1.  Reasonable reflective thinking focused on deciding what to believe or do. Source: http://www.criticalthinking.net/definition.html

2. 1. Is open-minded + considers alternatives 2. Is curious, well-informed, + judges credibility of sources accurately 3. Can accurately identify parts + quality of an argument, including support 4. Asks appropriate clarifying questions 5. Develops + defends a reasonable position regarding a belief or an action well 6. Is cautious in developing conclusions from logical reasoning 7. Identifies + acknowledges own bias

3.  First – recognize that you have bias  Second – often the About section on a source’s website will contain the author’s agenda or purpose that reveals a perspective.  Many biased sources have excellent factual data, but since they interpret it to their advantage, the analysis MAY be skewed.  We’ve come to regard bias as something very negative but it can be useful to revealing a source’s weakness or strength.

4.  “National News Media in America is biased to the left politically.” Assertion by Hannity, O”’Reilly, etc…  http://www.breitbart.co m/Breitbart- TV/2013/02/24/Juan- Williams-Left-Media- Will-Shut-You-Down- Stab-Yo-And-Kill-You- Fire-You-For- Disagreeing http://www.breitbart.co m/Breitbart- TV/2013/02/24/Juan- Williams-Left-Media- Will-Shut-You-Down- Stab-Yo-And-Kill-You- Fire-You-For- Disagreeing

5.  What is identity? Cultural identity?  What are our responsibilities to others based on this identity?  What role does society play in crafting identity?  How does current events and society influence our perspectives?  What are our responsibilities to society and how can culture play a role in these responsibilities?  What is the current system of governmental ideology in America?  Is this system any more valid than other systems?

6. “Free will means the choice to think or not.“

7. 1) the historical quest 2) the quest for the author’s meaning 3) the personal quest Use these three quests to address the essential questions and themes. Historical events that occurred in Ayn Rand’s formative years greatly shaped her perspectives.

8.  Think about the role of society and historical events on an author’s perspective.  Explore the possible effects of these events or movements on Rand and have at least two ideas of how this event could have affected her. 1) Bloody Sunday/tsar Nicholas II 2) The preliminary government of 1917 after the abdication of the throne 3) The Bolshevik revolution of 1917 4) The transformation into communism during 1917– 1918

10.  Must attempt to answer so our lives achieve meaning + purpose Three underlying strategies: “ R eflection, R easons, A lternatives” 1. Be Reflective, stop and think, instead of making snap judgments, or accepting the first idea that comes to mind, or automatically accepting whatever is presented in the media or by anyone. 2. Ask questions like “How do you know?”, "What are your Reasons ?" and “Is that a good source of information?” 3. Emphasize alertness for Alternative hypotheses, conclusions, explanations, sources of evidence, points of view, plans, etc.

11.  Like Rand, V’s society experienced hardships that intimidated the populace into remaining silent in the face of tyranny.  These events caused the fictional V to speak out just as Ayn Rand’s book Anthem is a way for her to speak out against tyrannical governmental systems.

13. Stalin starts program of agricultural collectivization that forces farmers to give up private land and livestock, and join state owned, factory-like collective farms. The death of one man is a tragedy. The death of millions is a statistic. - Joseph Stalin

14. Many Ukrainians (known for independence) refuse to join the collective farms. Stalin decides to “liquidate them as a class” People dragged from homes, packed into freight trains, shipped to Siberia. Left without food or shelter. Result? 1,000,000 Ukrainian peasants seized - 850,000 deported to Siberia - most perished.

15. Military blockades erected around Ukrainian villages preventing transport of food into villages + the hungry from leaving. Brigades of young activists from other Soviet regions brought in to confiscate hidden grain, + eventually all food from peasants’ homes. Stalin states of Ukraine that he will “teach a lesson through famine” and deal a “crushing blow” to the Ukraine.

16.  1933: Ukrainians died at the rate of 25,000 a day, more than half - children.  Up to 10 million starve to death. Stalin denies to world famine occurring in Ukraine, + prevents international aid from entering the country. At what point does a people give up resistance under a dictator?

17.  One man did not commit the Holodomor  Combined Effort - Silent, ordinary citizens (millions) - Active, obedient military (thousands) - Weak, ambitious politicians (hundreds) - Motivated, ambitious dictator (one)

18. Stalin joined Allies in 1941 – abandoning Hitler after Germany invaded Soviet Union

19. Why do Americans glorify people they know nothing about, and demonize people they know nothing about?

20.  “To send men to the firing squad, judicial proof is unnecessary … This is a revolution!”  “In fact, if Christ himself stood in my way, I, like Nietzsche, would not hesitate to squish him like a worm.”  “Crazy with fury I will stain my rifle red while slaughtering any enemy that falls in my hands! My nostrils dilate while savoring the acrid odor of gunpowder and blood. With the deaths of my enemies I prepare my being for the sacred fight and join the triumphant proletariat with a bestial howl !”

21.  Connect author’s history to literary situation.  Connect lesson (theme or general truth about life) offered by story to real life.  Connect theme to own circumstance or self.  So, we discover connections between us and literature – us and others’ lives and times.

22. ANSWER: While reenactments of “evil deeds” are occurring, no one believes it can really be as bad as a distant horror that happened a long time ago in a land far, far away. ANSWER : People don’t read history + if they do, they don’t think critically about it.