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Week 24

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Week 24

  1. 1. Week 24&25<br />June 14-19<br />June 20 -25<br />
  2. 2. Monday <br />implicate, emerge, hypothesis<br />Snorkeling <br />
  3. 3. Tuesday 6-15-10<br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog sbta2.blogspot.com<br />Silent readingnewspapers Use VOC word: implicate, emerge, hypothesis<br />8:50- 11:00 science alex t- in small room<br />Blake- civics carlos/steph- earth sciangie- health alex –econ kayla- english, voilet - gov<br />Read as a class p. 471 19-1 & p. 479 19-2<br />During the reading please ask questions <br />After reading students are to work independently on questions check points and section assessments<br />Workbook 19-1 - 19-2<br />11:00 LUNCH!!<br />www.jccsinternetsafety.wetpaint.com<br />Piracy & Plagiarism - follow lesson on week 1 & week 2<br />If extra time<br />Students are working on their independent work<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
  4. 4. Piracy & Plagiarism <br />Piracy or Intellectual Property refers to the ownership rights of materials, created, written, designed or expressed by individuals. These materials include music, games, movies, photos, and writing. Illegally downloading or sharing intellectual property without the permission of the creator is a crime punishable by law.<br />
  5. 5. Week 1<br />Overview<br />Film piracy is the illegal copying and distribution of movies in print, videos, DVDs or electronic files. New developments in digital technology make server-based or peer-to-peer (P2P) file sharing on the Internet convenient and relatively fast. A negative consequence of this new technology, however, is online theft of copyrighted material. This lesson introduces students to the problem of film piracy, focusing specifically on Internet file sharing, especially P2P. The lessons activities encompass much more than a focus on the effects of film piracy on profits for movie studios or royalties for actors.<br />
  6. 6. Assignment 1<br />http://jccsinternetsafety.wetpaint.com/page/Piracy+%26+Plagiarism+Week+1+Student+Assignment<br />
  7. 7. Intro Questions<br />If you want to see a movie, what do you do?<br />How does a movie earn money for the movie studio that owns it<br />Who gets the profits from a movie? <br />What happens when a movie makes no profits? <br />
  8. 8. Assignment <br />Distribute Reading Activity: Stealing the Show. This article explains a controversial film industry problem: piracy, or movie theft.<br />Read the following article and answer the questions that follow.Answer questions for Reading Activity: Stealing the Show<br />1. What crime did the Missouri teenager commit and why was the FBI involved in the arrest? <br />2. What are two ways a stolen movie print can get online? <br />3. Approximately what percentage of profits does the movie industry make from DVD or home video rentalsor purchases? 50 percent<br />4. What is "spoofing"? Why is this strategy not always effective in stopping film piracy? <br />5. What is the short-term effect of film piracy? <br />6. What is the long-term effect of film piracy?<br />7. If someone came into your home and took a camera or a DVD player without your knowledge or your permission, would you consider that stealing or sharing? Provide a reason for your answer. Explain how thissituation is or is not different from someone downloading from the Internet an illegal copy of a movie. <br />
  9. 9. Piracy & Plagiarism - Week 2 <br />Overview<br />Film piracy is the illegal copying and distribution of movies in print, videos, DVDs or electronic files. New developments in digital technology make server-based or peer-to-peer (P2P) file sharing on the Internet convenient and relatively fast. A negative consequence of this new technology, however, is online theft of copyrighted material. This lesson introduces students to the problem of film piracy, focusing specifically on Internet file sharing, especially P2P. The lessons activities encompass much more than a focus on the effects of film piracy on profits for movie studios or royalties for actors. <br />
  10. 10. Week 2 intro<br />1. Answer the following questions...Imagine that a film you produced for a class assignment was copied and shared by other students. How would you react? Imagine the film you produced and submitted for a class assignment was copied by another student, who also submitted the film and received a passing grade even though this other student did none of the work. Would you react any differently?<br />Ask:1. Is this cheating or is this stealing? Is there a difference between cheating and stealing? What is that difference?2. How would you solve this problem (a) if you were the student who produced the film? (b) if you were the teacher? (c) if you were the parent of the student who copied and falsely submitted the work?3. Which of the proposed solutions are likely to stop the stealing/cheating behavior?<br />
