Hello, today we will wrap up the Depression in the U.S.
- Quiz on the homework reading. You may use your notes.
- Take notes on New Deal agencies, acts, individuals in the yellow packet.
- Add NIRA, Smoot-Hawley Tariff to the list of acts and agencies. Also add these critics of the New Deal: Huey Long, Upton Sinclair, Francis Townsend, and Charles Coughlin.
- You will have to write these on the back
- Read one of the articles on what ended the Great Depression (I will assign). Summarize each paragraph in 2-3 sentences. We will share these at the end of class or when we return from Spring Break.
Homework: Finish summary of article.
Today you will look at some images of how the Depression affected the nation.
1) Photo Analysis (Morning)
- You and your group of 4 will be given a Depression-era photo to examine and write about
- Paste your photo onto a sheet of paper
- Using WHITE PENCIL- Write a 1-paragraph description of what is depicted in the photo
- Write a 1-paragraph “Artistic Statement” where you detail how the subject and artist’s skill combine to evoke emotion in the viewer.
- When you have finished these 2 parts, you will be given information about the photo. Write an OPCVL analysis, using the photo and the information given, to determine the usefulness of this source to address the question, “How was the general public affected by the Great Depression?”
- Political Cartoon Analysis (Afternoon)
- Form groups of 4 and get a political cartoon from me
- Glue your cartoon to a sheet of black paper.
- Write your responses to the questions from the Cartoon Analysis worksheet on the black paper, using a white colored pencil.
- When you have finished this part, you will be given information about the cartoon. Write an OPCVL analysis, using the cartoon and the information given, to determine the usefulness of this source to address the question, “How did the U.S. Government respond to the social and economic challenges faced by the nation during the 1930’s?”
HOMEWORK: Chapter 24, Assignment 3.
- If you didn’t finish your artwork last class, please finish it up and put it up on the bulletin board.
- Emotion Linked to Shared Knowledge through Art and Music:
- Make a playlist, following the instructions on the sheet at your seat. Each person is doing their own, but you can certainly talk about it.
- “Life Soundtracks: The Uses of Music in Everyday Life”
- Each person in your group will read the introduction (up to, but not including Neural and psychophysiological mechanisms).
- Then, each person will read, take notes on, and report back to the group on 1 section from the study. The sections are:
- Neural and psychophysiological mechanisms
- How and what can music be used for?
- Selecting music for the appropriate activities: Theory.
- Selecting music for the appropriate activities: Some examples.
- Then, read the conclusion
- Report on your section to the group.
Homework: Each person in the group will make (and be able to play for the class) a playlist for one of the categories listed in the article, except “Romancing”. Not happening in here. Assign the categories before you leave today. Bring something to study to the next class. We will play music and you can have the time to study for finals or catch up on other work.
Middle East Peace Proposal
Objective: By the end of the period, you will have identified a reputable organization that promotes peace in the Middle East and devised a group plan to advance peace through local service activities.
- Sophomore Project
- Announcement: PeaceJam Northwest Conference, April 7-8
- Introduction to CAS and group project
- Overview of Peace-Project; Peacejam-Project-Guide
- Group assignments
- Group work on activity
Homework due next class— None.
Links for today’s lesson:
PeaceJam Northwest Conference, April 7-8
Unitarian Universalist Church of Eugene’s list of refugee aid organizations
Refugee Resettlement Coalition of Lane County
Hello! Today we will discuss Pleasantville and you will begin an art project focusing on an instance of your own emotional awakening.
1) Please have your film notes (yellow sheet) out on your desk. When we have finished the film take 5-10 minutes to answer questions 1-6 on the worksheet. We will discuss.
2) Create a piece of art that illustrates an instance in your own life when you felt that you came to know your true self (acquired personal knowledge), found something that you are passionate about and which has motivated you in some way, or done something that you knew to be right, despite pressure to do something else. Utilize the visual theme of the film, combining monochrome and color images to make the point of diverging from the realm of purely shared knowledge. Leave room at the bottom (or the back) to respond to the following questions:
- Describe the event/situation/pursuit that is depicted in your illustration.
- To what extent is it possible to be completely true to ourselves?
- What do we sacrifice in the name of individuality? What do we gain?
- How did personal and shared knowledge affect this situation?
Hello. Today we will begin watching the film Pleasantville, which despite its initial silliness, depicts characters that are grappling with coming to know who they really are. Often this knowledge of self is at odds with societal norms.
- Take notes on characters for today. How is emotion enhancing the acquisition of knowledge? How is it hindering the acquisition of knowledge?
Hello. Let’s finish up the Mexican Revolution
- Have the homework that was due last week (When the sub was here) out to be checked.
- Get into groups of 4 or 5.
- You will have today and tomorrow to create a board game about the Mexican Revolution. The directions and criteria are on the assignment sheet.
- Your games are due this Thursday, March 1st.
Homework: Bring supplies you may need for your game.
1) Finish “The Storm that Swept Mexico”
2) Revolutionary Art
Murals: Mural Analysis Sheet
The Arrival of Cortes: Diego Rivera 1951
Jose Clemente Orozco, The Epic of American Civilization: Hispano-America (Panel 16), 1932-34
David Alfaro Siqueiros. From the Dictatorship of Porfirio Diaz to the Revolution – Porfirio Diaz, Ministers and Courtesans (detail). 1957-65. Acrylic on plywood. Hall of the Revolution, National History Museum, Chapultepec Castle, Mexico City, Mexico.
The History of Mexico: Diego Rivera 1929
The Indigenous World: Diego Rivera 1938
3) Board Games!