Name: Ayse Gulsun Karabay

April 15, 20084:11 AM

(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a web-based traceroute program or a commercial program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce? Traceroute programs can be used to track and graph web traffic to specific sites. Obtain a map for the traffic (see statcounter) to a specific site such as the Dr. Herr's home page.

McAfee Visual Trace Version 3.25 ResultsTarget: www.metu.edu.trDate: 4/15/2008 (Tuesday), 10:44:05 PMNodes: 26

Node DataNode Net Reg IP Address Location Node Name 1 - - 192.168.1.102 34.200N, 118.539W Karabay-PC 2 1 - 144.122.144.160 ANKARA

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AM 3 2 - 10.41.128.1 Unknown 4 3 - 24.24.193.145 Unknown 5 3 1 24.24.193.177 Santa Clarita srp9-0.chswca1-gsr1.socal.rr.com 6 3 1 24.24.192.5 Irvine so-0-0-1.tustca1-rtr1.socal.rr.com 7 4 2 4.79.140.1 Irvine te-1-4.car1.tustin1.level3.net 8 4 2 4.69.132.218 Irvine ae-2-3.bar1.tustin1.level3.net 9 4 2 4.69.136.198 Irvine ae-0-11.bar2.tustin1.level3.net 10 4 2 4.69.136.206 Dallas ae-10-10.ebr1.dallas1.level3.net 11 4 2 4.69.136.122 Dallas ae-61-61.csw1.dallas1.level3.net 12 4 2 4.69.136.137 Dallas ae-62-62.ebr2.dallas1.level3.net 13 4 2 4.69.137.122 San Francisco ae-6.ebr3.newyork1.level3.net 14 4 2 4.69.134.98 New York ae-63-63.csw1.newyork1.level3.net 15 4 2 4.69.134.65 New York ae-61-61.ebr1.newyork1.level3.net 16 4 2 4.69.137.69 Westminster ae-42.ebr2.london1.level3.net 17 4 2 4.68.116.175 Westminster ae-21-56.car1.london1.level3.net 18 5 - 195.50.118.186 Westminster 19 6 - 212.156.120.53 Izmir 20 6 - 212.156.117.38 ANKARA uls_t1_2-acb_t1_2.ttnet.net.tr 21 6 - 212.156.108.182 Unknown 22 7 - 212.156.252.186 ANKARA dsl.dynamic212156252186.ttnet.net.tr 23 8 - 88.255.35.122 Unknown 24 1 3 144.122.2.199 ANKARA bidb-199.sw.metu.edu.tr 25 1 3 144.122.144.160 ANKARA midyat.general.services.metu.edu.tr 26 - - 0.0.0.0 Unknown Destination Host Unreachable

Packet DataNode High Low Avg Tot Lost 1 0 0 0 1 0 2 5 5 5 1 0 3 25 25 25 1 0 4 46 46 46 1 0 5 29 29 29 1 0 6 29 29 29 1 0 7 43 43 43 1 0 8 35 35 35 1 0 9 32 32 32 1 0 10 54 54 54 1 0 11 56 56 56 1 0 12 79 79 79 1 0 13 92 92 92 1 0 14 98 98 98 1 0 15 91 91 91 1 0 16 178 178 178 1 0 17 158 158 158 1 0 18 233 233 233 1 0 19 267 267 267 1 0 20 344 344 344 1 0 21 267 267 267 1 0 22 342 342 342 1 0 23 314 314 314 1 0 24 264 264 264 1 0 25 ---- ---- ---- 2 2 26 ---- ---- ---- 1 1

Network DataNetwork id#: 1

OrgName: RIPE Network Coordination Centre OrgID: RIPEAddress: P.O. Box 10096City: AmsterdamStateProv: PostalCode: 1001EBCountry: NL

Network id#: 2

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AMOrgName: Internet Assigned Numbers Authority OrgID: IANAAddress: 4676 Admiralty Way, Suite 330City: Marina del ReyStateProv: CAPostalCode: 90292-6695Country: US

Network id#: 3

OrgName: Road Runner HoldCo LLC OrgID: RRMAAddress: 13241 Woodland Park RoadCity: HerndonStateProv: VAPostalCode: 20171Country: US

