Sorry

Sorry.  No time to post today, so there's no extra credit.  Feel free to play the geography games.

We're working on globalization in class - in case you were absent today.

Disneylandia Globalization and The Hunger Games

We listened to (and discussed) Jorge Drexler's  "Disneylandia" in class.  The students read a translated version, and I had them point out examples of globalization in the song - examples like:

"Armenians naturalized in Chile are looking for their relatives in Ethiopia."

and

"Greek literature adapted for Chinese children in a European Community."

and

"African zebras and Australian Kangaroos at the London Zoo."

...The song is one example of globalization after another.  And it's beautiful, and moving, and there's a lot more going on in it that we don't have time to talk about - like... what IS Disneylandia, for example?


We also read The Hunger Games.  We're moving along.


Here's a video of Drexler's song.  It's not the video of his song, but it's good - and the images depict globalization - although many are biased one way or another.

If you want the extra credit, watch the video and discuss it with the adult you read the blog with.  On a piece of paper, write down a few thoughts, and have them sign it.  Turn it in on Monday.

Have a great weekend.

Refresher

We went over the 9/11 stations today, but we also got back into what we were talking about before: cultures.

For bellwork, I had the students define the four terms that they defined days ago.  I wanted to see if they still remembered them.

The terms are all related:

Globalization, ethnocentrism, cultural borrowing, cultural diffusion.  They all tie in with globalization.  We spent quite a bit of time discussing them.  Spend some time discussing them now.  What do they each mean?  How are they related?  Etc...

Don't forget, students can bring in a tag and get extra credit for that as well.

If you want extra credit today, write the following phrase: "Weezer was covering The Pixies when they played the b-side Velouria."

Then, have the adult you discussed this with sign the paper and turn it in tomorrow.

Editorial Cartoons

We walked around the room today looking at editorial cartoons that came out shortly after 9/11/01. Students had to use some of those "critical thinking" skills that people are always talking about. As you know, the cartoons aren't straight forward. They're symbolic. As has been the case of late, I don't have a lot of time to write, so I'm going to put a cartoon up here. To get the credit, read and discuss the questions below it with an adult. Write the answers on a scrap of paper, and have the adult sign it. (You might also consider telling them some of the other pictures we had in the room today.)

1.  Who are the people in this picture?

2.  Where are they?

3  What is above their heads?

4. What does that mean?

5.  Why is the comment "We've reached the top" ambiguous?  (Ambiguous means it can mean more than one thing - in this case, the word "top" is referring to two things...)

6.  What is the cartoonist trying to say?

Another 9/11

It's probably my most emotional draining day as a teacher.  We watch the events of 9/11 as the morning unfolds.  A few years ago, I scoured videos looking for ones that captured the events, but were still age appropriate.

But watching them 6 classes in a row is still draining.  So, please understand I'm not trying to brush you off when I say I don't feel like writing about it at present.

I'll tell you what though, go to this website: TIME'S BEYOND 9/11 SITE.  If you want extra credit tonight, watch any one of the interviews on here with an adult.  Obviously, I haven't watched them all, but the ones I have seen were very well done.  Discuss what you saw with the adult.

To get the extra credit, write down the name of the person (or people) you watched and two things you took from what they said.  Make sure your name, date, and hour are on the paper.