  11. 11. Assignment week 2<br />Using the Glossary of Key Terms, have students define the following terms:<br />copyright infringement<br />fair use<br />copyright<br />film piracy<br />intellectual property<br />licensing<br />P2P network<br />public domain<br />residual<br />
  12. 12. After reading article<br />Answer each of the following scenarios... 2-3 sentencesSituation A: If a movie is posted on the Internet, does this mean the movie is automatically in the public domain? Explain your answer.Situation B: A teacher rents a DVD copy of the movie Romeo and Juliet to show in the classroom. Has this teacher broken any copyright law? Explain your answer.Situation C: An Internet user uploads a copy of the movie Romeo and Juliet so that his or her friends can download their own copy for private viewing in their homes. The Internet user does not charge his or her friends to download the file. Has this person broken any copyright law? Explain your answer.Situation D. An Internet user uploads a copy of the movie Romeo and Juliet so that his or her friends can download their own copy for private viewing in their homes. However, the Internet user charges his or her friends to download the file. Has this person broken any copyright law? Explain your answer.<br />
  13. 13. Wednesday 6-16-10<br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog use : implicate, emerge, hypothesis<br />sbta2.blogspot.com<br />9:00-11 Us history<br />Alex/rochelle/voilet/blake/ steph- civics <br />start reading Ch 6 section 3 outloud as a class. Ask all students form a circle in the back of the room. Take turns reding chapter section 3 p. 384<br />After reading students please assign them sections for categories on the wall and pass out their quiz <br />6-3 quiz! No books<br />Students are to work on reading connections, reading checks and sections assessment p. 1-7<br />11-11:30 Lunch<br />11:30-1:15 English rochelle and richard- senior portfolio<br />Use teen suicide book<br />If extra time<br />Students are working on their independent work<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
  14. 14. 11:30-1:15 English rochelleand richard- senior portfolio blake –civics violet- civics<br />Lock all english kids’ computers<br />Pass out teen suicide books <br />Turn to page 10 read everything outloud from pages 10-59 as a class taking turns<br />OPEN a NEW powerpoint – title it – “ teen suicide” this is the powerpoint you will use during english<br />After reading students will answer questions in complete sentences from each chapter on their powerpoint<br />
  15. 15. Thursday 6-17-10 <br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog sbta2.blogspot.com<br />Silent readingnewspapers Use VOC word implicate, emerge, hypothesis<br />8:50- 11:00 science alex t- in small room<br />Blake- civics carlos/steph- earth sciangie- health alex –econ kayla- english, voilet - gov<br />Read as a class p. 485 19-3<br />During the reading please ask questions <br />After reading students are to work independently on check points and section assessments<br />Workbook 19-3 and questions p. 488 1-25<br />Pick a disease p. 488 write down who has what. No repeats Please show example powerpointScapies(powerpoint on desktop in folder)D UE Next THURSDAY!! <br />11:00 LUNCH!!<br />www.jccsinternetsafety.wetpaint.com<br />Piracy & Plagiarism follow lesson week 3<br />If extra time<br />Students are working on their independent work or disease powerpoint<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
  16. 16. Project powerpoint<br />There will be a huge Doctor conference in a few weeks. Only the best of the best are invited to this exclusive doctor conference. Each one of you are a specialist in your disease. You will have a question and answer time. Your job is to a thorough research , interview someone, learn, and understand how it effects the body, how it is transmitted and how can people prevent from getting this disease. You will need to understand how does bacteria effect and cause your disease. Please be prepared to have a powerpoint during your conference.<br />You may also include diagram or props for your presentation<br />
  17. 17. powerpoint<br />MaIN QUESTION: How does bacteria cause your virus or disease?<br />what is it? <br />How is it a problem today? <br />symptoms <br />what happens to the body? <br />Causes <br />who is at risks? <br />how is it diagnosed? <br />how is it treated? <br />Transmission/ how is it spread? <br />how to prevent ? <br />risks/complications <br />treatment/ drugs <br />related diseases <br />sample stories <br />lots of pictures<br />
