Imperialism Essay

Standard:  §  RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. §  c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Learning Target: Students will write a thesis statement and research two supporting details.
Learning Target(s):
Learning Target: How is the Prime Directive relevant to imperialism?
Opening Session
Warm Up: (Optional)			Activator: (Required) •         http://useconomy.about.com/od/usfederalbudget/fl/Cost-of-Iraq-War.htm •         https://www.youtube.com/watch?v=xfV9fmFIQwA
Pre-writing activity
Work Session
Agree/Disagree First three paragraphs
Closing Session
Ticket out the door: Last question.
Assessment Strategies
Responses to group questions. Reader response.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary.
Process		Flexible Grouping – Video to explain, slow down content
Product		Student Choice, student work
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – to history and contemporary events.
Readiness		Go over reading materials
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups!
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures, Video, Group activity
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers
Delivery		Vocabulary defining Scaffolding, highlighters Check understanding! Questions to check understanding

Debate Time

• W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Learning Target: Students will brainstorm for their essay assignment.

Daily Video:

Welcome back to class everyone! Today we are going to start brainstorming for our essay for this unit. Let’s start by reading this article:

U.S. military planes bring food, water to Iraq

What’s going on in this article? Do you think that’s an example of American imperialism? After we look over that article, let’s talk about our essay and do some brainstorming questions! Here is your essay prompt:

Animal Farm Essay Assignment

Throughout this unit, we have examined the essential question “When is it OK to interfere in someone else’s business?” by looking at several times throughout history when this has happened, and by discussing George Orwell’s book Animal Farm. For our essay, I would like you to examine that question again and formulate a response to one of the following essay prompts (choose one):

1. If you feel there IS an appropriate time for one country to get involved with another country’s business, explain when this time is. Where do you draw the line between “cultural differences” and “human rights violation”? Is it appropriate for the United States to interfere in the Middle East, where women do not have the same rights as they do in our country? If a country is committing genocide (complete extermination of a group of people – think the Holocaust), would you want the United States to put a stop to it? Since you believe there IS an appropriate time for one country to interfere with another, explain why throughout history countries have NOT interfered with others, even in situations of genocide.
2. If you feel there IS NOT an appropriate time for one country to get involved with another country’s business, explain why not. What if a country is committing genocide(complete extermination of a group of people – think the Holocaust)? What if a dictator of a country (like Napoleon was on Animal Farm) is doing horrible things to the people that live in his country? Since you believe there IS NOT an appropriate time for one country to interfere with another, explain why throughout history countries HAVE interfered with others, such as the United States getting involved in the Middle Eastern conflicts that have nothing to do with us.

Take a moment and think about those two prompts. Next, I want you to answer these brainstorming questions!

Brainstorming questions!

1. When a tyrant dictator (aka an evil leader like Napoleon) is killing innocent people in his country, should someone step in and stop them? If so, who?

2. If someone is committing genocide (killing all of a group of people, like Hitler killed Jewish people during the Holocaust), should someone stop them? If so, who?

3. When another country is involved in a civil war and not asking for help, should someone step in and volunteer to help? If so, who?

4. When another country has a very different culture, should someone try to change their culture? If so, who should change them and how should they do it?

5. If another country doesn’t have very good technology, medicine, or things like clean water and safe food, should someone go help them get these things? If so, who?

6. If someone tries to get involved in one of the above situations, and the country says “No, we don’t want your help,” should someone keep trying to help them anyway, or should they stop?

7. When a country has problems of their own, such as poverty or high unemployment, should they focus on fixing their own problems, or should they go help other countries who have bigger issues such as an evil leader?

Once you feel like you have a good handle on your position for this essay prompt (remember, pick a side! Don’t ride the fence!) I would like for you to make an outline for your essay. You’ll hand it in today so I can check it off and tomorrow we will do a draft of the essay in class! Remember, your outline is worth 10% of your essay grade. Don’t lose 10%! Get your outline done today!!!

Prime Directive

Have I ever told you guys I’m a huge Star Trek Fan and that I have met many of the cast members?

Standard: 

• RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: Students will examine the Prime Directive from Star Trek: Voyager and the United Nations Charter, looking for similarities between fiction and reality.

Daily Video: Star Trek

Welcome to Thursday! Since we finished Animal Farm yesterday, I want to start off today by asking you guys a little question. As conditions on Animal Farm became worse and worse, did you ever feel like someone from the outside should step in and try to help the animals who were being tortured and killed by Napoleon? Considering these things are based on real-world events, do you think there’s a point where one country should go help the people in another country, when they’re being ruled by a tyrant dictator? If there’s a point when someone should step in and help, what is that point?

Remember I told you guys that was our essential question for the unit?

