October 2007 - Posts

Rome 3  

When you were answering Rome and Rome 2 you began to shape a personal perspective of Rome.  Read through the actual Twelve Tables and write how you feel about ancient Rome.

http://www.csun.edu/~hcfll004/12tables.html

 

Political Prisoners

A WebQuest for 9th Grade ELA

Designed by

Ms. Kelly
lkelly9@schools.nyc.gov

 


Introduction

In class we have recently finished reading Monster, by Walter Dean Myers. This book focused on the main character, Steve Harmon, who is in jail. We wrote literary letters based on Monster and other subjects. We have also discussed political prisoners and how people end up in prison for their beliefs. Sometimes, political prisoners commit crimes for which they feel justified, and other times they are innocent of the crimes for which they have been convicted. Most political prisoners are guilty of committing an action against the government. Is the action justified? That is for you to decide.



The Task

Your task is to research one person who is considered to be a political prisoner, decide whether or not you think that person is guilty based upon your research, and write a letter to that person in prison in a format similar to the one we have been studying in class.



The Process

Please follow the steps listed below in order to complete the task:

1.      From the list provided, choose a political prisoner that interests you.

North American Political Prisoners     

Black Liberation  Most of the following prisoners are serving time for "crimes" in the name of black liberation. Many of them are former members of either the Black Liberation Army, or the Black Panther Party, or both. They are either in prison for their clandestine actions against government and corporate entities, or because they have been framed by the authorities.  

Sundiata Acoli #39794-066, USP Allenwood, PO Box 3000, USP Allenwood, White Deer, PA 17887. 

 Jamil Abdullah Al-Amin #EF492521, Georgia State Prison, 100 Georgia Hwy 147, Reidsville, GA 30499-9701.  

Herman Bell #79C0262, Eastern Correctional Facility, Box 338, Napanoch, NY 12458-0338.  

Bashir Hameed (J. York) #82A6313, Box AG, Fallsburg, NY 12733. 

Mumia Abu-Jamal AM8335, SCI Greene, 175 Progress Drive, Waynesburg, PA 15370-8090.  

Abdul Majid (Anthony Laborde) #83A0483, Drawer B, Green Haven Correctional Facility, Stormville, NY 12582-0010.  

Jalil Muntaqim (Anthony Bottom) #77A4283, Box 618, 135 State St., Auburn Correctional Facility, Auburn, NY 13024.   

Hugo Pinell #A88401, PO Box 7500, SHU D3-221, Crescent City, CA 95531-7500.  

Mutulu Shakur #83205-012, Box PMB, Atlanta, GA 30315.  

Cuban Five  The Cuban Five are five Cuban civilians who were accused of espionage and conspiracy when spying on anti-Castro leaders in Miami.   

Ruben Campa #58733-004, FCI Oxford, Box 1000, Oxford WI 53952-0505.  

Rene Gonzalez #58738-004, FCI Edgefield, Box 725, Edgefield, SC 29824.  

Antonio Guerrero #58741-004, USP Florence, PO Box 7500, Florence CO 81226.  

Gerardo Hernandez #58739-004, USP-Lompoc, 3901 Klein Blvd., Lompoc, CA 93436.  Luis Medina #58734-004, USP Beaumont, Box 26030, Beaumont TX 77720-6035.  

 Native American  

Byron Shane Chubbuck #07909051, US Penitentiary, PO Box 1000, Leavenworth, KS 66048.  

Eddie Hatcher #0173499, MCI, PO Box 2405, Marion, NC 28752.  

Leonard Peltier #89637-132, PO Box 1000, Leavenworth, KS 66048.   

Luis V. Rodríguez #C33000, PO Box 7500, Crescent City, CA 95532 7500.   

Puerto Rican Liberation  

Haydee Beltran #88462-024, SCI Tallahassee, 501 Capital Circle, Tallahassee, FL 32031. 

 Oscar Lopez Rivera #87651-025, Box 33, Terre Haute, IN 47808. 

Carlos Alberto Torres #88976-024, PO Box 1000, Oxford, WI 53952. 

2.      Using the links provided, research the life and case of the prisoner you have chosen.

§         This site has a list of the prisoners and related websites http://www.prisonactivist.org/pps+pows/pplist-alpha.shtml

§         This site has brief biographies of some political prisoners http://mxgm.org/web/biographies/index.html

§         Check this site for FBI information on the person you chose. Just enter the name in the search box and see if anything comes up.                           

   http://foia.fbi.gov/

§         When all else fails, an easy way to look up information is by typing the terms into a Google search, using quotations.                                                   http://www.google.com

3.      Based upon what you have researched, answer the 7 following questions.

1)      What is this person accused of?

2)      Where did the incident occur?

3)      Who else was involved in the incident?

4)      Where is the prisoner serving his/her sentence and for how long?

5)      From the facts you researched does it seem that the prisoner received a fair trail?

6)      Is this person a political prisoner? Explain your reasoning.

7)      Do you think this person is guilty? Why or why not?

4.      Write a letter to the prisoner you have researched using the following format:

-         Date

-         Greeting (Dear _____________)

-         Introduction

-               - Who you are.

-               - What interests you about the prisoner or his/her case.

-         Body

-               - One connection to the person, subject, or case.

-         Conclusion

-               - A question or opinion about the case or prisoner.

-         Closing


Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

 Beginning1Developing2Accomplished3Exemplary4Score

In class/ at home work

Student devotes little time to project.

Student devotes some time to project, but is often off task.

Student devotes sufficient time to project, and is rarely off task.

Student devotes significant time to project and is never off task.

 

Answers to questions.

Many questions unanswered. No comprehend-sion or detail.

Most questions answered with basic comprehen-sion and no detail.

All of the questions are answered with some comprehension and little detail.

All of the questions are answered in full detail and reflect full comprehension.

 

Letter to Prisoner

All parts included and in-depth with a lot of detail and thought.

All parts are included with sufficient detail and some thought.

One part is missing or all parts are included with little detail and basic thought.

More than one part is missing and/or lacks any detail or thought.

 

Overall Performance

Project shows a great deal of effort, thought, and diligence. Work was revised as necessary.

Project shows effort and thought. Work was revised at least once.

Project shows minimal effort or thought. Work was revised slightly.

Project shows no effort or thought. Work was not revised.

 


Conclusion

Once you have completed this task, you should have in-depth knowledge about a particular prisoner or case. Why is this person important? How can we learn from this person’s case? What are you going to do to help the person if you think they are innocent?



Credits & References

Original image from santacruz.indymedia.org/.../19254/index.php  
 

Rome 2  

http://www.regentsprep.org/Regents/global/themes/justice/classical.cfm

Use the website above to answer the following questions in complete sentences.

1.  Why were the Laws of the Twelve Tables considered such a great achievement of ancient Rome?

2.  How have the Laws of the Twelve Tables benefited our society today?

http://www.regentsprep.org/Regents/global/themes/goldenages/roman.cfm 

1.  Write a brief paragraph explaining the accomplishments of ancient Rome.

 

Rome  

http://members.aol.com/Donnclass/Romelife.htm

l

We will be starting Rome in the following week.  In order to prepare yourself for class I would like you to read about Romulus & Remus, 12 Tables , Republic Government, Roman Roads, and a topic of your choice.  Make sure to write a two paragraph summary about these topics. 

 

 http://ancienthistory.mrdonn.org/Greeklife.html 

1. Students should know the forms of government in ancient Greece and where they developed. 

2. Students should know the role of geography in ancient Greece.

3. Students should know the history of democracy.

4.  Students should formulate an opinion about which city-sates lifestyle was better.

5.  Students should know who Pericles was and his accomplishments. 

6.  Students should know why Aristotle was a great teacher.

 

http://ancienthistory.mrdonn.org/Greeklife.html 

Essential Topics/Debate Topics

1. Students should know the forms of government in ancient Greece and where they developed. 

2. Students should know the role of geography in ancient Greece.

3. Students should know the history of democracy.

Look for the answers to the following questions under Persian Wars and Peloponnesian Wars.

