SSR Time

1. SSR Time Happy Monday!

2. DO NOW pt. 2 CRS: Read the article about Chinua Achebe INTERACT: Underline any terms (not specific names or places) that you are unfamiliar with and make a guess definition in the margins. TIME: You have 7 minutes.

3. CRS REL 602 – Understand the dynamics between people, ideas, and so on in more challenging passages. Unit 7 – Globalization Day 127 • Built in 2002 by Co-Laborers in Christ Ministry • This is a school for street children which are from downtown Nyahururu.  • Director-Carolyn L. Vessel • School built for homeless children in Nyahururu, Kenya by a group of people committed to helping those less fortunate. • Gave refuge to 40 school-age children with access to food, shelter, clothing and education • Pays the salary for ten full time staff members Greeter SWBAT define Colonialism. SWBAT identify and explain the building blocks of Colonialism Big Idea The divisions in the world – between rich and poor, powerful and powerless – have not always existed. To find their roots, we must go back to the beginning of European colonialism HW Complete CW92 if not finished in class. In Heaven’s Eyes

4. Think about all the things that you own, what is your favorite possession? After learning about globalization become a conscious consumer and research where and how your favorite thing was made. Then, reflect on your findings; are you surprised what you learned about how it was made? Has learning more about your favorite thing change your feelings towards it? Travel Blog!

5. Each of you has received a slip of paper with one sentence on it. When instructed to, you will walk around the room at a LEVEL 1 and mingle with others around you. • Compare your quotes. What connections and differences do you see? • You have 5 minutes to mingle with as many people as possible. MINGLE!

6. What differences/similarities did you see? • How do you think the sentences you read relate to what we will be discussing today? Debrief

7. The lush land belongs to all, just like the sun and water. The people live in a golden age and do not surround themselves with ditches, walls or hedges. • PietroMartired’Anghiera, 1500 before

8. The people are stronger and better fed than we are. They are well cared for and very clean and in this way they seem to me rather like birds. Their bodies are so plump and so beautiful that they could not be more so. • PeroVazCaminha in a letter to Portugese King Manoel I, 1500 before

9. They exist on a succulent diet of exotic fruits, herbs, game and an infinity of fish: crabs, oysters, lobsters, crayfish, and many other things which the sea produces. This is a delightful land with brightly colored birds, evergreen trees that yield the sweetest aromatic perfumes, and an infinite variety of fruit. I fancied myself to be near the terrestrial paradise. • AmerigoVespcci in a letter to Prince de Medici, 1503 before

10. Today the Northeastern region of Brazil is one of the poorest areas in the world. Scenes of hunger, disease, and child death are commonplace. Two-thirds of all rural children suffer stunted growth from inadequate food. Hunger has made the people lean, nervous, and desperate. The Brazilian press refers to the region as “The Valley of Death.” The country’s rivers are “spoiled, brackish, salty, putrid, and contaminated by pollutants.” Their fish are gone. Children search through piles of garbage for food. Every four minutes two children less than a year old die in Brazil from starvation and disease. • Nancy Scheper-Hughes, early 1900s after

11. Colonialism can be broken into six different “blocks” • Each team will be tasked with reading about a block and designing a poster to represent that block. • Your team will then present the poster to the class. • Your poster MUST answer the “Think About It” question Building Blocks

12. Read the following poem by Marge Piercy and answer the questions that follow. • If there is not room, use the back. • If you do not finish it, complete it tonight for homework! Contribution to Our Museum

13. DO NOW CRS: Read the article about globalization. INTERACT: Underline any terms (not specific names or places) that you are unfamiliar with and make a guess definition in the margins. TIME: You have 7 minutes.

14. CRS REL 603 Understand implied or subtly stated cause-effect relationships in more challenging passages. Unit 7 – Globalization Day 128 • Built in 2002 by Co-Laborers in Christ Ministry • This is a school for street children which are from downtown Nyahururu.  • Director-Carolyn L. Vessel • School built for homeless children in Nyahururu, Kenya by a group of people committed to helping those less fortunate. • Gave refuge to 40 school-age children with access to food, shelter, clothing and education • Pays the salary for ten full time staff members Greeter SWBAT determine the role colonialism played in dividing the world into rich countries and poor countries. Big Idea The persistent division of the world into rich and poor countries is a product of colonialism. But how did colonizers achieve their goals? HW Finish reading “Burning Books & Destroying People. Complete graphic organizer. In Heaven’s Eyes

15. Finding main idea: • Check for a topic sentence. • Look for repeated ideas or claims. • Ask yourself, what is this passage mostly about? Group read