  18. 18. Piracy & Plagiarism follow lesson week 3<br />Overview<br />In this lesson, students will learn about how the Internet has increased the prevalence of plagiarism. They will then practice properly citing sources in their own research-based writing.<br />
  19. 19. 6-17 Week 3 intro<br />Students respond to the following scenario:“You and a friend have been working on your final research papers for one of your classes for the past month. The night before the papers are due, you get together for an all-night editing session. At 1 a.m., your friend’s computer dies, and he loses his entire paper. He has no back-up disk. Your friend is devastated, and he decides to download a paper off of an Internet term paper site. How do you respond to his actions?” After giving students a few minutes to write, have some students share their responses with the class. Then, develop a class definition of plagiarism.<br />
  20. 20. Assignment week 3<br />Read this New York Times article, Lessons in Internet Plagiarism.... Answer the following questions...2-3 complete sentences1. How did Ms. Prestebak discover that the high school student had taken his paper off the Internet? 2. How has the temptation to cheat been increased by access to the Internet? 3. What happened at the University of Virginia with regards to this topic? 4. What did Donald McCabe’s survey reveal? 5. According to Cathy Aubrecht, what is a sign that a student has plagiarized? 6. What are some of the consequences for plagiarism? 7. What are some resources that schools can use to find out if students are plagiarizing materials?<br />
  21. 21. assignment<br />As a class, discuss the difference between quoting directly from a source, paraphrasing the source, and using the source as background material for your own ideas. In which cases would you have to cite the source? <br />Divide the class into pairs or groups of three or four. Assign each grouping a topic you have recently studied in class, or allow them to select a topic that interests them, such as a current event. Using all available resources, each grouping finds ten different sources on this topic, including at least one book, one related encyclopedia entry, one news article and one Web site.<br />
  22. 22. Friday 6-18<br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog sbta2.blogspot.com<br />Silent readingnewspapers Use VOC word implicate, emerge, hypothesis<br />New WORDS: Predict, integrate, impose<br />Copy words, make your own sentence and adobe 2-3 pictures with word and sentence on image<br />FINISH all assignments from this week<br />Check Monday to Tuesday work <br />Lunch 11-11:30 <br />If extra time<br />Students are working on their independent work<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
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  26. 26. Week 25<br />June 21-25<br />
  27. 27. Monday 6-21<br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog use :<br />: Predict, integrate, impose<br />sbta2.blogspot.com<br />9:00-11 Us history<br />Alex/rochelle/voilet/blake/ steph- civics <br />Start with category on the wall presentations 6-3<br />then as a class start reading Ch 6 section 4 p. 390 outloud as a class.<br /> Ask all students form a circle in the back of the room. Take turns reading chapter section 3 p. 390 <br />After reading students please assign them sections for categories on the wall and pass out their quiz <br />6-4 quiz! No books<br />Students are to work on reading connections, reading checks and sections assessment p. 1-7<br />11-11:30 Lunch<br />English TEEN SUICIDE<br />If extra time<br />Students are working on their independent work<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
  28. 28. Monday 6-21 11:30-1:15 English rochelleand richard- senior portfolio blake –civics violet- civics<br />Lock all english kids’ computers<br />Pass out teen suicide books <br />Pass out worksheet student quiz<br />Have students work on answering them in 15 minutes<br />Use the key to go over the questions and answers<br />Assign essay to students- they may use the internet for research <br />Essay is due 6-25<br />After students finish typing essay- print it out and reread and make any corrections then they must give it to someone else to read and correct- ‘peer editing” peer editor must sign name<br />Return back to essay and make final corrections and changes<br />
  29. 29. Teen suicide essay<br />Write a 3 paragraph essay including these issues:<br />What is suicide, why is it a problem with teens, what do you think are the causes, why do you think it has gotten worst, can you relate to the book, how do you think we can curb the teen suicide problem, what kinds of advice an you gave suicidal kids? What can parents or teachers do to help prevent this? Google and compare another country’s suicidal rate with us? What are your finding??why<br />
