Seniors- A Class Divided

In 1968 Jane Elliot of Riceville, Iowa was supposed to teach a Sioux Indian lesson to her third grade class with the prayer "Help me not judge a person until I have walked in his shoes." However, the day after Martin Luther King was assassinated, she decided her students needed a life-long lesson. As a result, her brown eyes, blue eyes experiment taught her third graders an influential lesson on discrimination. Hopefully, it was an eye-opening program for you seniors to watch.

Choose one of the following questions and type a one page  response (double-spaced), citing specific examples from the program. Do not submit the response to the blog, rather print it out and turn in in during class on Friday.  Click here if you need to watch the program again.

1. What did you learn from the program? What scenes do you remember the most? Did any part of the film surprise you?

2. How did the negative and positive labels placed on the group become self-fulfilling prophecies? Be sure to discuss the children's body language.

3. How did Jane Elliot's discrimination create no-win situations for those placed in the inferior group? How did she selectively interpret behavior to conform the stereotypes she assigned?

Seniors- Death in Disney Films Study

Read "DEATH IN DISNEY FILMS: IMPLICATIONS FOR CHILDREN’S UNDERSTANDING OF DEATH" 

Answer the following questions and publish them to the blog.

1. The portrayal of death focused on which 5 categories?
2. At what age do children understand that death is permanent, irreversible, and  inevitable?
3. On what two factors does children's understanding of death depend?
4. According to Baker, what are the 3 phases of understanding the death process?
5. How do parents try to "protect" their children from the topic of death?
6. Why is the death scene in the Lion King acknowledged in a positive way?
7. Summarize the results of the study. How were the majority of deaths depicted? What was the death status of most deaths? What was the emotional reaction? Cause? (Do not give specific percentages for this answer)
8. According to the conclusion, how can death in Disney films be both good and bad for children?

Sophs- Unit 9 Test Checklist

Unit 9- The 1920's: Ch. 20 and 21


Additional sources:
- Boom to Bust video sheet
Society in the 1920s
- women's changing roles
- change in demographics
- American heroes- why and who?
Mass Media and the Jazz Age
- Hollywood
- What is mass media?
- 1st radio station
- advertisements
- development of a national culture
- The Jazz Age- Harlem
- Harlem Renaissance
- The Lost Generation
Cultural Conflicts
- Split between urban and rural values
- Prohibition: Goals, 18th amend, NY vs Kansas, Bootlegging, speakeasies, Al Capone, impact on organized crime
- Religion- Fundamentalists vs Evolution; Scopes Trial
- Racial Tensions- KKK, Marcus Garvey
A Republican Decade
- 1920 election- policies of Warren G. Harding
- The Red Scare; Ideals of Communism
- Palmer Raids
- Sacco and Vanzetti
- 1923- Calvin Coolidge- laissez faire
- 1928- Herbert Hoover- prosperity will continue
Growth of a Consumer Economy
- Effects of increased spending
- Credit- installment plans
- Ford and the auto- assembly line
- Economic and social impact of automobile
Economy in the Late 1920s
- John Raskob
- Welfare capitalism
- All economic danger signs
- Speculation, playing stock market
-  Impact of overproduction
- Trouble for farmers and workers

Seniors- Ch. 10 Objectives

Ch. 10 Test- Pages 256-265; 274-278

1. Define preoperational stage. Ages? Abilities?
2. Define symbolic function and pretend play.
3. Study the charts on pgs 256-257.
4. Understanding space (maps)
5. Define transduction. Give an example.
6. What is categorization/ classification? By what age can children classify according to shape or color?
7. Define animism, artificialism, verbal realism, moral realism,
8. Explain preoperational children's ability to understand number. Difference between ordinality and cardinality
9.  Define centration.
10. Define egocentrism. Explain Piaget's 3-mountain task
11. Define conservation. Review the chart on pg 261. Note how to question the child.
12. Define irreversibility. Give example
13. Define theory of mind. How foes Piaget's research differ from more recent research?
14. Explain a preschooler's beliefs about thinking and dreams.
15. Provide an example of false beliefs and deception.  (candy/crayon example)
16. Provide an example of appearance vs reality test and ages for the results of the test.
17. Reading question? What are some influences on theory of mind development?
18. Reading question? Read the "Imaginary Companions" section on pg 264
19.  3 concepts for preschoolers to understand about death
20. Death in Disney study blog questions
21. Seriation, transitive inference, class inclusion, action space, map space,
22. Early childhood education, cultural differences in preschool, Project Head Start, transition into Kindergarten