Thursday, October 13, 2011

Harriet Beecher Stowe & "Uncle Tom's Cabin"

When President Lincoln met Harriet Beecher Stowe, he is said to have told her, "So you're the little lady whose book started the Civil War." 





Just how popular was this book?  How did it influence folks in the 1850s?

Let's take a look at a few primary sources.  Read:

Select one quote - a powerful, persuasive line - from each source and copy it in your notebook.  Then synthesize the sources.  What do these sources teach us about the influence of Stowe's book?  Draw at least three different conclusions and write them down in your notebook.

Brandi McCandless wrote an article called Slavery's Destruction of Domestic Life in Stowe's Uncle Tom's CabinIn this paper she argues that Stowe targeted white, Christian women who were sensitive to a mother's need to establish a stable, domestic environment.  She writes:

"Knowing her audience would be primarily white women, Stowe played on their feelings of uneasiness and guilt over the treatment of slaves, especially those of the Northern white women who could help with the Abolitionist movement, by introducing her readers to seemingly real characters suffering from the injustice of slavery. This can be seen even in the style in which Uncle Tom’s Cabin was written; Stowe directly addresses her readers, forcing them to consider slavery from the point of view of the enslaved...Uncle Tom’s Cabin is a sentimental novel; it was meant to appeal  to the unsettled emotions that existed in the reader’s mind, creating a sense of guilt and injustice, making them see how slavery destroys human lives and families. Through the introduction of these Southern families, Stowe demonstrates how slavery corrupts and ultimately eliminates domestic stability."

Today I want you to test this conclusion by working in groups (no more than 3 students to a group) to analyze one chapter of the book.  You can choose from any of the six chapters listed below.  You can view them online here:
As you read the chapter, be thinking about your response to these questions:

What evidence can you find to support the idea that Stowe targeted white, Christian women who were sensitive to a mother's need to establish a stable, domestic environment?  How does Stowe portray the lives of slaves, particularly female slaves?  How does Stowe portray the lives of female slaveowners?  Why would a swing in opinion by white, Northern women matter?  Could that, as Lincoln put it, really start the war?

You should write your response as a comment on this post.  Include at least two quotes in your response.  I highly recommend that you type your response in Word first.  Put your first names only at the end of your response so we know who wrote it.

Wednesday, September 21, 2011

Selecting Images for your Change Makers Movie Project

Copyright.

Fair use.

Public domain.

Creative commons.

Each of these terms are important for you, as big, bad 8th graders, to know. 

As you start collecting images for your Change Makers project, we'd like you to keep these terms in mind.  Rather than using Google Image search, we'd like you to use the the Flickr Commons gallery and the Flickr Creative Commons galleries. If you want to use Google Image, you may do so, but only after you've exhausted the two Flickr sites.

WHY?  Because you need to learn about and understand copyright, fair use, public domain, and creative commons.  Also, you will find images rom these two sites that you might not find through Google image.  Oh, and it's always good to try new things (even if we're making you do it).

Create a folder on your desktop clearly labeled with your full name and project description. Save your images inside this folder (rather than right on the desktop).  This will make it easy to import into iMovie on Thursday.

Once you have your images (you should have at least 10 plus your two avatars, you should work on your storyboard.  Map out the order of your images with brief notes underneath about what you will say for that image (use your paper that you wrote).  You will need TWO storyboard sheets, since you will have 12 or more images.  It is okay to revise your writing before Thursday.  Completion of the storyboards is worth 15 points and is due Thursday.  You will not be allowed to start in iMovie until your storyboards are done.

Wednesday, September 7, 2011

Leading the NFS Assembly Commemorating the 10th Anniversary of September 11th

This Friday afternoon NFS students in grades K-8 will gather in the Auditorium for a special assembly to commemorate the 10th anniversary of September 11th. 

As the leaders of the school, we're putting you in charge. 

"With great power comes great responsibility."

Because we only have two days to get ready, we've set up some parameters.

