friend, police officer and owner of dogs.
Dogs had already been labeled as dangerous- issue with them a year ago.
Dogs will be euthanized next week.
10:03-10:05
Smoking ban in Minneapolis bars and eating establishments
This should be a choice for bars and restaurants
This story was actually broadcasted live in a Minneapolis bar that has been smoke free for the past two years.
Most people that were interviewed hated the idea that they were being told where they can smoke.
10:05-10:06
Baby pulled from the Red Wing River
10:06-10:06 (30 seconds)
St. Paul murder
10:06-10:07 (30 seconds)
Trooper dragged by get away car
World News
10:07-10:08
Iraq coverage
Focus was on Keith Ellison
10:08-10:08 (30 seconds)
Chinese man won�t move even though his house is in a construction zone
10:08-10:08 (30 seconds)
Commentary of news anchors
10:09-10:12
Commercials
Menards
Car ad
Fairview Hospital
Education Minnesota
Jay Leno- Connan
Ford F150
Kare 11
10:12- 10:17 Special Report
Saying goodbye to Mark Dayly- reporter for Kare 11-moving away
Highlights of his career
Very touching story
10:17-10:17 (30 seconds)
Anchors talking- reflecting on Mark Dayly
10:17-10:21
Weather with Belinda
Today�s weather
Look at radar
Tomorrow morning
Outlook
10:21-10:21 (30 seconds)
Preview of sports
10:21-10:24
Commercials
Car ad
Sylvan learning center
BMW ad
Slumberland
Union Carpenters
Chevy Spring Sale
Appliance smart
10:24-10:24 (30 Seconds)
Sport Score overviews
10:25-10:28
Sports with Randy Shaver
Wild vs. Calgary
Timberwolves
Twins vs. NYY
Golf- simulator in Chaska
10:28-10:29
Talking amongst anchors
10:29-10:32
Commercials
Lexus
Papa Murphy�s
Wyoming.org
Viagra
Buick
10:32- 10:32
Gopher 5 numbers displayed
10:32-10:32
Anchors say goodbye- very rushed, almost cut off
I feel that our state and world is full of great things to talk about. I believe that there are many more important stories to cover versus some that were shared tonight. I am also saddened to see that most of the stories focus on the negative- which I have been aware of for some time now.
One of the other interesting findings is how many commercials were aired during this half an hour and that the news did not start at 10:00 and didn�t end at 10:30. During the course of this program, 8 minutes were consumed with commercial advertising. I was, however, happy with some of the commercial choices such as Fairview hospital, Sylvan Learning Center, Education Minnesota and an ad for Wyoming. I was glad about this because of all of the other ads were about buying something- which only adds to how
the way our society functions as consumers.
The story that I feel was the most beneficial, was actually a story that tugged at my heart strings. It was about a news reporter that was leaving the station. They showed some of the news reports he had produced over the years. This piece was well done, and it also took up a 5 minute chunk of time, by far the longest in this program.
Overall, I wasn�t impressed with the nightly news. I know I receive much more of the story and more stories by reading the Star Tribune. To me, that is a good source of news and one I enjoy spending time with.
Channel 11- Kare 11
Tuesday, March 27th
10:00 News
9:59-10:00
Preview of top stories- 5 seconds each � announced by the news anchor
Cop being drug by a getaway car
Smoking ban in Minnesota
Women attacked by dogs
Local News
10:00-10:03 (Top story)
Woman attacked by dogs which was the worst attack in years.
At Fairview hospital in critical condition
Fundraiser being set up- three kids at home.
Both dogs were shown in the pound.
Testimonies from neighbor, friend, police officer and owner of dogs.
Dogs had already been labeled as dangerous- issue with them a year ago.
Dogs will be euthanized next week.
10:03-10:05
Smoking ban in Minneapolis bars and eating establishments
This should be a choice for bars and restaurants
This story was actually broadcasted live in a Minneapolis bar that has been smoke free for the past two years.
Most people that were interviewed hated the idea that they were being told where they can smoke.
10:05-10:06
Baby pulled from the Red Wing River
10:06-10:06 (30 seconds)
St. Paul murder
10:06-10:07 (30 seconds)
Trooper dragged by get away car
World News
10:07-10:08
Iraq coverage
Focus was on Keith Ellison
10:08-10:08 (30 seconds)
Chinese man won�t move even though his house is in a construction zone
10:08-10:08 (30 seconds)
Commentary of news anchors
10:09-10:12
Commercials
Menards
Car ad
Fairview Hospital
Education Minnesota
Jay Leno- Connan
Ford F150
Kare 11
10:12- 10:17 Special Report
Saying goodbye to Mark Dayly- reporter for Kare 11-moving away
Highlights of his career
Very touching story
10:17-10:17 (30 seconds)
Anchors talking- reflecting on Mark Dayly
10:17-10:21
Weather with Belinda
Today�s weather
Look at radar
Tomorrow morning
Outlook
10:21-10:21 (30 seconds)
Preview of sports
10:21-10:24
Commercials
Car ad
Sylvan learning center
BMW ad
Slumberland
Union Carpenters
Chevy Spring Sale
Appliance smart
10:24-10:24 (30 Seconds)
Sport Score overviews
10:25-10:28
Sports with Randy Shaver
Wild vs. Calgary
Timberwolves
Twins vs. NYY
Golf- simulator in Chaska
10:28-10:29
Talking amongst anchors
10:29-10:32
Commercials
Lexus
Papa Murphy�s
Wyoming.org
Viagra
Buick
10:32- 10:32
Gopher 5 numbers displayed
10:32-10:32
Anchors say goodbye- very rushed, almost cut off
Sunday, March 25, 2007
Week 8: Advertising Post
I had a lot of thoughts about this week�s assignments, and decided to go with what I know really well right now: Running. I took a look at my Runners World magazine, which I feel is geared towards women runners, and found a lot of topics I could explore. But I focused only on one. Looking at the ads throughout this magazine made me realize they make exercise and running look easy, effortless and graceful. After having a bad running week myself, I was kind of upset they portrayed running in this manner. For anyone who has trained for a marathon, or tried to, we know this is not an easy task. The magazine itself was filled with ads that consisted of exercising, running, energy bars, and upcoming marathon dates.