  30. 30. Tuesday 6-22-10 <br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog sbta2.blogspot.com<br />Silent readingnewspapers Use VOC word Predict, integrate, impose<br />8:50- 11:00 science alex t- in small room<br />Blake- civics carlos/steph- earth sciangie- health alex –econ kayla- english, voilet - gov<br />Read as a class p. 485 19-3<br /> students work on Disease powerpointand questions p. 488 1-25<br />Pass out ch 19 studyguide due before LUNCH<br />Pick a disease p. 488 write down who has what. No repeats Please show example powerpointScapies (powerpoint on desktop in folder)D UE Next THURSDAY!! <br />11:00 LUNCH!!<br />GO OVER SCIENCE STUDYGUIDE with the answer key<br />TEST IS ON THURSDAY!!!!!!!!!!!!<br />www.jccsinternetsafety.wetpaint.com<br />Piracy & Plagiarism follow lesson week 4<br />If extra time<br />Students are working on their independent work or disease powerpoint<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
  31. 31. Project powerpoint<br />There will be a huge Doctor conference in a few weeks. Only the best of the best are invited to this exclusive doctor conference. Each one of you are a specialist in your disease. You will have a question and answer time. Your job is to a thorough research , interview someone, learn, and understand how it effects the body, how it is transmitted and how can people prevent from getting this disease. You will need to understand how does bacteria effect and cause your disease. Please be prepared to have a powerpoint during your conference.<br />You may also include diagram or props for your presentation<br />
  32. 32. powerpoint<br />MaIN QUESTION: How does bacteria cause your virus or disease?<br />what is it? <br />How is it a problem today? <br />symptoms <br />what happens to the body? <br />Causes <br />who is at risks? <br />how is it diagnosed? <br />how is it treated? <br />Transmission/ how is it spread? <br />how to prevent ? <br />risks/complications <br />treatment/ drugs <br />related diseases <br />sample stories <br />lots of pictures<br />
  33. 33. Piracy & Plagiarism - Week 4 <br />Piracy & Plagiarism - Week 4 <br />Overview<br />The use of peer-to-peer networks to share music and movies has sparked tremendous controversy in recent years. The recording industry blames P2P file sharing for declining music sales and has responded with extensive advertising, lobbying campaigns, lawsuits against file-sharing companies, and, until recently, lawsuits against individual users of P2P software. After years of negotiation, authorized downloading sites have also emerged, such as iTunes. However, unauthorized file-sharing remains extremely popular. For example, one study found that one third of PCs in the world have Limewire (a popular file-sharing technology that has been targeted in lawsuits) installed. Users of P2P networks argue that the world has changed, that they should be able to use and share music without restriction, and that the recording industry needs to adapt its business models to new technologies. They point to the efforts of some musicians to use the Internet and P2P technologies to reach out to fans and market their works. (See, for example, the "pay what you want" model used by Radiohead for its recent album In Rainbows, or Nine Inch Nails' liberal licensing of its collection Ghosts I-IV.) Given the heated debate, it is easy to forget that peer-to-peer technology itself is not illegal, nor is using the technology to make fair uses, to share copyrighted materials designated for sharing, or to share materials in the public domain. It is also easy to forget that we have been here before. As we learned in Lesson 3, new copying technologies often spark legal and political controversy as industries based on old technologies struggle to adapt. For example, movie industry representatives famously claimed that videocassette recorders would destroy that industry (former MPAA president Jack Valenti likened VCRs to serial killer "Jack the Ripper"), but in fact VCRs and DVDs opened up new business opportunities and brought new wealth to the industry. A clearer understanding of the peer-to-peer debate will not only enable students to make informed decisions about their use of peer-to-peer software, but it will also give them a framework for understanding how emerging technology affects commerce, society, and culture – and how individuals can be impacted by the changes.<br />
  34. 34. Intro week 4<br />Students will read a fictionalized composite RIAA case and discuss the views of the "players" involved in this real-world scenario: A 12-year-old girl in Toledo, Ohio, receives an email from her Internet provider regarding a subpoena. She doesn't understand it, so she ignores it. One year later, her family is formally served with a lawsuit naming her mom as a defendant. The suit alleges that the mother, who was the ISP account holder, illegally downloaded 10 copyrighted music files from a file-sharing network and seeks damages for each song. The plaintiff record companies offer to settle for $6,000. The 12-year-old girl downloaded the songs, but she didn't know she was doing anything illegal. She found the files on a site that was free to access, but there were no warning signs that the bands didn't authorize the site. She's a huge fan of these bands – she owns all of their CDs and just wanted to hear the new songs.<br />The Mom doesn't believe that she should be sued. She can't afford to pay the $6,000 settlement fee, and she can't afford to hire an attorney to fight the case in court. (The attorney she spoke with asked for a $10,000 retainer just to get started.)<br />The plaintiff record companies claim that this is theft from their hardworking artists and that making the mother pay the settlement fee will deter others from illegally downloading copyrighted music from the Internet.<br />Popular Music Artist/Band A, whose music the girl copied, says that band members should be paid for their creative works; fans should buy their CDs and not get away with piracy. Making music is the band's job, and musicians need to be compensated; they're losing money when fans illegally download their music.<br />Popular Music Artist/Band B, whose music the girl copied, has a different perspective and supports music file-sharing technology, even encouraging fans to download its latest album of MP3s for free or for whatever they want to pay. Band B believes P2P file-sharing helps promote its music and encourages an even wider spectrum of music to be heard. Band B also allows its fans to remix its songs as long as the use is noncommercial.<br />
  35. 35. Assignment week 4<br />Have students answer the following questions about the above scenario...Could the above scenario be true?<br />Which of the stakeholders is right, if anyone? Why? <br />Are the views of the other stakeholders legitimate? Why or why not? <br />2. Have students read the web article "P2P Networking - Kids Know! Do Mom and Dad?"3. Have students answer the following questions...How do the students feel about P2P file-sharing technologies?<br />Is P2P technology itself illegal? <br />What are some of the real dangers of downloading files via P2P file-sharing programs?<br />ANSWER questions in complete sentences 2-3 sentences for each<br />
  36. 36. Wednesday 6-23-10 <br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog use :<br />: Predict, integrate, impose<br />sbta2.blogspot.com<br />9:00-11 Us history<br />Alex/rochelle/voilet/blake/ steph/richard- civics <br />Start with category on the wall presentations 6-4<br />Pass out studyguide ch 6 due before lunch TEST ON MONDAY<br />Questions on p. 38 28-34<br />PLAY MOVIE on World War 1 students take 15 notes on computer or paper <br />11-11:30 Lunch<br />English TEEN SUICIDE<br />If extra time<br />Students are working on their independent work<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
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  38. 38. English Wednesday 6-23<br />Lock out all English kids<br />Pass out reading papers <br />Before viewing<br />Seeing others<br />Reading the papers as a class- taking turns<br />After reading put in VHS film<br />After film give them time to finish essay on teen suicide<br />Essay due 6-25 rough draft and revised with peer editing<br />
  39. 39. Teen suicide essay<br />Write a 3 paragraph essay including these issues:<br />What is suicide, why is it a problem with teens, what do you think are the causes, why do you think it has gotten worst, can you relate to the book, how do you think we can curb the teen suicide problem, what kinds of advice an you gave suicidal kids? What can parents or teachers do to help prevent this? Google and compare another country’s suicidal rate with us? What are your finding??why<br />1:15 clean up throw out all lunches!! Wipe desk, microwave, and trash duty<br />
  40. 40. Thursday 6-24<br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog sbta2.blogspot.com<br />Silent readingnewspapers Use VOC word Predict, integrate, impose<br />8:50- 11:00 science alex t- in small room<br />Blake- civics carlos/steph- earth sciangie- health alex –econ kayla- english, voilet - gov<br />Give students 15 inutes to study their ch 19 studyguide <br />9:20 Collect studyguide and pass out test- no talking <br />Work on disease p. 488D UE next THURSDAY!! <br />11:00 LUNCH!!<br />www.jccsinternetsafety.wetpaint.com<br />Follow lesson for Inappropriate Content week 1 and week 2<br />If extra time<br />Students are working on their independent work or disease powerpoint<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
