Assignments

Why? Because we need citizenship skills for a democracy. AND "When the people fear the government you have tyranny. When the government fears the people you have freedom." Thomas Paine

News and Announcements

Today 1.24.2011
Final Exam
Fall 2010

The Jasmine Revolution

Click here for test

1.20.2011 BLOG FINAL REVIEW
Objective: To evaluate our and partner's project work and make final corrections.
Essential Question: How is the creative process multi-layered?
Aim: How can we improve our projects?

Final Blog Check -

Warm Up: 1. Open your blog, www.blogger.com 2. check to see if on John's list that your address is correct. Let him know if it's not or missing.

3. Activity: Review the Blog Rubric and check for areas of improvement, give yourself a grade.

4. Summary: Share your blog with your neighbor, ask for feedback/comments.

1.19.2011
Martin Luther King Day Special Lesson PART II-
Objective: To engage in a conversation about Dr. King's ideas from the previous day's lesson.
Essential Question: What does it mean to serve?
Aim: Why did he call for a "Revolution in Values"?

Lesson/Discussion: Review: Reading from Zinn Education Project (5)
and Review yesterday's assignment: (5)
A) Write the speech that the Rev. Dr. Martin Luther King Jr. might deliver today if he were alive? (10-15)
B) Dr. King talks about the giant triplets of racism, materialism, and militarism. In what ways are these giant triplets at work in the world today? (10-15)

Activity - Go to our Google Discussion linked above and read and respond to FOUR of your classmates responses THIS WAY:
1. Summarize their statement in one or two sentences,
2. Then give your response/question or comment in four our more sentences.
Summary/Share: 3. Go back to your post and respond to anyone who commented on your post.

Differentiation: Process, product and content.

1.18.2011
Martin Luther King Day Special Lesson -
Objective: To do a creative writing or historical analysis based on a speech by Dr. King.
Essential Question: What does it mean to serve?
Aim: Why did he call for a "Revolution in Values"?

Lesson/Discussion: The words of Dr. King (5)

Activity Reading from Zinn Education Project - A Revolution in Values (20)

Activity II: With your neighbor either:
A) Write the speech that the Rev. Dr. Martin Luther King Jr. might deliver today if he were alive? (10-15)
B) Dr. King talks about the giant triplets of racism, materialism, and militarism. In what ways are these giant triplets at work in the world today? (10-15)

Summary: Upload your draft answers to Google Discussion under the MLK Day thread. (5)

Differentiation: Process, product and content.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

1.14.2011
Test 9 on Military Industrial Complex

1.13.2011
Test Friday on Why We Fight - The Military Industrial Complex
Take Student Survey

Conclusion: Why We Fight - The Military Industrial Complex

Objective: Review previous notes, and watch film and take Cornell notes. (10 - 15)
Essential Question: To what extent does the Military Industrial Complex impact foreign policy?
Aim: How does the Military Industrial complex influence Congress?

Lesson: Review your previous notes and Watch film - Why We Fight and discuss and take notes as we go. (20)

Activity: Share your notes with your neighbor, collaborate on developing questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.
1.10.2011
Regents Review for some - View what you missed today at home on Google Video
Objective: Review previous notes, and watch film and take Cornell notes. (10 - 15)
Essential Question: To what extent does the Military Industrial Complex impact foreign policy?
Aim: How does the Military Industrial complex influence Congress?

Lesson: Review your previous notes and Watch film - Why We Fight and discuss and take notes as we go. (20)

Activity: Share your notes with your neighbor, collaborate on developing questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

1.7.2010
Blog Walk

Open your blog dashboard (www.blogger.com) , go to Settings >>> Permissions and change Blog Readers to "anybody". Save those settings.

Next click on Comments in the same window and choose "Show" and "Users with Google Accounts". Save and close.

Note- Constructive Criticism: Find something positive then offer a suggestion to improve (if you have one). All done in the spirit of treating others as you would like to be treated.

Activity: Visit your fellow students' blogs (at least 3 today)
Read their posts and leave a comment and question with "constructive criticism" by clicking on the comment button.

Summary/Homework: Go back to your blog and answer any questions or comments.

1.4.2010 AND 1.5.2010

Work on your blog projects today.
Objective: To finish our required posts today and/or edit what we have done already.
Essential Question: Why is cyber activism important?
Aim: How do I complete my project so I can be proud of it?

Warm Up: Review today's agenda and open your blog and the project rubric

Lesson/Activity: Open your blog and assess your progress: Are you on schedule? Have you edited your posts after considering what is required in the rubric? (20-30)

Summary Activity: Ask your neighbor to view your blog and leave constructive criticism. (5 - 10)

Differentiation: process, content.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.
1.3.2010
The Revolving Door - A New Study
Objective: To View/Read and take Cornell notes on a news story.
Essential Question: To what extent does the Military Industrial Complex is a self-perpetuating machine?
Aim: How does the "revolving door" serve the interests of the Military Industrial Complex?

Agenda
Warm up: Review your previous Cornell notes on the Revolving Door. (5)

Lesson/Content: View/Read Report from Democracy Now! on U.S. Military Generals working for the MIC.
(20-25)

Activity: Compare/contrast your notes and develop questions for your notes with your neighbor. (10-15)

Summary: Write your 3 - 5 sentence summary and develop a curiosity question or two.

Differentiation: Process, content

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

TODAY: 12.23.2010

The Story of Christmas in America - Read it here

Take the Christmas in America Test.

12.22.2010

Objective: Review previous notes, and watch film and take Cornell notes. (10 - 15)
Essential Question: To what extent does the Military Industrial Complex impact foreign policy?
Aim: How does the Military Industrial complex influence Congress?

Lesson: Review your previous notes and Watch film - Why We Fight and discuss and take notes as we go. (20)

Activity: Share your notes with your neighbor, collaborate on developing questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

12/21/2010
Objective: Review previous notes, and watch film and take Cornell notes. (10 - 15)
Essential Question: To what extent does the Military Industrial Complex impact foreign policy?
Aim: How does the Military Industrial complex influence Congress?

The Flow of Money - Why war is a business opportunity.

source: http://grayson-green.blogspot.com/2010/09/why-failed-wars-in-iraq-and-afghanistan.html

Lesson: Discuss image above and Watch film - Why We Fight and discuss and take notes as we go. (20)

Activity: Share your notes with your neighbor, collaborate on developing questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.
12/20/2010
Work on your blog projects today.
Objective: To finish our required posts today and/or edit what we have done already.
Essential Question: Why is cyber activism important?
Aim: How do I complete my project so I can be proud of it?

Warm Up: Review today's agenda and open your blog and the project rubric Also, Review your Test 11 Scores - sent to your email. (5 - 10)

Lesson/Activity: Open your blog and assess your progress: Are you on schedule? Have you edited your posts after considering what is required in the rubric? (20-30)

Summary Activity: Ask your neighbor to view your blog and leave constructive criticism. (5 - 10)

Differentiation: process, content.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.
12/17/2010
Objective: Review previous notes, and watch film and take Cornell notes. (10 - 15)
Essential Question: To what extent does the Military Industrial Complex impact foreign policy?
Aim: How does the Military Industrial complex influence Congress?

Lesson: Watch film - Why We Fight and discuss and take notes as we go. (20)

Activity: Share your notes with your neighbor, collaborate on developing questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

12/16/2010

Objective: Review your blog description and revise/edit it, and watch film and take Cornell notes. (10 - 15)
Essential Question: To what extent does the Military Industrial Complex impact foreign policy?
Aim: How & why did the US create a permanent weapons industry?

Lesson: Watch film - Why We Fight and discuss and take notes as we go. (20)

Activity: Share your notes with your neighbor, collaborate on developing questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.
12/14/2010
Objective: Take short test and watch film and take Cornell notes. (10 - 15)
Essential Question: To what extent does the Military Industrial Complex impact foreign policy?
Aim: How did the US create a permanent weapons industry?

Lesson: Watch film - Why We Fight and discuss and take notes as we go. (15)

Activity: Share your notes with your neighbor, collaborate on developing questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

12/13/2010
Test Tomorrow on The Corporation
Objective: To watch a film- The Corporation (transcript part 1 and part 2), take notes, collaborate on questions and summary.
Essential Question: To what extent do we live in a "corporate state"?
Aim: How do the corporations control the media?

Agenda - See transcript page 3 of part 2. Unsettling accounts.
View from home on Youtube here.

Warm up: Open your notes from Thursday and review: How did corporations support fascism in Europe before and during World War II and How did some corporations plot to overthrow FDR and setup a fascist dictatorship in the US? (5-10)

Lesson: Watch film and discuss and take notes as we go. (25)
"Corporate Media"

Activity: Share your notes with your neighbor, collaborate on developing
    questions for your notes. (5-10)

Summary: Write a 5+ sentence summary in your notes and submit. (5-10)

Differentiation: Process, content.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

12/10/2010
Test Postponed until next week.

Special Lesson: School Safety and Discipline.
Go here to view the Discipline Code Choose your preferred language.

1. In Pairs present answers to these questions.

   a) What rights do students have? Give FIVE examples.
(John will show you the relevant sections.)
   b) What rules applied to yesterday's situation? Assume were principal, go through the code and find the infractions you think were relevant.
John will show you the relevant sections.
   c) Explain how students could have used a more constructive way to express their concerns yesterday?

Post your answers on Discussion Group (see link at top) under the Student Rights & Responsibilities thread.

Finished early? Work on your blog projects.

12/9/2010 Test Tomorrow on class notes and homework this week.
Objective: To watch a film- The Corporation (transcript part 1 and part 2), take notes, collaborate on questions and summary.

Essential Question: To what extent do we live in a "corporate state"?
Aim: How did the attacks on 9/11 bring profits for many? How did corporations collude to overthrow the U.S. government when FDR was President during the Great Depression?

Agenda

Warm up: Open your notes from yesterday and review: How did corporations become persons with super powers since the civil war? (10)

Lesson: Watch film and discuss and take notes as we go. (25)
"Limited Liability"

Activity: Share your notes with your neighbor, collaborate on developing
    questions for your notes. (5)

Summary: Write a 5+ sentence summary in your notes and submit. (5)

12/8/2010
Objective: To watch a film- The Corporation (transcript part 1 and part 2), take notes, collaborate on questions and summary. Quick report- Latest on Assange (Wikileaks)

Essential Question: To what extent do we live in a "corporate state"?
Aim: Why is the corporation today's dominant institution?

Agenda

Warm up: Check your Marking Period Grade (sent to your email), review today's agenda. Define a "corporation" and open transcript part 1 (above) review first 3 pages. (10)

Lesson: Watch film and discuss and take notes as we go. (25)

Activity: Share your notes with your neighbor, collaborate on developing
    questions for your notes. (5)

Summary: Write a 5+ sentence summary in your notes and submit. (5)

Differentiation: Process, content, product.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

12/6/2010
Objective: To judge a debate on the issue of Wikileaks' Julian Assange- Is he a hero?
Essential Question: To what extent are freedom and security mutually exclusive?
Aim: Who won the debate?

Agenda

   Warm up: Go to Democracy Now and read around the transcript

   Lesson/Activity:
   Watch and take notes or continue to read transcript:
     Divide your paper or use this Word document: Put at the top Aftergood on one side and Greenwald on the other. Every time you think they score a point put a point or more in their column.

   Check-in Activity: What is the position of Aftergood and Greenwald?

   Summary: Evaluate who won and post to our Google discussion.

   Homework: Work on your projects and/or finish what you didn't have time to do in class.

Differentiation: Process, content.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.

12/3/20010
Objective: To read and discuss the case of Julian Assange through the lens of democracy and freedom.
Essential Question: When is civil disobedience justified?
Aim: The Case of Julian Assange- Is he a "threat" to the United States & the world?

Agenda

Warm Up: Take Test 7 (20)

Lesson: Watch current news on Wikileaks and its founder Julian Assange (5)
Take down questions: What are your curious about? (5)

Activity: Practice Google search techniques to answer your questions. Use site: and date search tags (site:edu and 2009...2010). (5-10)

   Summary: Discuss online with your fellow students on the Google Discussion thread: Wikileaks (to be joined by Students from Stockholm, Sweden!) (15+)

Homework: Finish what you didn't have time to in class.

12/2/2010 TEST Friday on everything since last test (11/18 - 12/2).
Objective: To use a rubric to evaluate our project progress.
Essential Question: How can we engage as public citizens?
Aim: How are we doing on our project?

Agenda:

Warm up: Review the agenda, Open the project page, your blog and review the rubric.

   Lesson: Review blog rubric with John and how to make comments. John will call you up for individual consultation.

   Activity: with your neighbor, evaluate each other's rubric giving a score. Offer constructive criticism in a comment to the latest post.

   Summary Activity: Evaluate your blog here.

   Homework 30: Continue with your blog project and/or finish what you didn't have time for in class.

Differentiation: Process, content.
NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitution.
12/1/2010 -
Objective: To analyze a comic sketch and draw analogies to content learned in class.
Essential Question: To what extent does the U.S. government appropriately balance freedom and security?
Aim: Were the Bronx terror plotters setup?

Agenda
Warm Up: Review Agenda and review yesterday's notes focusing on "precautionary principle" and "paradigm of prevention". (5-10)

Lesson: She's a Witch! Watch and draw comparison to the hunt for terrorists in the U.S. and Britain following 9/11. Watch video here (won't work at school). (10-15)
   ASK: Whom do the characters represent in current anti-terrorism climate? Mob, Accused, Sir Bedemir.
   ASK: What was the intention of the mob? Why?
   ASK: What is Sir Bedemir's logical fallacy regarding wood?

What would a thinking citizen in a democracy ask themselves about anyone accused of a crime? (5)

Define: Entrapment using Google. Note the definition you think applied in anti-terrorism cases. (5)

Activity: In pairs or individually: discuss the case Bronx Terror Plot. (10-20)

Summary: Answer the questions from the reading on out Google Discussion Group under Bronx Terror Plot thread. Answer individually. (5)

Homework 29: Continue with your blog project and/or finish what you didn't have time for in class.

Differentiation: Process, content.
NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

11/29/2010

Objective: To take Cornell Notes on the film.
Essential Question: To what extent is Al Qaeda a "threat to the life of the nation?"

Agenda
    Do Now: Review the agenda for today and the transcript from the film (highlighted points pp. 45-52) (10)

    Lesson Content: Watch film and/or read in transcript and take Cornell notes (20-25)

    Activity: Share your notes and develop questions with your neighbor. (5-10)

    Summary: Discuss answer to question with your neighbor and develop curiosity questions. (5-10)

Homework 28: Continue with your blog project.

Differentiation: (for those not quick on the uptake) - process: time frame varies for completion of task, content: video or transcript choice.

11/24/2010
Objective: To take Cornell Notes on the film.
Essential Question: To what extent is Al Qaeda a "threat to the life of the nation?"

Agenda
    Do Now: Review the agenda for today and the transcript from the film (highlighted points pp. 45-52) (10)

    Lesson Content: Watch film and/or read in transcript and take Cornell notes (20-25)

    Activity: Share your notes and develop questions with your neighbor. (5-10)

    Summary: Discuss answer to question with your neighbor and develop curiosity questions. (5-10)

Homework 28: Continue with your blog project.

Differentiation: (for those not quick on the uptake) - process: time frame varies for completion of task, content: video or transcript choice.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

11/23/2010 Continue to work on your projects reviewing what we covered below.

11/19 & 22/2010
Objective: To scaffold questions for your project by thinking about what we are doing.
Aim: How can we better focus our work and make research easier?

Agenda
Do Now: check your test score and which answers you got wrong and figure out why (10).

Content:
   1. Look at your post on your project questions (where you are going).

   2. How can you make these questions better?
       Example 1:
        Topic: Police Misconduct
          Purpose: Provide an understanding of police misconduct and how to protect yourself and community.
              (this goes in your Description  under blog settings.)
         Now you are ready to revise your Title in settings to better reflect your purpose.
           What? Leads to...
           How/Why?
           Should?

   Activity:
    3. Open your settings and go to Description: Put the purpose of your
       blog there.

    4. Discuss with your neighbor why you chose the topic you did and

Application/Summary: Revise your questions post and add and update
       the questions your blog will start to address.

Homework 27: Reflect on your project topic and jot notes you can refer to next week to help carry on. Keep a notepad next to your bed for those middle of the night inspirations.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

11/18/2010
Objective: To take Cornell Notes on the film.

Agenda
    Do Now: Review the agenda for today and the transcript from the film (highlighted points pp. 38 - 44) (10)

    Lesson Content: Watch film and/or read in transcript and take Cornell notes (20-25)

    Activity: Share your notes and develop questions with your neighbor. (5-10)

    Summary: Discuss answer to question with your neighbor and develop curiosity questions. (5-10)

Homework 26: Continue with your blog project.

Differentiation: (for those not quick on the uptake) - process: time frame varies for completion of task, content: video or transcript choice.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

11/17/2010

Objective: Take Test 6

Agenda
Do Now: Open test 6 and take it, using your Cornell notes only.

When finished continue with your project. Review the project page, especially on how to create a post.

11/16/2010
Politics of Fear (XI)
Objective: To understand how the myth of Al Qaeda was developed by the U.S. government.
Aim: Why was Al Qaeda a myth?

Agenda
    Do Now: Review the agenda for today and the transcript from the film (highlighted points pp. 34 - 42) (10)

    Lesson Content: Watch film and/or read in transcript and take Cornell notes (20-25)

    Activity: Share your notes and develop questions with your neighbor. (5-10)

    Summary: Discuss answer to question with your neighbor and develop curiosity questions. (5-10)

Homework 26: Continue with your blog project.

Differentiation: (for those not quick on the uptake) - process: time frame varies for completion of task, content: video or transcript choice.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

11/15/2010
Objective: Celebrate a hero!
Agenda
Do Now: Log in and Know her - Watch Videos of Her Past and Present
Activity: use your Google search skills to find a recent article on her release.
Discuss on your blog what the hopes and trepidations are.
Share Comment on your neighbor's blog about what you think.

11/12/2010
Test Postponed to Monday: Clinton through 9/11.

Objective: Students will take Cornell notes on video text.
How was the myth of Al Qaeda exploited by the Neocons?

Agenda-

   Do Now: Review your notes from last viewing (5)

   Lesson/Activity: Watch film and take Cornell notes, (25)

   Pair Activity: Discuss your notes with your neighbor and make up questions together (10)

   Summary: Make up a summary and any Curiosity Questions.

11/10/2010
Objective: To refine our post creation process and gain clarity on expectations.

Agenda:
   Do Now: Read How to Create a Post (5-10)

   Lesson: Watch demonstration (10-15)

   Activity: Continue posting using the recommended approach (15-20)

   Check-in: Any questions or comments (5-10)

   Summary: Share your work with your neighbor and invited comments. (5-10)

11/9/2010
Test Friday on Politics of Fear - Clinton through 9/11

Objective: Students will take Cornell notes on video text.
How did Al Qaeda change the course of history for the Neocons?

Agenda-

   Do Now: Review your notes from yesterday (5)

   Lesson/Activity: Watch film and take Cornell notes, (25)

   Pair Activity: Discuss your notes with your neighbor and make up questions together (10)

   Summary: Make up a summary and any Curiosity Questions.

11/8/2010
Objective: Students will take Cornell notes on video text.
How were Neocons demonizing Bill Clinton?
Agenda-

   Do Now: Review your test 5 scores (see your email) (5)

   Lesson/Activity: Watch film and take Cornell notes, (25)

   Pair Activity: Discuss your notes with your neighbor and make up questions together (10)

   Summary: Make up a summary and any Curiosity Questions.
11/5/2010
Test 5
Open notes
11/4/2010
Test postponed until Friday 11/5

Your choice:
1. Work on your blog (should have about 8 posts by now, refine your questions)
And/Or
2. Review for the test covering pp. 12 - 30 Afghanistan and Religious Right in transcript.

11/3/2010
Post Election Day - announcement: Test 4 Tomorrow covering pp. 12 - 30 Afghanistan and Religious Right in transcript (see below).

Objective: Students will search for and analyze information on election results.
Essential Question: How are elections affected by the national mood?

Agenda:

Do Now- Get out and review your Wiki homework and class work from the previous day on your assigned races.

MinLesson - Search Exercise - Watch demonstration of effective search techniques

Activity - apply the search skills to answering the question: What was the percentage of votes won by the various candidates in your assigned race? Provide a summary of any commentary you read about that race.
Place your answers in our NY Election Results Wiki Board (see your email).

Summary: Add your information to our NY Election Results Wiki Board to share with the rest of the class. Post comment/questions to other groups.

Homework: Review transcript from from on the Politics of Fear 12- 30 (highlighted parts) for Tomorrow's Test

11/1/2010
Election Day Eve

Objective: To identify who are the candidates in New York and what are their positions on the issues?
Aim: How do we use a Wiki to share information?

Agenda

Do Now: Review today's Agenda

Motivation: John Stewart's final remarks at this weekend's "Rally to Restore Sanity".
   Define: "Hyperbole" What does John Stewart suggest our country needs instead of hyperbole?

Activity: Open this page: http://longbeach.patch.com/articles/voters-guide-2010-the-candidates-14 and watch John setup Wiki.

   Group Activity:
     1. Your group will be assigned a race.
     2. You will answer the questions about the race on the Wiki page sent to your email.

Summary
     3. Be prepared to share with the class your thoughts and opinions in Google Discussion.

Homework: Finish what you didn't have time to do in class.
AND: Watch the returns tomorrow night and be prepared to report back to the class how your candidates did.

10/28/2010
Objective- To understand how Neocons tried to win domestic support by claiming Bill Clinton was evil.

The Politics of Fear (part VIII)

Agenda

   Do Now: Review last night's assignment. How did Karl Rove and others take advantage of the Citizens United Supreme Court Decision? (10)

   Activity: Watch film and take Google Cornell Notes following John's example in Google. John will set it up for you. (25)

Summary: Share your notes with your neighbor and generate questions together. Write your summary on your own and read it to your neighbor for feedback. (10)

   NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

10/27/2010
Objective: To answer- How does money influence our elections?
Agenda
   Do Now- Define: Corporation, give a few examples of corporations. Put in your Cornell notes. (5)

   Activity: Watch film and take notes. From DemocracyNow.org (20)
     http://www.democracynow.org/2010/1/22/in_landmark_campaign_finance_ruling_supreme

     Focus Questions for your notes:
       What new rights did the Supreme Court give corporations?
       How will this impact our political democracy (elections) according to the speaker?
       Why is it significant that the Supreme Court sees the corporation as a "citizen" with rights of persons?
       How can this problem be fixed according to the speaker?

   Activity II: Share your answers with your neighbors. Review the transcript on that page if necessary. Look
       up new words and put them with the definitions in your notes.

   Summary: Write your summary (3-5) sentences for what you walk away with.

   Homework: View news report about an example of a group taking advantage of the "Citizens United"
     Supreme Court Decision at:
      http://www.democracynow.org/2010/10/7/campaign_cash_the_independent_fundraising_gold
       Read the transcript below the video if that helps. Take Cornell notes. Due tomorrow.

10/26/2010

Objective: Blog Project- To continue posting on our blogs.

Agenda:
Do Now: Login and review today's agenda.

Mini lesson:
       How to use Google effectively and how to use Google tricks: filetype, site, date, - sign.

Activity: Research using the new tools a and draft one post for your topic. Show me where you are in your
       scaffold.

Summary Share: Show your neighbor your work, comment your your neighbor's work, by going to their blog, viewing the post and clicking on the "comment" option.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

"Differentiation" - Content: students choose their own topics.

10/25/2010
Objective: Blog Project- To refine a post that answers one of our research questions.

Agenda:
Do Now: Login and review today's agenda.

Mini lesson:
    Review the sample of Legalizing Marijuana on how to scaffold your research.
    Review your scaffold research post you did and revise. (10.8.10)
    How to use Google effectively.

Activity: Research and draft one post for your topic. Show me where you are in your scaffold.

Summary Share: Show your neighbor your work, comment your your neighbor's work, by going to their blog, viewing the post and clicking on the "comment" option.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

"Differentiation" - Content: students choose their own topics.

10/22/2010
The Politics of Fear (Part VII)
Objective: to take Cornell notes on a documentary & answer questions:
1. How was the collapse of the Soviet Union exploited by the Neoconservative?
2. Who were the Neocons new demons and why were they needed?

Agenda

Do Now: (10)

Lesson/Film:

Read transcript for today's film pp. 19-20.
Do Cornell notes while watching film, follow John's example. (25)

Activity: Make up questions with your neighbor for your notes. (5)

Summary: Share summaries. (5)

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Differentiation: students use text and video, are able to work at their own pace (review the film at home)

10/20/2010
The Politics of Fear (Part VI)
Objective: to take Cornell notes on a documentary & answer questions:
1. How did the Neocons join forces with Radical Islamists?
2. What new powerful myth emerged from this collaboration?

Agenda

Do Now: (10)

Lesson/Film:

Read transcript for today's film pp. 15-17.
Do Cornell notes while watching film, follow John's example. (25)

Activity: Make up questions with your neighbor for your notes. (5)

Summary: Share summaries. (5)

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Differentiation: students use text and video, are able to work at their own pace (review the film at home)

10/18-19/2010

Objective: Blog Project- To create a post that answers one of our research questions.

Agenda:
Do Now: Login and review today's agenda.

Mini lesson:
    Review the sample of Legalizing Marijuana on how to scaffold your research.
    Review your scaffold research post you did. (10.8.10)

Activity: Research and draft one post for your topic. Show me where you are in your scaffold.

Summary Share: Show your neighbor your work, comment your your neighbor's work, by going to their blog, viewing the post and
     clicking on the "comment" option.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the theories for and against establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

"Differentiation" - Content: students choose their own topics.

10/15/2010 -
The Politics of Fear (Part V)
Objective: to take Cornell notes on a documentary & answer questions:
1. How did Zawahiri try to implement Outb's vision of an Islamic state?
2. How did Neoconservatives use religion in the U.S. to gain power?

Agenda

Do Now: Review quiz 3. Use your Cornell notes on the film. (10)

Lesson/Film:

Read transcript for today's film pp. 9-10.
Do Cornell notes while watching film, follow John's example. (25)

Activity: Make up questions with your neighbor for your notes. (5)

Summary: Share summaries. (5)

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Differentiation: students use text and video, are able to work at their own pace (review the film at home)

10/14/2010 - See your email for today's assignment.
10/13/2010 - The Politics of Fear (Part V)
Objective: to take Cornell notes on a documentary & answer questions:
1. How did Neocons use religion in the U.S. to gain power?
2. How did Neocons win over Ronald Reagan to their cause?
3. Who would be the next focus of evil for the Neocons and why?

Agenda

Do Now: Review today's agenda and get ready to take Cornell notes by
Reading highlighted parts of transcript for today's film pp. 13-15

Lesson/Film:

Do Cornell notes while watching film, follow John's example. (25)

Activity: Make up questions with your neighbor for your notes. (5)

Summary: Share summaries. (5)
10/12/2010 - The Politics of Fear (Part IV)
Objective: to take Cornell notes on a documentary & answer questions:
1. How did Zawahiri try to implement Outb's vision of an Islamic state?
2. How did Neoconservatives use religion in the U.S. to gain power?

Agenda

Do Now: Review quiz 3. Use your Cornell notes on the film. (10)

Lesson/Film:

Read transcript for today's film pp. 9-10.
Do Cornell notes while watching film, follow John's example. (25)

Activity: Make up questions with your neighbor for your notes. (5)

Summary: Share summaries. (5)

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Differentiation: students use text and video, are able to work at their own pace (review the film at home)

10/8/2010 - See Google Group for assignment.

10/7/2010 - The Politics of Fear (part III)
Objective: to take Cornell notes on a documentary
How did the liberal dream of a better society seem to fail?

Agenda:
Point to the images right. what do they say?

Do Now:
1. Review your Cornell notes on our last viewing (9/29/2010). (5)
2. Read transcript for today's film. pp 4-6. (5)

Demo: watch John take notes first 5 min.

Activity: Watch Film take Cornell notes (15)

Summary: write your summary (5)

Share: Go to discussion group and respond to thread on The Politics of Fear. (10)

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Differentiation: students use text and video, are able to work at their own pace (review the film at home)
10/6/2010
- Special Guest: Ms. White from DeVry College.

10/5/2010
Objective: To practice posting to our blog and comment on fellow students' blogs.

Agenda

Do Now:
Go to your email to check your test 2 score.
Open Blog Assignment rubric. (5)

Mini-Lesson - What is expected in the blog posts. Watch demo. (10)

Activity 1 - do introductory post (20)

Check-in - What is constructive feedback? (5)

Summary Activity - Visit other students' blogs and post constructive feedback. Get the blog address of your neighbor (you can email it to each other). (5)

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Differentiation - Process (finish your post for homework). Content (different subjects for blogs by student choice).

10/4/2010
Objective: To understand how & why power is divided in a Democracy | To learn how to actively listen

Agenda

Do Now: Login and review today's agenda. (5)

Activity 1: Take review test on Features of Democracy. (15)

Mini Lesson: Active listening watch John model. (10)

Activity 2: Discuss the question with your neighbor - Is Bergtraum more like a democracy or dictatorship? The
       goal is not to reach agreement but to restate the other's argument. (10)

Summary - Go to Google discussion and answer the question: How would Bergtraum be different if it were a "democracy"? Who would benefit? Who would lose? Also, reply to another student's post, but first stating what you understand they are saying before giving your own opinion. Reply under "A Democratic Bergtraum" thread. (10)

Homework: Do what you didn't have time to finish in class.

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

10/1/2010
Objective: Understand the components of "Democracy".

Agenda
   Do Now:
    1. Review the agenda
     2. Write in your Cornell notes what comes to mind when you think of the term "democracy'.

    Activity: Read and Take Cornell notes on Features of Democracy.

      Develop your Cornell questions with your neighbor.

    Summary: Write and share your Cornell summary with your neighbor.

9/30/2010 Thursday
School Safety and Discipline
Objective: ID "Values" (define in Google) that promote safe school environments.
Read and comprehend information within the New York city Code of Discipline.

Agenda-

Do Now: in pairs ID "What values do you want for our school?
Mini-Lesson: Are rules important for a safe environment? Why/why not?
Which statement most reflects the values here at Murry Bergtraum?
1. How can we help you? or 2. Shut up and do what you are told!

View Code of Discipline (skip to p. 18) view the infraction, and range of consequences. Discuss if they are fair.

Activity: In groups/pairs read one of the 6 scenarios.
Choose your role: drafter/ editor/ presentation graphics (Google ppt).

Your goal: apply the discipline code to your assigned scenario and report on what would happen and why. See rubic

Summary: Create your Google presentation and share with jelfrank1@gmail.com

Homework: Finish what you couldn't in class.

Differentiation: process, content.

9/29/2010 - The Politics of Fear (part II)
Objective: to take Cornell notes on a documentary
What did Leo Straus and Sayyed Qutb have in common/different?

Agenda:
Point to the images right. what do they say?

Do Now:
1. Review your Cornell notes on our last viewing (9/14/2010). (5)
2. Read transcript for today's film. pp 2 - 3. (5)

Demo: watch John take notes first 5 min.

Activity: Watch Film take Cornell notes (15)

Summary: write your summary (5)

Share: Go to discussion group and respond to thread on The Politics of Fear. (10)

NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Differentiation: students use text and video, are able to work at their own pace (review the film at home)

9/28/2010

Objective: Learn and practice using Google search effectively

Our goals (Agenda):
- reading the research guide
- apply the new information to a search
- discuss the process in Google group
- review previous learning on critical thinking

Demonstration:
Google tricks: -, " ", site: date...date and filetype:

Activity 1. Reading (5)
Review this basic search guide and leave it open to refer to.

Activity 2. Working with your neighbor: Apply the Search Technique (15)
     Use the techniques of this guide to search for an article for your
      topic.

      Individually post your find in a blog post (create new). Name it search exercise. Include
      the following information:

1. What your question was.
2. What key terms your typed in. How you rephrased it, if necessary.

Activity 3. Review the Critical Thinking (10)
Refer to our Source Evaluation Rubric and rate the information from the previous activity.
Include this analysis in your post from the previous activity.

Homework 9: Review the blog rubric and visit three student blogs and off constructive advice by click on "comment" (say something you like and offer no more than two suggestions). Due tomorrow.

Process Differentiation - work at your own pace. Finish what you couldn't in class for homework.
Content Differentiation - students choose their own person to write about.
NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

9/27/2010
Objective - Understand the Blog Project Requirements
Agenda-

   Do Now: Check your test score in your email. (5)

   Lesson: Review rubric together, ask questions (5)

   Activity I: View 3 samples with partner and assign rubric grade. Discuss a grade. (25)

   Activity II: Go to discussion group and individually post under the "Blog Thread" with your
    assessment of the three, include their links and your score for each category. (5)

   Summary: Read what your classmates have posted.

   Homework: Review the history of the blog mentioned in the blog assignment. Take Cornell
     notes.

Process Differentiation - work at your own pace. Finish what you couldn't in class for homework.
Content Differentiation - students choose their own person to write about.
NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

9/24/2010
Objective: Review arguments for and against government, take test.
Agenda -
Do now: Login and review the agenda (5)

Discuss: What is your view of human nature? (10)
Human nature - what characteristics do we inherit from nature, that are not learned nor can be changed.

Review arguments for and against government - 10)

Test 1 (20)

Homework - get caught up on Cornell Notes.

9/23/2010
Objective: To understand arguments for and against government.

Agenda -
Do Now: Login and call up last night's homework in Cornell Notes. (5)

Lesson: View sample notes on big screen. Compare with yours. (10)

Discuss in pairs: the arguments of both sides. (15)

Summary Activity: Go to Google Discussion and weigh in on the Question:
Can we build and maintain a successful society without government? (10)

Homework 8: Review for tomorrow's test.

9/22/2010
Big Quiz Friday on: For and Against Government, Power, Enlightenment, Politics of Fear (review readings and Cornell notes you took).

Objective: Beautify the Room
Agenda -

Do Now: Login and read the agenda
Mini Lesson: How to format your blog post and share your space.

Activity: Finish writing your description of your chosen person and insert your image.

Summary: Print and share your blog space. Comment on your neighbor's

Homework 7: Why do we have government vs. Why we don't need government? will be on Friday's test. Take Cornell Notes. Due tomorrow.
Thursday's Homework take Cornell Notes.

9/21/2010
Objective: Power to the People Project
Agenda-
Do Now: Login and review today's Agenda (5)

   1. Login to your blog.
   2. Watch Demo on Posting to your Blog. (10)

Activity I - Do Gooders (25)
   1. Google People Who Changed the World (for the better). Pick one, find an image and save it.
   2. Go to a web site on this person and read about why they were important.
   3. Take notes on a new blog post - Title it "Someone Who Made a Difference". Save as DRAFT
   4. Insert their image.

