https://shanefairbanks.com/reading-assignments daily 0.75 2023-08-21 https://shanefairbanks.com/notes-materials daily 0.75 2024-04-15 https://shanefairbanks.com/amlit-notes-materials daily 0.75 2023-04-04 https://shanefairbanks.com/team-america-class-homepage daily 0.75 2023-08-31 https://shanefairbanks.com/amlit-assignments daily 0.75 2023-02-21 https://shanefairbanks.com/new-page-2 daily 0.75 2020-10-07 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1602105985395-YDVJPP8FZZT8N2S5X7PT/The-Internship-Poster.jpg Extra Credit - Extra Credit Options: Screenplay Film Analysis Watch one or more films from the Oscar Nominated Films for Best Screenplay and Oscar Nominated Films for Best Adapted Screenplay. After you have watched the film(s), TYPE a detailed response to the following questions: What film did you watch, and summarize the film and its plot (no major spoilers, please!) What was one scene that made an impression on you? Describe it in detail. What was impactful about this film? What did you learn about film as an art form from watching it? What was particularly well-done about the film, and how did the screenplay make this possible? Cinema Shorts (30 Second Films) Create a film that is exactly 30 seconds in length. Your film should try to incorporate some kind of characterization, use quick cuts, and edit your final cut (you can have other people help you film, and each member of the group will receive EC). Click here to see some previous examples PinUp Productions Intern Have you got talent, tenacity and the CHUTZPAH necessary to assist me with marketing and video work? If so, sign up for an opportunity to work as a production assistant for one of my projects. https://shanefairbanks.com/assignments daily 0.75 2024-04-25 https://shanefairbanks.com/film-analysis daily 0.75 2026-01-27 https://shanefairbanks.com/intro-to-writing daily 0.75 2023-08-25 https://shanefairbanks.com/odyssey-mock-trial daily 0.75 2025-10-13 https://shanefairbanks.com/us-notes-materials daily 0.75 2026-03-16 https://shanefairbanks.com/class-homepage-1 daily 0.75 2023-08-31 https://shanefairbanks.com/new-page-1 daily 0.75 2021-08-23 https://shanefairbanks.com/photography daily 0.75 2025-09-04 https://shanefairbanks.com/creative-writing daily 0.75 2022-12-12 https://shanefairbanks.com/home daily 1.0 2023-10-10 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1569278953238-6ZSEFSRKQBVZE3KN8Z1O/972cb85547b65e18aa17deb89a1dd06d.jpg Home - Looking for Something? Click in the Search bar above to search the site. https://shanefairbanks.com/first-semester daily 0.75 2026-01-01 https://shanefairbanks.com/class-homepage-2 daily 0.75 2023-01-25 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1567949047929-ECC44JCL38MOJ7VSU5Z4/Screen+Shot+2019-04-02+at+1.53.04+PM.png Class Homepage https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1567948977279-KQKCQLE4DKDOL415ZKZD/Screen+Shot+2018-08-21+at+6.24.17+AM.png Class Homepage https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1567948902121-WWM938G6BO03WPNMEYSQ/IMPROMPTU+THUMBNAIL.jpg Class Homepage https://shanefairbanks.com/middle-passage-parliamentary-inquiry daily 0.75 2021-09-08 https://shanefairbanks.com/reading-assignments-3 daily 0.75 2025-12-01 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1598036469348-O1MBT3TC8AFX7WT8UHYG/Screen+Shot+2020-08-21+at+12.55.31+PM.png Reading Assignments https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1598037783445-8JFKTOAZ9BDXKNLMTAKD/Screen+Shot+2020-08-21+at+12.55.50+PM.png Reading Assignments https://shanefairbanks.com/ta-intro-to-writing daily 0.75 2025-09-09 https://shanefairbanks.com/us-assignments daily 0.75 2026-03-15 https://shanefairbanks.com/300-movie-response daily 0.75 2023-09-22 https://shanefairbanks.com/creation-myths-comparison daily 0.75 2022-08-24 https://shanefairbanks.com/columbus-debate daily 0.75 2024-08-28 https://shanefairbanks.com/the-crucible-readers-theater daily 0.75 2019-09-08 https://shanefairbanks.com/stamp-act2 daily 0.75 2019-09-15 https://shanefairbanks.com/stamptact daily 0.75 2024-09-11 https://shanefairbanks.com/stamp-act3 daily 0.75 2019-09-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1568553088789-SKKDYZ798QWPNQBN1QYN/1-stamp-act-repeal-1766-granger.jpg Stamp Act-3 Read the summary of this cartoon below https://shanefairbanks.com/salem-witch-mock-trials daily 0.75 2024-09-05 https://shanefairbanks.com/boston-massacre-mock-trial daily 0.75 2024-09-24 https://shanefairbanks.com/platovsaristotle-debate daily 0.75 2023-09-27 https://shanefairbanks.com/romanrepublicdebate daily 0.75 2023-10-09 https://shanefairbanks.com/romanconsulcampaign daily 0.75 2023-10-11 https://shanefairbanks.com/gladiator-movie-response daily 0.75 2019-09-29 https://shanefairbanks.com/caesar-debate daily 0.75 2025-12-02 https://shanefairbanks.com/fall-of-rome-situation-room daily 0.75 2023-11-20 https://shanefairbanks.com/1984-project daily 0.75 2020-10-30 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026391602-SP3B4V9F97GXBUGQBY2O/1984.jpeg 1984 Project https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026392476-PZ5962M4ZOYU3ZIYC6U9/1489411107522-1488841602494-Joe-Baker.jpeg 1984 Project https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026392393-RBEGFD7FH9NG52WXI7Z4/1*vJ96eydol3A2ATVaZgPYXw.jpeg 1984 Project https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026479008-WUOB70EO8OLFIQCI15FI/black+lives.jpg 1984 Project https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026479138-XKRYNK9N5VLGTD86A2EZ/china.jpg 1984 Project https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570019971593-NBBO5BF073T6DX10R6AF/956c8248-c3c6-4f48-8d9c-523af6b3caa3.jpg 1984 Project - Orwellian Dystopia Creative Project Design “If you want a picture of the future, imagine a boot stamping on a human face—for ever.” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570020298593-CCY86ZRHDKW624UFDXEH/Screen+Shot+2019-10-02+at+6.44.08+AM.png 1984 Project - Assignment Choose ONE of the project ideas listed below either as an individual or as a group (see details on which assignments can be group projects) to demonstrate your interpretation of George Orwell’s 1984. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570020398010-JIDST3X4E8VTJO2KNX9A/1490844785311.jpg 1984 Project - Diary Entry Individual Project Write a diary from the perspective of a character in the novel (other than Winston). The diary should reflect your character’s point of view throughout the story. Be sure to create a creative and attractive cover for the diary. (2-3 Typed pages ) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570020538061-HKSQJIH15A28QID74NIR/1f4c27ffa1383be7a1582deedac28eecfd756825v2_hq.jpg 1984 Project - Creative Writing & Poetry Individual Project Write at least 5 POEMS inspired by the novel. Bind your book in an attractive and creative way. Be sure to include several illustrations too! (5 Typed Pages) Write a SHORT STORY that shows us another character’s experience in 1984. This can be a completely new character that you have invented, but lives within the world of 1984, or you could write a side story from the perspective of one of Orwell’s characters (Parsons, O’Brien, Julia, Charrington, etc.). (3-5 Typed Pages) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570024047184-455F1R7L5ZG6HCPCVWIB/1c7ca1387bbcaab3e21943fa98f79702.jpg 1984 Project - Concept Album Individual or Group Project Create a CD with Attractive cover and at least three songs that relate to the novel in interesting ways. Then write an organized essay explaining how each song illustrates some important aspect of the novel. (1 typed explanation essay with album/songs) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570024305885-ZDSBLHV4O1ANW0YAID9Z/003_N84.jpg 1984 Project - Art Individual Project Create an artistic work (using sculpture, painting, drawing, collage, photography etc.) that explores the issues raised in 1984. Specific assignments are explained below. Drawings Create an attractive and neat book of at least 5 careful and artistic drawings, with labels that relate to the book. Paintings Create an attractive and neat collection of at least 3 carefully designed artistic paintings or 1 large canvas painting. Scrapbook Create an attractive and neat scrapbook with at least 5 pages of artifacts and photographs that resemble the world in the book. Incorporate captions too. People Magazine Create a magazine inspired by the novel. Magazines should be at least 5 pages. They need 3 articles that discuss the book in some way, and two advertisements. Photography Portfolio Create a portfolio of artistic photography inspired by the book. Also, create a one page double spaced explanation of the photos. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570025720379-G88L5ZJ2X1EIL7LZ9QP6/flat%2C750x%2C075%2Cf-pad%2C750x1000%2Cf8f8f8.u4.jpg 1984 Project - Film Individual or Group Project Propaganda Film Create a propaganda film for the Party. Be sure to include details from the text as you make your movie. Use appropriate costumes and settings. Speak to me for further instruction if you choose this option. (1-3 minute Edited video) Short Creative Film Create a short film of your Utopia story or your Room 101 story. See me to discuss this idea (3-5 minute edited video) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026137379-2A3GKPX38Y9KX1DIJOV4/20140301_Trade-151_0124-copy.jpg 1984 Project - Analytical Writing and Critical Thinking (both of which are illegal in 1984…) Individual Project The Social Dilemma Review Watch the documentary The Social Dilemma on Netflix. Discuss how modern technology offers a first step toward a 1984-style dystopia. Does our society’s use of technology create a system that is negatively affecting our behavior, or even destroying our social behavior? Is it emotionally or psychologically destructive? Could it be a threat to democracy itself? Is your mind vulnerable to attack and manipulation because of technology? Write a 2-3 page double spaced response to the film. Cultural Critique Write a social commentary for the newspaper. Use current events and concepts from the novel to construct a logical argument. In your opinion, how is our society like the society Orwell describes? What should our society do to change? (3-4 Typed pages) Historical Research Write a short historical research paper. The conclusion should attempt to connect the topic to the novel. Use at least 3 sources and CITE them in MLA format. (3-4 Typed pages) https://shanefairbanks.com/online-lectures daily 0.75 2020-05-06 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570141236673-USBOOVH3ITMUWVAK5KVH/messed-up-things-ancient-greece.jpg Online Lectures - The Birth of Western Civilization: The Ancient World and Greece The Greek Golden Age https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570141337712-XXCIF3VM7BGOZOVRHI82/Vincenzo_Camuccini_-_La_morte_di_Cesare.jpg Online Lectures - Topic 2 - From Republic to Empire: The Roman World Forming the Seven Hills Hills Pt 2, Sonatus Populusque Romanus Pt 1 SPQR Pt 2 Age of Mediterranean Conquest Pt 1 Problems of Prosperity Pt 1 Gracchan Sedition & the Results Ultimate Decree: Marius vs. Sulla Death of the Republic — Birth of the Empire: Caesar Pt 1 Death of the Republic (Caesar Pt 2) Ancient Rome on 5 Dinarii a Day Pt 2 Nero Documentary https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575303882458-ZIMBY7MT2T683M7L5W2E/close-up-of-god-and-adam-s-hands-157844809-58ab54a23df78c345b08689c-5c531771c9e77c00014b025e.jpg Online Lectures - From Death to Rebirth - Medieval and Renaissance Dante’s Tour of Hell https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580423327430-AP607B5T1JSO3EUKAL14/JgUjP3Zt2Cw.jpg Online Lectures - Topic 9 - The French Revolution & Napoleonic Era Fall of the Ancien Regime Fall of the Ancien Regime Pt 2 Popular Hypocrisy Pt 1 Popular Hypocrisy Pt 2 Thermidorean Reaction & Rise of Napoleon https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583150812810-M3K53YIO2H2JFSYPDQMD/1*0fWBDorpURRgIadmmWgpzw.jpg Online Lectures - Topics 10 & 11 - Industries, Empires, and the Workers’ Response The Furnaces of Hell - Industrial Revolution Intro Ideologies and Upheavals - Revolutions of 1830 & 1848 Quick & Dirty Romanticism (in Art) Marxism Pt 1 Marxism Pt 2 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584477574664-2EH4MP4HOGYLB9YEGFOC/ww1-painting-11.jpg Online Lectures - The Troglodyte War: WWI & the Russian Revolution The Troglodyte War: WWI Begins Winny Fun Fact of the Day: “The day I tried to match Churchill drink for drink” Writer’s War: Voices from WWI Poetry Analysis Video Click here for the Writer’s War Assignment (from the video) The Sausage Machine: Deadlock and the Horrors of War Pt 1 The Sausage Machine Pt 2 From Stalemate to Checkmate: The Great Trials of 1917 & 1918 The Twenty Year Truce: Treaty of Versailles and the Age of Anxiety The Russian Revolution https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1586707299710-CBUJHMUEQCUG6TB7ENVR/Greatest-Events-of-WWII-in-HD-Colour.jpg Online Lectures - Topic 13 - The 20th Century Crises: Great Depression, Totalitarianism and World War II The Twentieth Century Crisis: Rise of Totalitarian Dictators The Man of Steel: Stalin Removes Opposition “It’s Not Truth That Matters, But Victory”: Der Führer Rises PART 1 “It’s Not Truth That Matters, But Victory”: Der Führer Rises PART 2 Deutschland Erwacht! — Hitler Seizes Control PART 1 Deutschland Erwacht! — Hitler Seizes Control PART 2 Blitzed: Drugs in the Third Reich The Nightmare: World War II Begins Resistance in Fortress Europe Ordinary Men or Willing Executioners? Perpetrators of the Holocaust https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588096507669-24GU8XH7RW7GS4A93BEF/holodnaya-vojna.jpg Online Lectures - Topic 14 - The Cold War and Making of the Modern World Optional: Cold Peace to Cold War (US History video with notes) Cold Peace to Cold War Notes Cold War History Part 1 - The Postwar Chess Match Cold War History Part 2 - Peaceful Coexistence, or Continued Competition? Cold War History Part 3 - The Changing Modern World: Integration, Detente, Disintegration https://shanefairbanks.com/1984-simulation-game daily 0.75 2022-10-14 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570019971593-NBBO5BF073T6DX10R6AF/956c8248-c3c6-4f48-8d9c-523af6b3caa3.jpg 1984 Simulation Game - 1984 Simulation Game “If you want a picture of the future, imagine a boot stamping on a human face—for ever.” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570020298593-CCY86ZRHDKW624UFDXEH/Screen+Shot+2019-10-02+at+6.44.08+AM.png 1984 Simulation Game - Assignment For one week, you will perform a simulation of dystopian society created in the midst of a cataclysmic event that destroys the world as we know it. You will have to act the part of a Party Member living within this dystopian world, both in our class and in your other classes following a set of proscribed Party Rules. From your class, a new society will develop in which you are the rulers, but what sort of society will you create? Mr. Fairbanks will be your Game Master (GM) and will inform you of major changes in the world and new developments in the game. The rest of the game is in your hands, and the game’s excitement is entirely determined by YOU, the players. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570020398010-JIDST3X4E8VTJO2KNX9A/1490844785311.jpg 1984 Simulation Game - To Begin The Game will begin as the GM hands out the Party Envelopes. Do not discuss The Game with any students who are not part of Honors AmLIT. Within the Party Envelope, you will receive a folded piece of paper that will designate your assigned role and the Party Rules: You will be either a Comrade or a member of the Thought Police. YOU MAY NOT UNFOLD YOUR ASSIGNMENT DURING CLASS TIME OR IN THE PRESENCE OF OTHER COMRADES! Your identity/role in The Game must be kept secret from all other members. Violating the above instructions will increase the length of your reflection paper, and could therefore negatively impact your workload and your overall grade if you are not careful. Good luck. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570020538061-HKSQJIH15A28QID74NIR/1f4c27ffa1383be7a1582deedac28eecfd756825v2_hq.jpg 1984 Simulation Game - Your World: Outer Party vs. Inner Party Welcome to 1984. To remain in good standing with Big Brother, you must obey the Party’s rules. There are at least two Thought Police per class. Thought Police may report offenses for any Outer Party members they observe committing crimes against the Party. Since you do not know who the informants are, you may choose to violate the rules at will; however, you never know who will be watching. Big Brother reserves the right to select more than the original two Thought Police as The Game progresses in order monitor the actions of the Outer Party. As such, you never know who will be watching. The Outer Party: The Outer Party members are the common citizens of 1984. They belong to the party but are servants to the greater good of society. Comrades are essential to the day-to-day operations, but are really just cogs in the wheel, and therefore expendable. Responsibilities of the Outer Party: Survive and figure out who the Thought Police are... not that it will help you... The Inner Party: As the game develops throughout the week, a cataclysmic event will open opportunities for some Outer Party Members to rise to positions of leadership and form the Inner Party. Those Inner Party Members will be chosen due to their leadership abilities, speaking skills, ideas to fix the world and make it a “better place” in which Big Brother reigns supreme, and all opposition is destroyed. Responsibilities of the Inner Party: Become leaders of Oceania, enable Big Brother to reign supreme, but you still MUST SURVIVE. Do not violate the Party Rules and figure out who the Thought Police are... not that it will help you... https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570025720379-G88L5ZJ2X1EIL7LZ9QP6/flat%2C750x%2C075%2Cf-pad%2C750x1000%2Cf8f8f8.u4.jpg 1984 Simulation Game - Thought Police The Thought Police: This is the group responsible for making sure that the Outer and Inner Party members stay loyal to society. They are informants to Big Brother but seem to be ordinary citizens, and as these dangerous people could be anyone... Responsibilities: To report Outer Party offenses to Big Brother and punish the disloyal. Make a list of the offenders and their crimes. Use the THOUGHT POLICE REPORT FORM below (or near the top of the page). Submit your list to Big Brother every evening no later than 7:00 p.m. The GM may be sharing these infractions in class, so please have members on your list daily AND submit the lists on time. Submission of these lists will affect your paper length requirements. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570024305885-ZDSBLHV4O1ANW0YAID9Z/003_N84.jpg 1984 Simulation Game - Written Assignment All Thought Police and Outer Party members will complete a written assignment that will be due upon completion of the game. The paper will be a reflection paper on your experience during this game. Outer & Inner Party Members If you did not violate any of the rules, your wrap-up must be one double-spaced page. If you have violated any one of the rules, your wrap-up must be two double-spaced pages. For EACH TWO additional offenses, add an additional half page. If, at the end of the game, you suspect who might be a member of the Thought Police, then you may share this sentiment privately with Big Brother in writing VIA The Thought Police Submission Form . If you are correct, you do not have to write any additional pages . If you are incorrect, you must make your wrap-up one page longer. You have one guess. I will announce the verdict on the last day of the game. Thought Police If you are a member of the Thought Police and no one guesses your identity, you do not have to write a paper (though you will still receive full credit for it) , as long as you have submitted your lists daily. ● If your identity is discovered and you submitted the required lists, your wrap-up must be two double-spaced pages. Not submitting lists in a consistent manner (at least one infraction each day) will result in a wrap-up paper of three double-spaced pages. Your paper must have the proper MLA heading, have 1” margins, and must be a 12-point font, double-spaced. Your paper is a reflection paper , which means you should reflect on your experience of the game. You must still have a thesis statement and organized paragraphs, but your thesis will be a one-sentence summary of your experience and each paragraph will focus on one aspect of your experience. If you are having trouble coming up with ideas, consider the following questions: How has your understanding of the book changed as a result of The Game? ● Write about your general reactions to the game. Did you think about your classmates differently? ● How did you feel (paranoid, challenged, indifferent)? ● Write about your feelings about other, unknown people who are able to monitor your actions, banking activity, Internet activity, phone activity, etc. What did you think of the second part of the simulation, which involved the formation of a society in the fallout of a cataclysmic event that destroyed our world and its technologies? What people did you think especially played their roles well? Did this activity reveal anything about their personalities? What did this simulation teach you about the human personality? Are some people (even ones that you know and go to school with every day) just more prone to be subservient, while others are more prone to become Party Leaders and even Dictators? Is that a comforting or scary thought? This paper is not a critique of the game itself. This paper is about your experience and what it made you think about and/or feel. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026137379-2A3GKPX38Y9KX1DIJOV4/20140301_Trade-151_0124-copy.jpg 1984 Simulation Game - Party Ideology of INGSOC and Comrade Rules of Oceania Social media posts during school hours are a distraction from learning. Any social media posts, snaps, selfies, BE REAL, or TikToks during school hours is strictly prohibited. Black must be worn (not carried) at all times. Anyone should be able to see the Black without having to look for it. Sleeping in class or placing one’s head on one’s desk is a distraction from learning. Sleeping or putting one’s head on one’s desk deters from productivity. Books will be carried in the right hand. Bags and purses must be worn over the right shoulder. Classmates must be greeted with the phrase, “Good morning, Comrade,” or “Good afternoon, Comrade,” before any other speech commences. This phrase substitutes for “hi,” “hello,” “what’s up,” or any other such greeting. Students must either greet all teachers with the phrase, “I am eager to learn today,” OR depart from the class saying, “Thank you, Comrade.” Students must use the standard-issue Party Black Pen for all class work in all classes except math where a pencil is allowed (or in the case of a teacher specifically asking for another color ink). Comrades may only consume water in other classrooms and may only consume water and Victory Coffee in Airstrip One (Room 220). Comrades must be gum and beverage free in all classrooms to avoid learning distraction. Any student seen drinking or chewing gum during class time ( in any class ) will be in violation of the rules. Students must pick up any litter seen on school floors. Any student seen passing litter on the floor in a hallway or classroom without picking it up will be in violation of the rules. Students must walk on the right side of the hallway ONLY. Any student seen walking on the left side of school corridors anywhere on campus will be in violation of the rules. (Right side is defined as the side of the hallway on their right as they face forward.) Students must NOT inform non-Party members of their allegiance to the Party during school hours. Any direct discussion of this game (other than during this class or with Big Brother) with students in other classes either in or outside school hours is strictly prohibited (this includes social media). If asked questions by a teacher, students may say they would love to discuss the Party with him or her before or after school to avoid distraction from class learning time, or ask them to direct their questions to Big Brother. This rule is in force immediately . You must always enter the building through the main Party Office Courtyard door (unless otherwise directed by a teacher, i.e. fire drills, etc.) and you must never open another outside door for any student to enter the building. During Party announcements (morning and afternoon), students must stand at attention. When announcements are over, students must say “GO RAMS!” in a voice sufficiently loud so that other students and teachers can hear. Comrades will not use cell phones during instructional time in any class (unless directed by a teacher). The use of all personal electronic devices will deter from productivity. When speaking to lunch staff, custodians, office staff, or any non-teaching adult, students must express gratitude for their service by greeting them with the phrase “We appreciate your work on behalf of our education.” Anyone choosing not to follow the Party rules will be required to complete an additional assignment (this won’t be pleasant). At no time shall the participation in this game cause a disruption or distraction in any other class, during passing periods or at lunch. Regardless of how funny you may think it is, you will be treated in a way befitting someone who disrupts a classroom. These rules are subject to change and additional rules may be added. Students are responsible for following all modified or additional rules. Any discussion or opposition to these rules must be discussed before this game begins. https://shanefairbanks.com/character-design-film daily 0.75 2019-10-09 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570641966239-UQ81T7CPA7LO3RLWWCSZ/split-movie-580x385.jpg Character Design Film - Character Design You will create a character profile (click here to download it) Make at least one character profile that will be used for someone else to pick at random and perform You may make a second character profile for yourself if you would like Make TWO COPIES (one to turn in, and one for your classmate who chooses that character at random) You will write that character on an index card for other students to draw out of a hat You will make a film that is at least 5 minutes in length and incorporates all of the characters from your group that you've chosen • Your character must have a NAME, PERSONALITY TRAITS (all of which are detailed in the Character Profile — linked above) • Click here to see an example of Character Descriptions • Each student will draw a character card out of a hat • Students will form film groups based on the characters that they have picked and find a way to write a story around those characters. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570642065717-MDVTIFTIZISKGI8V3AIN/MV5BMTg5Mjk2NDMtZTk0Ny00YTQ0LWIzYWEtMWI5MGQ0Mjg1OTNkXkEyXkFqcGdeQXVyNzkwMjQ5NzM%40._V1_.jpg Character Design Film - ThrillerFest Film (optional) Make a Film that is at least 5 minutes in length and is either a horror film (slasher, zombies, etc) or is a post-apocalyptic survival film It must use basic horror movie techniques, including: • Scare Techniques: Smash Cuts, Inception Scares, "Peek-A-Boo" Scares • Camera Techniques: Disorienting Quick Cuts, Vertigo Zoom, Low Angle, Dutch Angle, Leading (Nose) Room, Dolley Cam, Point of View and Reverse Point of View, Motion Cam, Planimetric (Symmetrical) Angle, Shadows, Hard Lighting • Production Techniques: Costuming, Blood, Sound, Foley Audio Effects • Emphasize costuming, make-up, props, lighting, and filming location; you must de-emphasize special effects unless absolutely necessary • Characters, dialogue, and action should drive the story line • Group sizes = your choice (but everyone must be involved) • Must have a detailed storyboard and pitch • Click here to see some information on how to mimic the horror genre https://shanefairbanks.com/acting-seminar daily 0.75 2023-10-17 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570620192179-FD31QZ8N45RWBZUCTTUN/rsOe6fBeRk8l.jpg Acting Seminar - Acting Seminar Acting Seminar Notes Improv Acting Warm Up You will be given a number that relates to one of the scenes listed on this website (click here). Take a few minutes to create 2 characters that will either dialogue in the scene, or 1 character that will monologue about the scene. Need ideas for dialogue or scenes? Use ChatGPT and ask it to “create a script for a scene that involves two characters and (blank) topic. Screenplay Scene Reading In groups during our class session, pick one of the following screenplay scenes and read them with the emotion, accent, and speaking voice that you think that character would have. Bar Scene - 6 Characters Couple’s Argument - 5 Characters Dinner Scene - 6 Characters Fight Scene - 10 Characters High School Hallway Scene - 2 Characters Plane Scene - 4 Characters Watch the Playlist to see how well you acted your scene Character Short Film Project Create a short film (under 3 minutes) that shows a character of your creation without using any music or dialogue. Your emphasis should be to show characterization through action, face acting, and movement. Click here to see an example https://shanefairbanks.com/simulation-writing-assignment daily 0.75 2020-10-30 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570024305885-ZDSBLHV4O1ANW0YAID9Z/003_N84.jpg Simulation Writing Assignment - Written Assignment All Thought Police and Outer Party members will complete a written assignment that will be due upon completion of the game. The paper will be a reflection paper on your experience during this game. Reflection Paper Your paper is a reflection paper , which means you should reflect on your experience of the game. You must still have a thesis statement and organized paragraphs, but your thesis will be a one-sentence summary of your experience and each paragraph will focus on one aspect of your experience. If you are having trouble coming up with ideas, consider the following questions: How has your understanding of the book changed as a result of The Game? Write about your general reactions to the game. Did you think about your classmates differently? How did you feel (paranoid, challenged, indifferent)? Write about your feelings about other, unknown people who are able to monitor your actions, banking activity, Internet activity, phone activity, etc. What did you think of the second part of the simulation, which involved the formation of a society in the fallout of a cataclysmic event that destroyed our world and its technologies? What people did you think especially played their roles well? Did this activity reveal anything about their personalities? What did this simulation teach you about the human personality? Are some people (even ones that you know and go to school with every day) just more prone to be subservient, while others are more prone to become Party Leaders and even Dictators? Is that a comforting or scary thought? This paper is not a critique of the game itself. This paper is about your experience and what it made you think about and/or feel. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570026137379-2A3GKPX38Y9KX1DIJOV4/20140301_Trade-151_0124-copy.jpg Simulation Writing Assignment - Party Ideology of INGSOC and Comrade Rules of Oceania 1. Books will be carried in the right hand. Bags and purses must be worn over the right shoulder. 2. Black must be worn (not carried) at all times. Anyone should be able to see the Black without having to look for it. 3. Classmates must be greeted with the phrase, “Good morning, Comrade,” or “Good afternoon, Comrade,” before any other speech commences. This phrase substitutes for “hi,” “hello,” “what’s up,” or any other such greeting. 4. Students must either greet all teachers with the phrase, “I am eager to learn today,” OR depart from the class saying, “Thank you, Comrade.” 5. Students must use the standard-issue Party Black Pen for all class work in all classes except math where a pencil is allowed (or in the case of a teacher specifically asking for another color ink). 6. Comrades may only consume water in other classrooms, and may only consume water and Victory Coffee in Airstrip One (Room 220). Comrades must be gum and beverage free in all classrooms to avoid learning distraction. Any student seen drinking or chewing gum during class time ( in any class ) will be in violation of the rules. 7. Students must pick up any litter seen on school floors. Any student seen passing litter on the floor in a hallway or classroom without picking it up will be in violation of the rules. 8. Students must walk on the right side of the hallway ONLY. Any student seen walking on the left side of school corridors anywhere on campus will be in violation of the rules. (Right side is defined as the side of the hallway on their right as they face forward.) 9. Students must NOT inform non-Party members of their allegiance to the Party during school hours. Any direct discussion of this game (other than during this class or with Big Brother) with students in other classes either in or outside school hours is strictly prohibited (this includes social media). If asked questions by a teacher, students may say they would love to discuss the Party with him or her before or after school to avoid distraction from class learning time, or ask them to direct their questions to Big Brother. This rule is in force immediately . 10. You must always enter the building through the main Party Office Courtyard door (unless otherwise directed by a teacher, i.e. fire drills, etc.) and you must never open another outside door for any student to enter the building. 11. During Party announcements (morning and afternoon), students must stand at attention. When announcements are over, students must say “GO RAMS!” in a voice sufficiently loud so that other students and teachers can hear. 12. Comrades will not use cell phones during instructional time in any class (unless directed by a teacher). The use of all personal electronic devices will deter from productivity. 13. Comrades shall neither sleep nor put their heads on their desks in any class. Sleeping or putting one’s head on one’s desk deters from productivity. 14. When speaking to lunch staff, custodians, office staff, or any non-teaching adult, students must express gratitude for their service by greeting them with the phrase “We appreciate your work on behalf of our education.” 15. Anyone choosing not to follow the Party rules will be required to complete an additional assignment (this won’t be pleasant). 16. At no time shall the participation in this game cause a disruption or distraction in any other class, during passing periods or at lunch. Regardless of how funny you may think it is, you will be treated in a way befitting someone who disrupts a classroom. 17. These rules are subject to change and additional rules may be added. Students are responsible for following all modified or additional rules. Any discussion or opposition to these rules must be discussed before this game begins. https://shanefairbanks.com/semester-film-project daily 0.75 2022-04-12 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571246636633-OXUZR5LKWLA7Z9OPILLX/Screen+Shot+2019-10-16+at+9.29.57+AM.png History Film Project - Semester Film Assignment Your Mission: You will either create a documentary film OR film, edit, and produce a spectacular theatrical interpretation of some aspect of United States history. Fall Semester Time Period -- Any single major historical event or time period from Pre-Columbian Indian Civilization to the end of the Civil War Spring Semester Time Period -- Any single major historical event or time period from Reconstruction to the Present Qualifications for Movie or Documentary Presentation: 1. Group size = 1-10 people (documentaries limited to 1-2 people) 2. Time qualifications = 5-10 minutes 3. Goal = historically accurate picture Grading: 1. Your video will be graded/assessed on the following: 2. Creativity – action, music, editing, special effects, acting, tears, blood (FAKE BLOOD!), dialogue, costuming, anguish, passion, and CHUTZPAH in general! 3. Historical Accuracy – George Washington did not die gloriously in battle, Lewis & Clark did not get lost in the wilderness, and the South did not win the Civil War. 4. Group participation – does everyone show that they took part in the effort? 5. Time qualifications – video must be 5-10 minutes in length (too short? = deduction… way too long? = deduction) 6. Appropriate – NO nudity, drug/alcohol use, swearing, or overall nastiness 7. Overall Effort – does it seem like the group put forth a strong effort? This video must contain DIALOGUE (for movies) or NARRATIVE & TEXT (for documentaries) You must submit one copy of the film via airdrop, USB or YouTube link for your instructor to keep to show off to future generations of aspiring US history film producers **NOTE: The most important determinant of your grade will be the historical context that your presentation provides. This is not a time for looking cute on camera, but a chance to creatively portray an era and culture. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571246878645-MK4WQ931IQXNHMGIKPWR/51TiXRZCo7L._SY445_.jpg History Film Project - Fall Semester Brainstorming Ideas · The Columbian Exchange · The Salem Witch Trials · The English Colonies · On the path to Revolution · Sons of Liberty · Thomas Paine and Common Sense · The American War for Independence · Great Battles of the American Revolutionary War · Loyalist resistance in the American Revolution · The Constitutional debate and the Great Compromise · The Alien and Sedition Acts · King Cotton in the South · Plantation Life · The Abolitionist Movement · The Middle Passage · Amistad Rebellion · Manifest Destiny · Cherokee Removal Act · The Corps of Discovery · The Monroe Doctrine · Nat Turner Rebellion · The Industrial Revolution · Remember the Alamo · The Mexican-American War as a war of imperialism · The Secession Debate · Great Leaders of the Civil War · Great Battles of the Civil War · Espionage in the Civil War · Medical practices in the Civil War Points Possible: 300 pts FALL SEMESTER Due Dates: · Group assignments and ideas due FIRST WEEK OF NOVEMBER · Projects due THURSDAY BEFORE FINALS WEEK https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571247520073-D3S3HPQ24LXA6W10Z01X/forrest_gump_lincoln_memorial.jpg History Film Project - Spring Semester Brainstorming Ideas · Soldiers coming home after the war · Life in the Roaring Twenties · Life in the Great Depression · the Holocaust · Espionage in WWII · the Atomic Bombs · Jewish-American response to the Holocaust · Baby Booming · Nuremberg Trials and German De-Nazification · Soviet-American espionage activities in the Cold War · Vietnam · Korean War · Iraq Wars · the War on Terror · Teenage angst in the 1950s · Stiff suits workin' for the Man · Jim Crow in the South · the Beatniks · Woodstock · The '60s counter-culture (hippies, etc.) · Civil Rights Movement · Women's Rights Movement · 9/11 and Modern Terrorism · Conflicts in the Middle East · The culture of underground music movements: Punk, Metal, Rap, Grunge · Patriot Act · the Great Recession Points Possible: 300 pts Due Dates: · Group assignments and ideas due the LAST WEEK OF APRIL · Projects due ONE WEEK BEFORE FINALS WEEK https://shanefairbanks.com/new-republic-campaign-ads daily 0.75 2024-11-06 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571275873882-9WWMH6OREQ66XDZMTDMF/0865ca9ae1e9e678809c5eb7851734a6.jpg New Republic Campaign Ads - Introduction The New American Republic faced numerous challenges between the formation of the Constitution and the War of 1812. Political factions, disagreement over the new Constitution, government intrusion into freedoms of speech and press, a quasi-war with France and a British invasion all marked the first generation of America as a new nation. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571276500989-W4MEPBUDUNFPYOKGP1TF/Screen+Shot+2019-10-16+at+7.40.41+PM.png New Republic Campaign Ads - Assignment In your STUDY GROUPS or as an Individual, you will create either a modern campaign video or two modern campaign posters/mailers that uses modern political tactics in order to sway the voters to choosing your side on the political issue of your choosing from the time period of the Failure of the Articles of Confederation to the War of 1812. Your video must fit the following requirements: Group Project (Campaign Video): • Groups size 2-4 people Video must be 1--2 minutes in length • Video must use modern campaign tactics (see the list and examples below) •Video must highlight the positive qualities of your candidate or political position • Video must use mudslinging to defame the opposition candidate • Costuming and filming locations must -- as much as possible -- look early American (avoid modern stuff!... cars, houses, etc.) • Video must be appropriate for school and YouTube display • Video must involve everyone in your study group (either acting, filming, editing, or writing the script) Individual Project (Campaign Video or Campaign Poster/Mailer): As an individual, you can design TWO Campaign Posters that uses modern campaign tactics to promote ONE candidate or issue and describe the negatives of the opposing candidate or issue. These campaign posters cannot simply be pictures, but must illustrate the issues and must be detailed in content. These campaign posters must contain a SLOGAN and FOUR major issues related to your chosen topics Original Campaign Posters or Mailers (click here for examples) OR Video that meets the requirements in the description above https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571275984297-VQFRWMG0MZA9J8ZRX87K/thomas_jefferson_change_poster-r3544613270284330a6d94508f0b1f24c_f600_8byvr_512.jpg New Republic Campaign Ads - Political & Campaign Issues Your video has to focus upon only ONE political issue (election of a representative, a problem facing the nation that the government should fix, declaration of war, staying peaceful in war, secession from the Union, etc.). Only ONE group can cover one of the issues listed below (two groups cannot do the same campaign issue). You must submit your proposal in the submission form above. The following is a list of possible examples: Federalists vs. Anti-Federalists Ratification of the Constitution Bill of Rights George Washington for President John Adams for President Thomas Jefferson for President James Madison for President Aaron Burr for President Hamilton's Economic Policy Federal Assumption of War Debt Alien & Sedition Acts Virginia & Kentucky Resolutions Impressment of American Sailors Quasi-War with France XYZ Affair Problems with French Immigrants Midnight Judges Embargo Act War with Great Britain (War of 1812) Federalist Hartford Convention (Federalist Secession) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571276589506-6CFD5CGYP3U00O0QBCXL/Screen+Shot+2019-10-16+at+7.42.51+PM.png New Republic Campaign Ads - How to make a modern campaign video: See the lists and links below for ideas on how to complete your campaign video, and be sure to ask your instructor for any help that you need with filming or editing: Modern Political Campaigns use the following tactics of Propaganda: Assertion -- common sense, general knowledge Bandwagon -- appeal to follow the crowd, victory is inevitable Card Stacking -- only presenting positives, omitting anything negative or contrary Glittering Generalities -- simple words that demand approval without thinking (Ex: “freedom,”“love of country,” “honor,” “democracy,” “united we stand”) Pinpointing the Enemy -- targeting a specific group Plain Folks -- ideas presented are the ideas of the common man (easy to relate to) https://shanefairbanks.com/founding-fathers-constitutional-debate daily 0.75 2025-11-03 https://shanefairbanks.com/us-online-lectures daily 0.75 2021-09-03 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1598980790584-F90BU9LQA5EGHVD0RXUY/John-Smith-of-Jamestown-negotiating-corn-harvest-from-Native-Americans-co-National-Park-Service-artwork-by-Sidney-King..jpg Online Lectures - Worlds Collide: From “Discovery” to Colonization The Home of the Brave The First Americans: Pre-Columbian Indian Civilization (pt 1) The First Americans: Pre-Columbian Indian Civilization (pt 2) Worlds Collide: European First Discovery and the Columbian Exchange Founded Upon Smoke: The Virginia Colony The Wordy Shipmates: Theocracies in the New World Pt 1 The Wordy Shipmates: Theocracies in the New World Pt 2 The Devil in New England - Salem Witch Trials https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1600985035935-81OHPYP0YX07R8LLVM5Z/seal_team_1776_by_sharpwriter_dcwlvqj-pre.jpg Online Lectures - Don’t Tread on Me: The American Revolution From Empire to Independence Taxes, Tyranny, and Tenacity: Defense of American Rights From Resistance to Open Rebellion (Part 2) and Independence in Blood & Ink (Part 1) Independence in Blood & Ink (part 2) Liberty or Death! Americans at War Turning the World Upside Down American Revolution: Hypocrisy or Social Revolution https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1571842823822-1GM2KG91KC65UD1QHL7E/Screen+Shot+2019-10-23+at+8.59.45+AM.png Online Lectures - A Nation Founded Upon Compromise A Nation Founded Upon Compromise Pt 2 A Nation Founded Upon Compromise Pt 3 The Revolution of 1800: Jefferson, Adams, Hamilton & Burr (YouTube) Jefferson’s Empire of Liberty — Lewis & Clark Pt 2 Westward the Course of Empire (Jackson & the Trail of Tears) Pt 1 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1607359759476-RHK5XXUKIW280137NXA7/abraham-lincoln-pop-art-mb-art-factory.jpg Online Lectures - The American Cataclysm: Civil War Averting Cataclysm: Last Efforts at Compromise For the Soul of a Nation Gods & Generals - First Phase of the Civil War (Pt 1) Gods & Generals - First Phase of the Civil War (Pt 2) & A Great Slaughter Pen Conditions in War - Women in the Civil War Civil War Field Hospital Demonstration Lincoln Tyrant or Savior Video 1 Lincoln Tyrant or Savior Video 2 The Gray Floor of Hell (Pt 1) - Chancellorsville The Gray Floor of Hell (Pt 2) - Gettysburg A Free Man’s War: Emancipation Proclamation The Passing of the Dead: End of the Confederacy https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611665512540-HVITQAAAXU9CXATNPKJG/fcff69c4ef389a1af34fb52ee5bd62844b72000e.jpg Online Lectures - Reconstruction to Progressive Reforms The Price of Conquest in the West Progressivism in the 20th Century https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1614686754205-TB7F0OGFAGPSKYVQT0QX/sam.jpeg Online Lectures - Johnny Get Your Gun! - WWI A Strained Neutrality (Pt 2) Dulce Et Decorum Est - Life of a Soldier In the Trenches (Pt 1) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584450764416-FQ07CI2KSVMZQCE5IYGJ/297575.jpg Online Lectures - From Boom to Bust: America in the Roaring Twenties and Great Depression The Noble Experiment - Prohibition Life in the Roaring Twenties Pt 1 - Jazz and Culture Life in the Roaring Twenties Pt 2 - Movies and Maidens Life in the Roaring Twenties Pt 3 - The Harlem Renaissance From Boom to Bust (Pt 2): Blame Hoover! New Deal - New Era https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1586612917148-BPWXY2A5HXOPA1KQTKK1/b1d04c5ca5cfbf83b69a3fd66080f4cd.jpg Online Lectures - The Nightmare: WWII The Coming of the Storm: The Rise of Totalitarian Dictators The Coming of the Storm Pt 2: The Rise of Hitler From Appeasement to Aggression: WWII Sweeps Europe Bushido: The Spirit Warriors of Japan The Application of Power: European Theater of War (PART 1) The Application of Power: European Theater of War (PART 2) Turning the Tides of War in the Pacific (PART 1) Presidential Decisions in War: The Atomic Bombs The Final Solution — Destruction (PART 1) The Final Solution — Destruction (PART 2) The Final Solution — Defiance https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588808192915-1G8GGCGQ8DYY56Q2RLAW/holodnaya-vojna.jpg Online Lectures - Topic 11 - Cold War and Modern America Cold Peace to Cold War Better Dead Than Red (PART 1): America in the Second Red Scare Better Dead Than Red (PART 2): Cold War Showdowns Cold War — Steamy Culture The Times They Are A’Changin: The Civil Rights Era We Shall Overcome: Bearing the Cross of Civil Rights (PART 1) We Shall Overcome: Bearing the Cross of Civil Rights (PART 2) Arms Raised With a Clenched Fist: Black Power Vietnam Quagmire Stickin’ It To the Man: Sixties Counterculture The End of an Era: The Silent Majority and Presidential Scandal Hollywood on the Potomac: The Reagan Revolution Clash of Civilization: Terrorism and the Post-9/11 World https://shanefairbanks.com/darkness-falls-webquest daily 0.75 2022-11-13 https://shanefairbanks.com/usamlit-sem1-ec daily 0.75 2025-04-24 https://shanefairbanks.com/two-faces-of-holy-war-debate daily 0.75 2019-11-13 https://shanefairbanks.com/renaissance-quick-dirty-art daily 0.75 2022-12-05 https://shanefairbanks.com/women-in-the-renaissance daily 0.75 2019-11-15 https://shanefairbanks.com/fall-sem-final-exam daily 0.75 2023-12-18 https://shanefairbanks.com/screenplay-theater daily 0.75 2019-12-03 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575384925039-422MEIWS1H4UJC00IHZR/40-photos-of-actors-surprised-behind-the-scenes-that-will-change-what-you-thought-about-their-movies-26.jpg Screenplay Theater - Screenplay Reading Presentation Before a film is made, you must have a brilliantly composed screenplay! And before the film is shot, the actors and director must do a read through of the screenplay to prepare their roles. A Director will be appointed to choose a screenplay from the ones provided below (additional screenplays can be chosen if approved by your instructor). The Director will also serve as the Casting Director and choose their Talent and assign them to character roles. The Director will serve as the Narrator of the screenplay. The Director will be responsible for choosing a scene that does not contain inappropriate content (many of the screenplays have swearwords that you will need to edit for the presentation). The Director will choose 1-2 scenes (this scene should be an appropriate length -- not too long, not too short) from the screenplay, and the group will read the screenplay scene and perform it (that means you read it with some dramatic finesse and will be doing all the acting that goes along with it!). Every person in the class must be involved in ONE group (no more, unless necessary). You must bring in the CLIP for the scene you’ve chosen from the film for us to watch after your performance, and we will judge how well you did. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575385323233-3IGG60H9FDXMTUYLK4H5/11eb7ad7c10388b66ce07199beb7f601.jpg Screenplay Theater - Screenplay Options You may choose from one of the following screenplays (only one group per screenplay): Birdman Django: Unchained Eternal Sunshine of the Spotless Mind Kill Bill No Country For Old Men Inception Star Wars: A New Hope The Dark Knight The Dark Knight Rises The Social Network Toy Story 3 Good Will Hunting Memento Children of Men Argo The Imitation Game Shaun of the Dead The Pianist Whiplash Scott Pilgrim vs. The World Step Brothers Napoleon Dynamite https://shanefairbanks.com/semester-benchmark-film-choice daily 0.75 2022-11-08 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575388936512-EC00CAQZACUQDRDLQWPC/f4dc698f1758abdda5541f335bf1a945.jpg Semester Benchmark Film Choice - Option 1 — Mise-En-Scene Remake Choose ONE scene (2-5 minutes in length) from a film that you would like to remake Your scene must copy the acting, camera angles, special effects, lighting, music/sound fx and dialogue of the original scene. You are free to get creative (within reason) with your costuming and set design, but everything else must match it as closely as possible. Click here to see an example https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/4e338e8f-43e9-47f0-bb5a-3e4d45f96312/sound-of-metal.jpg Semester Benchmark Film Choice - Option 2 — Character Film Character Short Film Project Create a short film (under 3 minutes) that shows a character of your creation without using any music or dialogue. Your emphasis should be to show characterization through action, face acting, and movement. Click here to see an example https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575388909497-KFZ4ORQDAPYHSVNSIMTD/leonardo-dicaprio-movie-facts-you-never-knew-18-photos-10.jpg Semester Benchmark Film Choice - Option 3 — Monologue or Soliloquy Film a soliloquy or monologue performance as your character that you have chosen/created, or pick a famous soliloquy to perform and film. This performance should be 1-2 minutes in length. Include body movement that matches your character Speak in your character’s voice Includes elements of your character’s backstory Dress as your character (as closely as possible) Memorized Groups should include the following film team roles: Talent (dependent on the scene) Cinematographer Director/Editor Audio Technician & Boom Operator Click Here to see an example — Cruella Click Here to see an example — Jeff, Who Lives at Home https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1604761043777-QHQ9SV1HSQ00LFMZ813H/la-la-land-001.jpg Semester Benchmark Film Choice - Option 4 — Lyrical Long Takes Choose a song with lyrics that tell a story Take a portion of that song (or use all of it), and develop it into a short film (2 or more minutes in length) THIS IS NOT A MUSIC VIDEO You must develop dialogue and action within the film that matches the story of the song You can use an instrumental version of the song throughout the film, or use the song as part of the soundtrack Watch The Weeknd’s After Hours for some inspiration Click Here for an example of how to make a short film inspired by music https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1604761708309-52AIRYGUIXP1IH2N3Y47/a3a76c87904b87138268654259f02c09.jpg Semester Benchmark Film Choice - Option 5 — Movie Mashup Screenplay Take characters (this can be a specific character, or a character type) from a film and creatively drop them into a different genre of film to create a Movie Mash Up. EXAMPLES: Batman meets Legos: Lego Batman Breakfast Club meets Fight Club: Breakfast Fight Club Click here to read an article that can help give you ideas PROJECT: Option 1 - Famous Screenplay Create a mashup screenplay that has a beginning, middle, and end (you do not need to do an entire 70+ page screenplay for a film, but you must have more than a few scenes) Modify those scenes to contain characters from a different film Mashup and cross cut dialogue between the two films to fit into a new screenplay Option 2 - Original Screenplay Write a screenplay that is 5-10 pages in length Choose a film genre and place a character in that new genre For example: Western Film with Rambo as a western character Horror Film with Kermit the Frog and Miss Piggy as its protagonists The Mandalorian is actually an old-west story, or a knight-errant story set in the Star Wars universe Watch 2020 (a short film made during the Pandemic as a homage to 1917) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1604845371616-LC9CX66N53LQKP099WOO/1_koxHQDNJpqvlPnXfJhw6Tg.jpeg Semester Benchmark Film Choice - How to Make a Movie By Yourself Pandemic have you stuck in your bunker? Is your group a bunch of jerkwads who don’t want to help? Are your group members COVID-infected zombies? Here are some tips to help you make your movie projects by yourself (or with limited help): Watch THE VOLUNTEER (a short film made during the Pandemic) Watch this episode of Film Riot to see how they made it Tips for iPhone (or iPad and other Phone) Filmmaking: Tips for getting started with iPhone Filmmaking How to Make a film on iPhone/iPad Film Riot - Your Camera Doesn’t Matter (iPhone Filmmaking) How to make your iPhone Footage More Cinematic FilMic Pro (available for both iPhone and Android) — links available for download from the App/Google Play Store Here https://shanefairbanks.com/secession-debate daily 0.75 2021-12-09 https://shanefairbanks.com/independent-film-team-production daily 0.75 2021-02-17 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575387301196-B0U5C9RX8FYI5I2WBVAJ/b75c21c150c71bba4275f3fce87b903f.jpg Independent Film Team Production - Independent Film Team Production Divide into a FILM TEAM (see the roles listed below) — you must work with at least one new person, and everyone must be in at least one film team. Directions: Create a film that is at least 1 minute in length, but does not exceed 3 minutes Shoot a short film in your film team (see below if you need inspiration) Cut ALL of your audio in post-production, and create all of the following: Foley Audio (sound effects) ADR (Automated Dialogue Replacement) Score (original music) Need inspiration? See the script and storyboard for THE NEXT DAY You may add to the script or change the overall scene, change the filming location, add to the dialogue, make it a horror film, over dramatize it, make it comedic, etc., but you must shoot a scene that completes the following: Uses different camera angles Uses all of the Film Team Roles listed below Uses boom mic audio and is edited with synchronized/multi-cam audio FILM TEAM ROLES: Director Editor Script Supervisor Talent (1 actor, 1 actress, 1 extra classmate) Cinematographer Boom Operator (audio technician) Spark Gaffer (lighting director) *More than one person can fulfill each role, but all roles must be filled https://shanefairbanks.com/lincoln-tyrant-or-savior daily 0.75 2022-12-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575868715848-RCHNXY0ZLZ32YBSS93B3/droppedImage-10079-1.jpg Lincoln Tyrant or Savior? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575870109973-5CUOT1I2HNO4H7L0WTOC/droppedImage-10080.jpg Lincoln Tyrant or Savior? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1575870162566-WISA3KS44TG3EU30DO5D/droppedImage-10084.jpg Lincoln Tyrant or Savior? https://shanefairbanks.com/lincoln-tyrant-or-savior-research daily 0.75 2022-12-19 https://shanefairbanks.com/lincoln-tyrant-or-savior-roles daily 0.75 2025-01-14 https://shanefairbanks.com/lincoln-tyrant-or-savior-intro daily 0.75 2025-01-14 https://shanefairbanks.com/emancipation-proclamation daily 0.75 2023-12-31 https://shanefairbanks.com/martin-luther-debatetrial daily 0.75 2022-12-13 https://shanefairbanks.com/creative-writing-portfolio daily 0.75 2022-12-20 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1576067504922-DNQYFQEZNE5V9X6W3WZG/creative-writing1.jpg Creative Writing Portfolio - Creative Writing Portfolio You will write a series of short scene descriptions, character development, story arcs, and poems. Keep all of them in a portfolio (either hand-written or typed). These will be turned in with your Final Portfolio. Individual Writing Assignments: Ideafest Template Three Act Structure Template Character Profile Template Writing Prompts: Scene Description Bear Attack Getting Started - Fiction Writing Ideas/Prompts Final Portfolio Options: You will choose ONE of the following to be your final portfolio submission. Short Story - This must be a minimum of 4 pages (1000 words) double-spaced to a maximum of 5 pages (1,250 words) double-spaced in length. It must have at least one character, and should contain dialogue (either internal or with other characters). It should also fit a three-act structure, with some kind of beginning, middle, and end. This does not need to be a complete story, but could be part of a larger idea; however, you must develop your story enough to stand alone as a short story. Short Film Screenplay - This must be a minimum of 8 pages in length. It must be formatted as a professional screenplay (click here to see a video on how to do this). It must have at least one character, and must contain dialogue (either internal or with other characters). This does not need to be a complete story, but could be part of a larger idea; however, you must develop your story enough to stand alone as a short story. I recommend using www.celtx.com as your method, and you can create a free account. Poetry - Write a minimum of 10 poems of varying length and style. Creative Writing Seminar (in-class): Submit a copy of your creative writing piece on Schoology without your name on it. Bring TWO printed copies of your creative writing piece to class without your name on it. We will read your creative writing piece in class. We will read a maximum of 5 pages of your short story, so you must grab your reader’s attention immediately, or pick a starting point that you think will accomplish this. Authors will be anonymous until we finish the piece, then if the author wishes to reveal their identity, they can do so after we have discussed the piece. Need Ideas? Click on one of these Video Examples: Starting Points Three-Act Structure Story Clocks Three-Act Story Structure and Story Clocks https://shanefairbanks.com/creative-writing-portfolio-structure daily 0.75 2019-12-12 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1576067504922-DNQYFQEZNE5V9X6W3WZG/creative-writing1.jpg Creative Writing Portfolio - Structure - Three-Act Story and Story Clocks Use one of these templates to develop the structure of your story: Three Act Story Template Story Clock Examples: Toy Story Back to the Future Jurassic Park Star Trek 2009 Raiders of the Lost Ark https://shanefairbanks.com/on-the-shoulders-of-giants daily 0.75 2019-12-27 https://shanefairbanks.com/reacting-to-the-past-french-revolution daily 0.75 2026-02-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579695914659-2D5G1V0BILIRTGJ4KELF/858e765cb50562c54a6638d8a78a8905.jpg Reacting to the Past French Revolution - Introduction The people of France grew tired of being ruled by an absolute monarch. The absolute authority of King Louis XVI has been overthrown with the fall of the Bastille -- a French prison that served as a symbol of oppression against the people -- and the French Revolution. A new semi-democratic government has been formed. The success of the American Revolution combine with radical Enlightenment ideas like those of Rousseau to inflame the minds of many French Revolutionaries, but many would rather tamp out the fire of revolutionary fervor with the Conservative ideals of Edmund Burke. Whose ideology will France chose? Now in the summer of 1791, France stands upon the precipice of major change. Will France completely remove the powers of its King and create a new Republican system? Will France be able to cope with the nationalization of the Catholic Church and prevent civil war? Will France be able to protect itself against invasion of Royalist Emigre armies and foreign supporters? All this and more will be decided by your ability to perform your role as a French Revolutionary. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696024040-SIH808Z6O5RQ6G7E7GFI/06-20a.jpg Reacting to the Past French Revolution - The Game For one week, students will become the leaders of the French Revolution in 1791-1794. In this game you will need to truly BECOME your character and argue your perspectives from their historical point of view. This is a game, however, so you will have the chance to change history if you so choose. Below is a list of example topics for debate (although you are neither limited to this list, nor required to follow it): 1. Role of the Catholic Church 2. Decree Abolishing Nobility and the Constitution of 1791 3. Membership in the National Guard and the Role of the Citizen 4. Slave Rebellion in Saint-Domingue 5. Royalist and Emigre counter-revolutionary reaction around Europe (including reactions to Burke's Reflections on the Revolution in France) 6. Role of the King, Louis XVI and his perceived treason after his flight to Varennes 7. The counter-revolutionary threat of refractory priests and royalists (civil war) 8. Execution of Louis XVI 9. The removal of all counter-revolutionary ideas (Reign of Terror) 10. Creation of a Republic of Virtue https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696184042-N3X3YFSLGGERYXCEZ42B/1200px-Anonymous_-_Prise_de_la_Bastille.jpg Reacting to the Past French Revolution - Assignment Read Reacting to the Past -- Rousseau, Burke, and the Revolution in France, 1791 Buy it Here Rent it Here Receive your Role Assignment Write your Historical Role Report (click here for the assignment) PLAY THE GAME (you are graded upon your active participation). For the game you must have at least ONE PREPARED SPEECH, and you are encouraged to give numerous impromptu speeches and prepare news reports and propaganda campaigns. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696330051-VGZS7TCCPXPPDAGQR0VN/JgUjP3Zt2Cw.jpg Reacting to the Past French Revolution - Points of Order The game will be far more successful (and way more fun) if you stay in your historical character (and yes, you can come in costume). Your HISTORICAL ROLE REPORT must be completed before our reenactment time begins in class. You must have at least one PREPARED SPEECH that you will type and hand in. This prepared speech could be a resolution to pass a motion or make an amendment, create legislation, or argue in favor of removal of the king or other major changes. Impromptu speeches are recommended in order to make you an active participant, and to sway the National Assembly to accept your propositions (this is how you win the game). You should create group chats, host political club meetings (at coffee shops for instance), create short written manifestos for distribution, propaganda leaflets, broadsides and social media campaigns in an effort to win the game. While we are in the 1791-1794 time period, you can use modern methods to get your ideas out there. Your POST MOTREM RESPONSE ESSAY will be turned in after the conclusion of our class reenactment. https://shanefairbanks.com/fall-semester-final-film daily 0.75 2019-12-28 https://shanefairbanks.com/winter-wonderland-photography daily 0.75 2020-01-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570641966239-UQ81T7CPA7LO3RLWWCSZ/split-movie-580x385.jpg Winter Wonderland Photography - Character Design You will create a character profile (click here to download it) Make at least one character profile that will be used for someone else to pick at random and perform You may make a second character profile for yourself if you would like Make TWO COPIES (one to turn in, and one for your classmate who chooses that character at random) You will write that character on an index card for other students to draw out of a hat You will make a film that is at least 5 minutes in length and incorporates all of the characters from your group that you've chosen • Your character must have a NAME, PERSONALITY TRAITS (all of which are detailed in the Character Profile — linked above) • Click here to see an example of Character Descriptions • Each student will draw a character card out of a hat • Students will form film groups based on the characters that they have picked and find a way to write a story around those characters. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570642065717-MDVTIFTIZISKGI8V3AIN/MV5BMTg5Mjk2NDMtZTk0Ny00YTQ0LWIzYWEtMWI5MGQ0Mjg1OTNkXkEyXkFqcGdeQXVyNzkwMjQ5NzM%40._V1_.jpg Winter Wonderland Photography - ThrillerFest Film (optional) Make a Film that is at least 5 minutes in length and is either a horror film (slasher, zombies, etc) or is a post-apocalyptic survival film It must use basic horror movie techniques, including: • Scare Techniques: Smash Cuts, Inception Scares, "Peek-A-Boo" Scares • Camera Techniques: Disorienting Quick Cuts, Vertigo Zoom, Low Angle, Dutch Angle, Leading (Nose) Room, Dolley Cam, Point of View and Reverse Point of View, Motion Cam, Planimetric (Symmetrical) Angle, Shadows, Hard Lighting • Production Techniques: Costuming, Blood, Sound, Foley Audio Effects • Emphasize costuming, make-up, props, lighting, and filming location; you must de-emphasize special effects unless absolutely necessary • Characters, dialogue, and action should drive the story line • Group sizes = your choice (but everyone must be involved) • Must have a detailed storyboard and pitch • Click here to see some information on how to mimic the horror genre https://shanefairbanks.com/harry-benson-photography-assignment daily 0.75 2020-01-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1577986153518-A33RD0YDL9ZBGFM5NXIW/MV5BMzYxNTU4NTkzN15BMl5BanBnXkFtZTgwNTU0NzEzMDI%40._V1_.jpg Harry Benson Photography Assignment - Shoot First: Harry Benson Documentary Response After you watching the documentary on the career of photographer Harry Benson, write a response that details the following in 2 PARAGRAPHS with DETAIL: Prompt: Harry Benson's work has often been praised for the intimacy that he creates with his subjects. How does Benson's photography create an intimate or very personal and lively portrayal of his subjects for viewers? In a second paragraph, choose ONE of Harry Benson's photographs (see the link below) and describe it in detail, then discuss how Benson is able to create something timeless and unique out of an everyday subject. Click Here to see HARRY BENSON PHOTOGRAPHY. Click on PORTFOLIOS on the left to view various genres of his work. (You need Flashplayer enabled in your browser to view the website) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570642065717-MDVTIFTIZISKGI8V3AIN/MV5BMTg5Mjk2NDMtZTk0Ny00YTQ0LWIzYWEtMWI5MGQ0Mjg1OTNkXkEyXkFqcGdeQXVyNzkwMjQ5NzM%40._V1_.jpg Harry Benson Photography Assignment - ThrillerFest Film (optional) Make a Film that is at least 5 minutes in length and is either a horror film (slasher, zombies, etc) or is a post-apocalyptic survival film It must use basic horror movie techniques, including: • Scare Techniques: Smash Cuts, Inception Scares, "Peek-A-Boo" Scares • Camera Techniques: Disorienting Quick Cuts, Vertigo Zoom, Low Angle, Dutch Angle, Leading (Nose) Room, Dolley Cam, Point of View and Reverse Point of View, Motion Cam, Planimetric (Symmetrical) Angle, Shadows, Hard Lighting • Production Techniques: Costuming, Blood, Sound, Foley Audio Effects • Emphasize costuming, make-up, props, lighting, and filming location; you must de-emphasize special effects unless absolutely necessary • Characters, dialogue, and action should drive the story line • Group sizes = your choice (but everyone must be involved) • Must have a detailed storyboard and pitch • Click here to see some information on how to mimic the horror genre https://shanefairbanks.com/photoshoot-final daily 0.75 2020-01-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578010668931-YFP1773C827FTT5THLP8/catt+%281+of+1%29.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578066945900-PU63Q06N3MDM88GV4SMS/3.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578066898616-YE07E37EYBNBW67RH1MV/5.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067007947-QWT4UVDYW4IZJQXA7GSO/8.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067523871-2QFNM5A64GYQJNKWFEJM/11.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067393715-JX80R06B2LEQC9YBVOZK/12.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067381695-6B0H6LP6EIBFCS4ZBH6G/13.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067475368-VYJTKM37SW4NU08LOBCG/14.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067416413-WYR1VQLTGSM7WZA42XTB/15.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067508826-DS749EB2WCGP3S2YWU3B/16.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067452511-2RVRQ99EX0LSW5O96WSV/18.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067922070-K9QHLOW5XMWEBS0WXHJ9/10.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068068490-DWLYQ5ZPOASQ7IR613WI/17.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067983987-T1ENU97ME5XE6LMQUWF1/20.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068779442-I6M7GND05PGEB6HUE373/2.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068548842-8STYTP36XN6YMVVVBZDX/4.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068771616-PCAD90B286Q61ACSRXRJ/6.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068582287-Y469LB8R3TLF3110ZECD/7.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068789222-YPKEAR1OKR2N6M3TVHOQ/9.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068785257-DU2V7UGD5UAS2ZEHBPA0/17.jpg Photoshoot Final https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578069141520-XDVGY65BYDHFO27SJXPI/15.jpg Photoshoot Final - Photoshoot Final You will have a studio session in which you both model and take model shots. You will take at least TWO of your own photos and upload them to our Photoshoot Final Portfolio. Take Creative Portraits of people in the studio Edit your photos to make them your best work Upload your photos to the Photoshoot Final Portfolio (linked here) Name each of your uploaded pictures by name and number (Example: Shane Fairbanks 1.jpg, Shane Fairbanks 2.jpg). This is very important, since this is how you get your grade! https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578069710501-N8HIY2NOR9Z5JSVQENKJ/IMG_9570.jpeg Photoshoot Final - ThrillerFest Film (optional) Make a Film that is at least 5 minutes in length and is either a horror film (slasher, zombies, etc) or is a post-apocalyptic survival film It must use basic horror movie techniques, including: • Scare Techniques: Smash Cuts, Inception Scares, "Peek-A-Boo" Scares • Camera Techniques: Disorienting Quick Cuts, Vertigo Zoom, Low Angle, Dutch Angle, Leading (Nose) Room, Dolley Cam, Point of View and Reverse Point of View, Motion Cam, Planimetric (Symmetrical) Angle, Shadows, Hard Lighting • Production Techniques: Costuming, Blood, Sound, Foley Audio Effects • Emphasize costuming, make-up, props, lighting, and filming location; you must de-emphasize special effects unless absolutely necessary • Characters, dialogue, and action should drive the story line • Group sizes = your choice (but everyone must be involved) • Must have a detailed storyboard and pitch • Click here to see some information on how to mimic the horror genre https://shanefairbanks.com/second-semester daily 0.75 2026-03-07 https://shanefairbanks.com/feature-film-premier-project daily 0.75 2021-03-12 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578148449190-UD41RW32BJHSIJLRYMV3/Screen+Shot+2019-04-02+at+1.52.18+PM.png Feature Film Premier Project - Feature Film Premier Project As a class we will make a feature-length film that we will premier at the Art House Theater in the spring. Everyone will have a role in the creation of this film. DEUS VULT (2021) Download the Screenplay Here Download the Concept Design & Shot Ideas Here Casting and Audition Form CLICK HERE to join the REMIND — Get the app on your phone and iPad so that you can receive the communications during pre-production and while on set. Deus Vult Concept Art and Website Resources Folder FILM ROLES (Pre-Production): Writers — Olivia Burmeister & Shane Fairbanks Script Advisors — Patrick Gaudreau, Philip Snyder, Seth Babcock, Logan Rigdon, Christian Ross Casting — Shane Fairbanks, Mikala Schuster, Erica Hellegaard, Patrick Gaudreau, Olivia Burmeister, Zi’Onna LM, Hailey Petermann Concept Art Designer — Leia Roberts, Mikala Schuster, Philip Snyder, Cara Fairbanks FILM ROLES (Production): Director — Shane Fairbanks Assistant Director — Patrick Gaudreau, Olivia Burmeister, & Erica Hellegaard Extras Management (Assistants to the Assistant Directors) — Hailey Petermann & Ava Fink Script Supervisor — Hailey Petermann, Erica Hellegaard, Ann Morgan Production Design (Staging and Props) — Phil Snyder, Patrick Gaudreau, Miranda Boughey, Christian Fink, Lane Flock, Jerry & Kim Watson, Desarae Watson, Olivia Burmeister, Ramsey Smith Talent Gabriel — Seth Babcock Joan — Olivia Burmeister Lucius Caliban — Phil Snyder Micah — Christian Ross Logan — Logan Rigdon Yuri — Stefan Novakovic Annie — Ann Morgan Isabelle — Ava Fink Julian — Kyle Schreiber Edward — Christian Fink Samantha — Mikala Schuster Faction Leaders — Miranda Boughey, Kyle Schreiber, Camden Capser Vagabond 1 — Patty Gaudreau Vagabond 2 — Evan Neuman Vagabond 3 — Jack Newman Worker 1 — Erica Hellegaard Worker 2 — Jacob Burmeister Worker 3 — Kassy Smith Legionnaires — Extras Townspeople — Extras Stunt Men — Evan Neuman & Jack Newman Director of Photography (Lead) — Shane Fairbanks, Cindy Pham Cinematographers (2-3) — Zi’Onna Leikam-Morton Best Boys/Girls (“Everything Assistants”) — Patrick Gaudreau, Erica Hellegaard, Abby Marcotte, David Jones, Devon DuVal, James Standish Continuity Managers — Erica Hellegaard, Zi Leikam-Morton Boom Operator (audio technician) — Patrick Gaudreau, Mikala Schuster Boom Operator Assistants (4-5) — Christian Ross, Kyle Schreiber, Steffan Novakovic Spark Gaffer (lighting director) — Erica Hellegaard Assistant Gaffers — Hailey Petermann, Mollie McGrail, Kassy Smith Make Up Artists — Mikala Schuster, Desarae Watson Costuming — Phil, Olivia, Desarae, Cindy Storyboard Artists — Mikala Schuster Foley Artists (ADR & Sound Effects) — Pat, Mikala Score Director — Shane Fairbanks & Caleb Barndt Original Score Musicians — Shane Fairbanks, Caleb Barndt, Meghan Schneider, Hailey Petermann, Lawton Hervey, Evan Neuman, Jack Newman, Philip Snyder Film Roles (Post-Production): Editor — Shane Fairbanks Website Developers — Mikala Schuster & Leia Roberts Concept Art Designers — Mikala Schuster, Leia Roberts, Philip Snyder Marketing and Promotions — Mikala, Erica, Kassy, Cindy Production Dates: Casting — First week of February Pre-Production Practice Speaking Roles (Lunches, Refocus, After School) — TBD Pre-Production Practice Full Crew (Class Time) — Last week of Feb through second week of March Production (Shooting) — Friday, March 26 (8 am — 10 pm) Saturday, March 27 (8 am — 8 pm) Sunday, March 28 (1 pm — 8 pm) More times if necessary TBD Film Premier — TBD https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578150685564-P95WLWJN43686VRSC11A/IMPROMPTU+POSTER+2.png Feature Film Premier Project - IMPROMPTU (2019) IMPROMPTU (2019) — What do you do when you lose everything that made you, you? Alec O'Brien wakes up in a hospital bed, only to realize that he does not remember the accident that put him into a month-long coma, his former friends and enemies, his past accomplishments, or the life he knew before. He now has a second chance at redemption as he attempts to put together the pieces of his old life, while improvising a new one. By forgetting his past, Alec now hopes to step out of the darkness into the light of a brighter future. Watch the Movie Here Website: https://impromptumovie.weebly.com/ IMDb: https://www.imdb.com/title/tt10440846/?ref_=nv_sr_srsg_1 Trailer: https://youtu.be/A13je69ecss https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578151484398-9I2F2MABTZ7OCY64GA8N/The+Classroom+Poster.jpeg Feature Film Premier Project - THE CLASSROOM (2018) A mockumentary on a group of typical high school film students, where the school day consists of ego clashes, quirky behavior, and the tedium of a teacher who has a strange obsession. Watch the Series on YouTube: https://www.youtube.com/playlist?list=PLP33v4JsMz99OQiDis49_DYX3X5OD6MLw IMDb: https://www.imdb.com/title/tt8707454/?ref_=nv_sr_srsg_1 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578151043519-GBNZYZUVW9DPWO2MT70L/Comraden+Poster+FINAL.jpg Feature Film Premier Project - COMRADEN (2017) A story of two young men who meet on the battlefield in WWI as enemies, but find that they have more in common than they might have thought. YouTube: https://youtu.be/SvU3d77h9z0 Website: http://comradenfilm.weebly.com/ https://shanefairbanks.com/underground-railroad-book-discussion daily 0.75 2021-01-04 https://shanefairbanks.com/film-noir daily 0.75 2026-03-07 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578154139226-S850HK7RR9085VP1VR8N/1.jpg Film Noir - Film Noir Background Film Noir is a cinematic term used primarily to describe stylish Hollywood crime dramas, particularly those that emphasize cynical attitudes and dangerous and debauched motivations. Hollywood's classical film noir period is generally regarded as extending from the early 1940s to the late 1950s. Film noir of this era is associated with a low-key black-and-white visual style that has roots in German Expressionist cinematography. Many of the prototypical stories and much of the attitude of classic noir derive from the hardboiled school of crime fiction that emerged in the United States during the Great Depression. Click here to see a video about making Film Noir Click here to see a great article on Film Noir with examples of neo-noir films made since 2000 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578154527667-7VM0B8X729R0JA0ONGCL/Final-Hi-Res.jpg Film Noir - Original Film Noir Production Assignment Create a Film Noir style drama that fulfills the following requirements: 2-5 minutes in length' Uses Film Noir or Neo-Noir Techniques: Black and White with high contrast and dark lighting Backing narrative voice Creative lighting effects and cinematography Contains elements of crime and mystery At least one character qualifies as a dangerous character femme fatale (“Dangerous Woman”) or homme fatale (“Dangerous Man”) to the protagonist https://shanefairbanks.com/throwback-film daily 0.75 2020-01-04 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578160710840-6AKY48I3RH8QDMQZZWO6/2085563_1.jpg Throwback Film - Totally Tubular Throwback When you think of the '80s, a few images come to mind: shoulder pads, big hair, and all-cheesy-everything—essentially summed up in the Teen Witch "Top That!" dance-off. However, the decade had more to contribute to pop culture than being known as the New Jersey of the 20th century. It was also an era for incredible classic movies, ones that shifted the film industry as we know it. From John Hughes' The Breakfast Club to Steven Spielberg's E.T., the movies of the 1980s not only shaped its generation, but inspired subsequent generations in every way imaginable. At least a few of these films are guaranteed to be close to your heart: the 50 best movies of the '80s. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578160788544-MCY0KSXZLOKX1J0VD96Y/MV5BZmU0M2Y1OGUtZjIxNi00ZjBkLTg1MjgtOWIyNThiZWIwYjRiXkEyXkFqcGdeQXVyMTQxNzMzNDI%40._V1_.jpg Throwback Film - Throwback Film Analysis Assignment Film Analysis Directions -- Watch at least ONE film (one that you haven't seen yet). Provide information in paragraph form that discusses the following: Summarize the plot for the film you've chosen (be sure to include the title). Discuss the methods used in the film that you enjoyed and hope to mimic, or those that were terrible that you hope to either avoid, or mimic as a satirical critique Summarize one scene from the film with detail and describe what made it awesome FILMS: Goonies Back to the Future Blade Runner (original) E.T. The Breakfast Club Terminator Mad Max (original) Gremlins Ghostbusters Die Hard Sixteen Candles Ferris Beuller Fast Times at Ridgemont High Who Framed Roger Rabbit Rain Man Top Gun Beverly Hills Cop Robocop Strange Brew Wayne's World (from the 1990s, but still great) Spinal Tap Platoon Karate Kid Crouching Tiger Hidden Dragon https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578161452275-I9MUW1I54Q3WX5GJ9E7C/61HDQ9fuIIL._SL1000_.jpg Throwback Film - Throwback Film Assignment Original Throwback Film Creation - Produce a film that is 3-5 minutes in length that uses all original ADR and original music creation. Option 1 - 80s Throwback 80s culture & film techniques Option 2 - Classic Karate Film Grindhouse Theme (except the exploitation part) Option 3 - MTV Music Video 1 Full Song Length Option 4 - Stop Motion/Animated Film Voice Acting using original or borrowed art/animation, or LEGO movie https://shanefairbanks.com/hamilton-response daily 0.75 2025-11-05 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578749956597-H4UXZR32PL0168VWWSP1/007%2B-%2BYOU%27LL%2BBE%2BBACK.png HAMILTON Response - HAMILTON Response After watching, reading, or listening to the Broadway musical HAMILTON, click on the link below to download the response assignment for AmLIT: HAMILTON RESPONSE ASSIGNMENT Don’t have Disney+ or can’t watch the live action play? Here’s your options: DOWNLOAD THE HAMILTON SCRIPT HERE You can read the script and analyze it like you would for any other play or book that we read for class. Listen to the Soundtrack Here Watch the Animatic Version Here OR Get a Disney+ subscription for a month and then cancel it? https://shanefairbanks.com/macbeth-unit daily 0.75 2023-01-24 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579608502326-7R0W0H7K4X7FAAMUV4CE/62d1afa58b7e28914d60d2ed9cb5c670.jpg Macbeth Unit - Reader’s Theater: We will read Shakespeare’s Macbeth in class in Reader’s Theater format. Here’s how Reader’s Theater Works: Read the play Sign up for a role to read to the class (Perform this with some pizzazz! We don’t expect you to act, but you need to read with a character’s conviction) Your reading quality will be graded (click here for the rubric) Your “performance” of the text will be dependent upon you aptly fulfilling the following: Read with conviction, volume, and expression Display accurate and clear pronunciation Pay close attention to the text as we read it (you are failing miserably if we have to call upon you bring you back for your part of the performance) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579608388528-LAGBGUWKMFGT9TZQKGCI/9e86b0a618d101a408b58d8a3f0c5596.jpg Macbeth Unit - Reader’s Theater Roles: ACT 1 Witch 1 Witch 2 Witch 3 Lennox Malcolm Duncan Captain Angus Ross Banquo Macbeth Lady Macbeth Messenger Servant Act II Banquo Fleance Macbeth Lady Macbeth Porter Macduff Malcolm Lennox Donalbain Old Man Ross Narrator Act III Banquo Macbeth Lady Macbeth Attendant Murderer 1 Murderer 2 Murderer 3 Servant Lennox Ross Lords Witch 1 Hecate Narrator Act IV Witch 1 Witch 2 Witch 3 Hecate Macbeth 1st Apparition (Head) 2nd Apparition (Bloody Child) 3rd Apparition (Crowned Child) Lennox Lady Macduff Ross Son Messenger Murderer 1 Malcolm Macduff Doctor Narrator Act V Doctor Gentlewoman Lady Macbeth Menteith Angus Lennox Carthness Macbeth Servant Seyton Malcolm Siward Messenger Soldiers Macduff Ross Young Siward Narrator https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579609462935-ZHG6HU7EI9I1VLU9FQHC/MV5BNzgyNDczMjU4NV5BMl5BanBnXkFtZTgwMTUwMDI3NjE%40._V1_.jpg Macbeth Unit - Scotland v. Macbeth and Lady Macbeth Mock Trial Macbeth and Lady Macbeth are being charged with the following: Macbeth: Regicide 5 counts of murder in the first degree Attempted murder of a child Lady Macbeth Conspiracy to commit regicide Accessory to regicide Accessory to murder in the first degree Court Documents and Evidence (prepared by Lynn Boughey) Macbeth’s Defense team Your responsibilities as a defense team include: Convincing the jury that Macbeth is NOT GUILTY This can be done by: Step one: Discrediting the witnesses. Step Two: Introducing a new suspect. Step three: Discrediting the evidence. Macbeth and his wife will be tried separately in order to use their testimony against each other. It is up to you who your new suspect is and whether it is Lady Macbeth or someone else. 2 lawyers There will be two lawyers involved in the trial: a first chair (the lead attorney who addresses the jury and presents arguments) and a second chair (who helps the lead attorney, examining some of the witnesses, and presenting the opening statement or closing argument). 1 Paralegal / Investigator There will be 1 paralegal involved in the trial who will aid in investigating the text, looking for evidence, and assisting in developing the arguments and cross-examinations. Lady Macbeth’s Defense team Your responsibilities include: Convincing the jury that Lady Macbeth is NOT GUILTY This can be done by: Step one: Discrediting the witnesses. Step Two: Introducing a new suspect. Step three: Discrediting the evidence. Macbeth and Lady Macbeth will be tried separately in order to use their testimony against each other. It is up to you who your new suspect is and whether it is Macbeth or someone else. 2 lawyers There will be two lawyers involved in the trial: a first chair (the lead attorney who addresses the jury and presents arguments) and a second chair (who helps the lead attorney, examining some of the witnesses, and presenting the opening statement or closing argument). 1 Paralegal / Investigator There will be 1 paralegal involved in the trial who will aid in investigating the text, looking for evidence, and assisting in developing the arguments and cross-examinations The Crown / Prosecution Your responsibility is: Convincing the jury that BOTH Macbeth and Lady Macbeth are GUILTY of the charges: This can be done by: Playing on the emotions of the jury Focusing on Duncan and Banquo’s good character Emphasizing the heinous / terrible nature of the crimes (killing a king, a mother, a child, and attempting to kill another) Emphasizing the human nature of Macbeth’s actions despite the supernatural elements of the play and discrediting the supernatural elements of the play. 2 lawyers / 2 Crown prosecutors There will be two lawyers involved in the trial: a first chair (the lead attorney who addresses the jury and presents arguments) and a second chair (who helps the lead attorney, examining some of the witnesses, and presenting the opening statement or closing argument). 1 paralegal There will be 1 paralegal involved in the trial who will aid in investigating the text, looking for evidence, and assisting in developing the arguments and cross-examinations 1 investigator Each defense and prosecution team will have an investigator whose responsibilities include looking closely at the text for evidence to support your team’s arguments. The Witnesses Your responsibilities include: Formulating your testimony strategies with either the defense or the Crown Preparing your testimony through careful examination of your character within the text Extensively knowing your character, their motivations, and their personalities as shown in the text. Macbeth (Defense witness) Lady Macbeth (Defense witness) The 3 witches (Defense witness) The Ghost of Banquo (Crown Witness) Macduff (Crown Witness) Murderer 1 (Crown Witness) The Jury Your responsibilities include: During prep time looking at and analyzing evidence of BOTH sides within the text. During prep time looking at and analyzing the character evidence within the text. During the trial listening to BOTH sides, taking careful notes, and asking questions when allowed. https://shanefairbanks.com/the-south-under-jim-crow daily 0.75 2026-02-01 https://shanefairbanks.com/napoleon-child-or-betrayer-of-the-revolution daily 0.75 2023-02-05 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579710820927-8NSF43R0OW2GXYR2HQZU/wp4170582.png Napoleon Child or Betrayer of the Revolution? - Introduction Few men have impacted the course of world history in the way that Napoleon Bonaparte did. But was Napoleon a child of the idealism and goals of the French Revolution, or a betrayer, a despot, a warrior tyrant, and destroyer of the rights of men to criminal proportions? You decide, you debate. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579710770103-S80R94QM44N82K3QIQW6/Screen+Shot+2020-01-22+at+9.28.03+AM.png Napoleon Child or Betrayer of the Revolution? - Assignment You will be assigned a role as either a supporter of Napoleon as a child of the Revolution, or as an opponent of Napoleon, claiming that he was a betrayer of the Revolution. You will compose a 1-2 page argument (typed, double spaced), or 10-15 bullet-pointed arguments in which you justify whether Napoleon was a Child or Betrayer of the Revolution. You will then debate your points with your peers in class. You will deliver your arguments to be prepared BEFORE THE DEBATE BEGINS. These must be printed for the debate and turned in at the conclusion of the class. Make your arguments and decisions appropriate for your assigned perspective. Questions to consider in your argument: What were the original intentions of the French Revolution, as proposed by the Declaration of the Rights of Man and Citizen and the Constitution of 1791? Given your knowledge of Crane Brinton’s theory of a revolution, should Napoleon’s rise to power be expected? Is Napoleonic rule preferable to the Reign of Terror? How did Napoleon view himself as the child of the French Revolution? Why did Napoleon, in the end, fail in his imperial military plans? Why was Madame de Staël so bitterly critical of Napoleon? How does Georges Lefebvre interpret Napoleon as regards his relationship to the Revolution? In your view, was Napoleon a child or betrayer of the Revolution? Assigned Positions: Machiavellians - Betrayer of the Revolution Jacobins - Betrayer of the Revolution Stosstruppen - Betrayer of the Revolution Cavaliers - Child of the Revolution Praetorians - Child of the Revolution Conquistadors - Child of the Revolution Required Reading: Napoleon-Child or Betrayer of the Revolution.pdf Napoleon Child or Betrayer of the Revolution? Part 2.pdf https://shanefairbanks.com/robber-barons-mock-trial-roles daily 0.75 2023-01-31 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807385611-30QWOO6LOD8VDJAQLYLX/index.jpg Robber Barons Mock Trial-Roles https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807587490-CUR5XFGH0LGHBFXIB8P7/The_protectors_of_our_industries.jpg Robber Barons Mock Trial-Roles https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807526330-MAVALIJ0CR7RTWGH7V7G/1index.jpg Robber Barons Mock Trial-Roles https://shanefairbanks.com/causes-of-the-french-revolution daily 0.75 2026-01-20 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579794701553-FXZJ8V3OMME2SW15YCGP/Declaration_of_Human_Rights.jpeg Causes of the French Revolution - Liberté, Égalité, Fraternité! - Causes of the French Revolution Introduction The French Revolution was one of the most important events in the history of Western Civilization. The French Rev is this extraordinary moment in history where people believed that they could dramatically change their society, government, their institutions, and even alter human nature based on the principles of the Enlightenment. It usher Western Civilization into a crossroads in which so much of European history will change because of the inspiration of the revolutionary ideas, or the fear of them. The French Revolution witnessed a people that rebelled against aristocratic privilege, overthrew an impotent regime, outlawed traditions, and remade the nation in the image of la patrie “the people”. It empowered the poor, disavowed its religious authorities, and slaughtered its enemies. The French Revolution is also an incredibly complex event, so this assignments is intended to help familiarize you with the causes of the French Revolution and its initial outbreak. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579796809390-G4IX0GZAKX84XFBKK2E4/1200px-Anonymous_-_Prise_de_la_Bastille.jpg Causes of the French Revolution - Assignment Read through the following links and be prepared to discuss and debate them in class. You will later be tested upon this material, so it is highly recommended that you complete the extra credit assignment that goes along with these links. Download the Assignment Here Links and Articles: Origins of the Revolution France Before the Revolution The Revolution Turns Violent Storming of the Bastille Defining the Revolution Declaration of the Rights of Man and Citizen https://shanefairbanks.com/robber-barons-mock-trialresearch daily 0.75 2025-02-14 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807385611-30QWOO6LOD8VDJAQLYLX/index.jpg Robber Barons Mock Trial-Research https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807587490-CUR5XFGH0LGHBFXIB8P7/The_protectors_of_our_industries.jpg Robber Barons Mock Trial-Research https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807526330-MAVALIJ0CR7RTWGH7V7G/1index.jpg Robber Barons Mock Trial-Research https://shanefairbanks.com/robber-barons-mock-trial-conclusion daily 0.75 2023-01-31 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807385611-30QWOO6LOD8VDJAQLYLX/index.jpg Robber Barons Mock Trial-Conclusion https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807587490-CUR5XFGH0LGHBFXIB8P7/The_protectors_of_our_industries.jpg Robber Barons Mock Trial-Conclusion https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807526330-MAVALIJ0CR7RTWGH7V7G/1index.jpg Robber Barons Mock Trial-Conclusion https://shanefairbanks.com/robber-barons-congressional-hearing daily 0.75 2024-02-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807385611-30QWOO6LOD8VDJAQLYLX/index.jpg Robber Barons Congressional Hearing https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807587490-CUR5XFGH0LGHBFXIB8P7/The_protectors_of_our_industries.jpg Robber Barons Congressional Hearing https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579807526330-MAVALIJ0CR7RTWGH7V7G/1index.jpg Robber Barons Congressional Hearing https://shanefairbanks.com/white-mans-burden-doc-analysis daily 0.75 2020-02-12 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580301719721-DXPV26FSE2I7R8SGQKDK/cubanprotectorate.png White Man's Burden DOC ANALYSIS Pro-Imperialism Arguments: Alfred T. Mahon -- On Sea Power Albert Beveridge -- “The March of the Flag” Rudyard Kipling -- The White Man’s Burden Anti-Imperialism Arguments: William Jennings Bryan -- “The Paralyzing Influence of Imperialism” https://shanefairbanks.com/white-mans-burden-china-open-door daily 0.75 2025-02-21 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580302735399-YHBPDIMIRH6B074YY4FZ/_380128087.jpg White Man's Burden CHINA OPEN DOOR - Task 3: China’s Open Door The Open Door Policy was a policy between China, the US, Japan, and several European powers that stated each of those countries should have equal access to Chinese trade. It was created in 1899 by US Secretary of State John Hay and lasted until 1949, when the Chinese civil war ended. CLICK ON THE VIDEO LINK BELOW https://www.youtube.com/watch?v=wSH5-GxD-c8 https://shanefairbanks.com/white-mans-burden-roosevelt daily 0.75 2025-02-21 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580303608852-2JX9JCDMMBP3MKV52WZB/CbY_eenUEAA3kTG.jpg White Man's Burden ROOSEVELT - Task 4: Teddy Roosevelt’s Big Stick Diplomacy Big stick ideology, big stick diplomacy, or big stick policy refers to President Theodore Roosevelt's foreign policy: "speak softly and carry a big stick; you will go far." CLICK ON THE LINK BELOW Teddy’s Big Stick Diplomacy — https://www.youtube.com/watch?v=W20uDG4tVPw If that video doesn’t work — https://www.youtube.com/watch?v=nemvsIJFoGs https://shanefairbanks.com/white-mans-burden-webquest daily 0.75 2021-02-08 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579884031661-6QAJ6BX6RJZ2O3YH1AX0/20140301_Trade-151_0124-copy.jpg White Man's Burden Webquest - The White Man’s Burden? American Imperialism Webquest Introduction The U.S. Census of 1890 famously declared the American frontier to be closed. A decade later, the United States appeared well on the way to establishing new frontiers and perhaps a new imperial political system. The United States annexed the independent Hawaiian Islands; acquired Puerto Rico, the Philippines and Guam from Spain as part of the settlement ending the Spanish-American War; and dealt with threats to the political integrity and open markets of China. Cuba would soon become a political protectorate. The United States also acquired sovereign control over the Panama Canal Zone and declared its willingness to intervene if a country in the Western Hemisphere jeopardized the Monroe Doctrine by failing to maintain internal order or to pay its international debts. Americans argued at length whether such actions properly fit into their sense of national purpose and advanced their material interests. This lesson will introduce the students to the challenges of American foreign policy in the late 19th century and specifically to the political debate over whether the United States should acquire further territory and/or become a European-style empire. With the help of primary source documents students will debate this issue to help them come to their own assessment of the idea of an American Empire. https://shanefairbanks.com/white-mans-burden-background daily 0.75 2021-02-08 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579884349130-V7NZ6OPCZ28L0Q9BTGU5/Screen+Shot+2020-01-24+at+9.44.56+AM.png White Man's Burden BACKGROUND - Task 1: Background Analysis The late 19th century was a time of great hope and anxiety for the United States. Several decades of extraordinary growth had transformed the United States into the world’s leading industrial power; yet a financial panic in 1893 plunged the nation into a major economic depression. The American people were now a generation removed from the fierce divisions created by the Civil War (setting apart the continuing mistreatment of African-Americans). But other potentially violent fault lines had emerged between debtors (especially farmers) and creditors, as well as between labor and capital. The major European powers scrambled for new colonies and influence in Africa, the Middle East, and Asia. These aggressive European empires and a newly-rising Japan threatened to exclude American business from vital overseas markets and to expand into the Western Hemisphere. Yet there was considerable hope that science, commerce and civilization had reached the point where international conflict might be prevented or limited by international cooperation. Some Americans felt that they must exercise greater influence over this brave yet frightening new world if they were to restore their economic prosperity, domestic peace, and sense of national purpose. But they did not agree on the best means of looking outward. Should the United States enter a new era of Manifest Destiny and further expand American territory, especially beyond continental North America? If so, should the United States become a European-style empire (that is, a nation that governed other peoples without extending to them the full rights of citizens)? Were there other ways besides expansion and empire by which the United States could legitimately pursue its material interests and sense of national purpose? Several broad intellectual currents and political assumptions affected how Americans approached these questions. The United States, it was generally agreed, required greater access to foreign markets to avoid economic crises like the Panic of 1893. American manufacturers and farmers were thought to be producing too many goods and foodstuffs for the U.S. domestic market to absorb, at a time when European nations and their empires had become increasingly protectionist. (The United States itself had adopted very high tariff rates after the Civil War.) The U.S. government and American businesses looked to lands like China, with hundreds of millions of potential consumers, as outlets for American products, if they did not fall victim to great power imperialism. Americans were also influenced by the concept of Social Darwinism. Certain peoples and nations were supposedly superior, a fact demonstrated by their ability to expand and dominate others. Inferior races were condemned naturally to extinction or colonization. (Such views, a distortion of biological Darwinism, unfortunately fit in with older racial prejudices still held by many Americans). Frederick Jackson Turner’s seminal essay on the frontier in U.S. history suggested to some that the American democratic character was integrally linked to the challenges of expansion. Variants of Social Darwinism held that culture was the defining variable and that inferior peoples were capable gradually of being elevated toward higher forms of civilization. It was the “white man’s burden” to lift up their lesser brethren through benevolent colonization. This outlook fit into long-standing U.S. missionary impulses and genuine humanitarian concerns. Americans were not completely given over to racial prejudices or to the argument that war was necessary to strengthen the national character. They did appreciate, however, that the strategic map of their world had been altered by new technologies, especially steam power, railroads, and the telegraph. These technologies heralded major changes in warfare, lessened Americans’ traditional sense of geographic security, and challenged their ability to protect the nation’s overseas commerce. Captain Alfred Thayer Mahan, a widely-read military historian, and political allies such as Theodore Roosevelt argued that the United States must develop a modern navy, obtain new overseas bases, and secure critical lines of communication and commerce. These strategic trends and political assumptions did not necessary point towards the establishment of a formal U.S. empire. Public opinion was deeply influenced by a strong anti-imperialist movement, even if the anti-imperialists did not always win out on particular policy matters. Interest, ideals and experience pointed towards solutions other than expansion. Americans retained a deep attachment to the principle that peoples could be governed only with their own consent. The United States arguably could obtain access to overseas markets and military bases without establishing colonies. Perhaps domestic economic and political reform was the answer to overproduction. Racist assumptions cut both ways. Many supporters of an interventionist American foreign policy, as well as their opponents, did not want the country “tainted” by acquiring non-white peoples. And if foreign cultures were indeed highly resistant to change, perhaps the costs and risks of “civilizing” others was simply too great. The coming twentieth century would witness Americans trying to operate in a difficult, contentious middle ground between empire and non-intervention. https://shanefairbanks.com/white-mans-burden-mahon daily 0.75 2020-01-24 https://shanefairbanks.com/white-mans-burden-kipling daily 0.75 2020-01-29 https://shanefairbanks.com/white-mans-burden-beveridge daily 0.75 2020-01-29 https://shanefairbanks.com/white-mans-burden-bryan daily 0.75 2020-01-29 https://shanefairbanks.com/progressivism-webquest-task daily 0.75 2024-02-14 https://shanefairbanks.com/progressivism-webquest-research daily 0.75 2024-02-09 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580655193922-9EH85OJVIFUSQQ76ACM1/Screen+Shot+2020-02-02+at+7.52.46+AM.png Progressivism Webquest RESEARCH - Muckrakers: Exposing the Problems of Society To bring about change, reformers first had to ignite public anger. A major weapon was the Press. Newspaper reporters visited the slums and described the horrible conditions that existed there. They photographed shocking images of slum life. They wrote novels revealing gruesome details of the meatpacking industry. Muckrakers worked to change public opinion with the hope that the public would force the government to take action against the ills of society. Muckrakers - A summary of Muckrakers and their activities Tenement Life- History and photographs dealing with the tenement experience. How the Other Half Lived - History channel video about how Jacob Riis’ photojournalism changed America’s views of urban living conditions in tenement apartments. Muckrakers in the Progressive Era - Read essays written by the muckrakers themselves: Upton Sinclair (meatpacking industry), Ida Tarbell (big business), Jacob Riis (tenement life), John Spargo (child labor). Food and Drug Administration - Read about how the FDA monitors food and drug production today. Legal Patent Medicines - Read about legalized drugs (patent medicines) before the Pure Food and Drug Act The War Against Patent Medicines - More information on Muckraker’s efforts to delegalize dangerous patent medicines and poisons. Child Labor - Investigative photos of children working in factories, in mines, selling newspapers, and much more from The History Place. Child Labor in the World Today- Find out how to join other kids around the world in the fight against child labor. Monopoly Busting- from the past to the present - Read about America's history of monopoly busting- with information on current monopolies. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580656144044-MO8ZYVXPQIPBH8J57Q31/Screen+Shot+2020-02-02+at+8.08.38+AM.png Progressivism Webquest RESEARCH - Suffragettes: The Women’s Rights Movement The struggle for women's rights goes back many years. Prior to the American Civil War, women began to organize protests, marches, and conventions in an attempt to promote women's rights. At the turn of the century, women made some progress for their cause but many Americans were still unprepared to recognize women as equals. Women’s Suffrage Primary Sources - provides a number of pdf documents related to women’s suffrage Women's Influence- Explains how women claimed more public and leadership roles for themselves during the Progressive Era. Suffrage- An introduction to the issues and arguments for and against suffrage. Women's Movement Timeline- A timeline of key events in the Women's Rights Movement (1848-1994). Women in the Progressive Era - Focuses on the contributions of women to the American Progressive Movement and women's suffrage in particular. Votes for Women: Suffrage Pictures and Cartoons - Find political cartoons that focus on the Women's Rights Movement. To use: click on SEARCH by Keyword, type cartoon in the search box and click on SEARCH, click on the title of the cartoon you want to view, click on the cartoon to enlarge it. Woman's Sphere Cartoon - Find a political cartoon focused on the Women's Rights Movement. Woman Suffrage in Political Cartoons - View political cartoons related to the suffrage movement. Fight for your Right! - Primary sources on women’s suffrage Night of Terror: Women’s March on Washington video - A short documentary on women’s march on Washington in 1917 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580655802458-KF26RNYC9118J3MY3JZI/booker-t--washington-giving-a-speech-640479571-184c0fbe012f49e88d30afa525db7e0f.jpg Progressivism Webquest RESEARCH - Battling Jim Crow: The Fight for Equality After the end of Reconstruction, African Americans in the South lost their own hard won political rights through Jim Crow laws. These laws led to segregation in schools, on trains, and in other public places. In the 1880's, life became progressively worse for African-Americans. The Depression of 1893 caused many people to lose their jobs. Consequently, in some areas (mainly the South), unemployed whites took their anger out on blacks. In the 1890's, white lynch mobs were responsible for the murders of more than 1,000 blacks. National Civil Rights Museum - The 'INTERACTIVE TOUR' highlights the Civil Rights Movement from its beginning until the present, with information on Booker T. Washington and W.E.B. Du Bois. Booker T. Washington and W.E.B. Du Bois - Read about how W.E.B. Du Bois and Booker T. Washington disagreed on strategies for black progress. W.E.B. Du Bois - Read about W.E.B. Du Bois and his views on Booker T. Washington's leadership in the fight for equality. Booker T. Washington - Read some biographical information about Booker T. Washington The African American Experience in Ohio- political cartoons - Access political cartoons by clicking on this link. Find 'SEARCH for KEYWORD' and click on this. In the search box type in 'political cartoons,' click SEARCH and then browse through the collection offered. NAACP Timeline - A timeline tracking the NAACP's role in the fight for equality. Note: The NAACP is also a product of the progressive movement. Booker T. Washington and W. E. B. DuBois videos - Some short documentaries about Washington’s and DuBois’ activism https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580655957163-2Y8AIOYC4SD5A75G6WYQ/unnamed.jpg Progressivism Webquest RESEARCH - The Temperance Movement: Prohibition of Alcohol The Temperance Movement was formed in opposition to the consumption of alcoholic beverages. It began in the early 1800's. By the end of that century, the Temperance Movement was gaining strength. Women, in particular, recognized alcohol as a threat to their families. Drinking was a frequent cause of violence and added to economic hardships within the home. As our nation grew in population and cities swelled with impoverished people, alcohol surfaced as the root of society's evils. Before long, political leaders would be pressured to debate the prohibition of alcohol in the country. Anti-Saloon League 1893-1933 - A digital archive of the Anti-Saloon League, which formed in favor of Prohibition. Temperance Movement - Background information about the Temperance Movement in the 19th and early 20th centuries. Temperance Movement Political Cartoons - Look at political cartoons from the Temperance Movement. National Temperance and Prohibition Movement - This article summarizes the Temperance and Prohibition Movement, but also provides links at the bottom of the page for further research. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/4f412aab-4267-4402-b654-a000e211369b/Childlabourcoal_1912US_LewisHine.jpg Progressivism Webquest RESEARCH - Tenements, Working Conditions, Child Labor, and Government Corruption The Tenement Act of 1901 - Act that helped clean up the Tenements in New York Tenement Sanitary Conditions - Yuck. History of Child Labor in the US - Information about child labor in America and efforts to end these labor practices Ending Child Labor Through Education and School Systems Working Conditions in Industrial America Efforts by the Federal Government to Improve Working Conditions What is OSHA? — Article about how the Occupational Safety and Health Administration to improve the conditions of workers. How the Gilded Age’s Top 1 Percent Thrived on Corruption - Vast corporate wealth and a fee-based governance structure fueled widespread corruption during America's Gilded Age. https://shanefairbanks.com/progressivism-webquest daily 0.75 2020-02-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580652825665-ZZCODGU34U1SEQOSTYJW/hine-breaker-boys-1911-granger.jpg Progressivism Webquest - Introduction The early 20th century was an era of business expansion and progressive reform in the United States. The Progressivists, as they called themselves, worked to make American society a better and safer place in which to live. They tried to make big business more responsible through regulations of various kinds. They worked to clean up corrupt city governments, to improve working conditions in factories, and to better living conditions for those who lived in slum areas, a large number of whom were recent immigrants from Southern and Eastern Europe. Many progressives were also concerned with the environment and conservation of resources. https://shanefairbanks.com/basic-editing daily 0.75 2020-09-06 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1580993257385-HEWLA7KKMPL0Y2RMPBYC/introduction-to-final-cut-pro-x-editing-tips-and-techniques-3-638.jpg Basic Editing - Lesson - Into to Basic Editing in Final Cut Pro X Assignment - Watch this video. Then be able to complete each of the following tasks: 1) Open Final Cut Pro 2) Create New Library 3) Create New Event 4) Import Footage 5) Create New Project 6) Place Footage into the Timeline 7) Adjust Audio of your clip 8) Import Music and place in the timeline 9) Make a cut to your footage, apply effects to that clip, and add fast or slow motion 10) Add Transitions 11) Add Text/Titles 12) Share/Export your movie https://shanefairbanks.com/ready-player-one-unit-1 daily 0.75 2023-03-05 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1581437682798-I7B0XY6LIPJUCAIHL2F9/6228662_sa.jpg%3BmaxHeight%3D640%3BmaxWidth%3D550.jpg Ready Player One SIMULATION - Gunter Simulation Process: Join a Gunter Clan (or go solo!) Compete to gain Experience Points (XPs). Your XPs are held individually, but can be used with your Gunter Clan to get hints for solving the riddles. Think of XPs as a currency that can be cashed in for HINTS in the contest. The goal of the contest is to solve the game by solving the riddles, entering the gates, and finding the Easter Egg FIRST! You will gain Experience Points (XPs) by doing the following: Completing Missions Solving Riddles Beating Simulation Games Adding to your Grail Diary Acing Throwback Trivia Cultural Throwbacks (see list below) You must collect THREE KEYS: the Copper Key, the Jade Key, and the Crystal Key Each of these keys unlock a new Gate As you complete the challenges in each Gate, you gain points on the Leaderboard and get clues for how to enter the next Gate. The first Gunter to find the Golden Egg wins the ultimate prize (125% on the unit exam without having to take it). https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1581464382722-FN3QS5RXJ09JHEU5URH3/MV5BZmU0M2Y1OGUtZjIxNi00ZjBkLTg1MjgtOWIyNThiZWIwYjRiXkEyXkFqcGdeQXVyMTQxNzMzNDI%40._V1_.jpg Ready Player One SIMULATION - Experience Points (XPs): If you need hints on how to solve the Easter Egg Hunt, EARN SOME XPs! Here are some ways in which you can earn XPs, and each is worth different values. You can earn 1 HINT for every 10 XPs you accumulate. Ace a Trivia Question, Bruh! (1 XP) Dress in 80s attire (5 XPs) Throwback Movie Review (10 XPs each) Watch one or more of the movies listed below and write a 1-2 paragraph response that discusses what you learned about 80s (or 90s) culture. How does this film give you greater insight into READY PLAYER ONE? FILMS: Goonies Back to the Future Blade Runner (original) E.T. The Breakfast Club Terminator Mad Max (original) Gremlins Ghostbusters Die Hard Sixteen Candles Ferris Beuller Fast Times at Ridgemont High Who Framed Roger Rabbit Rain Man Top Gun Beverly Hills Cop Robocop Strange Brew Wayne's World (from the 1990s, but still great) Spinal Tap Platoon Karate Kid Crouching Tiger Hidden Dragon 80s Culture in Art (10 XPs) Create some quality art that displays 80s culture or mimics 80s movies and art Write an 80s Throwback screenplay (30 XPs) Write a Throwback Screenplay that is set in the 80s and uses cultural references from Ready Player One. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1581477806420-DKC5F9PEB6NYIF6LR0CU/image-asset.jpeg Ready Player One SIMULATION - Gunter Resources Ready Player One Music Playlist (iTunes) Ready Player One Music Playlist (Spotify) Fairbanks’ 80s Jams Playlist on Apple Music 80s Music Trivia 80s Culture Trivia 1 80s Culture Trivia 2 80s Historical Trivia Back to the Future (Screenplay) Rush - “2112” music video 80s Cultural Trivia Kahoot! STAR WARS Trivia Kahoot! https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1582154472654-5HKLT2NLCHVNSN4N1QF0/pythons8.jpg Ready Player One SIMULATION https://shanefairbanks.com/ready-player-one-unit daily 0.75 2023-03-05 https://shanefairbanks.com/ready-player-one-simulation daily 0.75 2020-02-12 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1581547726404-XL4T4UDIOFDM9NJAIIY1/propaganda_for_our_utopia_by_piruumi_d6kieqr-fullview.png Ready Player One UTOPIA Proposal - Create your own utopia: Due to the energy crisis and the breakdown of social order, more and more people are fleeing to the OASIS to spend their lives in a digital world. You are a visionary leader that hopes to create one of the following order to help: A real world community of like minded utopians A utopia-coded community on a world of your creation within the OASIS of like-minded utopians Task: You will create a Utopian system and advertise in a presentation for people to join you in that utopia. You will create a presentation either as a group or individually and present your utopian ideal to your peers in one of the following formats Powerpoint presentation Pamphlet YouTube advertisement Website If people join — great! If they do not, it looks like you will be perfectly happy in the best place in the universe by yourself. Your world must work around the following structures: Government Agriculture/Economy/Industry Location/Climate Population https://shanefairbanks.com/cacophony-of-europe daily 0.75 2020-02-20 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1582172396952-IWDYQCTEGVDQ45YBXPXQ/industrial-revolution-hero.jpg Cacophony of Europe - Introduction The end of the French Revolution and Napoleonic Wars brought about tremendous change in Europe, changes that would forever change world. While many wanted to maintain the status quo, factions, ideologies, nationionalism, wars and conquest all challenged the authenticity and stability of the status quo. Your task in this unit is to experience those major issues from a first person perspective and discuss and debate the issues as a person of that time period. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1582172414010-VSTC95INOZ96MVSE8JP3/flat%2C750x1000%2C075%2Cf.jpg Cacophony of Europe - Assignment You will choose a role from the list below. You will complete the reading, watch the videos, and write TWO short position papers (each 2 pages in length, double spaced) about the major topics. You will discuss and debate the topics in class from your given historical perspective. Role Playing You must choose from one of the following. NOTE: Each of the roles must be filled by one of the members of your study group. You can have more than one person play the role, but each role must be filled (you will need to talk to your study group to make sure all roles are filled). Role Assignments: Conservative Aristocrat and Warhawk Liberal Middle Class Industrialist Working Class Socialist and/or Revolutionary Student Position Papers Your position papers must be turned in on Moodle by the assigned due date, and they must be 2 pages in length (double spaced, no heading), and fulfill all of the following: Establish your assigned perspective -- Who are you, what are your biases? Describes the issue (overview/summary) -- Why is this a problem? Establishes your beliefs about the issue -- Biased, but based in your factual research Describes how you think the issue should be dealt with or solved -- Plan? Discusses the counter-argument or other beliefs about the topic and describes why they are wrong -- What makes your ideas better? Convince your audience! Assigned Topics & Research Links: ISSUE 1 -- Ideologies & Upheavals Against the Status Quo Ideologies & Upheavals (video link) Romanticism & Revolution -- Quick & Dirty Art (video link) Quick & Dirty Art Assignment ISSUE 2 -- The Furnaces of Hell? Industry & Socialism ISSUE 3 -- Workers of the World: Unite! (Marxism Debate) https://shanefairbanks.com/furnaces-of-hell daily 0.75 2020-02-26 https://shanefairbanks.com/workers-of-the-world-unite daily 0.75 2020-02-20 https://shanefairbanks.com/ready-player-one-sim-7-monty-python daily 0.75 2022-02-26 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1582209723536-Q0RAU09T6AE46ASZ4EDH/3f9e5183f39d82677a7f203b152c0e0a3f362807_hq.jpg Ready Player One SIM 7 (Monty Python) - MONTY PYTHON GUNTER QUIZ https://shanefairbanks.com/fall-sem-final-exam-1 daily 0.75 2023-01-23 https://shanefairbanks.com/wwi-movie-analysis daily 0.75 2025-03-03 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1582635548457-I7LXFISQ3IXEQ1D5Y0KA/f607ba9548b8c7b0aba1d08e973a74c7.jpg WWI Film Analysis - WWI Film Analysis Watch one or more of the films listed below (more than one film analysis is extra credit). Write a 3 paragraph film review that accomplishes the following: Indicate which film you chose to watch and review. Write ONE paragraph that discusses the historical nature of the film and the events that took place. Discuss what happened, how it accurately (or inaccurately) represented the time period. Choose one character in the film and write ONE paragraph about what that character’s role or story revealed about the time period. Write ONE paragraph that discusses what you learned from the film or how it impacted you. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1582635837972-9A4AD5YJOZ8RN1AI13LW/Quad_Trench-CMYK-Jan-10-AW_1917-1536x1152.jpg WWI Film Analysis - WWI Film Choices COMRADEN (click here to get extra, extra credit) Click Here to see the COMRADEN Official Trailer 1917 All Quiet on the Western Front - Netflix version Our World War - Netflix (choose one episode, EC if you do more) They Shall Not Grow Old War Horse The Great War Legends of the Fall The Lost Battalion Joyeux Noel https://shanefairbanks.com/writers-war-voices-from-wwi daily 0.75 2025-03-03 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1614719537159-O3KY5D6C1ZKWQH1836HA/61Zf5g-xUxL._AC_SL1039_.jpg Writer's War: Voices from WWI - The Writer’s War World War I is also nicknamed “the Writer’s War” due to the myriad poems, books, and plays written by soldiers in World War I. This unit will contain the following assignments/activities: WWI Poetry Analysis Watch a WWI Film Read WWI short stories Write a 2-3 page MLA paper that compares the poetry, movie, and short stories analysis *Click on the assignment links below https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583075935416-EW0R25Z9DLA1TP44VPYW/18577.jpg Writer's War: Voices from WWI - WWI Poetry Analysis Voices from WWI Poetry Assignment Click here to read an assortment of Battlefield Poets Click here to read an assortment of British WWI Poets Click here to read background material about some of the poets Glossary of Poetic Terms https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583077225317-4W49CPFZG3Y8ZINTGWBC/Screen+Shot+2020-03-01+at+8.23.23+AM.png Writer's War: Voices from WWI - Ernest Hemingway SOLDIER’S HOME Mary Borden The Forbidden Zone by Mary Borden (Abridged) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583077535042-O0A39239BB3PWZMV9V4M/Screen+Shot+2020-03-01+at+8.32.44+AM.png Writer's War: Voices from WWI - Response Paper Directions: Write a 2-3 PAGE MLA paper on ONE of the writing prompts listed below Your paper must incorporate all of the following: Thesis statement For those who have forgotten, a thesis statement is a sentence (not a question) that comes at the END of your introductory paragraph and states your argument. It should NOT simply say “My paper is about…” or “I am going to discuss…” etc. Conventions -- Grammar, punctuation, spelling Support & Focus -- Fluency and effectiveness of argument Organization -- intro paragraph, body of paper, closing paragraph Source Materials Your essay must have at least TWO QUOTES from the literary sources Your essay must have at least THREE sources — poem, short story, and film MLA In-Text Citations – Citation of sources in text means a parenthetical citation of the author’s or article’s name and page number at the end of each sentence, paragraph, or quote that uses information from that source. Works Cited Page (not to be included in the page requirement) Click here for general formatting, in-text citations, and Works Cited Page resources Literary Criticism Essay Prompt · Many works of literature deal with a writer’s interpretation of war. Using the poems, short stories and film you have been assigned, write a paper in which you analyze how the authors explore this issue. You may want to consider literary devices, figurative language, setting, and theme. Then explain how each genre impacts the reader/viewer. Sources: Minimum of ONE poem citation ONE short story citation ONE film citation https://shanefairbanks.com/voices-from-wwi-trench-simulation-response daily 0.75 2020-03-06 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583468759011-CN09BKRD87Q58EJM041J/ww1-painting-11.jpg Voices from WWI Trench Simulation Response - Voices from WWI: Trench Simulation Response Complete a creative response that describes or portrays your life as a soldier in the Trenches, or as a surviving family member back on the homefront. Take the perspective of either a American, German, British, or French soldier fighting in the trenches on the Western Front in 1918, or a nurse on the Western Front, or a family member back home. Describe in DETAIL what your life is like fighting in the trenches, and describe an event (a battle scene, artillery barrage, death of a friend, write a poem, rats nibbling your toes, etc.) that stands out as an example of the wretchedness of fighting and dying in the trenches. This creative response can take one (or more for extra credit) of the following formats: A TYPED, SINGLE SPACED, and ONE PAGE letter or diary entry One or more POEMS A PAINTING on canvas A SHORT STORY Miss Class? Click Here to see the simulation! Click Here to read the poetry https://shanefairbanks.com/roaring-twenties-entertainment daily 0.75 2023-03-30 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583764153852-F5RIYQH5VFO1J1ERZ5VV/images.jpg Roaring Twenties ENTERTAINMENT - Entertainment: Then & Now Watch one of the music videos below, then compare what you see in our “modern entertainment” to the movies and music of the Roaring Twenties. https://shanefairbanks.com/roaring-twenties-art daily 0.75 2020-03-17 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583793685759-B48JWZKQJGQC37IQJBXX/MS-2010-5060.jpg Roaring Twenties ART - Art of the Early 20th Century: Click on the links below to view various works and explanations of the art of the early 20th century: 1. Art of the Roaring Twenties 2. Iconic Surrealist Artists https://shanefairbanks.com/roaring-twenties-webquest daily 0.75 2024-03-11 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583754400820-MR61W02YZ1GY6HDYNKK3/images.jpg Roaring Twenties Webquest - Introduction The music we listen to, the art that we support, the books that we read, and the politics, scandals and headlines that attract our attention are all indicators of what our society is like and what values our society has. Since all of these things are reflections of our society, you will look at a few things that piqued the interest of Americans in the “Roaring Twenties.” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583754583360-XTCRRXSDJFXMFIEAPSJE/297575.jpg Roaring Twenties Webquest - Task Watch one of the music videos below (if you did not watch it in class). Watch the Crash Course US History video below (if you did not watch it in class). Download the 1920s Culture Headlines here. Download the 1920s WebQuest Activity handout here. Go through the links at the top of the page and the “1920s Culture” handout to answer the questions on your worksheet. https://shanefairbanks.com/roaring-twenties-headlines daily 0.75 2020-03-09 https://shanefairbanks.com/writers-war-voices-from-wwi-poetry-and-movie-analysis daily 0.75 2020-03-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583075968547-S728T4A4FNZOFC431R5H/Screen+Shot+2020-03-01+at+7.43.47+AM.png Writer's War: Voices from WWI Poetry and Movie Analysis - The Writer’s War World War I is also nicknamed “the Writer’s War” due to the myriad poems, books, and plays written by soldiers in World War I. This unit will contain the following assignments/activities: WWI Poetry Analysis Assignment (click here) Click here for an example of WWI Poetry Analysis Watch a WWI Film for Extra Credit *Click on the assignment links below https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583075935416-EW0R25Z9DLA1TP44VPYW/18577.jpg Writer's War: Voices from WWI Poetry and Movie Analysis - WWI Poetry Analysis Click here to read an assortment of Battlefield Poets Click here to read an assortment of British WWI Poets Click here to read background material about some of the poets Glossary of Poetic Terms https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584297858391-ZVX9IWDZ30ZH5ASSAKUQ/f607ba9548b8c7b0aba1d08e973a74c7.jpg Writer's War: Voices from WWI Poetry and Movie Analysis - WWI Film Analysis (Extra Credit) Watch one or more of the films listed below for extra credit, and you can only choose a film that you have not watched/reviewed in a previous history class. Write a 3 paragraph film review that accomplishes the following: Indicate which film you chose to watch and review. Write ONE paragraph that discusses the historical nature of the film and the events that took place. Discuss what happened, how it accurately (or inaccurately) represented the time period. Choose one character in the film and write ONE paragraph about what that character’s role or story revealed about the time period. Write ONE paragraph that discusses what you learned from the film or how it impacted you. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584297889178-CTTOVMWDPPRR7QPTKMAL/Quad_Trench-CMYK-Jan-10-AW_1917-1536x1152.jpg Writer's War: Voices from WWI Poetry and Movie Analysis - WWI Movie Choices: Directions: Choose from the list of films below, and you can only choose a film that you have not watched/reviewed in a previous history class): COMRADEN (click here to get extra, extra credit) Our World War - BBC (choose one episode, more EC if you do more than one) 1917 Journey’s End They Shall Not Grow Old Testament of Youth War Horse The Great War Legends of the Fall The Lost Battalion Joyeux Noel https://shanefairbanks.com/amlit-online-lectures daily 0.75 2020-10-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1598980483334-CNJ12M3HLJFE9UMIV72K/introduction-to-american-literature-1-638.jpg AmLIT Online Lectures - Introduction to American Literature Why and What Do We Read? The Devil in New England - Crucible Introduction Character Analysis & Description https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584407742610-KQKDJECU2T78L5B2HT50/The-Great-Gatsby-Poster-Leonardo-Di-Caprio.jpg AmLIT Online Lectures - The Great Gatsby & the Lost Generation “The Beautiful and the Damned” - F. Scott Fitzgerald Intro NOTES “The Beautiful and the Damned” - F. Scott Fitzgerald Intro Video Lecture https://shanefairbanks.com/gatsby-unit daily 0.75 2023-04-04 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584449047607-T644AZIYJ3DMP8C32EEA/81af%2BMCATTL.jpg Gatsby Unit - Roaring Culture & the Lost Generation: Great Gatsby Unit Gatsby Unit Schedule This unit will consist of the following elements/activities: Watch the Intro Video — “The Beautiful and the Damned:” Gatsby Intro Video (if you missed class) “The Beautiful and the Damned:” Gatsby Intro Notes Read and Annotate The Great Gatsby (click here for the annotations assignment guide) Gatsby Book Discussion Create a Character Social Media Smackdown: Keynote Version Template Powerpoint Version Template PDF Version Template Google Slides Version Template Vocabulary Unit Great Gatsby Vocabulary Study Guide Gatsby final exam and ESSAY Written Assignments: Read and Annotate The Great Gatsby (click here for the annotations assignment guide) The Great Gatsby Essay Literary Criticism Article - “Telescopes and Spyglasses” by Danielle M. Rains “I, too, sing America” Gatsby Paper and Speech Assignment (click here) https://shanefairbanks.com/belle-epoch-film-review daily 0.75 2020-03-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584620025358-ASX1GVFBAC8TMIVU58ZL/A1qiM2D05zL._SL1500_.jpg Belle Epoch Film Review - Belle Epoch Film Analysis Watch one or more of the films listed below (more than one film analysis is extra credit). Write a 3 paragraph film review that accomplishes the following: Indicate which film you chose to watch and review. Write ONE paragraph that discusses the historical nature of the film and the events that took place. Discuss what happened, how it accurately (or inaccurately) represented the time period. Choose one character in the film and write ONE paragraph about what that character’s role or story revealed about the time period. Write ONE paragraph that discusses what you learned from the film or how it impacted you. Film choices (click on the title to see the trailer): The Four Feathers Moulin Rouge Loving Vincent https://shanefairbanks.com/roaring-twenties-webquest-1 daily 0.75 2020-03-23 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583754400820-MR61W02YZ1GY6HDYNKK3/images.jpg Roaring Twenties Webquest (Copy) - Introduction The music we listen to, the art that we support, the books that we read, and the politics, scandals and headlines that attract our attention are all indicators of what our society is like and what values our society has. Since all of these things are reflections of our society, you will look at a few things that piqued the interest of Americans in the “Roaring Twenties.” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583754583360-XTCRRXSDJFXMFIEAPSJE/297575.jpg Roaring Twenties Webquest (Copy) - Task Watch one of the music videos below (if you did not watch it in class). Watch the Crash Course US History video below (if you did not watch it in class). Download the 1920s Culture handout here. Download the 1920s WebQuest Activity handout here. Go through the links at the top of the page and the “1920s Culture” handout to answer the questions on your worksheet. https://shanefairbanks.com/harlem-renaissance-response daily 0.75 2021-03-29 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1584996729991-OZIAJLN6RLSKGK2L3BT3/original-3873228-2.jpg Harlem Renaissance Response - Task Download the Assignment Here Watch the Harlem Renaissance Crash Course Video (click here) Click here for additional Harlem Renaissance Poems Answer the questions in the assignment using Notability or an App that allows you to export the assignment as a PDF. Upload your PDF to the submission page on Schoology https://shanefairbanks.com/intro-to-the-great-depression daily 0.75 2024-03-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1585059590632-AV8IMPWZ6KRR8GJAPVF2/bt4.jpg Intro to the Great Depression - Introduction The Great Depression (1929-39) was the deepest and longest-lasting economic downturn in the history of the Western industrialized world. In the United States, the Great Depression began soon after the stock market crash of October 1929, which sent Wall Street into a panic and wiped out millions of investors. Over the next several years, consumer spending and investment dropped, causing steep declines in industrial output and rising levels of unemployment as failing companies laid off workers. By 1933, when the Great Depression reached its nadir, some 13 to 15 million Americans were unemployed and nearly half of the country’s banks had failed. Though the relief and reform measures put into place by President Franklin D. Roosevelt helped lessen the worst effects of the Great Depression in the 1930s, the economy would not fully turn around until after 1939, when World War II kicked American industry into high gear. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1585059573159-2ZZ1LTS81KFVNL6SDS7C/maxresdefault.jpg Intro to the Great Depression - Task Part 1: Great Depression Causes and Overview Background Causes and Definitions to Know The Great Depression (History Channel) Main Causes of the Great Depression Part 2: Crash Course US History Great Depression Video (See video link below) and answer the questions in your assignment Part 3: Life During the Great Depression Click Here to view what life was like in the Great Depression through this photographic essay https://shanefairbanks.com/all-quiet-on-the-western-front-book-presentation daily 0.75 2024-04-01 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1585148019681-H96IXU7TRXMTP9QZZ38O/All_Quiet_on_the_Western_Front_%281930_film%29_poster.jpg All Quiet on the Western Front Book Presentation - All Quiet on the Western Front Book Discussion Presentation Introduction Paul Baumer enlisted with his classmates in the German army of World War I. Youthful, enthusiastic, they become soldiers. But despite what they have learned, they break into pieces under the first bombardment in the trenches. And as horrible war plods on year after year, Paul holds fast to a single vow: to fight against the principles of hate that meaninglessly pits young men of the same generation but different uniforms against each other--if only he can come out of the war alive. Task As you read Remarque’s All Quiet on the Western Front, pay attention to the themes and motifs listed below. You will need to complete short answer questions that relate to all of these themes later, but for this assignment you will need to pay close attention to the themes and motifs assigned to your study group. On the assigned book discussion day(s), your group will create a presentation about the themes and motifs listed for your group. Each member of the group will need to have a role in the presentation! You will need to incorporate all of the following into your presentation. A powerpoint presentation shared to your instructor A list of discussion questions for the entire class to discuss as a group (You should have at least one question per theme/motif/concept, and you will then lead the class in the class discussion about each theme and motif) Specific examples from the book (quotes, events, characters, etc) Each group must use 1 poem reference from a WWI poet that relates to one or more of your assigned topics Group 1 • Homoeroticism and Camaraderie • Idealizing Soldiers/War • Chance/Fate • Causes of War (from the characters’ perspectives) Group 2 • Primitiveness -- Animal Instincts and Survival • Home Life vs. Trench Life • Food, Cigarettes, Basic Needs • Memories Group 3 • Enlisted Soldiers vs. Officers • Revenge • Psychology of the Soldier • Generational Differences & Family Group 4 • The Lost Generation • Dehumanization • Lost Youth • Absurdity and Indifference https://shanefairbanks.com/beneath-a-scarlet-sky daily 0.75 2025-06-03 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1585851060539-LA4HTXUSFMW7HQN6KMDV/Pino-at-17.jpg Beneath a Scarlet Sky - BENEATH A SCARLET SKY UNIT PLAN BASS Unit Schedule This unit will consist of the following elements/activities: Weekly Book Discussions BASS Response Questions and Essay Assignment Watch and respond to Resistance (2020) Watch and respond to Jo Jo Rabbit (2019) Watch and respond to Who Will Write Our History? (2020) Final Exam Complete the Holocaust Resistance Creative Research Project Written Assignments: BASS Response Questions and Essay Assignment Resistance Movie Response Assignment Jojo Rabbit Movie Response Assignment Book Discussion: Book Discussion 1 Book Discussion 2 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588102554085-QFEDNT9K2RB1O5HPVQPZ/SCHINDLER-2-1024x640.jpg Beneath a Scarlet Sky - WWII and the Holocaust Extra Credit Assignment Film Analysis Directions for FILMS (worth 10-25 extra credit points — dependent upon length and quality of your written response): Watch one or more of the films listed (you are limited to 4 per semester) Write ONE paragraph that discusses the historical nature of the film. Discuss what happened, how it accurately (or inaccurately) represented the time period. Then write ONE paragraph that discusses what you learned from the film or how it impacted you. When you have typed your response, Film Choices: The Pianist (2002) The Boy in the Striped Pajamas (2008) Defiance (2008) Schindler’s List (1993) (worth extra EC) Sophie Scholl (2005) — click here to watch the film on YouTube for FREE! Creative Writing Assignment: Writing a Creative Response to the Holocaust is worth 50 points EC, depending upon the quality and depth of your writing. Write a short story (5-10 pages) describing your life as a target of the Holocaust. Write 5 or more poems about the Holocaust or told from the perspective of a person who is a target of the Holocaust. https://shanefairbanks.com/hitlers-rise-to-power daily 0.75 2024-04-03 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1586099499403-59JRAFHGGHKWN3NDMR2V/poster-leader-we-follow-you.jpg Hitler's Rise to Power - The Nazi Myth People often believe that Germans supported Hitler and the Nazis because they feared they would die if they did not. This is a myth. Average Germans supported Hitler’s rise to power and his dictatorship for numerous reasons. Today you will analyze how and why many of the German people enthusiastically supported a the rise of a Totalitarian Dictator. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1586099542352-HGZZ9GACKH7ZA159NZCY/propaganda.jpg Hitler's Rise to Power - Task Process: Click through the following links and answer the questions in the assignment Treaty of Versailles Impact Effects of the Great Depression on Germany Hitler and the Great Depression Weakness of the Weimar Republic (search through all 3 pages) Nazi Ideology (search pages 1-3) Hitler’s Rise to Power: Photographic History Nazi Propaganda Answer the questions in the assignment using Notability or an App that allows you to export the assignment as a PDF. https://shanefairbanks.com/spineless-democracies daily 0.75 2020-04-20 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314890334-XKPXANTYNUM2X7KM73GA/0a5d7f032ccb0486d03adb79ff8ffd01.jpg Spineless Democracies "Relax, Sam" by Dr. Seuss https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314911338-S9R36EBVWDKTSRYILZVA/4efe6c7eacba44ce6b403c287a142ba7.png Spineless Democracies "No Chair for Stalin?" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314890542-RGA8Y7OZVF1E0FBR2WOD/appeaser.gif Spineless Democracies "The Great U.S. Sideshow" by Dr. Seuss https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314895958-7H7L0RYUF9NSVDTDH0UM/Appeasment%2BCartoon.PNG.png Spineless Democracies Chamberlain Staring Down Mars https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314896980-EBUTY8JDETQ7IVH22I0V/droppedImage-2.png Spineless Democracies "One More Lollypop" by Dr. Seuss https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314896597-09609FN4SES1SDMJHADY/droppedImage-3.png Spineless Democracies "The Appeaser" by Dr. Seuss https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314897898-YVYQL2BBAJVCIJADCIAZ/droppedImage-4.png Spineless Democracies "Why Should We Take a Stand?" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314912504-TXOBQVEVTLKWPTA6XBNH/droppedImage-5.png Spineless Democracies "The Man the World Looks To" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314909328-J0PG6OVXWCFSDVOWGDZ2/droppedImage.png Spineless Democracies "Deutschland Uber Alles" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314901096-WOBRRBET0SAPH3IIQWN3/pasted-image.png Spineless Democracies "The Honeymoon" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314912647-PL9I4DIF2ZVQTOA4TWOW/Screen+Shot+2020-04-19+at+10.46.59+AM.png Spineless Democracies "Hitler and Stalin" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314913940-48PYY8P1HTYDH5FO6VG3/Screen+Shot+2020-04-19+at+10.47.17+AM.png Spineless Democracies "Spineless Leaders of Democracies" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314912488-XS8I3VU8RHS12POK81L7/Screen+Shot+2020-04-19+at+10.47.46+AM.png Spineless Democracies "Friends With Benefits" https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587315285483-ZK2NINNBTITZK8UAP1EI/seuss-sitting1.jpg Spineless Democracies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587315353826-YQD18C7BNEBV8SQDWLAZ/Appeasment%2BCartoon.PNG.png Spineless Democracies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587314704433-2GBPITS4PRQV0G43QVGQ/Appeasment%2BCartoon.PNG.png Spineless Democracies - Task Download the Assignment Here Process: Click through the following links and answer the questions in the assignment Appeasement Summary (History Channel) Chamberlain on Appeasement “Appeasement WW2 – Did Neville Chamberlain Do the Right Thing?” “AJP Taylor: The Origins of the Second World War” Ribbentrop-Molotov Mutual Nonaggression Pact Appeasement Political Cartoons (see slideshow below) “UNIT 731 & the Devil’s Doctors” Answer the questions in the assignment using Notability or an App that allows you to export the assignment as a PDF. Upload your PDF to the submission page on Moodle (click here) https://shanefairbanks.com/ordinary-germans-extraordinary-times daily 0.75 2021-04-14 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587308156525-HERMV8RX6RJH9EZ8KR5P/poster-april-10.jpg Ordinary Germans Extraordinary Times - Introduction You have been transported back to Germany in the summer of 1939. Since Hitler and the Nazis have come to power, they have revolutionized German society in ways that many find popular and inspiring, while others find it horrifying. Your task today will be to “interview” German citizens and ask them how they perceived or responded to the events and changes taking place between Jan 1933 (Hitler’s appointment as Chancellor) and August 1939 (just before World War II). Task: Read the links below and answer the questions in the first person, as if you were living in that time period. Keep in mind, you don’t know what is going to happen to Germany, that there will be another world war, or what will take place in the Holocaust. You are an ordinary German, and you will answer from each of the following perspectives (depending on the questions provided in the handout): • A member of the Social Democrats (a political party that opposed the Nazis in the Reichstag) • A high-ranking Nazi Party official • A German teenager of Aryan descent • A German citizen of Jewish descent https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587308175085-PMIZM1W3BWZRM8I7AQFG/unnamed.jpg Ordinary Germans Extraordinary Times - Task Download the Assignment Here Process: Click through the following links and answer the questions in the assignment Social Democrat response links: The Enabling Act The Death of Democracy in Germany Nazi Party Official response links: Gestapo in the Nazi State German Police and the Nazi State Germany teenager of Aryan descent response links: Watch: “Hitler’s Children” (Hitler Youth Documentary) Hitler Youth (if the videos don’t work for you) German citizen of Jewish descent response links: Background to Nazi Anti-Semitism The Nuremberg Laws (1935) - Primary Source Kristallnacht Answer the questions in the assignment using Notability or an App that allows you to export the assignment as a PDF. https://shanefairbanks.com/atomic-bombs-mock-trial daily 0.75 2023-04-25 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588088329803-SQWLU9V7YZPXW2VLC9VW/ww2-163.jpg Atomic Bombs Mock Trial - Introduction The year is 1950, and Revisionist Historians are putting President Harry S. Truman on trail for the deaths of hundreds of thousands of Japanese civilians through the use of the Atomic Bombs. As historians you will have to either defend or convict Truman for his decision to drop the Bombs on Hiroshima and Nagasaki. Charges: President Harry S. Truman is being charged with violating the Geneva Convention by using unnecessary force against Japan in the Atomic Bombing of Hiroshima and Nagasaki. Grading: This assignment is worth 150 pts Presentation (100 pts): Knowledge of the Historical Event and Debate topic (20 pts) Role in Court (20 pts) Careful consideration and presentation of the evidence (20 pts) Preparation for the trial (20 pts) Courtroom Attire (either costumes or business attire) (20 pts) Lawyer and Witness Written Testimony & Evidence (50 pts) Written Assignment (50 pts) Witness/Lawyer Written Assignment: You will write a testimony that presents a summary of the facts, research, and evidence that supports your arguments from your characters’ historical perspective Your testimony should be 1-2 pages in length, and can contain relevant pictures, maps, graphs, or diagrams that supports your arguments (although your paper should still be a full 1-2 pages of written content) You should expect to bring in any relevant pictures, maps, graphs, and diagrams as separate pieces of evidence to present before the court (separate from your paper) Jury Written Assignment (click here) Gone for the Trials? BUMMER! CLICK HERE for a way less exciting make up assignment. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588089439356-XSXR3FX997V9A6YH93BF/1945-Truman-atomic-bomb-cover-370x500.jpeg Atomic Bombs Mock Trial - Trial Roles DEFENSE: President Harry S. Truman (Defendant) Traditional Historians (Defense Attorneys) Henry Stimson, Secretary of War Col. Paul Tibbets, Pilot of the Enola Gay J. Robert Oppenheimer, Head Scientist of the Manhattan Project General Curtis LeMay, Allied Air Commander in the Pacific Additional Defense Witnesses (if all other Defense Roles are filled): Robert McNamara, Office of Statistical Control for the US Military Louis Zamperini, American POW in the Pacific PROSECUTION: Revisionist Historians (Prosecuting Attorneys) Emperor Hirohito Hisatsune Sakomizu, Japanese Chief Cabinet Secretary Tsutomu Yamaguchi, survivor of both the Hiroshima and Nagasaki atomic bombings Chicago Scientist, Manhattan Project Scientists who disagreed with the use of atomic bombs on human population Admiral William Leahy, Commander of US Naval Forces in the Pacific Additional Prosecution Witnesses (if all other Prosecution Roles are filled): Franklin D’Olier, Chairman of the United States Strategic Bombing Survey General Douglas MacArthur, Commander of US Ground Forces in Pacific https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588089663161-SFY5GK2XXWH6N9YIJLIC/GettyImages-92424104mini_0.jpg Atomic Bombs Mock Trial - Research Links Assigned Readings: July 1945, the Moment of Decision.pdf Stimson - The Atomic Bomb and Surrender of Japan.pdf A-Bomb as a "Hot" Historical Issue Revisionist Historical Arguments Overview: Development of the Bomb and the Manhattan Projects Website with both an overview and a collection of primary sources surrounding the creation of and decision to use the Atomic Bombs The Truman Library, which has an assortment of documents leading up to the decision to drop the Bomb Sources on the decision to drop the Bomb Why Hiroshima and Nagasaki as targets? Traditionalists (Defense of Truman and the Bombs): Was the dropping of the Atomic Bombs justified? Article that explains both sides of the debate, but that agrees with the Traditionalists Traditionalist account of the decision to drop the bomb Traditionalist view of why America dropped the bomb Traditionalist view of the effects of the Atomic Bomb in bringing about a Japanese surrender Revisionists (Prosecuting Truman and questioning the use of the Bombs): The Real Reason America Used Nuclear Weapons Against Japan Centre for Globalization Research - The Real Reason America Used Nuclear Weapons Project of the Nuclear Age Peace Foundation Summary of Revisionist arguments Hisatsune Sakomizu’s account of the Japanese decision for Peace United States Strategic Bombing Survey WIKI Geneva Convention Protection for Civilians Revisionist article that questions the casualty estimates Revisionist Historians debate the myths surrounding the decision to drop the bomb Revisionist account of the shock value of the Atomic Bomb Revisionist discussion of the new evidence that questions the justification for the use of the Atomic Bombs Chicago Scientists Petition to President Truman Szilard Petition to President Truman (Physicist Against the Use of the Bomb) "President Truman Did Not Understand" (Physicist Leo Szilard interview) Video Links about the Atomic Bombs: Robert McNamara on the Firebombing and Atomic Bombing of Japan Was it Wrong to Drop the Atomic Bombs on Japan? **You are NOT limited to these resources/websites, but these should give you a starting point to begin your own research. https://shanefairbanks.com/catcher-in-the-rye-unit daily 0.75 2023-05-22 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588423888296-DQLDZNFIPDW7LQYU345N/1*SS2B0_3_upsjDTIkh_7h-Q.jpg Catcher in the Rye Unit - Catcher in the Rye UNIT PLAN CITR Unit Schedule This unit will consist of the following elements/activities: Read and discuss "The Truth About Teen Angst" Weekly Book Discussions (I will post the questions on Moodle) Quizzes on Moodle Watch and respond to DEAD POETS SOCIETY (1989) Click Here for the Dead Poets Society Film Response Assignment Watch and respond to Forrest Gump (1994) Click Here for the Forrest Gump Film Response Assignment The Psychoanalysis of Holden Caulfield Final Exam Catcher in the Rye Response Paper Catcher in the Rye Creative Response (FINAL) Written Assignments: Dead Poets Society Film Response Assignment Forrest Gump Film Response Assignment Catcher in the Rye Response Paper https://shanefairbanks.com/catcher-in-the-rye-creative-project daily 0.75 2020-05-27 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588517901571-JLKIC8GQAEEA4ZN3J7X9/catcher-rye-260nw-1652583478.jpg Catcher in the Rye Creative Project - Catcher in the Rye Creative Project “Among other things, you’ll find that you’re not the first one who was ever confused and frightened and even sickened by human behavior… Many, many men have been just as troubled… Happily, some of them kept records of their troubles.” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588518899998-4O5D17OSJ413040HRY79/1*SS2B0_3_upsjDTIkh_7h-Q.jpg Catcher in the Rye Creative Project - Assignment Choose ONE of the project ideas listed below either as an individual or as a group (see details on which assignments can be group projects) to demonstrate your interpretation of J. D. Salinger’s Catcher in the Rye. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588519109564-5YRXHQ31DOQGLCF2M1QM/488248647.png.jpg Catcher in the Rye Creative Project - “Dear Holden…” Individual Project Write a letter or several letters to Holden Caulfield written from the perspective of someone in the novel (other than Holden). Give him advice, share with him your side of the story, show him you are not a phony, or be an absolute phony. You pick! (5 Typed pages ) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588519486698-2VKV80PI9C9AGIJC9MPE/855899933.png.jpg Catcher in the Rye Creative Project - Creative Writing & Poetry Individual Project Option 1 - Poetry Write at least 5 POEMS inspired by the novel. Bind your book in an attractive and creative way. I would love for you to include several illustrations too! (5 Typed Pages) Option 2 - Catcher Short Story Write a SHORT STORY that shows us another character’s experience in Catcher in the Rye. Write a side story from the perspective of one of Salinger’s supporting characters in the novel. (5-10 Typed Pages) Option 3 - Teenage Angst Short Story or Screenplay Write a SHORT STORY or SHORT FILM SCREENPLAY that is representative of teenage angst from some point in history from WWI to the 1990s. In your short story, be sure to reference the culture and trends of the time period that you have chosen, as well as build the characters and dialogue of the narrative. (5-10 Typed Pages) Option 4 - Write a Rant Re-read Holden’s rant in Chapter 17. Write your own rant, written from your perspective as a modern teen. This should be 2 PAGES double-spaced. What really gets your goat? What really grinds your gears? Harness your inner Dickinson, Caulfield, and Ginsberg — Go all out! Personally railing against your English instructor is permitted, but only a phony moron would do that! https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588519578157-2Y8FZQ6YBDILW2DCSDV1/61651923.png.jpg Catcher in the Rye Creative Project - Concept Album Individual or Group Project (if you are a band creating original music) Create a CD or shared playlist with Attractive cover and at least 10 songs that relate to the novel in interesting ways. Then write an organized essay explaining how each song illustrates some important aspect of the novel. (1 typed explanation essay with album/songs) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588519800598-UE8Q0WSI1F52P1E4DX9V/612056635.png.jpg Catcher in the Rye Creative Project - Art Individual Project Create an artistic work (using sculpture, painting, drawing, collage, photography etc.) that explores the issues raised in Catcher in the Rye. Specific assignments are explained below. Drawings Create an attractive and neat book of at least 5 careful and artistic drawings, with labels that relate to the book. Also, create a one page double spaced explanation of the drawings. Paintings Create an attractive and neat collection of at least 3 carefully designed artistic paintings. Type a one page explanation of how your painting relates to the book. Scrapbook Create an attractive and neat scrapbook with at least 10 pages of artifacts and photographs that resemble the world in the book. Incorporate captions too. Create a one page double spaced explanation. People Magazine Create a magazine inspired by the novel. Magazines should be at least 5 pages. They need 3 articles that discuss the play in some way, and two advertisements. Photography Portfolio Create a portfolio of artistic photography inspired by the book. Also, create a one page double spaced explanation of the photos. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588519953991-UESVAOOQ67R9SGDDA046/822569664.png.jpg Catcher in the Rye Creative Project - Film Individual or Group Project Short Creative Film Create a short film about teen experience in a time period of your choosing between WWI and the 1990s. Be sure to tell a story about the characters and their experiences, but also incorporate the cultural trends and important events of that time period. See me to discuss this idea. (3-5 minute edited video) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588520148163-CFRO2CG1VHHDMEULWC6L/145193167.png.jpg Catcher in the Rye Creative Project - Analytical Writing and Critical Thinking Individual Project Teenage Angst Cultural Critique Watch Teenage (2013) click here to see the trailer Write a social commentary essay that analyzes the teenage experience. Use current events and concepts from the novel to construct a logical argument. In your opinion, what kinds of difficulties do teens face, and what kinds of things make teens in any generation or time period similar? (3-4 Typed pages) Historical Research Write a short historical research paper. The conclusion should attempt to connect the topic to the novel. Use at least 3 sources and CITE them in MLA format. (3-4 Typed pages) https://shanefairbanks.com/beneath-a-scarlet-sky-1 daily 0.75 2020-05-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1585851060539-LA4HTXUSFMW7HQN6KMDV/Pino-at-17.jpg Beneath a Scarlet Sky (Copy) - BENEATH A SCARLET SKY UNIT PLAN BASS Unit Schedule This unit will consist of the following elements/activities: Weekly Book Discussions (I will post some of those questions here) Quizzes on Moodle Read and Annotate Beneath A Scarlet Sky (click here for the annotations assignment guide) Watch and respond to Jo Jo Rabbit (2019) Watch and respond to Who Will Write Our History? (2020). This is a Documentary — you will have to rent this on a streaming service like Amazon, Apple TV, etc… sorry) Final Exam Written Assignments: BASS Annotations or Paper Option Guidelines Jojo Rabbit Movie Response Assignment https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1588102554085-QFEDNT9K2RB1O5HPVQPZ/SCHINDLER-2-1024x640.jpg Beneath a Scarlet Sky (Copy) - WWII and the Holocaust Extra Credit Assignment Film Analysis Directions for FILMS (worth 10-25 extra credit points — dependent upon length and quality of your written response): Watch one or more of the films listed (you are limited to 4 per semester) Write ONE paragraph that discusses the historical nature of the film. Discuss what happened, how it accurately (or inaccurately) represented the time period. Then write ONE paragraph that discusses what you learned from the film or how it impacted you. When you have typed your response, Film Choices: The Pianist (2002) The Boy in the Striped Pajamas (2008) Who Will Write Our History (2019) (worth extra EC) Resistance (2020) Defiance (2008) Schindler’s List (1993) (worth extra EC) Sophie Scholl (2005) — click here to watch the film on YouTube for FREE! Creative Writing Assignment: Writing a Creative Response to the Holocaust is worth 50 points EC, depending upon the quality and depth of your writing. Write a short story (5-10 pages) describing your life as a target of the Holocaust. Write 5 or more poems about the Holocaust or told from the perspective of a person who is a target of the Holocaust. https://shanefairbanks.com/puritan-ethos daily 0.75 2024-09-02 https://shanefairbanks.com/intro-to-us-history daily 0.75 2024-08-21 https://shanefairbanks.com/crucible-unit daily 0.75 2022-09-06 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1600083044732-QFSPPO0Q6B3QC26U6X40/51xsL7IytvL.jpg Crucible Unit - Reader’s Theater: We will read Arthur Miller’s The Crucible in class in Reader’s Theater format. Here’s how Reader’s Theater Works: Read the play Sign up for a role to read to the class (Perform this with some pizzazz! We don’t expect you to act, but you need to read with a character’s conviction) Your reading quality will be graded (click here for the rubric) Your “performance” of the text will be dependent upon you aptly fulfilling the following: Read with conviction, volume, and expression Display accurate and clear pronunciation Pay close attention to the text as we read it (you are failing miserably if we have to call upon you bring you back for your part of the performance) CLICK HERE TO SEE THE ROLES FOR READER’S THEATER https://shanefairbanks.com/american-revolution-role-playing-game daily 0.75 2024-09-29 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1600801547321-I3XG0RLB0HNHQH7FSPS3/unnamed+%281%29.jpg American Revolution Role Playing Game - Introduction It is April 1, 1775. The residents of the British colony of New York are involved in a political and social struggle of enormous intensity, in which the future of millions of people on a continental scale seems contingent on the actions and reactions of every member of that society. For ten years, the actions of the British government (levying taxes, instituting regulations, sending in military troops) have led to many colonial responses of defiance, which have produced repeated political crises and escalating confrontations involving violence and intimidation. The legitimacy of the existing political and economic system of the British empire is now under attack… The vast majority of New Yorkers, formerly lacking in much political enthusiasm or principles beyond self-interest, now face a choice of two factions… The Patriots are now passionately opposed to the existing British government, believing that the British have spent the previous decade plotting to destroy colonial rights and liberties. The Loyalists are just as passionately committed to the British government’s defense, claiming it ensures the rule of law and provides prosperity, protection, and justice amid chaos and disorder. The Moderates — undecided men, women, and slaves — will be swayed to the Patriot or Loyalist side by a combination of principle, self-interest, and opportunistic desire to join the side whose success is most assured. In our role playing game, you will have the chance to make the decisions that will sway the battle to your side and determine the fate of your country. Bill Offutt, Reacting to the Past, 3 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1600813421438-7NRMIWSEX3PHQ1R99GXV/Evacuation_Day_and_Washington%27s_Triumphal_Entry.jpg American Revolution Role Playing Game - The Game For one week, students will become the leaders of the New York Colony and debate the issues surrounding the questions of American Independence and war from 1775-1776. In this game you will need to truly BECOME your character and argue your perspectives from their historical point of view. This is a game, however, so you will have the chance to change history if you so choose. Below is a list of example topics for debate (although you are neither limited to this list, nor required to follow it): Whether the colony of New York will participate in the Continental Association as a response to the Coercive/Intolerable Acts, and if so, how it will be enforced. Whether courts in New York City should be reopened (against the will of King George III), and if so, under what personnel, laws, and oaths. Whether troops will be raised for the defense of New York, the colonies, or both, and if so, which characters will be mobilized for this service. Whether New York should be committed to a plan of reconciliation with the British or to independence. Secondary Issues (if Independence is declared): Should women be given the right to vote? Should slavery be outlawed? How should the economy function now that the British mercantilist system has ended? Should New York contribute soldiers to a Continental Army, or should New York use only militia to protect itself and not fight with the other colonies? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1600813566937-RZ98CSDHTOF2LXXG0VQZ/RossBetsy-crop.jpg American Revolution Role Playing Game - Assignment Read the Game Rules, Procedures, and Assignments Receive your Role Assignment Write your Historical Role Report (click here for the assignment) PLAY THE GAME (you are graded upon your active participation). For the game you must have at least ONE PREPARED SPEECH, and you are encouraged to give numerous impromptu speeches and prepare news reports and propaganda campaigns. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1600813621046-TRVISPTOFHVUQ1DID0DI/c05a02a27fe55818b5494e377b3ff8aa.jpg American Revolution Role Playing Game - Points of Order The game will be far more successful (and way more fun) if you stay in your historical character (and yes, you can come in costume). Your HISTORICAL ROLE REPORT must be completed before our reenactment time begins in class. You must have at least one PREPARED SPEECH that you will type and hand in. This prepared speech could be a resolution to pass a motion or make an amendment, create legislation, or argue in favor of removal of the king or other major changes. Impromptu speeches are recommended in order to make you an active participant, and to sway the National Assembly to accept your propositions (this is how you win the game). You should create group chats, host political club meetings (at coffee shops for instance), create short written manifestos for distribution, propaganda leaflets, broadsides and social media campaigns in an effort to win the game. While we are in the 1775-1776 time period, you can use modern methods to get your ideas out there. Click here to find the GUIDE TO PARLIAMENTARY PROCEDURE. These are the rules of keeping order within the game. https://shanefairbanks.com/crash-course-in-literary-terms daily 0.75 2022-11-14 https://shanefairbanks.com/george-orwell-1984-unit daily 0.75 2026-03-29 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1601983860380-8YJ5PZPR4X8WX0VZE117/b86c9e065bdca293bd8b55aa3ded8fa5.jpg George Orwell 1984 Unit https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1601983909760-VPPTU3YEMHRSX2IH1LU7/1984-book-cover-art-book-cover-prints-4_480x480.jpg George Orwell 1984 Unit https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570019971593-NBBO5BF073T6DX10R6AF/956c8248-c3c6-4f48-8d9c-523af6b3caa3.jpg George Orwell 1984 Unit - George Orwell’s 1984 Literature Unit “If you want a picture of the future, imagine a boot stamping on a human face—for ever.” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570020398010-JIDST3X4E8VTJO2KNX9A/1490844785311.jpg George Orwell 1984 Unit - Unit Plan Graphic Novel Annotations and Short Answer Questions Assignment Lecture - Freedom is Slavery: The World of 1984 Discussion - Parts 1&2 Discussion - Part 3 Dystopian Role Play Simulation Orwell 2+2=5 Documentary Analysis V for Vendetta Film Analysis 1984 Movie Analysis 1984 Creative Final Project https://shanefairbanks.com/1984-simulation-current-convictions daily 0.75 2022-10-28 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570715688654-RKPQPDYW6JY4XTARVPA7/orwell-1984-predicted-2019-perfectly-416x416.jpg 1984 Simulation Current Convictions https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570715722546-7S093RCL0CN5X93KQ9O7/mp%2C840x830%2Cmatte%2Cf8f8f8%2Ct-pad%2C750x1000%2Cf8f8f8.u1.jpg 1984 Simulation Current Convictions https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570715745593-UGFWWGBW59I340QLDQWM/2034455_1.jpg 1984 Simulation Current Convictions https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570024305885-ZDSBLHV4O1ANW0YAID9Z/003_N84.jpg 1984 Simulation Current Convictions - Written Assignment All Thought Police and Outer Party members will complete a written assignment that will be due upon completion of the game. The paper will be a reflection paper on your experience during this game. Outer & Inner Party Members If you did not violate any of the rules, your wrap-up must be ONE double-spaced page. If you have violated any one of the rules, your wrap-up must be TWO double-spaced pages. For EACH TWO additional offenses, add an additional half page. If, at the end of the game, you suspect who might be a member of the Thought Police, then you may share this sentiment privately with Big Brother in writing VIA The Thought Police Submission Form . If you are correct, you do not have to write any additional pages . If you are incorrect, you must make your wrap-up one page longer. You have one guess. I will announce the verdict on the last day of the game. Thought Police If you are a member of the Thought Police and no one guesses your identity, you do not have to write a paper (though you will still receive full credit for it) , as long as you have submitted your lists daily. ● If your identity is discovered and you submitted the required lists, your wrap-up must be two double-spaced pages. Not submitting lists in a consistent manner (at least one infraction each day) will result in a wrap-up paper of three double-spaced pages. Your paper must have the proper MLA heading, have 1” margins, and must be a 12-point font, double-spaced. Your paper is a reflection paper , which means you should reflect on your experience of the game. You must still have a thesis statement and organized paragraphs, but your thesis will be a one-sentence summary of your experience and each paragraph will focus on one aspect of your experience. If you are having trouble coming up with ideas, consider the following questions: How has your understanding of the book changed as a result of The Game? ● Write about your general reactions to the game. Did you think about your classmates differently? ● How did you feel (paranoid, challenged, indifferent)? ● Write about your feelings about other, unknown people who are able to monitor your actions, banking activity, Internet activity, phone activity, etc. What did you think of the second part of the simulation, which involved the formation of a society in the fallout of a cataclysmic event that destroyed our world and its technologies? What people did you think especially played their roles well? Did this activity reveal anything about their personalities? What did this simulation teach you about the human personality? Are some people (even ones that you know and go to school with every day) just more prone to be subservient, while others are more prone to become Party Leaders and even Dictators? Is that a comforting or scary thought? This paper is not a critique of the game itself. This paper is about your experience and what it made you think about and/or feel. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1570025720379-G88L5ZJ2X1EIL7LZ9QP6/flat%2C750x%2C075%2Cf-pad%2C750x1000%2Cf8f8f8.u4.jpg 1984 Simulation Current Convictions - Thought Police The following is the list of people who have been exposed as THOUGHT POLICE or they did not turn in enough people to satisfy Big Brother (they must write a one page, double-spaced response paper): Adam Levi Violet Kyler Tia Emma Bain Fairbanks Kate Aiden Finley Rylie Lucy The following is the list of people who are THOUGHT POLICE but were NOT exposed, and therefore DO NOT need to write a paper (but will still receive credit): Brianna Camryn Clara Mrs. Cunningham Sophie Mr. Fairbanks https://shanefairbanks.com/contact daily 0.75 2020-10-29 https://shanefairbanks.com/the-classroom daily 0.75 2020-11-10 https://shanefairbanks.com/photo-challenge-1-texture daily 0.75 2020-11-17 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1605617098020-WUFWDK4WFS6YSF1KDTP0/D5380C8F-F0DD-4D3F-879E-D1418D979F8B.JPG Photo Challenge 1 Texture - Photo Challenge 1 - Model with Textured Background Shoot 1 or more photos that has a model against a textured background. https://shanefairbanks.com/photo-challenge daily 0.75 2022-10-10 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578010668931-YFP1773C827FTT5THLP8/catt+%281+of+1%29.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578066945900-PU63Q06N3MDM88GV4SMS/3.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578066898616-YE07E37EYBNBW67RH1MV/5.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067007947-QWT4UVDYW4IZJQXA7GSO/8.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067523871-2QFNM5A64GYQJNKWFEJM/11.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067393715-JX80R06B2LEQC9YBVOZK/12.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067381695-6B0H6LP6EIBFCS4ZBH6G/13.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067475368-VYJTKM37SW4NU08LOBCG/14.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067416413-WYR1VQLTGSM7WZA42XTB/15.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067508826-DS749EB2WCGP3S2YWU3B/16.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067452511-2RVRQ99EX0LSW5O96WSV/18.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067922070-K9QHLOW5XMWEBS0WXHJ9/10.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068068490-DWLYQ5ZPOASQ7IR613WI/17.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578067983987-T1ENU97ME5XE6LMQUWF1/20.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068779442-I6M7GND05PGEB6HUE373/2.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068548842-8STYTP36XN6YMVVVBZDX/4.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068771616-PCAD90B286Q61ACSRXRJ/6.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068582287-Y469LB8R3TLF3110ZECD/7.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068789222-YPKEAR1OKR2N6M3TVHOQ/9.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578068785257-DU2V7UGD5UAS2ZEHBPA0/17.jpg Photo Challenge https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1578069141520-XDVGY65BYDHFO27SJXPI/15.jpg Photo Challenge - Photo Challenges Shoot photos with either your phone or DSLR camera and upload them to your Google Drive Folder (linked below) SUBMIT YOUR PHOTOS HERE (GOOGLE DRIVE LINK) Challenge - Model with Textured Background Challenge - Dark Ambiance Fun Fall Family Photo Shoot Challenge - Light and Color Challenge - Leading Lines Challenge - Artistic Selfies Challenge - Photography Noir Challenge - Long Exposures https://shanefairbanks.com/photo-challenge-2-color daily 0.75 2020-11-17 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1605617427179-CG803G7INGL3V91RY5U2/5d94cf3d1eedfa1af553a84fe1a8ad8e.jpg Photo Challenge 2 Color https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1605617426246-7WX96AK2ILRBBHIOVZK8/668968a9fdbab4c1c90112238f37b3e7.jpg Photo Challenge 2 Color https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1605617427074-WUYRP8SORKVO44U495GU/62912196581de5f5cd2f5e5ab1b268c1.jpg Photo Challenge 2 Color https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1605617427390-C4RZSMYROTHCB4ZUUM9W/bd8e0ebab10a74264070e7f01e9526fb.jpg Photo Challenge 2 Color https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1605617508767-ZZYC34VC803DOI13PNXL/christmas-lights.jpgchristmas-lights-13-1.png Photo Challenge 2 Color https://shanefairbanks.com/premier-production-pitch daily 0.75 2026-01-01 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1606697091433-42QC9PJ4D0C3AZNHEHUY/Web+logo+2.png Premier Production Pitch - Premier Film Production Pitch Directions: In group sizes of 1-4 people, you will develop a Premier Film Production Pitch and present your pitch to the class. Your production pitch could be chosen as the next premier film project that FE&D class will produce and premier at our end of the year film festival. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1606697058048-LR6DKS049JNTWGPP1IYV/IMG_5072.PNG Premier Production Pitch - Production Pitch Bible What is a Pitch Bible? An accumulation of all the creative pre-production work for a film or TV series. Outlines the creation and production process Includes character design development and marketing strategies Your Pitch Bible Presentation (powerpoint) Must Include: Logline Summary/Treatment Character Design/Character Bios Choose ONE of the following to include (or you can do additional for extra credit): Sample Scene Screenplay (max. 10 pages) Cinematic Moments - create visual representations with either video or photo (AI use is acceptable) Story Board Animatic, Concept Art, or Concept Photography How do we start this? Ideasfest Template Three Act Story Structure Template https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1606748106955-0FIYI325DOVD3TODSNX4/screenplay-contests1.jpg Premier Production Pitch - How to Write a Screenplay Click here to see a video about how to write/format a screenplay Click here to create a free Celtx Account https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1606699147202-GFKWIEBKNR98N7XQ8YTL/Comraden+Poster+Final+1.jpg Premier Production Pitch - Pitch Bible Presentation (Final) Submit a digital version of your Production Pitch Bible via email by the Tuesday of Finals Week Have a printed copy of your Production Pitch Bible Have a powerpoint presentation that contains the information in your Production Pitch Bible You must wear professional attire SELL YOUR MOVIE! https://shanefairbanks.com/experimental-films daily 0.75 2020-12-13 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1607363771158-U2COEL0AXYEZ8Z49TWL1/between-the-frames-japanese-experimental-film-prolific-years-1975-1980.jpg Experimental Films - The Persistence of Memory: Experimental Film Project Step 1: Experimental Topics (chosen at random) An Emotion: Betrayed An Action (appropriate): Looking Around A Specific Location (accessible within Billings): A Park An Item (prop, article of clothing, etc.): Sink A Sound: Laughter Step 2: Film at least one clip of EACH of the random elements listed above. You clip must not be longer than 30 seconds in length. Step 3: Upload your footage to Google Drive by clicking on this link. Make sure you have the Google Drive App installed on your device! Need help with this step? Click here to see an instructional video. Step 4: Choose your clips, download, and edit the footage to create an experimental film. Use iMovie on your iPad, Final Cut Pro (school computer), or an editing software of your choosing. This project must be exported without watermark in a format that is viewable and shareable. https://shanefairbanks.com/underground-railroad daily 0.75 2023-01-06 https://shanefairbanks.com/photo-challenge-4-artistic-selfies daily 0.75 2021-01-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062096791-0K447UNKMSDQJF1GAXCX/pasted-image-2.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062372573-JQR87MV8R0IU16RHUXWS/pasted-image-3.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062259841-6NRZ8LKEQQDRLDY67TX1/pasted-image-4.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062346541-EJFKVBI8XV8NGJB0OGNB/pasted-image-5.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062326437-DG1OEISOJV4P6MFFIV69/pasted-image-6.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062282599-4YKOCDCZR4EZAZ7BF7Z4/pasted-image-7.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062408555-30B4R493TU0WQZQYJV51/pasted-image-8.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062449836-53I8HPT6S4L3YBGGA2ZU/pasted-image.png Photo Challenge 4 Artistic Selfies https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611062439019-R55BLZ89T631ZV48KZJN/Screen+Shot+2015-02-17+at+11.44.12+AM.png Photo Challenge 4 Artistic Selfies https://shanefairbanks.com/photo-challenge-3-leading-lines daily 0.75 2021-01-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1605617426246-7WX96AK2ILRBBHIOVZK8/668968a9fdbab4c1c90112238f37b3e7.jpg Photo Challenge 3 Leading Lines https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611067949828-BMW7DPMX7XHQT42X835U/Screen+Shot+2021-01-19+at+6.08.45+AM.png Photo Challenge 3 Leading Lines https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611067946794-PCDL87GF5WFQ0ZVNHR67/Screen+Shot+2021-01-19+at+6.08.54+AM.png Photo Challenge 3 Leading Lines https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611067953893-JLDX4AA28B78OXO0N5OP/Screen+Shot+2021-01-19+at+6.09.00+AM.png Photo Challenge 3 Leading Lines https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611067955682-VQTRZ15DESDMB1RUL9LO/Screen+Shot+2021-01-19+at+6.09.08+AM.png Photo Challenge 3 Leading Lines https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611067950421-TV04AZ7DPWA4BYOHBX60/Screen+Shot+2021-01-19+at+6.09.16+AM.png Photo Challenge 3 Leading Lines https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611067953623-J3SVM94LPLE23DI6DCI6/Screen+Shot+2021-01-19+at+6.09.23+AM.png Photo Challenge 3 Leading Lines https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611067955824-SDRV22SH54NXEQ1AXP62/Screen+Shot+2021-01-19+at+6.09.29+AM.png Photo Challenge 3 Leading Lines https://shanefairbanks.com/super-bowl-commercials daily 0.75 2026-01-21 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1611245158281-9YIX5BO9QEQMQTTI5G7J/maxresdefault.jpg Super Bowl Commercials - Super Bowl Commercial Project Each person will DIRECT & EDIT their own Super Bowl Commercial. Your Super Bowl Commercial must meet the following: Has a storyboard Exactly 30 seconds in length Sells a specific product (real or imagined) Contains a logo for the product you have chosen Need ideas? Click here to see Elements of a Great Super Bowl Commercial Click here to see some of the best Super Bowl Commercials of all time https://shanefairbanks.com/feature-film-production daily 0.75 2025-12-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/2fab0201-2c68-441a-8c6e-cf96f6f7ce36/Film+Logo.jpg Feature Film Production - FRAME OF MIND As a class we will make a feature-length film that we will premier at the Babcock Theater on Wednesday, May 6 2026. Everyone will have a role in the creation of this film. Join the PRODUCTION TEAM BAND — Click here to join Join the EXTRAS BAND — FRAME OF MIND (2026) Download the Screenplay Here Download the SHOTS LIST and Shooting Schedule Here Costuming Concepts Casting and Audition Form FILM ROLES (Pre-Production): Writers — Concept Art Designer — Sam D., Riley C., Kylie, Patryk FILM ROLES (Production): Directors — Shane Fairbanks Assistant Director — Ella Fairbanks Extras Management — Abi, Kylie, Gord, Vivian, Emerson, Sam W Acting Coach/Director — Vivian Hastings Script Supervisor & Continuity — Noah Duncil, Emily Beers, Emerson Adkins, Coop, Vivian Production Design (Staging and Props) — Gordyn Brown, Ian, Dominic, Cyann Costume Design — Vivian Hastings, Cyann, Kylie, Jo, Riley, Sam W., Abi, Dominic ROLES PRINCIPAL / LEAD ROLES Mallory “Mal” Thompson - Sahara Justin Alvarez - Ronan? Leni (Lenore Allan) - Ella MAJOR SUPPORTING ROLES Mr. Keaton - Fairbanks Chris - Cooper Emma - Sam W Seth - Patty or Jacob Jewett STRONG ENSEMBLE / SUPPORTING ROLES Jennifer - Abi Adam - Will Devon - Chris J. Cole Flicker - Noah Edward - Liam Maria Suzzo - Mirkalla ADULT / AUTHORITY & FAMILY Principal Teller/Harbinger/Bellwether Ms. Young (Crisis Counselor) - Austin Hanser Mal’s Mom - Cara Fairbanks MINOR REAL-WORLD ROLES Interviewer - Bailee Cameraman - Production Assistant(s) - Emily Stunt Man / Crew Members - Kai, Various Students / Audience Members FILM-WITHIN-FILM CHARACTERS (Characters who exist only inside the movies the students make) COLLATERAL DOMINION (Action Film) Chris Hawk - Cooper Gunter Mason - Patryk Guard 1 - Blake Guard 2 - Liam Lab Assistants / Motorcyclist Guards - Chris J, Riley, Cyann, Kai, Sam H, Gordyn PEERS (Sitcom) Michelle (Micah) - Riley C. Raquel - Abi Jonah - Blake Morgan - Samantha D. Reid - Willie Charlie - Sam H. Wren - Vivian THE EXCHANGE (Noir Film) Dex Sloan - Patty Astrid Van Müren - Sina Minh Tran - Riley P. Janitor Carl - Blake Principal Harbinger (Bartender Variant) - Emerson Sultry Pianist - Jo THE UNDERGROUND CORRESPONDENCE SOCIETY (Wes Anderson-Style Film) Beatrix Leclair - Kylie Maude Belcourt - Jo Lydia Huxley - Vivian Clara Deneuve - Riley C. Minerva Green - Jordan N. Winslow Blume - Patty Crispin - Noah Regina (Reggie) Wexler - Samantha D. Principal Linus Bellwether - Emerson KING B (Mob Film) Don Bugsy “King B” Biagio - Mirkalla Angelo Bonavera - Willie Salvatore “Sal” Sorrento - Dominic Niko Montano - Patty Milana Montano - Riley C. Marco - Gordyn Luci Brasi - Samantha D. Clemenza - Patryk Joey “The Joker” Pescia - Ian Vinnie - Sam H. Paolo - Riley P Gino - Jo Other Henchmen / Goons - Liam, Blake, Sam H., Willie, Chris J. Cooper, Cyann, Kylie, Mathias, Sam W. Directors of Photography — Shane Fairbanks, Ella Fairbanks Assistant DOP — Dominic, Ronan Cinematographers (2) — Sina, Gordon Best Boys/Girls (“Everything Assistants”) —Gordyn, Jo, Kylie, Cyann, Riley Audio Technician (Boom and Production Sound) — Gordyn, Ian, Jo, Coop Boom Operator Assistants (4-5) — Willie, Patryk Spark Gaffer (lighting director) — Ronan, Kylie, Ella Assistant Gaffers — Riley P. Make Up Artists — Abi, Bailee, Shane, Ella, Jordan, Riley C., Samanthas2, Mirkalla Props Department — Gordyn, Dominic, Ronan, Ian Foley Artist (ADR & Sound Effects) — Jo, Ian, Patryk, Riley P., Cyann, Vivian, Score Director — Shane Fairbanks & Jo Ragsdale, Josh Strydom, Original Score Musicians — Jo Ragsdale, Cyann, Caiden H. Film Roles (Post-Production): Lead Editor — Shane Fairbanks Assistant Editors — Ella Fairbanks Website Developer — Samantha D., Ella, Jordan, Sam W., Riley Concept Art Designer — Marketing and Promotions — Samantha D., Ella, Jordan, Sam W., Riley Production Dates: Pre-Production Practice Speaking Roles (Lunches, Refocus, After School) — TBD Pre-Production Practice Full Crew (Class Time) — Character & Crew Photoshoot Production (Shooting) — Classroom & High School Shooting Scenes - Weekends in March More times as necessary, TBD with limited cast/crew Film Premiere at the Alberta Bair Theater at 6:00 PM on WEDNESDAY, MAY 6 https://shanefairbanks.com/ready-player-one-sim-quiz-1 daily 0.75 2021-02-05 https://shanefairbanks.com/ready-player-one-sim-quiz-2 daily 0.75 2021-02-05 https://shanefairbanks.com/photo-challenge-5-photography-noir daily 0.75 2021-04-20 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/e9c2d690-dff1-4a27-9aea-37bfcc14e4e8/2.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/2d30fd4d-d290-4e93-8a9c-255a788676df/3.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1e49fd43-2db0-4f60-844e-0ff76ada0aa7/4.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/a9707f47-7b65-4807-9e2a-7ceb17ef1fb1/5.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/4d8a1fd9-ecc8-482d-b287-896d4942259b/1.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/47c09889-a321-4681-87a4-0953c5bcb635/7.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ee99c81d-5537-4d3d-bf5f-15028e0f739c/8.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c08c783e-11aa-4fc3-b204-5fb2133d68ca/10.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/8772b54c-42e2-4258-9739-32e87d4c4889/18.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/75b0fc1f-072e-4269-a3bd-7a452c3f13cb/24.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/dca7d1d6-cc39-4374-9a2c-5eea2f618680/25.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/59d057ba-fb99-40ca-a926-2aa5a10e32c6/camille+5.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/45408260-20c1-4b2d-826b-94e32cbea1d4/camille+7.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/06bc3c33-46f4-4a49-96ca-7acae3e91b3d/Fletcher1.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/3c142434-827e-420d-801b-678a11a101ae/Gabby9%281%29.jpeg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/15672a8e-74ae-4202-9221-cfe26b77d8ad/Luella+%2B+Allie+1.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/cd4a5af3-a8ed-4bd8-af72-b36e418984a9/Luella+%2B+Allie+2.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/077d7aef-dd29-426f-ad46-27ec258de36a/Luella+%2B+Allie+3.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/7f0cc859-fa35-4175-955f-4661c78ed2bf/Luella+%2B+Allie+4.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/29b9ab57-4f4b-4639-9b4c-5da9dffb052d/Luella+%2B+Allie+5.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/4f1cc4e8-6966-4ea3-b181-fa697c320e8d/Luella+%2B+Allie+6.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/17ed0a35-feb5-4427-a568-0b7e9ede6330/Luella+%2B+Allie+7.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/cc9762c6-04bb-45d2-998d-956d95fc6108/Luella+%2B+Allie+8.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/2979a4c6-3aca-48d5-9a86-3983782b44c8/Luella+%2B+Allie+9.jpg Photo Challenge 5 Photography Noir https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/957842b4-b1d4-40a9-b800-e9dc56024405/Luella+%2B+Allie+10.jpg Photo Challenge 5 Photography Noir https://shanefairbanks.com/photo-challenge-6-long-exposures daily 0.75 2021-04-20 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1618943427059-8E4GVB7MQY2YI04LXA59/LongExposureHeaderImage.jpg.optimal.jpg Photo Challenge 6 Long Exposures - Long Exposure Photography What is a long exposure photo and how do I take one? https://shanefairbanks.com/holocaust-resistance-research-project daily 0.75 2021-05-02 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1619808616775-PGUGVZCJUFUHP2FCZ8IQ/81QKBOaNZBL.jpeg Holocaust Resistance Research Project - Resistance to the Holocaust Creative Research Project During World War II, Jewish resistance fighters launched attacks, created underground networks, led rescue missions and documented their experiences at great personal risk. But though historians have ample evidence of such acts of defiance, the idea that Europe’s Jews didn’t fight back against the Nazis persists. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1619808688525-4BDEI7P7JFAP5IYUID0C/images.jpeg Holocaust Resistance Research Project - Assignment Choose ONE of the project ideas listed below: 5-7 minute character speech Short Research Paper (3-4 pages, MLA Format) Short Creative Writing Piece (3-4 pages) 2-3 Poems and a 2 page description of the research that inspired them 1 painting and a 2 page description of the research that inspired it You must include an MLA FORMAT WORKS CITED page with a minimum of 2 or more authoritative sources. Find a Resistance Movement to Research: Jewish Resistance Movements Resistance List of Jewish Resistance Groups Individual Resistance During the Holocaust The Untold Story of Jewish Resistance in the Holocaust Jewish Armed Resistance and Rebellion in the Holocaust https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1619809329696-NBG0AMITSOBJCC1EOCBD/jewish_lithuanian_partisans_group_the_avengers_on_their_return_to_vilna_at_the_time_of_the_liberation_of_the_city_by_the_red_army_july_1944_wiener_holocaust_library_collections.jpeg Holocaust Resistance Research Project - “I am the Resistance to the Holocaust…” Speech EXTRA CREDIT ASSIGNMENT CHOICE Write and deliver a 5-7 minute speech in which you speak in the first person as if you are the person that you researched. Your speech should focus upon the following topics: Begin and/or end the speech with the phrase, “I am (person’s name), and I am the Resistance to the Holocaust.” What was your character’s experience with the Holocaust and WWII? Or how was their life changed or impacted by it? How did your character’s experience help the resistance to the Holocaust? What is a specific story or event that relates to your character’s participation in the resistance movement? What impact did your character or their experiences have? DO NOT say, “And then I died…” or something cliche like that for an ending. Speak as if you are telling your story before your death (however that death happened). You must come either in COSTUME or in APPROPRIATE SPEECH ATTIRE https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1619975420054-2I27Y36UTBW4WJOZOLR0/MV5BNDU3NTI4MjgtNDJhMS00NzllLWE5YjEtYTRjNTg0YjUyMzU3XkEyXkFqcGdeQXVyMTgzMjczNTE%40._V1_.jpg Holocaust Resistance Research Project - Creative Writing & Poetry Option 1 - Poetry Write at least 2 POEMS inspired by the Holocaust Resistance movement or individual that you chose to research. You must also write a 2 page description that discusses the research that inspired your poems and have a works cited page. Your poems and your description should in some way respond to the following: What was your selected topic’s experience with the Holocaust and WWII? Or how was their life/lives changed or impacted by it? Discuss the ways in which your selected topic helped the resistance to the Holocaust What is a specific story or event that relates to your selected topic’s participation in the resistance movement? What impact did your selected topic or their experiences have? Option 2 - Creative Writing Piece Write a SHORT STORY, LETTER, DIARY ENTRY or SCENE DESCRIPTION that brings to life the story of the Holocaust Resistance movement or individual that you chose to research. Your creative writing piece should be 3-4 pages in length and responds to the research that inspired your piece and have a works cited page. Your piece should in some way respond to the following: What was your selected topic’s experience with the Holocaust and WWII? Or how was their life/lives changed or impacted by it? Discuss the ways in which your selected topic helped the resistance to the Holocaust What is a specific story or event that relates to your selected topic’s participation in the resistance movement? What impact did your selected topic or their experiences have? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1619975443023-HF6A07XXNR679WGTIGA5/Kristallnacht-Novenber-9th-1938.jpeg Holocaust Resistance Research Project - Art Drawings Create an attractive and neat book of at least 5 careful and artistic drawings, with labels that relate to the Holocaust Resistance individual or group of your choosing. Also, create a 2 page double spaced description of the drawings that relates to your research, and a 1 page WORKS CITED PAGE. Your piece and your description should in some way respond to the following: What was your selected topic’s experience with the Holocaust and WWII? Or how was their life/lives changed or impacted by it? Discuss the ways in which your selected topic helped the resistance to the Holocaust What is a specific story or event that relates to your selected topic’s participation in the resistance movement? What impact did your selected topic or their experiences have? Paintings Create an attractive and neat collection of at least 1 carefully designed artistic painting. Also, create a 2 page double spaced description of the painting that relates to your research, and a 1 page WORKS CITED PAGE. Your piece and your description should in some way respond to the following: What was your selected topic’s experience with the Holocaust and WWII? Or how was their life/lives changed or impacted by it? Discuss the ways in which your selected topic helped the resistance to the Holocaust What is a specific story or event that relates to your selected topic’s participation in the resistance movement? What impact did your selected topic or their experiences have? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1619975342239-2JS32MH7TZMGYSVNBD93/who-will-write-our-history-01-1400x788.jpeg Holocaust Resistance Research Project - Short Research Paper Historical Research Write a short historical research paper. Use at least 2 sources and CITE them in MLA format. (3-4 Typed pages) Your paper must contain the following information: You must have a THESIS statement Your paper must focus upon the efforts and experiences of either ONE INDIVIDUAL who resisted the Holocaust or ONE SPECIFIC GROUP that resisted the Holocaust. What was your selected topic’s experience with the Holocaust and WWII? Or how was their life/lives changed or impacted by it? Discuss the ways in which your selected topic helped the resistance to the Holocaust What is a specific story or event that relates to your selected topic’s participation in the resistance movement? What impact did your selected topic or their experiences have? Your paper must have a WORKS CITED PAGE https://shanefairbanks.com/cinematography-project daily 0.75 2021-10-04 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1633100464682-KIUHKQJT7I4RNDNMVD6R/The-Best-Cinematography-Techniques-Dunkirk-Featured-StudioBinder.jpg Cinematography Project - Cinematography Unit Lesson - Cinematography Short Challenge Lesson - Camera Work/Cinematography (watch the playlist) Assignment - Create a 1-3 minute Silent Film (click here to watch some examples) that uses creative cinematography and music to tell the story. Your Film must include each of the following shot types at least once in your film: 1) Establishing Shot 2) Panning Shot 3) Stable Motion Cam (moving shot) 4) Long Shot (30 seconds or more) 5) Bokeh (Shallow Depth of Field Shot) Your film must also include at least ONE of the following (or more): 1) Dutch Angle 2) Low Angle 3) Fast/Slow Motion 4) Lens Flare (either natural sunlight or unnatural lighting) 5) Point of View https://shanefairbanks.com/photo-challenge-dark-ambiance daily 0.75 2022-10-12 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ba25482b-3698-4d67-8ba0-1b16ed45bd7b/Veronica+Dutch+woods.jpeg Photo Challenge Dark Ambiance https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/53b00cb4-fb73-4fd8-b752-fd079adfacce/Veronica+Road+2.jpeg Photo Challenge Dark Ambiance https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/90893bf6-a082-4d61-b5e3-cbe8768b8d75/Veronica+Bridge+2+%28clouds%29.jpeg Photo Challenge Dark Ambiance https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ada435f6-ce89-4b19-a067-c0118cade03c/Veronica+best+shot+ever.jpg Photo Challenge Dark Ambiance https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1634094804991-3TVGG6U4Y8797S51ZD7L/IMG_0088.JPG Photo Challenge Dark Ambiance How to take stunning low-light and night photography https://shanefairbanks.com/big-brother-is-watching-you daily 0.75 2021-10-26 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/f8293774-1289-4190-964d-4736e90b6153/Big+Brother+is+Watching+YOU.jpg BIG BROTHER IS WATCHING YOU https://shanefairbanks.com/montage-mayhem daily 0.75 2022-02-07 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/953a532b-ecaf-4bed-a0a7-413dc1055074/edgar-wright-film-essentials-750x400.jpg Montage Mayhem - Edgar Wright Style Montage Sequences In teams of 2-3 people, you will research the style of Edgar Wright, then produce a Your Super Bowl Commercial must meet the following: Has a storyboard Has at least 10 zooms on action Has at least 2 normal/slow shots Has Music and Sound Effects Resources: Edgar Wright Style Montages Music and Audio Resources How to Edit Rapid Zooms in Final Cut Pro Examples: Feelin’ Like a Shred Fest Making Tea Getting Ready https://shanefairbanks.com/production-practice-lighting-blocking-audio daily 0.75 2026-02-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/623405f4-a4db-49b4-b3af-c08ecfc5c0fc/yan-ostretsov-yan-lighting-03b.jpg Production Practice: Lighting, Blocking, & Audio - Basics of Cinematic Lighting In teams of 2-3 people, you will research cinematic lighting techniques and shoot a scene or photos that incorporate all of the following: One person with 3 different lighting looks Types of Lighting Types of Lighting Flat Lighting Loop Lighting Paramount Lighting Broad Light vs. Short Light Catch Light Checkerboard Lighting Overhead Lighting Rembrandt Lighting Split Lighting Rim Lighting The emphasis of this project is not about story or action, but how you light the subject for this scene. Examples and Resources: Mamma I’mma Rockstar Cinematic Lighting Cheat Sheet Types of Lighting and When to Use Them (article) Video Resources: Lighting 101: Intro to Lighting Placement Full Time Filmmaker — Cinematic Lighting Techniques Pre-Production Practice Project: Divide into Film Teams — characters (dependent upon the scene), DOP (cinematographer) & lighting gaffer Choose one scene from our premiere film screenplay — this must be a scene that has dialogue Find a location where you can film Practice blocking a scene where the characters have both movement and dialogue Light the scene creatively Film and edit the scene https://shanefairbanks.com/ready-player-one-sim-7-monty-python-1 daily 0.75 2022-02-26 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1582209723536-Q0RAU09T6AE46ASZ4EDH/3f9e5183f39d82677a7f203b152c0e0a3f362807_hq.jpg Ready Player One SIM 7 (Monty Python) (Copy) - MONTY PYTHON FLICKSYNC Memorize the lines to one of the following Monty Python scenes and perform your Flicksync for your GameMaster. We have a witch! Go away, or I shall taunt you a second time! The Bridge of Death https://shanefairbanks.com/nightingale-book-analysis daily 0.75 2023-05-08 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/763c0b9e-f5c2-4643-827f-df73d458d841/55fd8361aef0ea0078edd89b3376c2d4.jpg Nightingale Book Analysis - The Nightingale Book Analysis & Discussion Task As you read Hannah’s The Nightingale, pay attention to the themes, motifs, and characters listed below. Type your analysis of each of the following things listed, and prepare responses for our group discussion. Character Analysis (Section 1) - Choose ONE characters from Section 1 and write a one paragraph character analysis. This character analysis should focus upon the character’s personality, their motives, their actions and impacts, and their character arc throughout the book. You must include specific examples and quotes from the book. Vianne Mauriac Julien Rossignol Gaëtan Dubois Rachel de Champlain Sophia Mauriac Antoine Mauriac Paul Levy Anouk Character Analysis (Section 2) - Choose ONE characters from Section 2 and write a one paragraph character analysis. This character analysis should focus upon the character’s personality, their motives, their actions and impacts, and their character arc throughout the book. You must include specific examples and quotes from the book. Isabelle Rossingnol Captain Wolfgang Beck Sturmbannführer Von Richter Sophia Mauriac Ariel (“Ari”) de Champlain Henri Navarre Micheline Babineau Mother Marie-Therese Thematic Analysis, Symbols, and Motifs - Choose ONE thematic elements, symbol, or motif from the list and write a one paragraph description of how this thematic element is developed in the book. You need to include specific examples and quotes from the book. Morality and Choices Made in Wartime Gender Roles and Women in Wartime Betrayal The Nature of Love Parent-Child Relationships Trauma and Its Aftermath The Nightingale Vianne’s Apple Tree Edith Cavell Le Jardin The Streamer Trunk Discussion Questions - Choose ONE discussion question from these questions and write a one paragraph response. You need to include specific examples and quotes from the book. How is the fall of France presented in the novel? Describe the changes that take place in Paris, Carriveau, and throughout France. Between Vianne and Isabelle, which character do you believe had he correct view on the war, the German occupation, and resistance given their position and their responsibilities? Much of the historiography of WWII argues that Germans and their collaborationist allies simply followed orders, and if they participated in atrocities, it was only out of fear for their own lives. What does Captain Beck’s character reveal about this concept? Do you agree with this historiography or not? Is Isabelle wrong to endanger her family by taking such a strong stance against the German occupiers? Discuss the ways in which occupied nations resisted the German occupation, and how the Germans reacted to that resistance. Discuss Captain Beck’s presence in the home as an occupier. How does his personality compare to Von Richter’s? Discuss the difficult choices facing soldiers and French collaborationists in WWII. What did this book and the movie Anthropoid reveal about the problems of occupation and collaboration? Is Vianne wrong to do whatever it takes to survive? How is the Holocaust presented in the novel? What does the scene at the Hotel Le Vi demonstrate about participation in the Holocaust? How does this compare to other sources or accounts that you have seen or read? Describe the life of a WWII survivor. What doe their experiences reveal? https://shanefairbanks.com/holocaust-discussion daily 0.75 2024-05-06 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/5280a576-766e-4273-86f5-b1134a20cd65/Warsaw-ghetto-1024x640.jpg Holocaust Discussion - Task Watch the video linked below, and you can also read the article for additional information. Then answer the discussion questions below. Video: Click here to watch the video lecture (This video may be age-restricted. If so, be sure to carefully read the Reading Assignment Link below) Reading Assignment: Answering the Fuhrer's Call to Genocidal Action Process: Write a short response to each of the following questions with details and examples. Compare and contrast TWO of the theories about perpetrators of the Holocaust. Which theory do you find the most convincing, and which do you find the least convincing and WHY? How did language and euphemism play a role in the perpetration of the Holocaust? Pick one of the following concepts about perpetration of the Holocaust and discuss how it could have enabled people’s participation in genocidal actions: Transference of Guilt Nazi enabling Following orders Working toward the Führer Passive observers versus active participants Eliminationist or virulent anti-Semitism https://shanefairbanks.com/photo-challenge-fun-fall-family-photos daily 0.75 2022-10-10 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/fd87d9ca-c86e-4deb-a532-624b64eba03d/ellajordy1.jpg Photo Challenge Fun Fall Family Photos https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/44aeb634-7f78-4e82-a5df-1d5018d69ff5/neilsons3.jpg Photo Challenge Fun Fall Family Photos https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/4b6a560f-b0a0-420f-b599-7179b3225349/neilsons2.jpg Photo Challenge Fun Fall Family Photos Family Photo Shoot Ideas https://shanefairbanks.com/save-the-roman-republic daily 0.75 2023-10-25 https://shanefairbanks.com/reactions-to-the-black-death daily 0.75 2022-11-15 https://shanefairbanks.com/adr/foley-project daily 0.75 2022-11-28 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/9ed2a0c0-4c81-4eb6-ba78-1de7a29cf61a/Stage-B-3.jpeg ADR/Foley Project - Option 1 — ADR Short Film Option Choose a scene from a cartoon or film and try to replicate the voices and dialogue for that scene as precisely as possible Record all of the ADR and edit it into the scene using FCP or iMovie (iPad) This should be 1-2 minutes in length https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/247498df-3801-4219-a7bf-d0d491f9adfc/What-Is-a-Foley-Artist-Featured-StudioBinder.jpg ADR/Foley Project - Option 2 — Foley for Film Take footage from a film clip and try to replicate the sound effects and audio as precisely as possible This should be 1-2 minutes in length https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/43042124-0959-4453-bd4a-5f84ccad4ce2/200204-harley-quinn-mn-1240_ecceb49514806a1c8c8f933354518873.nbcnews-fp-1200-630.jpg ADR/Foley Project - Option 3 — Audio Skit Write a short scene involving 2 or more characters and 2 camera angles. Capture the audio from the scene using Boom Mics, Wireless Lapels, or both (ideally). Edit the scene with the best quality audio. You may need to include Foley and ADR audio to fix any mistakes from production. This should be 1-2 minutes in length https://shanefairbanks.com/bury-my-heart-at-wounded-knee daily 0.75 2026-02-01 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/0d42f99d-c4e7-449c-a278-93b653b5f8e5/MV5BMTgxMzE2ODc4Ml5BMl5BanBnXkFtZTYwMDU5NTU3._V1_.jpg https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/bd607cb7-8ebd-481a-9805-8b0e3d9d33e3/bury-my-heart-at-wounded-knee-movie-poster-2007-1010402558.jpg https://shanefairbanks.com/daily-life-in-the-third-reich daily 0.75 2023-04-20 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1587308156525-HERMV8RX6RJH9EZ8KR5P/poster-april-10.jpg Daily Life in the Third Reich - Introduction The Nazi Party created a cult of personality that motivated many followers to devote their daily lives to service to a radical political and social movement. While not every German supported the Nazis, every German’s life felt the impact of the Nazi Revolution. Students will research topics of daily life in the Third Reich and present a lesson to their peers about its impact on German lives. Step 1: Watch the documentary Rise of the Third Reich (linked here), which tells the story of Nazi Germany as told through the lenses of amateur filmmakers. Step 2: Choose ONE aspect of daily life in Nazi Germany, and create a 5-10 minute lesson including visual sources (a powerpoint, for example), quotes, multimedia clips, and a detailed description of that aspect of German Life. You can also devise a short activity or engagement tool to stimulate interest in your topic. You may research any of the included list below, but it is first come first serve — each aspect can only be taught to the class by one student. You will have your project completed and ready for presentation by the assigned date. Not having your lesson ready in time will lead to loss of student respect, the breakdown of order in the classroom, and removal from your position as teacher (failure on the assignment). Step 3: Create an assessment for your classmates that you will submit to your instructor for review. This needs to be either 5 multiple choice questions with 4 possible options and only 1 correct answer, OR a short answer question that directly relates to what you taught your classmates. OPTIONS FOR RESEARCH AND PRESENTATION: Hitler Youth and Hitler Maidens Berlin Olympics Education System Euthanasia Program Strength Through Joy Program Volksgemeinschaft Enabling Act Music in the Third Reich Propaganda Film & Media Nuremberg Rallies Nuremberg Laws Occult Influence and Practices Personality Cult Lives of Workers Hereditary Health Laws Nazi Teacher’s Association Night of the Long Knives SS Membership Gestapo Reports SA Membership https://shanefairbanks.com/set-europe-ablaze-wwii-role-play-game daily 0.75 2024-04-25 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/a66d6b4e-98b0-460d-86fa-4517edc6ed82/Plan+Vert+pre-D-Day+sabotage+of+railways.jpg Set Europe Ablaze WWII Role Play Game - Introduction Winston Churchill proclaimed the necessity of the Allies to create covert operations that would "set Europe ablaze" in defiance of Nazi occupation. This game will give students the opportunity to research and role play cover operations in WWII, all while working to avoid detection by the Nazi and collaborationist forces of Europe. The British Secret Operations Executive and the American Office of Strategic Services trained operatives to use agitation, strikes, sabotage, random acts of terror, propaganda, and assassinations to hinder Nazi rule and to inspire resistance. Students will train as these covert operations and devise techniques to overcome the Nazis and the collaborationist regimes through role playing through both fictional and famous historical covert operations. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/775ba535-074c-46bc-aee6-2e2b2d210ed5/droppedImage.png https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c8f735ec-d648-4185-bb07-7df1bcaa65e6/Screenshot+2024-04-25+at+1.12.57%E2%80%AFPM.png Set Europe Ablaze WWII Role Play Game - Historical Personas England Ian Fleming Virginia Hall Noor Inayat Khan Merlin Minshall Roman Czerniawski Madeleine Barclay Sonia Olschanezky Pearl Witherington United States Juliette May Alexander Moe Berg Julia Child Sterling Hayden Arthur M. Schlesinger, Jr. Jim Thompson Nicholas Deak Elizabeth Devereux Rochester France Spain Juan Pujol Garcia The Netherlands Dirk Klop https://shanefairbanks.com/cold-war-situation-room-4-cuba daily 0.75 2023-05-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/326b560f-cf8f-4d92-bbb8-5aa56de5888b/cuba.jpg Cold War Situation Room 4 Cuba - Cuban Missile Crisis Mock Trial It is January of 1963, and the World has had enough of these apocalyptic showdowns between the United States and Soviet Union. The United Nations is hosting a trial of the individuals involved in provoking the Cuban Missile Crisis, and it plans to economic sanctions against whichever country is to blame for the Crisis, and that country will be diplomatically isolated. Charges The leaders of the United States of the United States are charging the leaders of the Soviet Union and Cuba with violating world peace through their unsolicited provocation of Nuclear War. Prosecution Prosecuting Attorneys President John F. Kennedy Attorney General Robert Kennedy Robert McNamara - Secretary of Defense Adlai Stevenson - US Ambassador General Curtis LeMay Captain Jerry Coffee - U2 Pilot Ted Sorensen - Kennedy Advisor Defense Soviet Premier Nikita Khrushchev (Defendant) Cuban Dictator Fidel Castro (Defendant) Valerian Zorin - Soviet Ambassador Sergei Khrushchev - Son of the Soviet Premier Alexander Alexeev - Soviet Ambassador Anatoly Dobrynin - Soviet Ambassador Andrei Gromyko - Soviet Foreign Minister Rodion Malinovsky - Soviet Defense Minister General Issa Pliyev Resources Overview Video Primary Sources Page The Armageddon Letters Robert McNamara and the Cuban Missile Crisis Cuban Missile Crisis TedTalk Cuban Missile Crisis Overview and Resources USA/USSR Debate in the United Nations (1962) Interview with Sergei Khrushchev 9 Most Important Lessons to Take from the Cuban Missile Crisis https://shanefairbanks.com/cold-war-situation-room-simulation daily 0.75 2023-05-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/42be8dec-cecf-4991-a6fc-1d01ff84b49f/pasted-image.png Cold War Situation Room Simulation - Introduction The Cold War created an era of tension and brinkmanship between competing powers who sought influence through alliance, military buildup, economic hegemony, and diplomatic showdowns. Students will engage in a simulation between these competing forces. Is this conflict and the possibility of a nuclear holocaust avoidable, or do we have no choice but to oppose the spread of competing powers? For this activity, you will review the events and concepts of the Cold War from either the American, Russian, or their Allies’ perspective. Your task is to analyze the concepts, competition, and events of the Cold War around the globe, and enter into the mindframe of the people who determined global affairs. Once you enter the SITUATION ROOM you will be expected to make choices that could promote peaceful coexistence, or could doom the human race. Task Watch the video linked below to cover the material on your final exam: Cold Peace to Cold War video lecture 1 Peaceful Coexistence or Continued Competition? video lecture 2 The Changing Modern World: Detente to Disintegration video lecture 3 Plan a Cold War strategy as a team. Your teams are assigned as follows based on your study groups: United States — Stosstruppen NATO/SEATO Allies — Jacobins Soviet Union — Conquistadors Warsaw Pact Allies — Cavaliers Role Play the Cold War Situation Room: Your goal in the role playing is to either (1) promote your nation’s objectives, or seek compromises without starting a nuclear war, or (2) destroy your enemy with a preemptive nuclear assault without allowing a counterattack. Click on the Cold War Situation Room button (above) to move to the next step. https://shanefairbanks.com/cold-war-situation-room-simulation-1 daily 0.75 2023-05-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1ecb3b01-9377-43aa-99ee-df053c3e4116/war-room-2.jpg Cold War Situation Room 2 - Cold War Situation Room Order of Operations: Each superpower will start the turn with a COLD WAR SCORE SHEET. This CWSS describes the income and defense spending of that Superpower, as well as reflects the influence that Superpower holds over the Global Community. The goal of the game is to not crumble as a Superpower due to nuclear holocaust, bankruptcy, or lack of prestige and influence. The Superpowers must also establish direct and indirect influence over the Global Community. USA COLD WAR SCORE SHEET USSR COLD WAR SCORE SHEET NOTE: NATO and Warsaw Pact Allies are not considered Superpowers, but they can switch sides at any time in order to protect their strategic goals and interests. The Game Master will present a Cold War Scenario. Students should have already researched the scenarios, and be prepared to determine a strategic response. Following each side presenting their strategic response to the scenario, Allied Nations will have their opportunity to respond to the strategic response. Superpowers and Allied Nations must either find a RESOLUTION, or prepare for a MILITARY RESPONSE, or PREEMPTIVE NUCLEAR STRIKE (click on the Mutual Assured Destruction link above for more information) Your nation will set DEFCON Levels that will alert your military leadership and the world about your preparedness for conflict. See the section below for more information about role playing the scenarios. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/0e41bfa1-de24-48ba-8b26-84de9e8fde61/pasted-image-3.png Cold War Situation Room 2 - Strategic Responses Do Nothing Issue a Warning Seek a Diplomatic Resolution to the Crisis United Nations Influence — Make a speech before the UN and seek a formal resolution condemning the enemy action, or seek diplomatic alliance Counterattack — mobilize your economic, diplomatic, or military resources to a different area of the globe to deter the enemy, or gain strategic advantage while the Global Community is distracted by what the enemy is doing elsewhere Increase or Decrease your DEFCON Level Fund a Proxy War Limited Military Involvement Direct Military Invasion of the Enemy Preemptive Nuclear Strike Simulation Strategic Response — