We are continuing to work on our film about Jane Goodall. We have designed our presentation templates for our writing piece on Keynote. The sound track of our film has finished being recorded and Today we will begin our writing piece The question we will be answering is about Jane Goodall as an animal conservationist
Level 1 Question is a fact question, this is something you can look up in the reading about Jane Goodall and get the answer to. For instance Did Jane Goodall dedicate her life to animal conservation? This answer is write in the text or films we have watched. This is a kind of look back question.
Level 1 Question: Did Jane Goodall dedicated her life to animal Conservation?
Level 2 Question
Level 2 questions are not as easy to answer they require the writer to give his
opinion or create an argument that he has to defend. These questions make the writer think about (analyze the facts: look at the facts and think about what they mean and interpret the facts: to come up with their original idea or opinion on what they think these facts mean)
The writer looks at the fact and comes up with his/hers original ideas on the subject.. (The
reader must read between the lines for the answers to
questions on this level. (Meaning he must read the material and then
think about what he has read and decide what it means.)
We can turn our Level 1 Question by Just adding one word?
Level 2 Question:
Why do you think Jane Goodall dedicated her life to animal conservation? Create a an opinion piece examining and analyzing the events in her childhood and early life in Africa, as well as the trend of habitat destruction (destruction of animals natural homes in nature) and deforestation ( the cutting down of forests for farms and mining of metals). Tell why you think Jane became an animal conservationist? Support your point of view with facts and events from Jane’s life and experiences in Africa?
Today I want you to create a topic sentence for your answer to this question using the Topic sentence pool graphic organizer this class created by us last week
We are discussing our writing contest today and formulating questions for our contest. I would like us to brainstorm and come up with at least two questions that writers could answer. They should be opinion questions with some depth to them. Submit your questions for evaluation ( by the class) on paper and blog them hear as well.
Here are some resources you can read over to formulate your question.
1.Why do you think it was important that black troops were allowed to fight in the civil War?
2. Do you think the Emancipation Proclamation that lincoln signed freeing the slaves on Jan. 1 1863 led to the establishment of black regiments in the civil war? How important was this document on finally allowing African Americans to become soldiers?
- Answer one or both of the questions in essay form.
- Length no more than 4 paragraphs
- Identify your point of view and state it clearly in the beginning of the written piece
- Make sure each paragraph has a topic sentence and the detail sentences belong in that paragraph.
- This is a opininon piece back up your point of view with details .
- Conclude (end) your piece with a paragraph that restates your main idea and clearly ends the piece.
Zihir 1/2 Mark 1/2 Deangelo 1/
I am announcing a writing contest for Ms. Brassfield’s class. The Topic Question: How did the events of Lincoln’s childhood influence his development as a man? Tell me what kind of childhood Lincoln had, what was daily life like on the frontier, what events happened in Lincoln’s childhood that were traumatic or difficult during his formative years, that helped him become a president who could lead during terrible time like those of the civil war.
Remember: Lincoln was raised in a wilderness,
Remember: How hard life was on the frontier. If you wanted a house you had to build it.If you wanted a simple item like bread you had to plant the wheat, tend the crops, pick the Wheat, Mill the wheat, fetch the water from the stream, raise the chickens for the eggs, chop the wood for the fire… ect….Everything had to be done by you. There were not stores. Hunger and sickness and even death were common.
Remember: He was unable to attend school because the family needed him to work.
Remember: Lincoln lost his mother who encouraged Lincoln in every way his reading and his learning.
Remember: Lincoln had to cooperate with all kinds of neighbors on the frontier in order to survive.
Remember: He had a great stepmother who continued to take care and encourage Lincoln as a learner and reader.
We see Lincoln as a great leader, use the events from his childhood to evaluate how these events may have shaped the man to become this great man.
TOPIC SENTENCE GRAPHIC ORGANIZERTopic Sentence/ Supporting Sentence graphic organizer (Pool)
Here are some useful links you can use when answering this question:
Do these two have anything in common?
Read the Definitions of Terrorism below. Discuss them then consider John Brown’s Anti-slavery acts in Kansas and the Raid of Harpers Ferry and ask yourself were John Browns actions terrorism?
We will be doing a formal writing contest on this just briefly blog your first thoughts here.
Act of terrorism = Peacetime Equivalent of War Crime.” (Alex P. Schmid of United Nations Office for the Prevention of International Terrorism. He is the author of many books on terrorism, including Terrorism and the Media, 1992.)
“Terrorism is the premeditated, deliberate, systematic murder, mayhem, and threatening of the innocent to create fear and intimidation in order to gain a political or tactical advantage, usually to influence an audience.” (James M. Poland, professor of criminal justice at California State University, Sacramento. He has written extensively on terrorism and hostage crisis intervention.)
While there is no universal definition of terrorism, various experts point out that there are common elements to most terrorist acts.
Acts of terrorism usually are committed by groups who do not possess the political power to change policies they view as intolerable. Middle Eastern terrorism intensified in the 1970s in response to defeats of Arab nations in wars with Israel over the Palestine issue. Convinced that further wars were futile, a number of countries, including Egypt, sought peace with Israel. This enraged groups within those countries dedicated to the defeat of Israel, who then turned to terrorism.
Terrorists choose targets and actions to maximize the psychological effect on a society or government. Their goal is to create a situation in which a government will change its policies to avoid further bloodshed or disruption. For these reasons, terrorists often choose methods of mass destruction, such as bombings, and target transportation or crowded places to increase anxiety and fear.
Terrorism is the planned murder, kidnapping, destruction of property or disruption of a society with the intention to inspire fear in people and influence a government to change it’s policies.
Below is our rubric for this writing contest:
WHAT DOES A 4 LOOK LIKE? DOWNLOAD BY CLICKING
Any words you do not understand lets look up the definition using the below link.
Ms. Dickerson Class Definition of Terrorism
Terrorist : is a person who murders people, terrifies people and causes mayhem . He/she plans these acts, these acts are done on purpose to hurt or terrify people. The reason he/she does these things are to make a change in his world, he may feel hopeless to change things any other way.
Blog your topic sentences for you writing here.
Writing Contest on Frederick Douglass
Answer one of the two questions below
1. Frederick Douglass was a slave who became a freeman, and a world-famous writer and speaker (orator) . Analyze how Douglass life ( one of great success that brought the story of slavery to the world at large) helped end slavery. The first question you answer is did Frederick Douglass life help end slavery? Tf so then analyze how? Give details from his life and knowledge of how 19th century people saw the institution of slavery, and slaves themselve. Do you think Douglass life itself changed the way 19th Century people saw slavery?
Douglass was a runaway slave that became famous through his writing and eloquent anti-slavery speeches. He wrote 3 biographies that depicted the true cruelty of slavery. These books became bestsellers and world wide, and made Douglass a famous man. His audience, the people who went to his speeches and bought his books were largely white. Tell me why literacy,( the ability to read and write) was so important to Douglass’ quest for freedom? Remember it was illegal to teach a slave to read in 19th century America. Why is literacy so important to Douglass’ quest for freedom for all slaves? How did Douglass learn how to read? How did reading help Douglass escape slavery? Finally again why is literacy, and his ability to speak with intelligence, clarity and power important to creating a portrait of all slaves as people.
This is a contest and there are Prizes!
Only for Ms.Bates class X01
Ruby Nell Bridges was born in New Orleans in 1957. New Orleans was part of the segregated south. In 1954 the law changed about schools, now schools could no longer be segregated, the law said , all public had to be open to all races of people. When Ruby was 6 in 1962 she was one of the first African american students to integrate an all white school. How hard do you think this was for Ruby? How important do you think Ruby was to changing the way schools operated in the south? Tell why give details that support you topic sentence.
Example of a topic sentence:
In the south all the schools were separated by race, Ruby Bridges was one of the first to try and change this. I think this was very important because. I think it must have been hard for her.
There are 3 prize levels 1st prize
Deadline June 2nd 20011
A Short Biography of Frederick Douglass
Frederick Douglass was born in a slave cabin, in February, 1818, near the town of Easton, on the Eastern Shore of Maryland. Separated from his mother when only a few weeks old he was raised by his grandparents. At about the age of six, his grandmother took him to the plantation of his master and left him there. Not being told by her that she was going to leave him, Douglass never recovered from the betrayal of the abandonment. When he was about eight he was sent to Baltimore to live as a houseboy with Hugh and Sophia Auld, relatives of his master. It was shortly after his arrival that his new mistress taught him the alphabet. When her husband forbade her to continue her instruction, because it was unlawful to teach slaves how to read, Frederick took it upon himself to learn. He made the neighborhood boys his teachers, by giving away his food in exchange for lessons in reading and writing. At about the age of twelve or thirteen Douglass purchased a copy of The Columbian Orator, a popular schoolbook of the time, which helped him to gain an understanding and appreciation of the power of the spoken and the written word, as two of the most effective means by which to bring about permanent, positive change.
Returning to the Eastern Shore, at approximately the age of fifteen, Douglass became a field hand, and experienced most of the horrifying conditions that plagued slaves during the 270 years of legalized slavery in America. But it was during this time that he had an encounter with the slavebreaker Edward Covey. Their fight ended in a draw, but the victory was Douglass’, as his challenge to the slavebreaker restored his sense of self-worth. After an aborted escape attempt when he was about eighteen, he was sent back to Baltimore to live with the Auld family, and in early September, 1838, at the age of twenty, Douglass succeeded in escaping from slavery by impersonating a sailor.
He went first to New Bedford, Massachusetts, where he and his new wife Anna Murray began to raise a family. Whenever he could he attended abolitionist meetings, and, in October, 1841, after attending an anti-slavery convention on Nantucket Island, Douglass became a lecturer for the Massachusetts Anti-Slavery Society and a colleague of William Lloyd Garrison. This work led him into public speaking and writing. He published his own newspaper, The North Star, participated in the first women’s rights convention at Seneca Falls, in 1848, and wrote three autobiographies. He was internationally recognized as an uncompromising abolitionist, indefatigable worker for justice and equal opportunity, and an unyielding defender of women’s rights. He became a trusted advisor to Abraham Lincoln, United States Marshal for the District of Columbia, Recorder of Deeds for Washington, D.C., and Minister-General to the Republic of Haiti.
Frederick Douglass sought to embody three keys for success in life:
- Believe in yourself.
- Take advantage of every opportunity.
- Use the power of spoken and written language to effect positive change for yourself and society.
Douglass said, “What is possible for me is possible for you.” By taking these keys and making them his own, Frederick Douglass created a life of honor, respect and success that he could never have dreamed of when still a boy on Colonel Lloyd’s plantation on the Eastern Shore of Maryland.
3) How did Douglass use traditional notions of what it means to be an American in order to build a characterization of himself that showed slaves could be “real” Americans?
Begin by thinking once again about how Douglass depicts himself in his writing, and then consider the ways in which other texts written by, for, or about “self-made” men provide a context for understanding Frederick Douglass’s representation of his own life and ideas. You’ll find the necessary resources at: