The Split of ISLAM: Sunni Shiite (Shia)

Today Tuesday October 16th, 2018
Students engaged in a worksheet on the split between Sunni and Shiite(Shia) in Islam. We worked up until the front page becoming more familiar with the differences and similarities. All students have a basic understanding of the reason for split over Leadership, but are working towards understanding the need for it’s impact on a global scale. The video that we used to review and the worksheet of the day are both attached.

https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/6742/Split%20of%20Islam.pdf

The Standards we are addressing this week are the following.
SS7H2
c. Describe how land and religion plays a role in continuing conflicts in the Middle East (i.e. the Palestinian-Israeli conflict, the division between Sunni and Shia Muslims, and Kurdish nationalism).

SS7G8 Analyze the diverse cultural characteristics of the people who live in Southwest Asia (Middle East). a. Explain the differences between an ethnic group and a religious group. b. Describe the diversity of religions within Southwest Asian (Middle Eastern) ethnic groups (e.g., Arabs, Persians, and Kurds). c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.

Final Essay Starts Tomorrow: Conspiracy Theories of the Assassination Today

Today we finish the official Document portion of the JFK DBQ

Tomorrow we will start writing our papers.

Students will be responsible for Document A-B-C and a Rough Draft which they will turn in with their completed proof read final essay. ALL TOGETHER THESE SHEETS ARE WORTH 150 Pts

John_F._Kennedy_Assassination PDF-r12zss

jfk assassination conspiracy-1ncgufl

Students will use all 3 of their sheets and what they learned from the documentary: JFK: The Smoking Gun in order to write their essays.

Students will have all the time tomorrow and whatever time they keep till MONDAY when their FINAL ESSAY IS DUE ALONG WITH THEIR PACKET OF PAPERS. MONDAY 4/30/2018

DUE DATE ABOVE

This is the conspiracy theory from Oliver Stone’s JFK

DAY 2 of WHO KILLED JFK DBQ Doc. 2 4 Questions

Document B: Photo Analysis   LEE HARVEY OSWALD WITH RIFLE

Oswald was confronted with the photographs at 6 p.m. on Saturday (November 23, 1963) by Capt. Fritz:

»…He said the picture was not his, that the face was his face, but that this picture had been made

by someone superimposing his face, the other part of the picture was not him at all and that he

had never seen the picture before…[He] said that he knew all about photography, that he had

done a lot of work in photography himself, that the small picture was a reduced picture of the

large picture, and had been made by some person unknown to him. He further stated that since

he had been photographed here at the City Hall and that people had been taking his picture while

being transferred from my office to the jail door that someone had been able to get a picture of his

face and that with that, they had made this picture. He told me that he understood photography

real well, and that in time, he would be able to show that it was not his picture, and that it

had been made by someone else.« (1) (Bolds added)

Two major features support this accusation. One is his size. According to various sources including the

autopsy report (2), Oswald was 5 feet 9 inches (175 cm) tall. The Warren Report states the rifle as 40.2

inches (102 cm) long (3). Let’s add one inch to Oswald’s height to account for his shoes – that makes him

70 inches (178 cm) high in the photographs. The 40.2-inch rifle would then be 57.4 per cent of Oswald’s

height.

In the full-page reproduction on the cover of »Life« on February 21, 1964, Oswald’s height measures

12.75 inches (32.4 cm), the rifle 7.75 inches (19.7 cm) (4). That’s 61 %. If the rifle is actually 40.2 inches,

the man’s height should be 13.5 inches (34.3 cm) instead of 12.75. Alternatively, the rifle should be 7.3

inches (18.5 cm) – not 7.75! Thus

  1. the man in the photograph is only 64 inches (162 cm) – 5 inches (12.7 cm) shorter than Oswald! –

or

  1. the rifle is actually 42.6 inches (108 cm) long – 2.4 inches (6.1 cm) longer than the MannlicherCarcano.

 

However, this is not conclusive. It presupposes the absence of distortions in the photograph. It may not

be significant or valid if the picture gives a false perspective. Much more significant is the failure of the

investigators and (FBI) experts to utilize comparative measurements of that sort in assessing the

authenticity of the photograph.

The second feature of the photograph is the inconsistency in the direction of the shadows. Commission

Exhibit CE 746-A clearly shows the shadow of the man’s body falling behind him and to his right whereas

the shadow under his nose falling in dead center and not to the right. CE 746-C – an enlarged section of

this photograph – confirms this. There, one can see even more clearly a triangle with the apex at the

middle of his upper lip.

The FBI attempted to demonstrate that the rifle was the 40.2-inch Carcano by having an agent pose with

the rifle in the same posture as Oswald and with the same direction of sunlight. Indeed, in the reenactment

photograph the shadow of the agent’s body falls behind him and to his right as it is in CE 746-

  1. Consequently, we should be able to conclude from the shadow under the nose whether it corresponds

to the shadow under Oswald’s nose. But the agent’s face and head have been blacked out

completely (5). FBI Expert Shaneyfelt was asked to explain this: »I blanked out the head because it was

one of the employees of the FBI, and I felt it was desirable to blank out the head because it was not

pertinent.« (6)

It should be noted that in a re-enactment photograph taken in the backyard at the Neely Street address

by the Dallas Police, the face of the stand-in has not been blacked out, although it has no greater

pertinence than that of the FBI agent (7). (In that photograph no attempt was made to duplicate lightning.

Therefore it does not help us in evaluating the original photograph.)Sources: from the Warren Commission:(1) – WCR p. 608-609 (2) – CE 1981 (3) – WCR p. 81 (4) – Sylvia Meagher: Accessories after the fact, p. 208. A (5) – CE 748 (6) – WCH IV, p. 281 (7) – CE 712

Document Analysis:

  1. What did Oswald say about the photos?

 

  1. How was this photo possibly not reliable?

 

  1. Do you think Oswald was fairly represented in the questioning? Explain:

 

  1. What were the results of this questioning and findings?

Last DBQ of the Year? Who IS RESPONSIBLE FOR KILLING JFK?

Today we embarked on our last DBQ of the Year our FINAL PAPER DUE NEXT FRIDAY. WE WILL BE WORKING ON THE ASSASSINATION OF JFK: WHO IS RESPONSIBLE

Students received document A in class today.  TheAssassinationofJFK (1)-1jayerv

Students will look at three documents and two documentaries in order to write their final Essay using evidence and information to construct their arguments.

We looked at the Zapruder film to ease students in emotionally to realize that this did happen and the Warren Report that followed still leaves room for discovery of “THE TRUTH”.

IT’S REVIEW WEEK SS8H1-SS8H5

We are officially Reviewing the year’s standards. With the next two weeks before Spring Break….. our test is only 3 and a half weeks away.  Students played a review game for SS8H1 yesterday:

https://www.quia.com/rr/985156.html?AP_rand=1407803898

 

Today WE DID AN ACTIVITY CALLED “IT TAKES TWO”  Students worked in partners to complete a review worksheet SS8H2

unit_3_standardsworksheet_with_answers-21ryxf5

 

The answer key is the link above. The worksheet is due tomorrow.

Vocabulary day visual Vocab for tomorrow!

Today’s assignment: Match the words with it’s definition. Tomorrow we will be using these words to make a visual vocabulary board in order to create non linguistic vocabulary review posters.  Students can match an image with a vocabulary word.

 

Name:__________________ Date:_____________ Period:_______________

S S 8 E 3 V o c a b u l a r y W o r d s a n d D e f i n i t i o n s

Evaluate the influence of Georgia’s economic growth and development

  1. Coca-Cola Company-

 

  1. Delta Airlines-

 

  1. Entrepreneurial Risk-

 

  1. Georgia Pacific-

 

  1. Home Depot-

 

  1. Innovative-

 

  1. Private Companies-

 

  1. Profit-

S S 8 E 4 V o c a b u l a r y W o r d s a n d D e f i n i t i o n s

Identify revenue sources for and services provided by state and local governments

  1. Graduated Tax-

 

  1. Federal Grants-

 

  1. Personal Income Taxes-

 

  1. Property Taxes-

 

13 Sales Taxes- source of revenue.

 

  1. State Revenue-

S S 8 E 5 V o c a b u l a r y W o r d s a n d D e f i n i t i o n s

  1. Credit-

 

  1. Income-

 

  1. Investing-

 

  1. Savings-

 

  1. Spending-

 

  1. C.E.O

 

USE THE FOLLOWING DEFINITIONS TO MATCH THE VOCAB ABOVE

  • an amount of money loaned to a person that must be paid back along with additional interest.
  • the amount a person purchases.
  • the amount of money an entrepreneur or business makes after paying its expenses.
  • using or showing new and creative ideas.
  • Chief Executive officer
  • setting aside of income for future use.
  • the world’s largest hardware home improvement center and second largest retailer; founded in Atlanta in 1978.
  • a tax imposed on most items sold in retail stores; Georgia’s second largest
  • a taxed based on one’s income; Georgia’s largest source of revenue.
  • financial assistance from a federal agency to carry out a public purpose.
  • a state’s income that is used to fund governmental services.
  • a tax imposed on persons based on their ownership or possession of property.
  • the world’s largest hardware home improvement center and second largest retailer; founded in Atlanta in 1978.
  • using money in hopes of gaining more in the future by lending to businesses in exchange for a share of profits
  • a company owned by an individual or group that does not sell shares of stock to the general public.
  • the world’s largest producer of non-alcoholic beverages; founded in Atlanta in 1886.
  • a tax based on a person’s income, with those making more money paying more taxes.
  • the world’s largest passenger airline; founded in Macon in 1924.
  • the world’s leading producer of paper, tissue, and construction-based chemicals; founded in Augusta in 1924.
  • personal and financial risk taken by a person in order to start a business.
  • the amount of money a person earns during a year.

Today Students finished their essays and Timelines HW Essay

This is the worksheet given yesterday in my absence due to a stomach bug. Students were required to finish this worksheet and were given an additional 20 minutes of class time today. HW is to complete the timeline and Short Answer Answer 1 paragraph long.

African-Americans Civil Rights Worksheet

 

Purpose: To understand the basic facts of the African-American Civil Rights Movement and how they relate to each other

 

  1. Timeline Create a timeline for every major event involved in the struggle for African-American civil rights.  Include answers to all questions for all events.  This can be simply written or put into a more artistic timeline.
 

Events

 

Questions

 

Brown v Board of Education

The Civil Rights Act of 1964

Formation of the NAACP

The Freedom Riders

Martin Luther King Jr’s “I have a Dream” Speech

Martin Luther King’s assassination

Montgomery Bus Boycott

Plessy v Ferguson

Southern Christian Leadership Conference is formed

The Voting Rights Act of 1965

What is it?  (One sentence)

When did it happen? (Placed on your timeline)

 

 

 

 

 

  1. Short Answer Write a paragraph response to this question: Was the African-American Civil Rights Movement successful?  To help you clarify the question, think of it this way:  what was the purpose of the Civil Rights Movement, and did it achieve that purpose?

Today we took cloze notes on SS8H12 in regards to the 1996 Summer Olympics and it’s economic impact on Atlanta.

 

 

Study for your CIVIL RIGHTS QUIZ TOMORROW!

Students have a 20 question quiz over the CIVIL RIGHTS unit.  This Quiz will come from the 19 question review Guide in class that students worked on with a partner.

Answers to help are as follows.

Question: What made the 1946 gubernatorial election so
unusual?   Answer:It resulted in a power struggle over the
office of governor that had to be settled by
the state supreme court. Eugene Talmadge did NOT win the popular vote , but won by the County Unit system.

Question: After serving as governor, Herman
Talmadge served four terms as a Answer: U.S. Senator

Question:In Brown v. Board of Education, the
Supreme Court ruled against           Answer: School Segregation

Question: Which civil rights leader believed in
nonviolent protest?         Answer:Martin Luther King, Jr

Question: In 1956, the Georgia state flag was
changed to include      Answer:Confederate Battle Flag

Question: Which of the following describes D. Martin Luther
King, Jr.?          Answer: He was a world-famous figure who led the
civil rights movement of the 1950s and 1960s.

Question: Who was a mentor for Martin Luther
King, Jr. at Morehouse College?    Answer:  Benjamin Mays

Question: Why did the General Assembly form the
Sibley Commission?           Answer: To address school integration

Question: Which of the following was a goal of the
Albany movement?   Answer: To end segregation in Albany, GA

Question: What challenge did Hamilton Holmes and
Charlayne Hunter face in 1961?   Answer: They were the first African Americans admitted to the University of Georgia.

Question: Martin Luther King, Jr. delivered his “I Have a Dream” speech during…..       Answer: The March on Washington

Question: Why was the Civil Rights Acts of 1964
passed?              Answer:
To guarantee protection form segregation
and discrimination in public places

Question: Lester Maddox challenged the Civil Rights
Act of 1964 because he believed it        Answer: Violated Property                                                                                                                                       Rights

Question: How would a segregationist have responded to
the election of Lester Maddox as governor?      Answer: . With excitement because Maddox opposed
integration

Question:Who would have most likely agreed with
the views of Lester Maddox?   Answer:
Herman Talmadge

Question: Which of the following would an African American citizen most likely be supportive of?        Answer:  Integration

Question: Who was the first African American mayor of a major Southern city?     Answer:  Maynard Jackson

Question: Which two men made history by becoming the first African Americans to succeed one another as mayor of a
major U.S. city?      Answer: Maynard Jackson and Andrew Young

Question: In 1972 was an important year for Andrew
Young because he was       Answer:   
the first African American elected to Congress from Georgia since the 1860s.

BONUS TO REWARD ALL THOSE WHO ACCESSED THE BLOG: OR ALL THOSE WHO CHECKED WITH ME AT THE END OF THE DAY FOR A HARD COPY. HERE IS THE 20TH Question.

Question: Which Georgian and his description are matched
correctly?   Answer: Martin Luther King, Jr. – led the March on
Washington

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