It's a Wonderful Life

"It's a Wonderful Life" is a movie that was released almost 60 years ago -- in 1946.  It's about an angel who helps a compassionate but despairingly frustrated businessman by showing what life would have been like if he never existed.

At this time of year I show this movie for several reasons:

1. It's a good study of someone who has dreams of what they want to do but situations in life move them in another direction.
2. It's a good example of how finance in a savings and loan situation works.
3. It demonstrates a "run" on a bank.
4. It does a good job of showing how our great grandparents (and great-great grandparents) weren't really so different from us.  Whether we [or they] are willing to admit it or not.
5. It shows how a good, intelligent, hard-working person can still suffer from depression.
6. It reminds us that we don't always know the difference we are making in others' lives.

There aren't a lot of requirements for this movie other than paying attention and answering questions on the worksheet... so please do.  I have a worksheet for you to complete for the first and second halves of the movie which I will give you in class, but if you are not here and you would like another copy you can download it. (Here)

I'll be showing it in class, but here's an online version that you can watch.  It has poor audio quality, but it's watchable.:

GMail & Blogger...

Our assignment for today is to get set up with a Gmail account and a Blogger page.  We will be using our Blogger pages to post our story and possible future assignments as well.

• First of all, let's try Gmail:  Go to http://www.gmail.com/ and register for a new account.  
• Next we can go to http://www.blogger.com/ and sign in using our Gmail username and password.  It doesn't really matter which theme you pick because we can change that and customize them at any time, but for now let's avoid the "Dynamic" themes.
• Write down your Gmail username and password somewhere!  If you lose/forget it, you will have to start your project over.

I will walk you through all of the steps in class to complete these, but there are instructions available here if you would like to complete this at a later time.

After completing the Gmail and Blogger setup, please email me at my work email (griffithr2@k12tn.org) and include the following:

• Your first and last name.
• Your grade level (9th, 10th, 11th, or 12th).
• Your blog address (i.e. http://_______.blogspot.com).

Build Upon Your Story

Today you should continue to build upon your story.  All students should have their stories finished by tomorrow.

Assignment:

• Today you will brainstorm and outline your story [or build upon what you already have]
• Rework your story to incorporate actual historical events
  
• Make sure it fits a "Story Arc" -- a problem to be solved and a resolution
• When it's finished, have at least one classmate read your story and write some notes/suggestions on your paper -- then have them sign next to their suggestions.  
• These suggestions can include spelling/grammar corrections, ideas to make the story better, or just feedback about the story in general.
• Students who leave feedback on a classmates paper [if I can read their signature] will receive Extra Credit.  
• If you get feedback from TWO of your classmates [or more], then YOU will get extra credit as well.
• Neatly rewrite your story utilizing your classmates feedback.  
• Keep your originals with classmate feedback to turn in with your finished story.

Writing Historical Fiction

Think about a time in the past that interests you.  It could be Ancient Rome, Feudal Japan, Colonial America, The Aztec Empire, Medieval Scotland, World War I France, World War II Poland, the Civil Rights Era in the United States, the Civil War, etc.

Now, you are entering a time machine to go there and witness history. Close your eyes. Step into the time machine and listen to the machine's whirring hum as you are transported through space and time, back, back, to the most fascinating place you can imagine! This place and time has intrigued you...and there you are! You climb carefully out of the time machine. You look around. Whom and what do you see? What do you hear? What are people doing? What confuses you about your new surroundings? Remember as many details as you can, so that you can share your observations in a story about that time in history.

• Characters:All characters must behave in realistic ways.
• Problem:The characters are involved in a dilemma that is realistic for that period.
• Description:Places and events are vividly described.
• Setting:The setting is a definite time in history and a very real place.
• Plot:Real events are mixed with fictional happenings. The plot makes sense and ends with a logical solution.
• Dialogue:The characters' words reflect what people knew and thought about in those times.

Could you write a story about trying to change history?  A story about what it's like to be a child living during that time?  An alternative history where something changes the outcome [good or bad] such as Abraham Lincoln being saved, the South inventing better weapons to win the war, Germany developing the bomb first, etc.?  Maybe it's a love story or a drama about someone losing a family member?

Be creative and start with some brainstorming.

Then move on to coming up with a "story arc" if possible:

Another way of looking at it:

A common theme in science fiction or fantasy is revisiting the Holocaust, finding ways to go through time and kill Adolf Hitler, or showing what made Hitler become the villain he was.  Here are some interesting takes on that theme for you to watch in your own time.

One interesting article explains why you can't go back in time and kill Hitler: http://io9.com/why-you-can-t-travel-back-in-time-and-kill-hitler-1267520777

Another article is called, "Time Travellers: Please Don't Kill Hitler" and it makes some interesting points: http://www.theguardian.com/science/brain-flapping/2014/feb/21/time-travellers-kill-adolf-hitler

Twilight Zone
:more to come:

Understanding Economic Systems: Capitalism, Communism, and Socialism

Comparing Economic Systems

Until the publication of their 1848 Communist Manifesto, much of the western world followed a course where individuals owned private property, business enterprises, and the profits that resulted from wise investments. Marx and Engels pointed out the uneven distribution of wealth in the capitalist world and predicted a worldwide popular uprising to distribute wealth evenly. Ever since, nations have wrestled with which direction to turn their economies.