Network id#: 4

OrgName: Level 3 Communications, Inc. OrgID: LVLTAddress: 1025 Eldorado Blvd.City: BroomfieldStateProv: COPostalCode: 80021Country: US

Network id#: 5Level (3) Communications 100 Leman Street London E1 8EU

Network id#: 6Turk Telekom Bilisim Aglari Dairesi Aydinlikevler 06103 ANKARA

Network id#: 7Turk Telekom Bilisim Aglari Dairesi Aydinlikevler 06103 ANKARA

Network id#: 8

OrgName: RIPE Network Coordination Centre OrgID: RIPEAddress: P.O. Box 10096City: AmsterdamStateProv: PostalCode: 1001EBCountry: NL

Registrant DataRegistrant id#: 1Registrant:Road Runner HoldCo, LLC 13241 Woodland Park Rd Herndon, VA 20171 US

Registrant id#: 2See Registrant Pane for registrant contact information.

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AMRegistrant id#: 3ODTU BIDB Ankara / Turkey

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

At Home:IP Address: 192.168.1.102Connection type: Cable ModemConnection Speed: 13839 kb/sec (shown below)

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AM

In the CSUN laboratory:IP Address: 130.166.109. 222Connection Speed is shown above.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

Computer and Internet Use Policy and Rules

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AMStudents will be issued an internet use sticker for their identification cards once the necessary forms are turned in and verified. All students must have their card to use the internet on SOCES/LAUSD computers at school.

Students who do not have their Internet Sticker will not be permitted to use the Internet.

No food, drink, candy or gum.

No grooming or applying makeup.

No portable media players or media (music CD’s or software).

No games, game or gambling sites, or chartrooms.

No E-Commerce or non-LAUSD E-Mail.

Any attempt to access system files, change computer settings, damage, remove computer parts, copy software or in any way disrupt the normal operations of the computer or network will result in school disciplinary action and the loss of SOCES computer privileges.Students are reminded that illegal use of copyrighted material is against the SOCES/LAUSD Acceptable Use Policy. No student or staff Images may be used or altered without his/her permission. Filming or recording of students or staff requires permission from the principal. A LAUSD/SOCES release form is required and must be completed prior to filming or recording. These releases can be obtained from the principal or in room 104.

LAUSDnet is provided by SOCES as an instructional tool rather than a personal forum. It is expected that users will not use LAUSDnet access to demean, defame, or denigrate others for race, religion, creed, color, national origin, ancestry, physical handicap, gender, or other reasons. Because the computers are located in a public place, the viewing of materials that is considered offensive to certain groups is prohibited. SOCES uses Fool Proof Safe Service and the LAUSD to filter websites which may be in violation of the SOCES/LAUSD Acceptable Use Policy.Student files and e-mail may be monitored for appropriate educational content.

Students who violate the SOCES/LAUSD Acceptable Use Policy and/or Computer Lab Rules/Library Rules will be banned from the use of SOCES computers for the rest of the school year or while attending SOCES.

There are no second chances.

General Policy

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AMStudents may print materials relating to their class with permission of the instructor.

Printing Materials not relating to school instructional work will be charged $.25 per page for black and white and $2.00 for color.Be mindful of other students wishing to use the computers. In the event of a waiting list, students are limited to 15 minutes.

It is each student’s responsibility to save their work, log out, clean the work station, take their Student I.D., and push in the chair before leaving a work station.

Save your work on a Floppy Disk/Zip Disk/Memory Stick and LOG OUT. Remember that your work may not be available to you the next time you Log On.

Approved: R. Weinberg, Principal

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctives: Study your school website and discuss school history,

distictives and goals. Geography: Describe your campus and its community using satellite photos

and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

Our school website is http://soces.lausd.k12.ca.us/

School distinctive: Sherman Oaks Center for Enriched Studies is the largest magnet school in the Los Angeles Unified School District, 1780 students in the grades 4-12. It is one of the seven Span Magnet schools in the district. Of the 3,000 students who apply, we enroll approximately 360 new students annually. All students who attend SOCES must apply through an application process outlined in the “Choices” brochure, which is published annually through the Office of Student Integration. In 2005, SOCES was selected as a California Distinguished School, Springboard Schools Top Ten Model

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AMSchools in the State of California for “Closing the Achievement Gap,” and received the L.A. City CIF Section “Pursuing Victory with Honor” School Award. SOCES offers an uninterrupted comprehensive educational experience for students in grades 4-12. In a culturally diverse and safe environment, we prepare our students to be active, productive and contributing members of society. The philosophy at Sherman Oaks Center for Enriched Studies is that parents and members of the community have the opportunity to share in the educational development of the students. Parents are encouraged to become involved at school.History: It was established in 1981 as a response to court ordered busing. Our campus occupies the former campus of Sequoia Junior High School which was established as a neighborhood school in 1952. In 1981, three small magnet schools were combined and placed onto this twenty-four acre campus and within two years took over the entire campus from declining local enrollment at Sequoia Junior High.

Geography: SOCES is located in the South-West San Fernando Valley in the city of Tarzana. It is in a residential area where many apartments and single family homes are located. Reseda Recreation Center is in the walking distance form the school. The closest store is a 7-11 located at the intersection of Reseda and Victory Boulevard.

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Socioeconomic status: 2006-07 Free/Reduced Lunch: 41 %2005-06 Parent Education Levels: (1765 parents responded)Grad/ Post Grad: 322 (18%)College Grads: 512 (29%)Some College: 283 (16%)HS Grad: 195 (11%)No HS: 105 (6%)Declined to State: 348 (19.7%) The city of Tarzana, with a population of 27,337 residents, is a predominantly middle class community and is racially and ethnically diverse. Our Magnet school, with a enrollment of approximately 1780 students, draws from all boundaries of the Los Angeles Unified School District (710 square miles). Our student body is an eclectic mix of sixty percent combined minority and forty percent other White. Students enrolled at Sherman Oaks CES travel from as far as thirty-five miles away while others walk across the street. Of our population, ninety-eight percent of our students are transported via school bus daily to and from school. Because we are not a neighborhood school, students don’t feel ostracized, and everyone takes and feels ownership in the school.

School performance: From an API of 765 in 1999, we have attained a score of 845 in 2007. We have been in the nation’s top 400 schools (#328) for the last five years as reported on Newsweek.com, for the percentage and success of Advanced Placement students at our school. According to the CST scores, SOCES has a sixty percent Proficient or above students and a small Far Below Basic and Below Basic level student body. CAHSEE pass rate was ninty-six

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AMpercent in English Language Arts and ninty-four percent in math in 2005-2006 school year. The graduation rate was 100% and dropout rate was 1.1 in same school year. SOCES has continued to have excellent attendance rates throughout its history. Our ninety-five plus attendance rate positively impacts student success. Students attending SOCES speak thirty-five languages and six percent of our students are classified as English Language Learners. Our gifted and talented population is approximately forty percent and is served by twenty-five Advanced Placement and Honors classes. Our Special Education department has three full-time teachers and fifteen instructional aides who serve seventy-five students, which represent four percent of our student body. (3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, and personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

Ashley is a junior who is interested in pursuing a career in education. She has always liked to work with children and has been tutoring younger students for five years. She is living in San Fernando Valley with her parents and wants to go to a 4-year college closer to her home. I recommended her California State University, Northridge based on my personal experiences in this college.

http://www.csun.edu/education/

http://www.csun.edu/education/educ/departments/index.html

The college is nationally recognized for its innovative approach in providing exemplary programs to prepare highly qualified teachers, school administrators, counselors, and deaf studies professionals.  The college traditionally ranks as one of the largest colleges of education in California, yet offers small classes and personal attention. We are known for our strong sense of community within the college, as well as for our expert faculty and our cutting edge programming.The college  has  extensive partnerships with community schools and agencies to provide meaningful  student teaching, practicum and internship experiences supervised by faculty in the departments of Deaf Studies, Educational Leadership and Policy Studies, Educational Psychology and Counseling, Elementary Education, Secondary Education, and Special Education, and offers 27 credential programs. All programs are accredited.   

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Name: Ayse Gulsun Karabay

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(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

I may benefit from attending LDA of Kentucky Summer Conference sponsored by Learning Disabilities Association of America.

