Thursday, December 10, 2009

Tonight's HW - Due Monday 12/14

Opening Activity
Read the following passages:
Passage 1
The stench of the hold while we were on the coast was so
intolerably loathsome, that it was dangerous to remain there
for any time, and some of us had been permitted to stay on
the deck for the fresh air; but now that the whole ship’s cargo
were confined together, it became absolutely pestilential. The
closeness of the place, and the heat of the climate, added to
the number in the ship, which was so crowded that each had
scarcely room to turn himself, almost suffocated us. This pro-
duced copious perspirations, so that the air soon became
unfit for respiration, from a variety of loathsome smells, and
brought on a sickness among the slaves. . . .

—First-person account of conditions on a slave ship
during the Middle Passage, from Olaudah
Equiano, The Life of Gustavus Vassa
Passage 2

The pungent aroma of backed-up toilets, unwashed bodies,
decaying food, mold and who knows what else. Sweltering
heat. An awful din. Rumors of unspeakable crimes. . . .
“I can’t stand to even look at pictures of that time,” said
Terrie Green, 41, who went to the Superdome with her three
children and infant granddaughter on Tuesday, August 30,
after being rescued from their flooded Ninth Ward home.
By the time we got out of there we were all sick. Sick from
the heat, sick from that stink that was there. Just worn out.”
Because of the heat—outside temperatures soared into
the high 90s, and it reached an estimated 125 degrees inside
the Superdome—the family, including little Alea, only 2 days
old when the storm hit, moved to the concourse that runs
around the exterior.

The heat took a toll on the baby, who developed a rash
and became dehydrated. After they evacuated to Houston,
the infant was hospitalized for a week.
“She’s still kind of sickly,” said Green, who remains in
Houston looking for work.

—Description of conditions in the New Orleans
Superdome during Hurricane Katrina, from Mary
Foster, “There was the fear, the heat, the misery,
but most of all—the smell,” Associated Press,
August 27, 2006

Questions:
1. What similarities can you identify between the description of conditions in the two passages?
2. Do you think the comparison of the two situations is valid? In other words, is it accurate or acceptable to compare the two situations? Why? Why not?
3. How might your views on the evacuation of Katrina victims be different, if this hadn't happened in New Orleans, but in a place that had little history of slavery?
4. Would your views be different if you were from a different racial, or ethnic group? If you were poor, rather than middle class? If you were a man, rather than a woman, or a woman, rather than a man?
5. CLICK HERE. Read the account of life for Katrina survivors in the FEMA trailer park known as Renaissance Village. In what ways might conditions in this trailer park be similar to conditions in quarters inhabited by slaves? Is this a valid comparison? Why?


Monday, December 7, 2009

Tonight's HW 12/7/09


1. Research the charts on pp. 46, 47, 48, and 60.


2. Then, please read the "Handouts" on pp. 75 and 76 of the Teaching the Levees Workbooks.


3. Based on the materials dicsussed, do you believe the tragedy associated with Katrina, and the breaching of the Levees was fundamentally shaped by race, and class?


If not, what alternative hypotheses can you offer?


Back up your statements with evidence!



Tuesday, November 24, 2009

When The Levees Broke HW Assignment 11/24/09

Hello, PartInGov:

Here's your HW Assignment for tonight. It is due MONDAY November 29th (the day we get from Thanksgiving Break).

You should consider each question as a "mini-essay." In other words, your responses should be thoughtful statements, of at least one paragraph each. Use the Workbook/Teaching Guide as a means to help you write your answers. Please note that no work will be accepted LATER than 11:59 PM on Monday!

1. Which agency, or part of the gov't is most responsive to the emergency? Why do you think it was effective, and how did it compare to other agencies and response organizations?
2. What point does the film-maker seem to be making about leadership?
3. What is the "Cajun Navy?" Why was it needed?
4. How do you evaluate President Bush's statement "no one anticipated the breach of the levees?"
5. How did you respond to the images of the Royal Canadian Mounted Police arriving in New Orleans before the Federal Government?
6. How does the lack of response reflect upon the local, state and federal governments?
7. Do you believe, or are you convinced that that the Federal government had no warning that Katrina would be so destructive?
8. How did President Bush famously praise FEMA director Michael Brown? How does the film-maker communicate his view of this praise?
9. What did President Johnson do when Hurricane Betsy hit New Orlean

Tuesday, November 17, 2009

TTL - Assignment # 2

Hello, Part. In Gov't people:

Here is the link for the workbook from Teaching the Levees


Your assignments are as follows

Group #1 - Complete the questions pertaining to "God's Will" on p. 20 of the viewing guide (the page will say "12) on the bottom of the actual viewing guide; it's 20 in the PDF).

Group #2 - Complete the questions pertaining to "Explosions"

Group #3 - Complete the questions pertaining to "Day One"

Be prepared to share answers in a discussion format on Thursday!

Monday, November 16, 2009

teaching the levees assignment #1

Please answer the Questions by posting below. Please note that the questions that you are responsible for answering, based on your last name.

Group #1: Arroyo, to Desai: You are responsible for questions 1-4.
Group #2: Drakes, to Marks: You are responsible for questions 5-8
Group #3: Martinez, to Taylor: You are responsible for questions 9-12

Please POST your answers. NO CREDIT for ANONYMOUS POSTS!!!

Questions: These questions are based on Act One, Chapter One of "When the Levees Broke" You can find the questions on PAGE 20 of the Viewing Guide





Monday, November 9, 2009

Tonight's HW

1. Read and Outline pp. 243-246 in the We The People book.
2. Complete the questions "What do you think?" on p. 246
3. Bring your book with you to class tomorrow.
4. Please turn in your evaluation forms from the project. I cannot give anyone a grade until I have that information.

Thank you

Friday, November 6, 2009

Group Evaluation/Self Evaluation

P.I.G. Students:

Thank you very much for your participation in the debate project. I hope that you found the process interesting and informative.

Now, the hard part. The evaluation. In an effort to create an accurate assessment, I need everyone's assistance in completing the evaluations below.

1. Self Evaluation: Print the file, and answer the questions accordingly.

2. Group Evaluation. Please click here, and print the document. After reading the questions carefully, please honestly answer the questions. It is very important that you are honest in your evaluations of yourself, and your team-mates.