2Oth Century art movements

VIRTUAL CLASS

(IN PROGRESS)

NUMBER THE STARS by Lois Lowry.

VIRTUAL CLASS


(Activate SUBTITLES, if necessary: go to the little box UNDER the video)

Discussion questions (ORIGINAL DOC)

1. What are some changes in Annemarie’s home and city caused by the war? Which change would bother you the most if it happened here?
2. Did you see example of thoughtfulness or consideration for others in this story?
3. Did you see examples of honesty or dishonesty? How did you feel when you read about them?
4. Why did Lois Lowry choose Number The Stars for the story’s title?
5. What was one of the most suspenseful parts of the story? What did you like or dislike about it?
6. What did you think about the soldier who touched Kirsti’s hair and said she reminded him of his own daughter?
7. What did you think of the soldier who tore Lise’s baby picture, threw it on the floor, and ground his boot heel into it?
8. Did you read any examples of quick thinking?
9. Who has the harder time: Mama who was slapped by a Nazi and broke her ankle or Papa who waits, worries, and follows his normal routine of buying the newspaper and going to the office?
10. When people come for Great Aunt Birte’s family gathering, Annemarie believes that she and Mama become equals. It was on page 79. How could this be true?
11. Annemarie lists the sources of pride that the Rosens left behind: the candlesticks, books, and dreams of theater. She believes that the Rosens still have some sources of pride. What could those be?
12. Annemarie tells her uncle that she wasn’t brave because she was frightened while she was delivering the basket with the hidden package. Do you agree with her? Why or why not?
13. What did Uncle Henrik mean when he said, “It is much easier to be brave if you do not know everything?”
14. Why did Mrs. Rosen tell the girls not to give the soldiers any reason to remember them?
15. Did any part of the story made you angry? Why?
16. When the soldier spoke to Kirsti and touched her hair she pushed his hand away and said, “Don’t” What were you like as a 5-year-old? How would you have acted with this soldier?
17. Did any part of the story made you sad? Why?
18. On page 123, Uncle Henrik says that being brave means not thinking about the dangers, just thinking about what you have to do. Let’s think about courage. Yes, it is shown by soldiers rushing in to battle, police officers standing up to criminals, and firefighters entering burning buildings. But could it also be a mom caring for a sick child? How about visiting a loved one in a nursing home when that loved one doesn’t know you anymore? What other examples could we think of?
19. Does anyone know the importance of the Star of David? What does Ellen’s necklace represent? 20. Do you think Annemarie will see Ellen again? Why or why not?
21. What kind of friendship do Annemarie and Ellen have?

PORTFOLIO:

1. Take down study notes from the video (you can ACTIVATE SUBTITLES)
2. Copy the questions above and answer them. You can WORK IN PAIRS to answer them.

stella :-)


BONUS: Number the Stars for DEAF students. University of Texas. NOT TO BE MISSED!!!!!!! (It can be used as a REVISION STRATEGY, too)

Some ART in the middle of horror.

VIRTUAL CLASS

VIRTUAL CLASS

Los zapatos en el danubio de Claudia Solís Umpierrez


PORTFOLIO
As you can see this piece of art is related to the WW2. Can you SHARE your reflection with the rest of the class?

1. Go to the COMENTARIOS section and leave your impression.
2. Then go to your Portfolio, choose at least FIVE opinions/reflections and paste them in your portfolio.

stella

2nd World War

Go through your notes and IMPROVE THE MIND MAP that you started in class.

VIRTUAL CLASS

The causes of the Second World War. Go HERE for the ORIGINAL DOCUMENT.

 (click on the pic and ANSWER THE QUESTIONS BELOW)  AUDIOSCRIPT HERE

STUDY TIPS:

• listen to the interview,
• listen to the interview and read the audioscript,
• read the questions below before listening to the interview,
• underline key concepts,
• highlight possible answers to the questions below,
• take down study notes,
• connect these notes to your previous knowledge, 
• other tips?? you can share them with the rest of the group.

The ORIGINAL DOC here

1. What was the first possible cause of WWII mentioned?
a) Appeasement
b) Hitler
c) Stalin
d) the Great Depression
2. What was the second possible cause of WWII mentioned?
a) Appeasement
b) Hitler
c) Stalin
d) the Great Depression
3. What was the third possible cause of WWII mentioned?
a) Appeasement
b) Hitler
c) Stalin
d) the Great Depression
4. What was the fourth possible cause of WWII mentioned?
a) Appeasement
b) Hitler
c) Stalin
d) the Great Depression

Listen again and answer these questions (they aren’t in order).
5. Why was the Great Depression a cause of WWII?
6. Why was Appeasement a cause of WWII?
7. Why was Stalin a cause of WWII?
8. Why was Hitler a cause of WWII?
What do you think? What was the cause of WWII?

PORTFOLIO:
Copy the questions and aswers in your portfolio



stella


Answers 1. b. 2. a. 3. d. 4. c. 5. Points mentioned about The Great Depression: people were starving. 6. Points mentioned about Appeasement: The British made an arms agreement with Germany, many people in Britain supported what Hitler was doing, they gave him the Sudetenland. 7. Points mentioned about Stalin: Russia and Germany allied to take Poland. 8. Points mentioned about Hitler: remilitarisation, the taking of Czechoslovakia and Poland.

WW1- RECRUITING POSTERS. British Council

Wars need soldiers and soldiers are to be recruited. Below you'll find a set of recruiting posters appealing to different groups of people: proud men who enjoy team work, Catholics, women, strong people who are eager to defend their country.
Watch the slideshow and complete your notes. Use your handout and your Portfolio.

Joining the british_army-recruitment_posters_for_warmer (4) from stellams
This slide show was downloaded from the British Council website (WITH their permision). It is used for educational purposes solely.

stella

EXAMS DATES & CONTENT (above!!)

2nd semest- MODERN ART MOVEMENT

TED ED https://ed.ted.com/lessons/how-ancient-art-influenced-modern-art-felipe-galindo

ww2-quiz- shoes

slideshare https://es.slideshare.net/lclau/los-zapatos-en-el-danubio

MORE ART.- There but not There.

More art: There but not there. These are silhouettes in different places in the UK that remind us of the dead soldiers. Interesting, isn't it?

LONDON	WALES
Northern IRELAND	KENT

IMPORTANT: You need NOT complete the portfolio, or study or read anything. Just reflect upon the role of art as HEALING (sanadora) CAPACITY.
Would you like to learn more? Go HERE.

stella

WW1- The Outbreak of the war.

Another PIECE OF ART to show the horrors of the WW1.

• It is made from items including spanners, car jacks, brake discs and horse shoes
• Blacksmith and artist Martin Galbavy took three months to create the soldier
• Its corroded complexion reflects the weathered look of a soldier weary from war

 (SOURCE: http://www.dailymail.co.uk/news/article-4088906/Tin-Tommy-s-ready-scrap-20ft-metal-soldier-haunting-reminder-World-War.html

Read the rest of the material (Core Content. From The Outbreak of the War to Entry of the US -included) for NEXT CLASS. And get ready to answer a STUDY GUIDE.

stella

Russian Revolution.

VIRTUAL CLASS::INGLÈS PARA ESTUDIOS INTERCULTURALES. This is a VERY VERY VERY SHORT entry, simply to introduce the Russian Revolution that took place "in the middle" of WW1. 

Presentation acknowledgements: Melisa Ibañes & Rebecca Torrez.

PORTFOLIO:

• copy the CHART in your portfolio
• complete the chart with information from the Prezi presentation (MIND YOU: I spotted 2 spelling mistakes!)
• Answer this question in a SHORT paragraph: How did the Russian Revolution strengthen or weaken Russia? (You do not have MUCH INFORMATION, but risk an answer!!!

stella

WOMEN during and after WW1.

https://www.bbc.co.uk/programmes/p01p329t

WW1 AT HOME https://www.bbc.co.uk/programmes/p01p329t


JOINING THE BR ARMY KEY
http://www.teachingenglish.org.uk/sites/teacheng/files/Joining_the_British_Army-Lesson_plan.pdf

VIRTUAL CLASS: Christmas Truce 1914

INGLÈS PARA PROPOSITOS ACADÈMICOS 

VIRTUAL CLASS: Since we've been missing several classes...THIS ENTRY will be 
our VIRTUAL CLASS. You'll have to work ON YOUR OWN. 
Any queries, let me know ASAP.

The Christmas Truce of 1914 is often celebrated as a symbolic moment of peace in an otherwise devastatingly violent war. We may like to believe that for just one day, all across the front, men from both sides emerged from the trenches and met in No Man’s Land to exchange gifts and play football. But first-hand testimonies help us get closer to what really happened.

Along the Western Front, a scattered series of small-scale ceasefires did happen between some German and British forces. But this brief festive reprieve was far from a mass event. Where it didn't occur, 25 December 1914 was a day of war like any other. Where it did, accounts suggest that men sang carols and in some cases left their trenches and met in No Man's Land....
Along parts of the front, some men responded to the events of Christmas Eve by tentatively emerging from their trenches into No Man’s Land on Christmas Day. Where it happened, enemy soldiers did indeed meet and spend Christmas together.

Spontaneously, they exchanged gifts and took photos - but it was importantly an opportunity to leave the damp of the trenches and tend to the dead and wounded of No Man’s Land. There wasn't a single organised football match between German and British sides. There may have been small-scale kick-abouts – but these were just one of many different activities men took the time to enjoy.

Adapted from: http://www.bbc.co.uk/guides/zxsfyrd

Watch the video carefully and listen to the lyrics.




Some interesting facts:

• "The line in the song, "In love our problems disappear" was taken from the 1913 Nobel Prize winning Indian poet, Rabindranath Tagore (1861-1941). The original quotation was: "In love all of life's contradictions dissolve and disappear." "
• "The music video featured Paul McCartney playing two different soldiers on opposing sides of trenches in World War 1. It recreated the incident where the opposing sides played a football match in No Man's Land on Christmas Day, 1914. .."  source:http://www.songfacts.com/detail.php?id=11256
•  "...It portrays a British and a German soldier, both played by McCartney, who meet up in No Man's Land and exchange photos of their loved ones while other soldiers fraternise and play football. When a shell blast forces the two armies to retreat to their own trenches both men realise that they still have each other's pictures..." source: https://en.wikipedia.org/wiki/Pipes_of_Peace_(song)

Would you like to read the LYRICS? Go HERE

PORTFOLIO 

• Paste the LYRICS onto your portfolio.
• Look up the following words:
• TRUCE
• NO MAN'S LAND
• SWAP
• CHRISTMAS DAY vs CHRISTMAS EVE
• SHELL BLAST
• CAROLS
• CEASEFIRES
• TOLL, TAKE A TOLL
• CASUALTIES
• CHEMICAL WEAPONS
• Imagine you're one of these soldiers and write a SHORT LETTER home explaining your wife/husband/family/mother/ sister...what happened on Christmas Day 2014.

DEADLINE: June 29th

stella

BONUS: WW1 Letters from soldiers.

TRANSCRIPT:
Dear Mr Smith,
 I hope you will accept my apology for not writing before. It has not been want of will it has been lack of opportunity. I wonder how you all are. I am fairly well now but was very queer for several weeks recently. I also often wonder how you are all getting on and should like to hear. 
A matter of about five minutes ago Fritz was bombing us, and I have just got up off the ground where I was laying for about twenty minutes. One fellow has been hit, but not severely by shrapnel. This is his second visit this evening. 
It will soon be twelve months since I left you. It seems a very long time ago. I am afraid I have very little I may tell you, so will conclude by asking you to accept my best wishes for the New year and desiring that you will remember me kindly to any enquiring friends. Believe me, dear  
Mr Smith, sincerely yours
W Wiggs.


BONUS: If you´re interested in reading MORE, here goes a DOCUMENT with many more samples of letters.

stella

CLASES VIERNES

ESTIMADOS

seguimos en evaluación de CONCURSO. Si bien ESTARÉ PRESENTE en el ISFD 41, no podré dar clase debido a que seguimos evaluando. Le pedí a la preceptora que se los comunique por Facebook, también.