1.  Where was the Persian Empire located?

2.  Why did the Persians attack ancient Greece?

3.  What did the Greeks do to protect themselves after the third Persian war?

4.  Why do you think money created problems between the ancient Greeks?

5.  How did fighting amongst themselves influence the Greeks? 

 http://ancienthistory.mrdonn.org/AncientGreece.html

On Thursday the 25th we will be debating various topics that deal with ancient Greece.  We will focus on the differences between Sparta and Athens.  As a dedicated student you are going to want to impress your teacher.  For homework follow the hyperlink to Mr. Donn’s website that focuses on ancient Greece.  There you will read about ancient Greece and then write a one paragraph summary of your reading.  The paragraph must be eight sentences long.

This project is basically a challenge posed to the students to create the newest Egyptian monument. The monument should be grander and more beautiful than any ever created before. They must become experts in their respective fields and then work together to win the approval of the Pharaoh. They will hopefully learn about different aspects of Ancient Egypt including: history, religion, geography, culture, people, and government. 

The Academy of Finance and Enterprise takes great strides to incorporate business into their curriculum.  Being a student of the A.O.F.E. you will be expected to be aware of certain business applications.  The proposal you are creating for your Pharaoh will mimic a business proposal that you will work on in your future career.

Group Members:  The groups will consist of four members that must contribute equally to the project.  If one group member decides not to do their work the other members will not be penalized.  Below are the titles and the main focus of the group members.  Written documentation must be provided for each step of the process in order to receive full credit for the project. 

Architect/Designer

Where will the monument be built?What will be the design of the monument?

Contractor/Foreman

What process will be used to build it? Where will the monument be built?

Merchant/Supplier

What materials and labor types will be used? Where will the monument be built?

Historian/Secretary

What process will be used to build it?Who will the monument be built in honor of?  

The Process

 Step 1:  (All Students) Using the three websites below the students will become familiar with Egyptian history and culture.  While researching these websites the students will be required to fill out a note sheet.  The note sheet will be provided by your teacher. 

http://www.cnn.com/TRAVEL/DESTINATIONS/9705/seven.wonders/pyramids.html  

http://www.pbs.org/wgbh/nova/pyramid/explore/ 

http://www.si.edu/Encyclopedia_SI/nmnh/pyramid.htm  

Step 2:  Individually the students will research their group assignment and become experts in their filled.  The students will complete their note sheet that accompanies their group assignment.

Individual Sources:

Architect/Designer

http://www.archaeology.org/0705/etc/pyramid.html

http://interoz.com/egypt/construction/index.htm  

Merchant/Supplier

http://www.science-frontiers.com/sf054/sf054a02.htm

 http://www.mines.inpl-nancy.fr/Laego/Crozat/uk/6.html 

Contractor/Foreman

http://www.interoz.com/egypt/construction/construc.htm 

Historian/Secretary

http://www.mnsu.edu/emuseum/prehistory/egypt/index.shtml 

Step 3:  Using the information that all group members have collected the students will create a proposal which will be presented to the Pharaoh for approval.  The students must answer the following questions while providing justification for their responses.

Where will the monument be built?  What will be the design of the monument? What process will be used to build it?What materials and labor types will be used?  Who will the monument be built in honor of?What’s the goal of your project? 

Step 4:  Following the outline provided below and the note sheets that you have filled out create the final proposal for your Pharaoh. The proposal should be 1-3 pages long.  You should be using 12-point font and double spaced paragraphs.

 Outline for Monument Proposal

 1.     Introduction:  Explain the monument that you are planning on building and why it is significant. Explain the general idea behind the monument.  Explain why this monument would be important and general information about it.

2.    Background:  Discuss what is already known about existing monuments.  Explain the purpose of these monuments and how they accomplish that function. 

3.    Rationale:  Explain why your monument should be built.  You should discuss how the research that you have done has helped you decide what monument to create and why.

4.   Procedure:  Explain how you are going to create this monument and what resources you are going to use.

5.    Conclusion:  Discuss how your monument will be a benefit to your pharaoh and how your monument will benefit Egypt.  

Thank you for the effort that you put into this project!  Mr. Colantuono     

 http://www.eduplace.com/ss/hmss/6/unit/act3.1blm1.html

Examining a Law

Choose 5 of Hammurabi's Laws from the A Selection from the Code of Hammurabi worksheet. Carefully read each law you chose and answer the following questions for each law:

Who is involved? What are they told to do or not to do? What are the stated consequences of complying or not complying with the law?