Thursday, February 28, 2013

Mr Majid

Manzanar National Historic Site

How Does My Identity Shape My Experience in America?
Activity 3: How do we connect with the erstwhile(prenominal)?

Tracing the Past
Grade Level: 10 & 11 metre: 2 hours (class) 2 hours (hom e) Materials: Cha lk or dry er


Students call in to past and present forms of communication.

Ask students the following drumhead: Why do we write, build monuments or leave our aspiration? Ask them to think of all the written communication they befool in the world around them. Give them five minutes to consider and journal various reasons for graphic communication. dispute the phylogenesis of the English alphabet. Have students share their answers and make a harken of responses on the board. Sample answers may involve: to communicate feelings, ideas and thoughts to actuate us to do things to prove we know something to prove we were at a place to leave a memory to overhaul us learn to deface to make a description to rebel or protest to beautify…. Ask students to think of various forms of communication. Are there other ways to make water a lasting memory, thought, design, religious belief, etc?

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Sample answers may include: roadside memorials for accident victims, Egyptian hieroglyphics, graffiti*, written literature, American Indian petroglyphs, Stonehenge, Taj Mahal, Easter Island statues, objects left at historical places such as paper cranes at Manzanar National Historic Site. Discuss the handout Rock Art of the Owens valley (located in the Lesson 2 Activity 3 Resources section). Have your students research the topic of Nipponese Kanji (or search the internet together). Compare American Indians’ petroglyphs and Japanese Kanji. distort that both use symbols that may represent entire talking to or ideas rather than individual letters.

ase board, Rock Art of the Owens Valley handout, Re Resources (imag lated es & poem), Internet or liter ary Kanji Pict-o-Gra resources, p Rowley (optiona hix - Michael l)
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