Our Lives: Our Needs: Day 3

Writing Prompt
One Paragraph: Why do you feel the U.S. is such a violent country?


Review: Watch each of the following.
Brief History of The U.S.

Excerpt From Bowling From Columbine

Gun Murders

Post Video: Each video, describes the reason for why the creator feels the U.S. is so violent.

#1. Fear and Racism
#2. The U.S. Government's Foreign Policy and Racism
#3. The obsession of Americans with Guns.

Write two paragraphs on which of the above you feel is most responsible for violence in America.

Define Nature versus Nurture:
Write the definitions in My Words and Your Words.


HandOut and Homework:
Read the two essays on Nature versus Nurture.
Answer the questions at the end in a MINIMUM of one paragraph each.

Our Lives, Our Needs- Day 2

Writing Prompt: (2L)
Describe a violent experience you've seen or know of. What was the cause? Who was involved? What happened?

Mind Map: (2r)
In the center of a piece of paper, write the word violence.

Visual Map: (2R)
Draw an Instance of Violence in detail.

World Map: (handout)
Make a STAR by areas of the world where you think violence happens most.

Watch Excerpt of Bowling for Columbine
Write (2R)
Title: Examples of Violence the U.S. has inflicted upon other countries:

List the following countries in your notebook with a space after each one:

Guatemala
Iran
Vietnam
Chile
El Salvador
Afghanistan
Iraq (Part I)
Sudan
Iraq (Part II)

Fill in what was the U.S. involvement in each of those countries.

S.I.L.T. or S.I.C.A.

Our Lives, Our Needs

Writing Prompt: (1L)
Pick three words to describe this country.

Using one word per sentence, write a paragraph about what you feel the greatest problem with this country is?

Guidelines
Norm Exercise.
Activity 1: Violence and History. (1R)
Click and watch on the following video:
Written Response.
1. How does this video differ from other ways you've learned about history?
2. Are there any stories in this video that are left out of the history textbooks you've read? Which?
3. Who is suffering in this video, and who is benefiting from the suffering.

Define the following in your notebook based upon discussion.
Oppression:
Oppressor:
Oppressed:

Activity 2. Violence and our Lives
Written Response:
What did this activity tell you about the lives of those around you?
How do you think teenagers in other parts of this country or parts of the world would respond to these categories?

Click on Violence
Read

• In 2003, 5,570 young people ages 10 to 24 were murdered—an average of 15 each day. Of these victims, 82% were

  killed with firearms (CDC 2006).

• Although high-profile school shootings have increased public concern for student safety, school-associated violent deaths account for less than 1% of homicides among school-aged children and youth (Anderson et al. 2001)

• 	Academic Centers of Excellence on Youth Violence Prevention
  	WISQARS Allows you to form reports on injury mortality and nonfatal injury for a wide range of age groups
  	Injury Maps Allows you to create maps of U.S. injury mortality rates
  	Youth Risk Behavior Surveillance System
  	National Youth Violence Prevention Resource Center
  	Choose Respect
  	CDC’s Web Page on School Health
  	U.S. Government’s Back to School Web Page
  	Stop Bullying Now Campai

  In 2004, more than 750,000 young people ages 10 to 24 were treated in emergency departments for injuries sustained due to violence (CDC 2006).
• In a nationwide survey of high school students (CDC 2004):
  • 33% reported being in a physical fight one or more times in the 12 months preceding the survey.
  • 17% reported carrying a weapon (e.g., gun, knife, or club) on one or more of the 30 days preceding the survey.
• An estimated 30% of 6th to 10th graders in the United States were involved in bullying as a bully, a target of bullying, or both (Nansel et al. 2001).

Consequences

• Direct and indirect costs of youth violence (e.g., medical, lost productivity, quality of life) exceed $158 billion every year (Children's Safety Network Economics & Data Analysis Resource Center 2000).
• In a nationwide survey of high school students, about 6% reported not going to school on one or more days in the 30 days preceding the survey because they felt unsafe at school or on their way to and from school (CDC 2004).
• In addition to causing injury and death, youth violence affects communities by increasing the cost of health care, reducing productivity, decreasing property values, and disrupting social services (Mercy et al. 2002).
  

Groups at Risk

• Among 10 to 24 year olds, homicide is the leading cause of death for African Americans, the second leading cause of death for Hispanics, and the third leading cause of death for American Indians, Alaska Natives, and Asian/Pacific Islanders (CDC 2006).
• Of the 5,570 homicides reported in 2003 among 10 to 24 year olds, 86% were males and 14% were females (CDC 2005).
• Male students are more likely to be involved in a physical fight than female students (41% vs. 25%; CDC 2004).

Written Response: (1r)
1. What were the initial reactions to these statistics?
2. Was there anything that surprised you about these statistics? What?
3. How do you think these figures compare to your own neighborhood? (higher or lower)
4. Do you think these statistics have risen or declined since 2000?

Bill of Rights Hand Out
1. Discussion
2. Exercise

Universal Declaration Hand Out
1. Divide
2. Share Out

Written Exercise:
How do these rights differ?
Which would you rather have?
How many of these rights do you NOT have right now?

Welcome to the first day of another world.

Today we begin claiming our life, language and land.

Description:
Welcome to U.S. History! In this course, we will examine the events that led to the creation of the country called the United States. We will examine the effects of the creation on Indigenous and African populations, and the quest to uphold the ideals it espoused; most importantly, we will study how U.S. history relates to Hawthorne, your family, and the World. Over the next year you will develop your understanding of American History and participate in a dynamic dialogue about the past, present and future of this complex country. We will use a variety of sources for our class material including videos, music, primary sources, textbook excerpts, magazine and journal articles, book chapters, and on-line sources.

Objective:
Our study of United States history will focus on the essential questions:
Who is American? Who gets to define what America is?
What is your relationship to America?