Well, today we’re going to look at one potential answer to that question: Never. Do I have any Trekkies in here? I adore Star Trek: Voyager, and today we’re going to watch an episode called “Time and Again.” This episode centers around something called The Prime Directive, which, simply put, states that we should never interfere with the natural course of another civilization, especially one that hasn’t achieved space travel yet, and we should always leave them to their own devices, even if it means they will destroy themselves. Let’s check out how the crew of Voyager handle that in this episode!

As you watch, I’ve got some questions for you to answer!

Part I: Directions: Answer the following questions as you watch “Star Trek: Voyager: Time and Again”

1. Captain Janeway lectures Paris on the importance of something called “The Prime Directive.” Based on their conversation, what do you think the Prime Directive is?
2. Janeway is not the type of captain to give stern orders to her crew. Why is she so insistent that Paris not warn the people their planet is about to be destroyed? What does that insistence say about the Prime Directive and its importance?
3. At the end of the episode, after Janeway has corrected the timeline and prevented the people from destroying themselves, Janeway says to Neelix that the Federation has a policy of never interfering with other societies, especially ones that have not yet learned how to travel through space (“pre-warp civilizations”). Neelix says that is a good policy. Why do you think Neelix agrees with the Federation policy?

 Part II: Directions: Read the following text of the Prime Directive, paying particular attention to the portion in bold. Compare it to the text from the United Nations Charter. Then, answer the questions that follow.

From the Prime Directive (Star Trek):

Nothing within these Articles Of Federation shall authorize the United Federation of Planets to intervene in matters which are essentially the domestic jurisdiction of any planetary social system, or shall require the members to submit such matters to settlement under these Articles Of Federation. But this principle shall not prejudice the application of enforcement measures under Chapter VII.

         As the right of each sentient species to live in accordance with its normal cultural evolution is considered sacred, no Star Fleet personnel may interfere with the normal and healthy development of alien life and culture. Such interference includes introducing superior knowledge, strength, or technology to a world whose society is incapable of handling such advantages wisely. Star Fleet personnel may not violate this Prime Directive, even to save their lives and/or their ship, unless they are acting to right an earlier violation or an accidental contamination of said culture. This directive takes precedence over any and all other considerations, and carries with it the highest moral obligation.

From the United Nations Charter (reality):

         Nothing contained in the present Charter shall authorize the United Nations to intervene in matters which are essentially within the domestic jurisdiction of any state or shall require the Members to submit such matters to settlement under the present Charter; but this principle shall not prejudice the application of enforcement measures under Chapter Vll.

4. In your own words, explain what the Prime Directive means:
5. Why do you think the text of the Prime Directive is so similar to the text of the United Nations charter?
6. Why do you think the United Nations chose to include this rule in the charter? Think of an example in reality where a country should not interfere with another country.

Part III: Directions: Answer the following questions. Each answer should be about a paragraph long.

1. Captain Janeway believes that the Prime Directive is the most important thing for her crew to uphold. Knowing that she believes the Prime Directive is the most important thing, do you feel that this justifies her lying, stealing, and threatening people, as she does when she and Paris accidentally go back in time?

2. Janeway and Paris argue over whether or not they should save the planet by warning the people about what is going to happen. What do you feel is the right answer in this situation? Is the complete destruction of all life on a planet a good enough reason to violate the Prime Directive (Paris is right), or do you feel that they should never intervene in the matters of another planet (Janeway is right)?

3. If you said Paris is right, think of a real life example where one country should have or did intervene with another country, and explain why this was the right decision.

If you said Janeway is right, think of a real life example when a country did intervene with another, but should not have done so. Explain why the country should never have interfered and why doing so was wrong.

Differentiation: Learning style – video for visual learners; Content – Star Trek to relate to student interests

Assessment: Questions will be graded

Animal Farm Test

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation ofalternate views), clear goals and deadlines, and individual roles as needed.
Learning Target(s):
Learning Target: Students will evince knowledge of the text.
Opening Session
Warm Up: (Optional) Go over Ch. 2 Questions			Activator: (Required) Flint Drinking Water  https://www.yahoo.com/katiecouric/the-flint-water-crisis-explained-031412993.html
Work Session
Animal Farm Final
Closing Session
What were the biggest difficulties? What did you feel that you did well on?
Assessment Strategies
Responses to group questions. Reader response.
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content		Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary.
Process		Read to
Product		Modified test.
Methods to Differentiation	X	Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest		Relevance – Real World Example; Flint Michegan
Readiness		Lexile
Learning Style		Visual, Intra- and Interpersonal, use of visuals –video, Groups!
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and To ensure access of the student to the general curriculum.
Methods to Specialization	X	Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content		Visuals –pictures, Video, Group activity
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers. Pictures to help elucidate the text.
Delivery		Video  highlighters Check understanding.! Questions to check understanding