Les dejo algo para ir haciendoooooo

stella

World War 1- Causes - VIRTUAL CLASS

Estudios Interculturales VIRTUAL CLASS: Since we've been missing several classes...THIS ENTRY will be our VIRTUAL CLASS. You'll have to work ON YOUR OWN. Any queries, let me know ASAP.


In class we started reading: "Core Content. The 20th Century..." (pp. 758 to 760)... There we could see causes of the WW1. Watch these two videos: "What caused the WW1?" and "Bet You didn't know: WW1 /History." Then Draw a TABLE with 4 columns.

1. what I knew about WW1 (BEFORE reading the material or watching the videos)	2. what I learnt from video 1	3. what I learnt from video 2	4. what I learnt from the song.

• 1st Video: "What Caused the WW1?"

• 2nd VIDEO: "Bet you didn't know : WW1/History." History Channel. You can use this video to complete your MAP. Be careful with countries and political divisions in 1914, they're different from 2018!

• Now listen to this song "Causes of WW1" (It's a PARODY on Moana's song). Can you complete a FOURTH column of your TABLE with information from the song? Is there anything NEW?

 

Would you like to listen to Moana's ORIGINAL version of "How far I'll go"? GO TO THIS LINK

PORTFOLIO 

• Paste the TABLE onto your portfolio.
• Do NOT write full sentences, write ONLY CONCEPTS in NOUN PHRASES
• TRY to make an ORGANIZED table, i.e. if the concept is REPEATED it in MORE than one source, write it on the SAME line.

DEADLINE: June 29th

stella

NEW MATERIAL

En la FOTOCOPIADORA  ya pueden encontrar el material nuevo, bajo los títulos:

• PRIMERA GUERRA MUNDIAL - ESTUDIOS INTERCULTURALES.
• PRIMERA GUERRA MUNDIAL - INGLES ACADÉMICO.

TRAERLO PARA LA SEMANA PRÓXIMA.

stella

Things only British people do...

So far, we've been analysing WHAT being British means, we've seen the history of this Empire, we've read different sources to understand political, social, geographical features, we've read how the country has developed -since 4000BC- ... so WHAT IS BEING BRITISH??

Listen to this young man describing WHAT British people do:



If you need to understand more, activate SUBTITLES. Be careful there are MISAKES!!! 


 Listen to the man and write down (in the comments section) ONE (AND ONLY ONE) EXAMPLE EACH. 

PORTFOLIO: 
Inlcude a BRIEF description of the videon (100 words), 
add a short list of things only British people do.

 DEADLINE: May 30th.

 stella ;-)

NEW DICTIONARIES

(Look for them>>>right column)

stella

Real World COLLABORATIVE TASK.

For May 16th bring material related to the different countries mentioned in Real World:

• the UK
• England,
• Wales,
• Ireland, 
• Scotland, etc

This material can be printed, digitalised, books, magazines...



stella

HISTORY of BRITAIN: cartoon.

PORTFOLIO

Draw the TIMELINE that inlcudes as MANY EVENTS as possible

DEADLINE: May 27th











Please, DOUBLECHECK your TIMELINES, they should look like this:


The TIMELINE is not a list of dates with the SAME text of the source! You can use (or not) pictures. Bur remember to CONCEPTUALIZE/SUMMARIZE the key events in English history (according to the source)

stella ;-)

CLIMATE and GEOGRAPHY of the BRITISH ISLES.

If you go to THIS LINK, you'll find interesting information related to CLIMATE AND GEOGRAPHY. (Mind you: there's LOTS OF revision in this video)

PORTFOLIO:

• SOLVE TASK 1 & TASK 2 (under the video). Then copy them onto your portfolio.
• take down notes, if necessary
• look up/ write down SPECIFIC VOCABULARY ( English/English dictionary and a Pronunciation dictionary.)

(YOU CAN USE THE ONLINE DICTIONARIES ON THE CLASS BLOG)

DEADLINE: MAY 25th

stella