Group 1 - Write and deliver an introduction (2 minutes max) to the assembly.  Explain that we are gathered together to commemorate the 10th anniversary of September 11th.  Include the themes community, peace and comfort.  You may use quotes if you find that helpful.  This is the most challenging writing assignment.  We expect this introduction to be beautifully written in a warm, sophisticated tone.   Every group member must speak.  4 students


Group 2 - Prepare a reading of the book 14 Cows for America.  Write a brief (1-2 paragraphs) introduction to the story and prepare a creative reading of the book.  As you read, the illustrations will be projected on the big screen.  You should read it in an interesting, clear way.  You can and should add dramatic effect by changing the level of your voice, the intonation of your voice, and the voices heard (alternate readers, read a line or phrase all together, etc.)  Use the pronunciation guide from the publisher to help you pronounce Maasai words and names correctly.  Every group member must speak.  6 students

Groups 3, 4, 5 and 6 - Choose a poem from the book This Place I Know.  No two groups can read the same poem.  First come, first serve.  You should read it in an interesting, clear way. You can and should add dramatic effect by changing the level of your voice, the intonation of your voice, and the voices heard (alternate readers, read a line or phrase all together, etc.).  Choose an image or create a collage of images to be project as you read the poem.  The images should be appropriate for 5 year olds to view.  Please do not pick anything that is violent or overly upsetting.  Every group member must speak.  4 students per group

Group 7 - Organize the peace pinwheel craft activity for entire school.  Distribute pencils, pins and cardstock pinwheel templates to each homeroom.  Divide 8th grade into 4 groups and make sure everyone knows where to go; one group will help K-HT, one group will help K-KC, one group will help 1-KP, one group will help 1-ES.  Write an explanation to read at the assembly that is clear for all students.  Create some samples to show at the assembly.  You should use the Pinwheels for Peace web site to get ideas!  3 students

Mr. Kelly and I have the final say on every aspect of this assembly.  While we trust you to choose wisely and to act maturely, ultimately we are responsible for ensuring that this event is appropriate and meaningful.  We will have a full practice on Thursday during our 90 minute block.

While you, the oldest NFS students, were just toddlers on September 11th, this event has forever changed your lives in ways we can only begin to contemplate.  I hope that in the future, you will look back on this experience proudly. 

~ Kristen

Tuesday, September 6, 2011

Social Studies Notebook Collage Assignment

Due Monday 9/12/11

Bring at least 20 items the relate to this year's units and/or your passions in history for your Social Studies notebook collage.  Everything should be printed when you walk through the door!  At least five of your items must be quotes or text that relate to Social Studies.  We will spend class on Monday creating our collages and sharing our notebooks.  You are welcome to use Kristen's Pinterest board for quote ideas:




Opening day

A Worker Reads History by Bertold Brecht

Who built the seven gates of Thebes?
The books are filled with names of kings.
Was it the kings who hauled the craggy blocks of stone?
And Babylon, so many times destroyed.
Who built the city up each time? In which of Lima's houses,
That city glittering with gold, lived those who built it?
In the evening when the Chinese wall was finished
Where did the masons go? Imperial Rome
Is full of arcs of triumph. Who reared them up? Over whom
Did the Caesars triumph? Byzantium lives in song.
Were all her dwellings palaces? And even in Atlantis of the legend
The night the seas rushed in,
The drowning men still bellowed for their slaves.

Young Alexander conquered India.
He alone?
Caesar beat the Gauls.
Was there not even a cook in his army?
Phillip of Spain wept as his fleet
was sunk and destroyed. Were there no other tears?
Frederick the Greek triumphed in the Seven Years War.
Who triumphed with him?

Each page a victory
At whose expense the victory ball?
Every ten years a great man,
Who paid the piper?

So many particulars.
So many questions.


FOCUS QUESTION:

How does Bertold Brecht's poem relate to this New York Times story about ironworkers rebuilding Ground Zero?
Raising High Steel Atop 1 World Trade Center