Learning Disabilities Association of America is the largest non-profit volunteer organization advocating for individuals with learning disabilities and has over 200 state and local affiliates in 42 states and Puerto Rico. LDA's international membership of over 15,000 includes members from 27 countries around the world. The state and local affiliates, through their affiliation with the national LDA, work continuously for individuals with learning disabilities, their parents and the professionals who serve them. LDA's mission is to create opportunities for success for all individuals affected by learning disabilities and to reduce the incidence of learning disabilities in future

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Name: Ayse Gulsun Karabay

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generations.

This is a one-day conference with two sessions (morning and afternoon). I am planning to attend both sessions. The morning session will be conducted by Dr. Larry Silver and the title of the session is ‘Is Your Child’s Learning Disability the Only Problem? What you should know about related disorders?’.This comprehensive program includes the "co-morbid" disorders often found with individuals with learning disabilities including Anxiety, Depression, Obsessive Compulsive Disorder, Anger Control/Bipolar Disorder, and Attention Deficit/Hyperactivity Disorder. Dr. Silver will focus on the clinical description, diagnosis, and treatment of these disorders ending the morning with a group discussion and response to the questions.The afternoon session is with Dr. Peter Alter about strategies for managing challenging behavior.This program will address Defining Challenging Behavior of children with learning disabilities, including tips for children with behavior issues. Additionally, Dr. Alter will cover classroom setup for best results, preventing challenging behavior, dealing with escalating behavior and effectively responding to challenging behavior. Professional organization: http://www.ldanatl.org/about/index.asp Conference: http://www.ldaofky.org/

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AM

This is a job announcement for Murrieta Valley Unified School District. The name of the school is not specified on the announcement. The Murrieta Valley Unified School District is located in Murrieta, California on the southwestern edge of Riverside County. Murrieta Valley Unified schools offer an excellent academic program with award-winning student activities, performing arts and outstanding interscholastic athletic programs. The student centered educational program emphasizes a standards-based curriculum and a commitment to the academic success of each and every student. With eight California Distinguished Schools and a district Academic Performance Index of 811, MVUSD is one of the highest performing districts in Riverside County and exceeds the exemplary mark of 800 on the cornerstone of California’s state-wide accountability system. High test scores, highly qualified teachers, staff dedicated to serving students and active parent and community involvement place Murrieta in the upper echelon of school districts. MVUSD’s mission is to inspire every student to think, to learn, to achieve, and to care.Student enrollment in 2007-2008 is 21,265. MVUSD serves a culturally diverse student population. Approximately 76% of 2007 graduates will pursue higher education at colleges and universities throughout California and across the nation. Approximately 18% qualified for Free and Reduced Price Lunch. The student body of the district is a mix of forty-nine percent combined minorities and fifty-one percent other White.

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The number of employees for 2007-2008 school year is 1,777. MVUSD has experienced tremendous growth during the last 10 years with enrollment climbing from 13,631 in 2001 to 21,246 last year. Since 2001, five new schools were built to accommodate the growth. The district currently has plans to build three more schools: one elementary school, one middle school and a third comprehensive high school.

http://www.murrieta.k12.ca.us/mvusd/site/default.asp

(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

http://www.americanrhetoric.com/speechbank.htm I liked the Online Speech bank which has a big collection of speeches. I will choose some speeches from this collection while teaching how to conduct a speech.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

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http://www.youtube.com/watch?v=4qUd2KHv7Ec

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http://www.youtube.com/watch?v=w8kD1A7wtDo

I found these two videos on youtube.com. I am planning to use them in my elementary level English classes to review adjectives and adverbs. I believe my 6, 7 and 8th grade students will also like them. The cartoon characters will draw my students’ attention to the video while informing them about adjectives and adverbs.

(7) Interactive/Linked Unit Plan: Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

This three- week unit has been designed to develop 9th grade students’ reading, writing, thinking, listening, and speaking skills through activities and exercises

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AMrelated to Farewell to Manzanar by Jeanne Wakatsuki Houston. The unit fits into a year long course of study by giving students opportunities to improve their skills of reading a novel, character analysis, writing compositions, and delivering oral responses to literature. Student objectives for the unit are understanding the novel on a literal level and recalling major plot events and settings; analyzing characters, their situations and experiences; writing a newspaper article about the relocation of Japanese Americans; writing an interview with one of the characters and presenting it; relating the experiences of the characters to other people’s experiences; doing research on the Internet, writing research reports and delivering oral presentations. Media and technology experiences are integrated into the unit by engaging students in a research project about the book report. Students are doing research for the book project in the library and on the Internet. Another experience of the students is watching the movie of Farewell to Manzanar.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