Share your blog post with your neighbor. Grant them permission to comment. Comment on each other's work. Be constructive. (7)

Homework 6: Create a post on your project topic introducing what it's about. Save as Draft for now.
Also, edit and finish your post on your Someone Who Made a Difference post.

Process Differentiation - work at your own pace. Finish what you couldn't in class for homework.
Content Differentiation - students choose their own person to write about.
NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

9/20/2010
Objective: Introduce the Blog Project
Agenda-
Do Now: Login and review today's Agenda (5)

   1. Watch Demo in on wall (5).

Activity I - Create your blog (10) (Don't have a Google account yet? Do this instead for now and create your account tonight and catch up)
   2. Login into your Google account and click on "More" at the top and find "Blogger".
   3. Follow the prompts, as demonstrated in class to create an account. Use your Network Login (first 4 of your last
       and last 4 of your OSIS), for your blog name and address.
   4. Go into your settings and choose Title and Description, enter Participation in Government Project in the Title, for
       the description Enter Student Blog Project.

Activity II - Read the Blog Project Description. (15)

Activity III - Share your blog page and chosen topic with your neighbor. (10)

Homework 5: Research the basic background on your topic and post an introduction. You may use www.Wikipedia.org for this. But, cannot use Wikipedia as a source for your other posts.

Process Differentiation - work at your own pace. Finish what you couldn't in class for homework.
NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

9/17/2010
Agenda:
Do Now: Review today's agenda

1. Read New School Rules - I will have printed copies for you to sign.
2. Discuss the new rules with your neighbor (pair share)
3. Activity II. The Purpose of Government:

Watch demo on decoding text into your own words:

Read the passages below and take Cornell Notes using the link on top of this page.

"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government,..."

Thomas Jefferson, The Declartion of Independence 1776

"When the people fear the government you have tyranny"..."When the government fears the people you have freedom"

Thomas Paine

4. In pairs compare/contrast your notes and collaborate on developing 4 questions the notes have answered.

5. Write your summary and submit your notes.

6. Homework 4: Finish what you didn't have time to in class.

Process Differentiation - work at your own pace. Finish what you couldn't in class for homework.
NYS Standard - use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

9/16/2010 - Thursday - Power and Democracy
What is "power"? How does it take different forms?

Do Now: Review today's agenda below
Opening discussion - how does the film on the politics of fear have to do with power?
1. Read Power 101 and take Cornell Notes. (15)
2. Compare your notes with your neighbor (5)
3. Together generate questions for your Cornell notes that your notes have answered.
4. Discuss: Give an example of each type of power you have been subjected to. Put in your notes.
5. Share with the class your examples from no. 4.

9/15/2010 - Wednesday

The Values of Freedom of Speech and Religion: How are we an "Enlightenment Nation"?
Do Now: Google: Define: Enlightenment (5)
Write down what you think is the best explanation in your notes.

Discussion: Burning the Koran, Flag or Bible - Why is that not illegal? (7)

Individually:
1. Read and Take Notes on the INFLUENCE section here: http://en.wikipedia.org/wiki/The_enlightenment

2. Take notes in your notebooks.

3. Answer: What does our First Amendent (read 1st paragraph) say about religion? How does this help to answer our big question- How are we an Enlightenment nation?

Share With your neighbor:
4. Discuss with your neighbor your notes, compare and make updates, if necessary. (5)
5. Make up 4 or more questions your notes have answered. write them down.

Summary Activity:
Enter your notes, questions and a summary in the Cornell Notes section.

Homework #3- Finish what you couldn't today AND
Enter your opinion in the Google Discussion (linked above) on if someone should have the right to burn the Koran. Need to create a Google account if you haven't already.

film:
Why We Fight
on Google Video
for home viewing

The Corporation
on Youtube

Aung San Su Ki is free!

Buy Nothing Day!
11/26/2010

Homework 9/14/2010: Review the film transcript from today (first few pages) and add any missed items to your notes. Then enter in the Cornell Notes Form linked above.

9/15/2010 - Tuesday
Agenda: How do we take Cornell Notes? You will:
   1. Hand in your signoff, Be sure your name and OSIS is on top. (5)
   2. Review Syllabus together while taking Cornell Notes (click "notes" above)
      >>Demonstration of Cornell Notes. (10)<<
   3. Take notes of five or more main points under Notes in the Cornell form.
       (10)
   4. Share with your neighbor your notes (update with their suggestions). (10)
   5. Together discuss a question each note point answers. Put in the form. (5)
   6. Write your own summary. (5)
   7. Share with the class. (10)

9/13/2010- Monday

Agenda:

1. Take a seat and login to the computer

2. Create a Gmail account if you don't have one. www.Gmail.com

3. Register for the Class, use your Gmail address when asked for email.

4. Read course Syllabus and Sign Off

4. Click on Google discussion above, login and respond to the first discussion prompt - Do you think people should be allowed to burn the Holy Koran? You might want to email yourself a draft first before posting. Also review our online discussion rubric so you know what I expect.

5. Homework - Print Sign Off from above. Have your parent(s) and yourself sign and you return it to class the next day. Finish what you didn't have time to complete.

No School Thursday and Friday
for Rosh Hashanna holiday.