  41. 41. Week 1 <br />http://jccsinternetsafety.wetpaint.com/page/Inappropriate+Content<br />
  42. 42. Inappropriate Content week 1<br />Inappropriate content has been defined in the Children's Internet Protection Act as visual depictions that are obscene, child pornography, or material "harmful to minors" Categories include pornography, hate groups, violence, illegal activity, extremist groups, online advertising.<br />
  43. 43. Intro week 1<br />Into:<br />Begin a discussion with students about this topic by asking the following questions: What are some of the ways that the Internet is a useful tool? (e.g., communication, education, entertainment, business)<br />Do you think that the Internet can be dangerous? Explain your thinking or give an example.<br />How have you heard the word "racist" used? How would you define the term "racist?"<br />Who knows what a chat room is? Explain.<br />Do you think that chat rooms can be a dangerous medium? Do any of you have any specific experiences with chat rooms that you'd like to share? (an example might address personal safety in chat rooms)<br />Do you think that chat rooms target a specific audience? Explain your thinking or give an example. (an example of a target audience might be children or young adults)<br />Have you ever been part of a chat room discussion in which either you or someone else gave out false information? Why do you believe people use chat rooms to create false identities?<br />
  44. 44. 1. Have students read and discuss the story of Daniel on the Student Assignment Page.2. Have students answer the following questions...Describe, in your own words, what happened to Daniel.<br />How was he feeling before the hate message? After the hate message?<br />What could he have done to avoid this experience?<br />What would you have done if you had been in the chat room when these hateful messages popped up?<br />What are some of possible ways that people can protect themselves from this kind of hate on the Internet?<br />Do you think it is ever safe to reveal personal information over the Internet? If yes, when? If no, why not? <br />What other kinds of hate that could exist on the Internet?<br />Have you ever experienced such kinds of hate?<br />What could you do if you encountered hate on the Internet?<br />
  45. 45. Week 2 Intro <br />Into:<br />Ask students what they know about Freedom of Speech.<br />read the following passage and discuss the meaning of the First Amendment. <br />Have the students brainstorm why hate isn't censored on the Internet. <br />This is the freedom of Speech clause of the First Amendment: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."<br />
  46. 46. Week 2 assignment<br />In light of the First Amendment, have students consider the following scenario: You are surfing the Internet and you type in "Confederate" because you are learning about the Civil War. You want more information about slavery and about how the South wanted to secede from the union. You come across a web site that has amazing graphics, a picture of the Confederate flag and a number of links to regional Ku Klux Klan groups. ASK THE CLASS: What images or thoughts come to your mind when you see links to the Ku Klux Klan? THEN: Perhaps you want to check your perceptions - you're curious - so and you click onto one of the *** web sites. The site says the following:"This is not a hate page. We only wish to express our pride in our White Heritage. There are many political groups who voice their opinions--Black groups, Communist groups. We believe everybody should be proud of what and who they are." NOW ASK: What are your thoughts about this web site now? What are some possible reasons why the site might offer a disclaimer? Does anyone know what "propaganda" means? How does the term "propaganda" apply to the example of the *** web site? Explain your thinking or give examples. (THIS IS AN OPPORTUNITY TO BRAINSTORM AND DISCUSS PROPAGANDA AND PUBLIC ASSUMPTIONS ABOUT CERTAIN HATE GROUPS.) The web site goes on to say: "We continue to fight our battles to protect the rights of White Christians on the street and in the courts." <br />
  47. 47. Week 2 assignment con…<br />CONTINUE YOUR DISCUSSION:How might standing up for one's rights lead to violence in this case? What are some key words that might alert you to this? Do you believe, at this point, that this might be a dangerous hate site? Why or why not? <br />