16. Sections to read with partner: • Africans Stolen; Resistance to Oppression; Types of Colonialism; Second Colonial Period • If you finish early, move on to the political cartoons. Partner read

17. Independently, answer the three questions under each political cartoon in CW93. • If you finish early, you can begin working on homework. Analyzing political cartoons

18. SSR Time Happy Wednesday!

19. DO NOW NOTE: Question 1 refers to the word poignant in PARAGRAPH 8. (It’s the second paragraph on the right hand column!) CRS: Read the social science passage. INTERACT: Underline any terms (not specific names or places) that you are unfamiliar with and make a guess definition in the margins. TIME: You have 10 minutes.

20. CRS REL 603 Understand implied or subtly stated cause-effect relationships in more challenging passages. Unit 7 – Globalization Day 129 • Built in 2002 by Co-Laborers in Christ Ministry • This is a school for street children which are from downtown Nyahururu.  • Director-Carolyn L. Vessel • School built for homeless children in Nyahururu, Kenya by a group of people committed to helping those less fortunate. • Gave refuge to 40 school-age children with access to food, shelter, clothing and education • Pays the salary for ten full time staff members Greeter SWBAT determine the role colonialism played in dividing the world into rich countries and poor countries. Big Idea The idea that the “West is Best” often caused major changes in native populations in newly found areas. Many of these changes came at the expense of their own cultures. HW Read! In Heaven’s Eyes

21. What were your main ideas? • Let’s discuss a few questions. Homework Review

22. Today we’ll read a story called “The Coming of Pink Cheeks” • Based on our unit of study, make a prediction about what the story will be about. • THINK-PAIR-SHARE “Pink Cheeks”

23. Dialectical journal – a place where you “talk back” to the literature you’re reading. • Set up the following organizer in your notes: While We Read

24. Independently complete the point of view exercise in CW94. • You can choose which perspective you would like to write from. • The stars on CW94 indicate the challenge level of each role: • 1 star = Pretty Easy • 2 stars = A little stretch • 3 stars = BRINGING ZESTY BACK Point of View Exercise

25. Profound Thoughts? Shout-Outs?

26. DO NOW CRS: Read the article and answer the CRS questions that follow. INTERACT: Underline any terms (not specific names or places) that you are unfamiliar with and make a guess definition in the margins. TIME: You have 10 minutes.

27. CRS REL 602 – Understand the dynamics between people, ideas, and so on in more challenging passages. Unit 7 – Globalization Day 130 • Built in 2002 by Co-Laborers in Christ Ministry • This is a school for street children which are from downtown Nyahururu.  • Director-Carolyn L. Vessel • School built for homeless children in Nyahururu, Kenya by a group of people committed to helping those less fortunate. • Gave refuge to 40 school-age children with access to food, shelter, clothing and education • Pays the salary for ten full time staff members Greeter Big Idea SWBAT analyze the role of and impact on the narrator by colonialism in Jamaica Kincaid’s “A Small Place.” It’s not necessary for one country to “own” another country for it have the impact of colonialism. Sometimes a country has this effect just through the power it has over another country. HW Finish CW 94 In Heaven’s Eyes

28. Travel Blog Presentations!

29. The story is written from the point of view of a Third World person speaking to a First World person. A woman from the Caribbean island of Antigua speaks to the British in particular, but to all colonizing powers in general. • T-P-S: Have you ever been in a situation where you thought of the perfect response to an argument after the argument had already ended? A Small Place

30. Now that you’re familiar with the story, read through the text independently, but this time I want you to highlight or underline 5 – 7 words or short phrases that you think are the most important parts of the text. Independently..

31. We’re going to do an exercise to dig a little further into the writing. When we start, we’ll take turns speaking out one of the phrases we underlined. You don’t need to go around the room and ‘wait your turn’ – simply speak when it seems right. You can speak different phrases each time, or repeat the same one. You can say the same thing that someone else said. There’s no right or wrong way. But it’s important that no one say anything else while we’re doing this. Text Rendering

32. What is Kincaid angry about? • Is her anger justified? • How does she say that people of her country were changed by colonialism? By neo-colonialism (control by powerful Western countries without outright ownership)? Why does she think it would be better to have come from people who lived in trees than to be “what I became after I met you?” • “People like me cannot be objective, we make everything so personal,” Kincaid says ironically. What is she saying about objectivity? Do you agree? Discussion Questions

33. Don’t forget that you have a quiz tomorrow!  Shout-Outs; Final Thoughts