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

Sophomores- Oral History Guidelines

Requirements: List of questions and three interviews for the oral history project. The permission slip for each interview is also required.

Due Dates:     Questions- Due Tues, March 27^th

Interviews 1 AND 2- Wed, April 18^th  

                        Interview 3- Due Mon, April 30^th   

                        Final Paper (Guidelines to be given at a later date)- Due Mon, May 21^st

Format:

Questions

-          Develop a list of 15 interview questions about your topic. The questions must be typed and numbered.  Type the paper in MLA format.

-          Your first several questions should be the basic “w” questions (in what state were you living, what age, what were you doing, etc)

-          When thinking about questions to ask, remember you are re-telling the individual’s story. You want to get as much detail as possible from your questions.

-          Use your 2 paragraph research paper to help you get ideas.

-          Use open-ended questions, not questions that can be answered in only a few words.

o   Example: The 2^nd question below is better than the 1^st question.

§  Mrs. Delle Cave, were you scared when 9/11 happened?

§  Mrs. Delle Cave, describe your thoughts, feelings, and motions after 9/11 happened.

Interview Guidelines

-          Use your interview questions from to conduct the interviews. Note: you may add/delete some questions depending on your interviewee.

-          Take notes when you are conducting the interview.  Use follow-up questions when necessary. (example: Can you please explain…)

-          Head the paper in MLA format.

-          At the top of your paper put the full name of the person you are interviewing, the age, their relation to you, and the date of the interview.

-          Type the interview question and the answer under each question. You may answer in the person’s perspective for now. (1^st person)

-          DETAIL is very important.

-          Review the interview guidelines on the back of the paper

Value: 20 points each interview

Interview Guidelines:

1. Schedule a time in advance. This gives everyone a chance to prepare.

2. Prepare a list of questions beforehand and either share them with your relative, or give

them an idea of what you want to cover.

3. Bring several notepads and pens to the interview.

4. Take good notes and make sure you record your name, the date, the place the interview

is being conducted and the interviewee.

5. Start with a question or topic that you know will elicit a reply, such as a story you have

heard her tell in the past.

6. Ask questions which encourage more than simple 'yes' or 'no' answers. Try to elicit

facts, feelings, stories and descriptions. Get as much detail as possible. Use follow-up questions when necessary. Ask for specific examples if the interviewee makes a general statement and you need to know more. Or you might say, "I don't understand. Could you explain that in more detail?"

7. Show interest. Take an active part in the dialogue without dominating it. Learn to be a

creative listener.

8. Use props whenever possible. Old photographs, favorite old songs and treasured items

may bring memories flooding back.

9. Don't push for answers. Your relative may not wish to speak ill of the dead or may

have other reasons for not wanting to share. Move on to something else.

10. Use your prepared questions as a guideline, but don't be afraid to let your relative go

off on a tangent. They may have many things to say that you never thought to ask!

11. Don't interrupt or attempt to correct your interviewee; this can end an interview in a

hurry!

12. When you are done, be sure to thank your interviewee for his or her time.

Seniors- 4th quarter Project Guidelines

Topic: Physical, Cognitive, Psychosocial Development 2-7 yrs

Length: 12-15 min

Overview:

            You have the option to work with a partner.. Your presentation must have a clear purpose and agenda. Based on the age of your child, you will present what the child is capable of physically, cognitively, and psychosocially.  It is required that all 3 domains are exhibited. Remember, some activities will show more than one domain or even all three.  I want you to be creative and think outside the box for your presentation. If everyone comes in and does the same activities, the presentations will be repetitive. Think about choosing a theme for your over all presentation. (Ex: Dinosaur theme, baking cookies, etc)

Options:

1. Bring a child to class

- This is a live presentation with your child to display their abilities

 2. Video tape the child  

- Same concept as a live presentation, but with the ability to edit, add text and music, etc.

3. Teach a lesson

- Choose a grade level between preschool and 2^nd grade. Design an age-appropriate lesson plan that incorporates all three domains. Treat the senior class as your chosen grade level.

Typed Report Format : Include a cover sheet with your topic, name, class, date of

                                         Presentation. All options must turn in this typed report.

1. Learning Objectives: This is an outline/lesson plan of what you are doing in your presentation. Explain the physical, cognitive, and psychosocial tasks your child will show through the activities you plan. You will hand this to me and also make copies for the class. Be sure to EXPLAIN your activities in your presentation.

