Eve Berlin

Introduction- (7 minutes) - I will ask the students to complete the do now. Students are expected to work with the students at their table to determine whether they are a living or nonliving thing. Student are also expected to collaborate with one another to determine if the items on the index cards are living or nonliving. Each table will receive a color coded set of index cards. - I will project a chart on the smart board. The right side is named “Nonliving” and the left side is named “Living”. - I will ask one person from each table to come up to the smart board and place their index cards on the chart labeled “living and nonliving” - Once each table has placed their index cards on the smart board, I will ask the students to report to the rug and face the easel. Lesson Body – Seeking prior knowledge while introducing new information (35 minutes) - I will explain to the students that today we are learning “what are living and nonliving things?” - I will ask several students: Are you a living or nonliving thing and why? What are living things? What are nonliving things? - I will play a YouTube video called “Living and nonliving things for kids” - Once the video is done, I will ask the students “what are living and nonliving things?” - I will confirm the definition of living things. Living things need food, water, and oxygen. - I will ask the students “who can tell me what oxygen means?” - I will define oxygen. Oxygen is the air that we breathe in. People,…

BC5 CHILD DEVELOPMENT AND COGNATION LEARNING II M2014EE007_HARSHILA Briefly scan the science, mathematics engineering education literature. Locate and describe a misconception/ alternative conception around a topic discussed in literature (such as Earth being flat Vs. the ‘correct’ conception of it being round) exhibited among children/students. Discuss this misconception and its nature in relation to networks perspective as well as Gibson’s idea of “affordance”. Try to build a discussion along…

The student who I interviewed had a lot of different misconceptions, and she did not have one solid idea about what was living and what was not. Her rules and reasoning varied depending on each item. Her misconceptions are not consistent, which leads me to believe that she has no real background knowledge on the subject. For example, she told me that rocks are living because people drive on gravel roads. This to me means that she associates rocks with humans and since humans are living, so are…

This summer, my family and I traveled to Berlin, Germany to learn about my Jewish great grandparents’ experience during the Holocaust. After visiting the Topography of Terror, I have become interested in understanding how the Nazis could turn a democracy into a dictatorship. This trip made me question not only government’s actions of the past, but also my government’s actions today. It has made me look at the U.S. 2016 election differently. Most of all, my trip made me want to learn more about…

In 1945 directly following the end of WWII, Nazi territory was separated into zones. Each Allie country (US, France and Great Britain) were given a zone during the Potsdam Conference. During this conference the Soviet Union’s assigned zone encompassed all of Germany, along with other European countries. This concerned the Allies as it was apparent the priority of the USSR was to spread communism and their idealistic views. Therefore the Allies divided the city of Berlin into East and West…

Although it did not intend to show Hitler’s caring and loving character, it was a direct propaganda and a fabrication of the reality. Like Fall of Berlin, Theresienstadt can be considered to be one of the greatest examples of indigestible propaganda. Its aim was to show everyone, especially the International Red Cross, that the Jews were not at all suffering at ghettos. In the film, we see a peaceful ghetto in Czechoslovakia. The film starts off showing a well-dressed girl and an old lady who is…

and moving on from its past. Establishing a country of “grey buildings, grey earth, grey birds and grey trees”, Funder presents Germany as being dull, dark and without hope, indicating her belief that it is unable to build over the impact of the GDR as it can be seen in the city but in the landscape as well. The cold and dark colors also reflect the utilitarian aspects of the GDR, and identifies that the former regime still lingers, despite Germany’s attempt to move forward and build a new…

Anna also worked in Berlin for a German communication production service. Anna Funder amalgamated various sources to present a detailed account of the time period she calls “Stasiland.” Funder used personal accounts as sources. She gathered information from face-to-face interviews as well as phone calls, recounted in her book. Anna analyzed Stasi files and other documents. In addition to outside sources, Funder used her own experiences to further enhance her book. Funder recollects her own…

history of the Berlin Wall was ignited by World War II. Germany plotted an attack on Poland, yet was intimidated by the fact that the Soviet Union might interfere. So, before raiding Poland, Hitler made sure to sign a non-aggression pact with the U.S.S.R. This pact secretly stated that Poland should be divided between Germany and the Soviet Union, with Germany receiving the western third, while the Soviets gained control of the remaining two-thirds. Germany began their attacks on Poland on…

Once again, Salinger wasn’t oblivious to the meanings behind each character’s name. In fact, symbolism plays a part in the character Sybil Carpenter. “Sybil, bright with innocence but already tarnishing, symbolizes for Seymour the human condition: like the sibyls of old, she is the unconscious oracle through whom the prophecy is revealed, the instrument of truth” (Lane). A sibyl is defined as “a woman in ancient times supposed to utter the oracles and prophecies of a god” (“sibyl”). It is…