Capitalism

Capitalism is based on private ownership of the means of production and on individual economic freedom. Most of the means of production, such as factories and businesses, are owned by private individuals and not by the government. Private owners make decisions about what and when to produce and how much products should cost. Other characteristics of capitalism include the following:

• Free competition. The basic rule of capitalism is that people should compete freely without interference from government or any other outside force. Capitalism assumes that the most deserving person will usually win. In theory, prices will be kept as low as possible because consumers will seek the best product for the least amount of money. Does capitalism allow for government interference?
• The antitrust lawsuit against Microsoft is one way that the government has tried to promote competition. Supporters of Microsoft say that forcing Microsoft to allow companies to bundle arch-rival Netscape's web browser with Microsoft Windows is not unlike making Coca-Cola include a can of Pepsi in each six-pack it sells.
• Supply and demand. In a capitalist system prices are determined by how many products there are and how many people want them. When supplies increase, prices tend to drop. If prices drop, demand usually increases until supplies run out. Then prices will rise once more, but only as long as demand is high. These laws of supply and demand work in a cycle to control prices and keep them from getting too high or too low.

Communism

Karl Marx, the 19th century father of communism, was outraged by the growing gap between rich and poor. He saw capitalism as an outmoded economic system that exploited workers, which would eventually rise against the rich because the poor were so unfairly treated. Marx thought that the economic system of communism would replace capitalism. Communism is based on principles meant to correct the problems caused by capitalism.

The most important principle of communism is that no private ownership of property should be allowed. Marx believed that private ownership encouraged greed and motivated people to knock out the competition, no matter what the consequences. Property should be shared, and the people should ultimately control the economy. The government should exercise the control in the name of the people, at least in the transition between capitalism and communism. The goals are to eliminate the gap between the rich and poor and bring about economic equality.

Socialism

Socialism, like communism, calls for putting the major means of production in the hands of the people, either directly or through the government. Socialism also believes that wealth and income should be shared more equally among people. Socialists differ from communists in that they do not believe that the workers will overthrow capitalists suddenly and violently. Nor do they believe that all private property should be eliminated. Their main goal is to narrow, not totally eliminate, the gap between the rich and the poor. The government, they say, has a responsibility to redistribute wealth to make society more fair and just.

There is no purely capitalist or communist economy in the world today. The capitalist United States has a Social Security system and a government-owned postal service. Communist China now allows its citizens to keep some of the profits they earn. These categories are models designed to shed greater light on differing economic systems.

A funny explanation of Socialism:


Finally, a really good explanation of whether we are Socialists or Capitalists -- or not.

We Are All Socialists

Ellis Island / Continue Family Tree

The New Colossus
by Emma Lazarus 

Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame. 

"Keep, ancient lands, your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me.
I lift my lamp beside the golden door!"

• What does this poem symbolize?  
• What does it represent to the people who were coming to America?

Discuss Family Tree Research and Answer the Following Questions:

• Were any of the people that you interviewed uncomfortable talking about their family?
• What was the most surprising thing you discovered in your research?
• What did you think about the project?
• How could we have made the project better?
• Is there anything you would like to know about your family tree -- or would you like help finding more information?
• Use the provided map(s) to plot points where your family has lived.

Click to download PDF

Labor Day Weekend!

Note: Monday is Labor Day!  Three day weekend!!!  But what is "Labor Day" about?

We will look at a couple other videos in class as well.

Homework Project: Due Friday

Each year I have students do some family tree research before we get into more modern history.  Before I explain the project, let me reiterate what I said today about the family tree project.  I completely understand why different people refuse to work on the family tree project.  Some of us are [or were] estranged from family members, some are adopted, some recently lost family members so talking about them is too difficult, and some don't want anything to do with one parent [or either of them].  I do understand.  If you would like to do an alternative project (researching the family tree of a teacher, scientist, or athlete) you can talk to me and we may be able to set something up.

I do the project for different reasons:

• We learn communication skills
• We learn history
• We learn research methodology
• We learn geography
• We are connected with our past
• We put historical events into the context of where our family was at the time.
• We get a better understanding of who we are, where we come from, and where we might be going.

We begin with two forms -- I will give you one Ancestry Chart and one Family Group Sheet.  The Ancestry Chart is a quick reference guide for you and every direct ancestor through your great-grandparents.  Begin by placing your name on the left (single) person and then continue by adding your parents in the next level (father on top and mother on the bottom).

Click either of these to print another copy:

My suggestions [and they vary for each situation] are to do the following:

1. Enter as much information as possible yourself -- in pencil is best.  
2. When you have entered as much as you [think you] know, ask each parent to look over your work.
3. When each parent is finished with the page, ask all grandparents.
4. If you are blessed to have great grandparents, definitely ask them for as much information as possible.  
5. Ask everybody that you interview:
1. the names of their parents
2. the name of their grandparents
3. if they remember their great-grandparents names -- or where they came from.  
4. middle names of family members
5. where they got their name (it may be a grandmothers name, an uncles name, etc.)
6. names of their aunts and uncles
7. when they came to Jellico... or Tennessee... or the United States... or wherever.
8. if they have pictures of their parents, grandparents or great grandparents
1. (If so, I recommend taking a picture of the picture)

I'm not grading you on how much you find -- just on how much you TRY.  

Some people have professional artists draw up their family trees.