Make sure your objectives relate to what a child that age is capable of doing. Your objectives should incorporate some (not all) of your research gathered.

Example: Physical- By the age of 8 children have the ability to hop within small squares and hop in rhythmic patterns. They have balance, coordination, and good gross motor skills. To show this we are going to play hopscotch.

2. Research: You are required to find 25 abilities/skills each for physical, cognitive, and psychosocial development for your child’s age.  Type in list format. Use full sentences. Color code your statements to match the bibliography.

3. Bibliography: Use a minimum of 3 sources to research the domains for your child’s age.  Your text/notes can be the 4^th source. Use APA bibliographic format. 

Evaluation: Your grade will be a combination of your typed report requirements and

your presentation.

Note:   All typed reports are due the day of your presentation.

All permission slips (for bringing in a child or videotaping the child) are due the

day before you present.

All technology should be checked with me the day before you present. Any

problems that occur the day of your presentation will lower your grade.

            Anything turned in late will result in a lower grade. NO EXCEPTIONS.

Learning objectives

Research 

Bibliography 

Additional materials

-          For all options you may not just “show up.” It must be evident that you prepared props, activities and other materials to execute your project.

Execution 

-          This includes your preparation, organization, voice projection, interaction with the child or the class, no technology problems, etc.

Total: 100 pts

*If you choose option 1- Special directions for children:

1.      Children may not stay in school all day. Arrange for them to be picked up or dropped off.

2.      You must have a permission slip from the parent of the child

3.      You must have the signatures of the teachers who this child will be visiting.  The child may not stay in a class that is taking a test or watching a video inappropriate for a child.

4.      All permission slips and teacher slips should be attached to your project.

5.      Make sure you have items that will help occupy the child; coloring books, games, books, toys, etc.

6.      Seriously consider if your child will handle a live presentation well. If not, you may want to do another option, or do a video back-up.  Rehearse the project with your child ahead of time. 

Seniors- Ch. 9 and 12 Assignment

Note: This assignment will be a 4th quarter grade. You will have class time and time at home to complete it. Work in order. Chapter 9 questions will be due early next week. All answers must be typed in complete sentences on a separate word document.

Chapter 9 value: 40 points

Chapter 9- Physical Development and Health in Early Childhood

Section I: Aspects of Physiological Development

1.       Define enuresis

2.       Summarize how boys and girls change in appearance, height, and weight between ages 3 and 6.

3.       Summarize dental development in early childhood and appropriate treatment for thumb-sucking.

4.       List at least 5 suggestions for helping children eat and sleep well.

5.       Describe normal sleep patterns and bedtime routines of preschoolers.

6.       Name and describe three kinds of sleep disturbances, and tell how they should be treated.

7.       Identify factors that may be involved in bed-wetting and effective ways of treating it.

Section II: Motor Development

1.       Define gross motor skills.

2.       Define fine motor skills.

3.       Define systems of action

4.       Define handedness

5.       Explain the development of gross motor skills and appropriate ways to foster it.

6.       Give examples of advances in fine motor skills

8.       Discuss possible causes of handedness and advantages and disadvantages of being right- or left-handed.

9.       Identify the four stages in young children’s drawing and tell how Rhoda Kellog suggests adults can best encourage children’s artistic development.

Section III: Health and Safety

1.       Discuss nutritional needs and prevention of obesity in early childhood.

2.       Identify the effects of malnutrition on young children.

3.       What has research concluded about food allergies in children?

4.       Identify trends in accidental injuries and deaths of young children.

5.       How does socioeconomic status and race affect a child’s health?

Chapter 12- Physical Development in Middle Childhood

Chapter 12 value: 20 points

Section I: Aspects of Physical Development

1.       Summarize the growth patterns of children in middle childhood and their average changes in height and weight.

2.       What are options in treating children who do not grow normally?

3.       Summarize nutritional needs in middle childhood.

4.       Explain the current status of dental health care among school-age children.

Section II: Nutrition and Sleep

1.       How can children overcome overweight and cardiac problems?

2.       What are the sleep needs of middle school children?

Section III: Motor Development and Physical Play

1.       What is rough-and-tumble play?

2.       What role do organized sports play in middle school children?

Section IV: Health and Safety

1.       Why are today’s schoolchildren less fit than they should be?

2.       What is the prevalence of various acute and chronic medical conditions in middle childhood?

3.       Summarize causes and treatments for stuttering.

4.       Why are accidental injuries a great concern in middle childhood?