1) The author is Houghton Mifflin Harcourt Publishing Company

URL: http://www.classzone.com/novelguides/litcons/manzanar/guide.cfm

  Literature Connections

  Further Reading

  Related Reading

Farewell to Manzanar

Jeanne Wakatsuki Houston and James D. Houston

Theme: Justice and RightsGrades: Grades 9-10

Summary:Farewell to Manzanar is the true story of a Japanese-American family's confinement in California's Manzanar internment camp during World War II. Jeanne Wakatsuki Houston was seven when Japan attacked Pearl Harbor and created the hysteria that forced 110,000 Japanese Americans from their homes. She remembers the stress of camp life—the stripping away of dignity and privacy, the withering of parental authority, and the divisive pressure to sign loyalty oaths. She also recalls what she took away from Manzanar after it closed—an odd sense of shame and

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a fierce determination to be accepted as American.

THEME OPENERS

1. Justice for All. Lead a class discussion focusing on justice and rights. You might pose questions like the following:

o Which of people's rights should be protected by law? o Under what conditions, if any, might it be justifiable to violate a

citizen's legal rights? o What should people do if they feel that the government is violating their

rights? What if they feel that the government is violating the rights of others?

o Elicit examples of recent legal decisions that students might consider unjust and of current situations in which governments are mistreating people.

2. Tapping Prior Knowledge: World War II. Invite students to share what they know about relations between the United States and Japan during World War II. Ask if they know how these relations affected the lives of Japanese Americans during the war. Have students record their responses and amplify or revise them as they read Farewell to Manzanar.

CROSSCURRICULAR ACTIVITIES

1. History on Film.Invite interested students to compile photo essays about the internment camps. The National Archives house Dorothea Lange's photos from Manzanar and other camps. Using the Internet, students can view and download some of these photos. (Alternatively, they might xerox photos from books and periodical articles about the internment.) They can then organize the reproduced works into photo essays, writing an introduction, captions, and comments. Show them how to credit the photographers.

2. Not Forgotten.Ask students what they would consider a fitting tribute to those who suffered and died as a result of their experiences in the internment camps. Challenge them to design a memorial, with sketches and notes outlining their ideas and their reasons. The memorial may be a physical structure; a work of art, literature, or music; or a program to be implemented.

RESEARCH ASSIGNMENTS

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Name: Ayse Gulsun Karabay

April 15, 20084:11 AM1. Civil Rights Today.

Have students complete a research report on a person or group of people whose lives are disrupted by civil strife today. Tell students to read the international news each day for several days and to note current areas of civil strife. Have them make an annotated list of places where people face discrimination or loss of rights because of their ethnic background, religion, or political affiliations. Help students choose one place to target and provide research time and assistance in the library and on the Internet.

2. The U.S. in 1942.Have students research U.S. political and social conditions of 1942 to gain a deeper understanding of the issues that led to the forced internment of Americans of Japanese ancestry. Ask them to present their findings in a report backed up with statistics shown in a table, chart, or other graphic format.

2) The author is Joanne Thompson. URL: http://www.sdcoe.k12.ca.us/score/manz/manztg.html

Include links in your unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

http://movies.nytimes.com/movie/125439/Farewell-to-Manzanar/overview

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(Farewell to Manzanar (1976)-movie)

http://www.sparknotes.com/lit/manzanar/ http://www.webenglishteacher.com/houston.html (Web English Teacher) http://www.asianamericanmedia.org/jainternment/ ( Exploring the Japanese American Internment through Film and the Internet) http://www.janm.org/exhibits/breed/title.htm (Japanese American National Museum- Letters from Camp) http://www.itvs.org/facetoface/intro.html (Face to Face- Stories from the aftermath of infamy) http://www.calisphere.universityofcalifornia.edu/themed_collections/subtopic5e.html(Japanese American Internment) http://www.shelbycs.org/ms/media%20center/camp/index.htm (Japanese Internment Camps) http://memory.loc.gov/ammem/collections/anseladams/ (Suffering Under a Great Injustice)

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