  48. 48. Week 2 assignment con….<br />Continue with the following example. This example may be either read aloud or printed up.[NOTE: The language used in this example is offensive. You may want to discuss the use of such language with the students before proceeding.] On May 16, 2000, the last two suspects in a 1963 Alabama bombing were indicted for murder. There were four suspects, three of whom were convicted, who bombed the 16th Street Baptist Church in which four young black girls were murdered in Birmingham, Alabama. All four men were members of the Ku Klux Klan organization known as The United Klans of America, one of the most violent hate groups in American history. In addition, James Knowles, a member of the United Klans of America, and one of two men convicted for the 1981 lynching of Michael Donald, a black teenager, testified at his trial that he killed Michael Donald "in order to show Klan strength in Alabama . . .. carrying out the orders" of his United Klans of American leader. The second man involved in Michael Donald's lynching said that "a ****** ought to be hanged by the neck until dead to put them in their place." In 1995, the American Knights of the *** was established to reinvent the *** as a civic organization for white people. And in 1999, this group changed its name to Church of the American Knights of the ***. At a rally, this group told the crowd: "We hate Jews, We hate niggers. . . . I'm a Yankee and I have never heard the word thank you in the ****** vocabulary. . . . We don't like you niggers. . . . Tell me one thing your race has accomplished." Continue the discussion by brainstorming some of the following questions with the group: How might you connect the ***'s seemingly harmless web site to these acts of hate and violence?<br />Do you notice a pattern in the development of hate? Explain your thinking.<br />
  49. 49. 6-25 friday<br />As students are coming into class, tell them to put on uniform and silent read newspapers only. PLEASE LOCK their computers.<br />7:45-8:45- Morning Blog sbta2.blogspot.com<br />Silent readingnewspapers Use VOC word Predict, integrate, impose<br />New words: Status, resolve, regime<br />Copy words, make your own sentence and adobe 2-3 pictures with word and sentence on image<br />FINISH ALL WORK from this week!!! <br />Pull the history in the back and Go over US history ch 6 studyguide answers <br />11-11:30 Lunch <br />Clean up before leaving <br />If extra time<br />Students are working on their independent work<br />CLEAN UP 1:15 spray desk, trash, newspapers, toss lunches<br />
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  53. 53. Extra assignment if needed<br />Use this cyber assignment f students are complaining that they are finished with everything.<br />Inappropriate Content Week 3<br />http://jccsinternetsafety.wetpaint.com/page/Inappropriate+Content+-+Week+3<br />
  54. 54. Inappropriate Content Week 3<br />Overview<br />The following defines the Four -Stage of the Technology Learning Cycle and includes a set of questions that should guide students when using digital technologies. Following these questions, there are suggested lesson activities that teachers can use to help reinforce the Digital Citizenship Reflection. At the end is a graphic that shows the cycle of how the user moves through each of the four stages.<br />
  55. 55. Inappropriate Content Week 3 intro<br />Into:<br />Student Questions:• Do I recognize when there is an issue of inappropriate use of technology? Why or why not?• Have I considered the appropriateness of my actions? Why or why not?• Can I differentiate which of my actions are considered misuse or abuse? Why or why not?• Am I aware of the implications of my actions when using technology? Why or why not<br />Have students discuss what is considered technology misuse in school or district by examining the JCCS Acceptable Use Policie (AUP). Have students debate the question: “What types of technology use are considered appropriate or inappropriate in school?” “Why?”<br />Student Questions:• Am I violating laws, policies, or moral codes by using technology in this way? Why or why not?• Have I seen, read, or heard of similar situations? What was the outcome?• Does Digital Citizenship provide direction for determining the appropriateness of my actions? How?<br />
  56. 56. Week 3 assignment<br />Inappropriate Content Week 3 Student Assignment <br />1. Answer the following questions...• Do I recognize when there is an issue of inappropriate use of technology? Why or why not?• Have I considered the appropriateness of my actions? Why or why not?• Can I differentiate which of my actions are considered misuse or abuse? Why or why not?• Am I aware of the implications of my actions when using technology? Why or why not?2. Read the Juvenile Court and Community Schools Acceptable Use Policy (AUP)...3. Answer the following questions regarding what you found out in the AUP...What types of technology use are considered appropriate or inappropriate in school? Why are they considered inappropriate?<br />

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