1. War Abroad and Conflict at Home Introduction PowerPoint

2. Introduction and Dicussion War is a poor chisel To carve out tomorrows. Martin Luther King, Jr. Minister and Civil Rights Leader

3. Viewing and Representing  Turn to page 1068 of your textbook.  Ominous Omen by Rupert Garcia, 1987  Garcia is one of the best known Chicano artists, first achieving prominence for his antiwar posters and drawings. His knowledge of Vietnam War cam from guarding airplanes and bombs at a secret base in the jungles of Thailand in the late 1960s. Later, back in the US, he studied art in San Francisco. Like Ominous Omen, many of his works related to his experiences in Vietnam.

4. Viewing and Representing  What feelings do you think Garcia is trying to elicit from viewers through his painting, Ominous Omen?  Write your response on your daily paper.

5. We will be studying… War Abroad and Conflict at Home

6. Remembering the Wars World War II Vietnam War

7. Integration and Disintegration Upheavals and social change that characterized postwar America  Youth Violence  Immigration  Language

8. QUICK WRITE War is a poor chisel To carve out tomorrows. Martin Luther King, Jr. Minister and Civil Rights Leader Study the quote from MLK, JR. In what ways might war be a “poor chisel to carve out tomorrows”?

9. Discussion  What conflicts were occurring WITHIN the United States during and after WWII, especially around the time of the Vietnam War?  Responses:

10. Discussion  How does Rupert Garcia’s painting fit with the theme of this unit?  HINT: FOCUS ON COLORS USED, LOCATION OF COLORS AND SHAPES

11. DISCUSSION  What kinds of conflicts do you think are most damaging? Why?  Responses:

12. “Armistice” Bernard Malamud

13. Terms Review Theme Title Motivation New Words Contemptuously Derive Inflict Overwrought Pretense

14. Using Context Clues Comparison  Rely on context, or surrounding words, to determine the denotations of words.  COMPARISON lines the unknown word to something known Now, You Practice “He was overwrought by the news of the Nazi advance as he would have been distressed by a tragedy in his family.” Armistice Pg. 1077

15. Active Reading– Use this chart to list the two main characters’ memories, dreams, and imaginings. MorrisGus Memories Dream Imaginings

16. Comprehension Check 1.What theme is advanced through Morris’ empathy for his fellow Jews? (page 1078) 2.Why does Gus not avow his admiration for the Nazis? (page 1078) 3.Why does Gus respond by talking about Leonard’s Physical appearance? (page 1079)

17. Comprehension Check Cont’d. 1.What do the words use suggest is Gus’s attitude towards Morris? (1081) 2.How do the personal conflicts among Gus, Morris and Leonard echo the larger conflict in Europe? (1081) 3.What is the appropriateness of the title of this story?

18. Think Critically page 1085, #4: Active Reading Look over the chart you created in your foldable. – on the bottom of your chart, answer the following questions: 1.How would you characterize Morris’s memories and dreams? 2.How would you describe Gus’s imaginings? 3.How do their different dreams and imaginings help explain their actions?

19. Bringing the text to life Activity: Diagram a layout of the camp as described on page 1084

20. EXIT SLIP Comparing Text Page 1085. Extend Interpretations #6