Week of 10/19 - 10/23

This week we are completing the Write-Like task for "What is Forensic Anthropology." See Google Classroom for the project sheet, rubric, and example task. Remember, there were things about the example that we thought were ineffective, so make sure you don't just copy what is in the example! This task is due Friday during class.
Example: Write-Like Sample

Homework this week is making up any missed assignments and finalizing any essays from this quarter. Extra credit (see in post below) is due during school on Thursday, 10/22. Do a thorough job on the extra credit, or I will not give you any points.

Good job with Accountable Talk!

Students, I just wanted to thank you for how well you did with our Accountable Talk discussion today. Although it evolved from the original topic of forensic anthropology and identity, and then on to racial climate at Culbreth, I thought what you had to say to each other was very important. Let us reflect on what we heard our classmates say and think about some of the experiences they shared. We can use this information to help us remember to be kind to one another, to stand up for one another, and to gain perspective from our peers. Today, one of your peers stated something along the lines of "In order to promote positive change, we have to start listening to each other." This really resonated with me, as well as many other insights from your bright, young minds. Great work, and I hope that we can come up with some good ideas to help everyone feel welcome, accepted, and capable of excellence at Culbreth!

Here is an interesting audio interview from the UNC Southern Oral History Program regarding an African-American woman's experience with the integration of Chapel Hill Schools in the early 1960s: http://dc.lib.unc.edu/cdm/compoundobject/collection/sohp/id/12761/rec/3

Here is an article of another African-American woman's experience with integration in Chapel Hill: http://wunc.org/post/august-1963-carrie-farrington-remembers-racism-chapel-hill-schools#stream/0.



This week, I will sit with you individually to discuss your grade in my class. We will also work on a multi-paragraph writing assignment during the week. We will not have reading logs for homework next week; instead, your homework will be to complete any missing work or improve previously submitted essays.

Due by Thursday: For 1 point extra credit on any grade from Quarter 1, you may submit a poem, song, or short story that has to do with one the following prompts:

1. Who are you? What are the qualities and characteristics you value most about yourself? Do people see these or would you prefer they don't?

2. What are some of your struggles and how will you overcome them? (any sort of struggle: internal (identity, confidence, skills) or external (how other people or situations impact you)).

or

3. Interview someone local about the integration of schools in Chapel Hill and what it was like for members of the community (traditional interview format).

Forensic anthropology fishbowl discussion question ideas

HERE ARE THE INSTRUCTIONS AND THE LINKS TO THE "WRITTEN IN BONE" ASSIGNMENT:

Written in Bone website

Video

Watch the video and navigate through the site to answer the following questions. Use the page names in parentheses and hints as  starting points to help you find the answers. Answer these questions in your Reader/Writer Notebook.

1. What can forensic anthropologists learn by analyzing bones that we cannot learn from other kinds of historical sources?  (Skeleton Keys)

2. Many of the 17th-century graves unearthed in the Chesapeake reveal clues into how and why someone died. If a grave or coffin was clearly too small for the individual who was buried within, what might that reveal about the circumstances under which they had died?

Hint

What differences would you expect to find between the burials and bones of two men of the same age, one the wealthy governor of Jamestown and the other an indentured servant?

3. Forensic anthropologists closely examine the DNA evidence from bones and other artifacts to learn more about how people lived in the 17th century. What are the various methods and tools forensic anthropologists use to examine and collect information from bones?  (Video)

4. What does this exhibition reveal about the lives of Africans in the 17th-century Chesapeake? What are some of the ways forensic anthropologists determine the ancestry of the people whose bones they discover?

Hint

5. Life in the 17th-century Chesapeake was extremely difficult and mortality rates were very high. What are some of the insights we can draw about the challenges they faced from examining their bones?  (Unearthing the 17th Century Chesapeake: The First Colonists, The First Fatalities, Harsh Realities, and Struggling to Survive)

6. How would a forensic anthropologist determine whether a skeleton was buried 400 years ago or four years ago?

Bone Biography: A “bone biography” tells the story of a person from the past by analyzing their bones and burial. It includes information about who they were, how they lived, and possibly reveals how they died.

Create a bone biography of one of the individuals explored in the exhibition (Forensic Case Files). Details to include, if possible are: Identity (Where was he/she from), Age, Gender, Cause of Death, and Occupation. If you can’t find all the details, they can make hypotheses based on the evidence found from the bones, or based on what they have learned through research or prior knowledge.

Yay! Reading Logs!

Hi class! We are still working on identifying the central idea of the article "What is Forensic Anthropology?" After completing your central idea graphic organizer, you will create a central idea statement for the whole article. In an ACES paragraph, please state your central idea article and defend it by using specific evidence from the text. Make sure you use parenthetical citations.

Writing resources to help with your ACES:
 https://www.gallaudet.edu/tip/english-center/writing/quoting-and-praphrases.html
 http://writingcenter.unc.edu/handouts/evidence/
http://www.indiana.edu/~wts/pamphlets/using_evidence.pdf
http://www.smart-words.org/linking-words/transition-words.html


Your completed reading logs are due on Monday, 10/12 at the beginning of class. Put your best effort into completing the tasks. Go beyond the obvious. For example, look for indirect characterization rather than direct characterization.

If you are having any issues with the reading logs or with central idea, it is your responsibility to come to me for help. Please do not wait until the last minute to do your work or to voice your concerns.