I was surprised to see that most of the ads in Runners World consisted of men. I was also taken back that when they portrayed men they showed all of their muscles making them look fabulous, but when woman were used in the ads, they only showed their faces and if their bodies were used their muscles were not defined.
One ad that stuck out to me was for a drink called Myoplex. It showed a much defined, toned, young man running with a stamped of beautiful horses. The man was labeled as �the workhorse� and the caption read, �Charge through the stampede.� He looked as if he was putting no effort forth and that running is easy. Yeah right, like drinking Myolplex is going to put you into the same category as a horse.
The ad that I made shows what running really entails. Enjoy.
http://www.jumpcut.com/create/edit?movie_id=11384BC0DB3D11DB95EC000423CF4092
I was surprised to see that most of the ads in Runners World consisted of men. I was also taken back that when they portrayed men they showed all of their muscles making them look fabulous, but when woman were used in the ads, they only showed their faces and if their bodies were used their muscles were not defined.
One ad that stuck out to me was for a drink called Myoplex. It showed a much defined, toned, young man running with a stamped of beautiful horses. The man was labeled as �the workhorse� and the caption read, �Charge through the stampede.� He looked as if he was putting no effort forth and that running is easy. Yeah right, like drinking Myolplex is going to put you into the same category as a horse.
The ad that I made shows what running really entails. Enjoy.
http://www.jumpcut.com/create/edit?movie_id=11384BC0DB3D11DB95EC000423CF4092
Sunday, March 18, 2007
Week 7: Genre Analysis Post
Romantic Comedy Genre
I admit it wholeheartedly, I am a complete sucker for romantic comedies. Movies such as Pretty Woman, Dirty Dancing, Notting Hill, How to lose a guy in 10 days, What Women Want, She’s All That, and Love Actually are movies that I am attracted to and actually ENJOY watching. After a hard weeks work, there is nothing better than curling up on my couch with my dog, Lily, and tuning in to mindless love stories that leave me laughing, crying and sometimes doing both.
So why do I find myself wanting to watch more of this type of genre? Because I love the happy endings, the actors, the fairytale love stories and the good feelings I have after watching them. Call me a sap, but it doesn’t get much better than this.
Prototypical Roles
Men- Muscular, beautiful, wealthy, popular, athletic, great hair, powerful
These men usually aren’t looking for a relationship but often find themselves falling in love with a woman that is usually not their typical date.
Woman- skinny, naturally beautiful and then they go through a make over that makes them absolutely stunning, middle class, work for men, looking for love in all the wrong places, have been hurt by a past lover, fall in love hard and fast, let the men make the decisions.
**In more of the recent romantic comedies, the roles can be reversed. For example, in Notting Hill, you see Julie Robert’s character follow the prototypical role that males usually follow and Hugh Grant character takes on the woman’s role.
Setting
The setting varies in these movies. They seem to follow the theme of big city, but can also be seen in smaller cities as well. Most of the romance comedies revolve around an office or workplace.
Imagery and symbols
I wasn’t able to put my finger on imagery or symbols that remained consistent through the majority of romantic comedies. (This was hard for me to find out- I will ask my group members about this one!)
Imagery- woman are beautiful, men are beautiful
Symbols- type of music being played- usually meaningful lyrics.
Typical Storylines The typical plot for a romance comedy follows a simple structure.
Single man- single woman. They unexpectedly meet- coffee shops, books stores, walking down Rodeo Drive, work. Something is holding one of them back- scared to be in a relationship, ego, selfishness, married, money, age. A lot of roadblocks seem to present themselves throughout the course of the movie (the twist)- a past lover, fame, work schedule, different socio-economic class. They have romantic dates- fancy restaurants, candles, flowers, fancy parties, and the men wine and dine the woman, love notes. They breakup or leave each other. They realize they are miserable and can’t live without each other. They fall in love, resolve all of the roadblocks, and live happily ever after.
Values Expressed
Love is easy
Love will always work out
Fairy tale endings always happen
Your perfect guy will just fall into your lap when you least expect it
Love will make you happy
I think these movies are produced for a many reasons, but the three the hit home for me are as stated:
1. They allow me to have a good cry- tears are inevitable during these movies as cheesy as they can be.
2. They allow the men in my life-and in the world- to realize what we think romance is.
3. And possibly the most important, they allow me to escape the real world and experience the fairy tale ending I know will never actually be reality for me and the thousands of other woman in the world
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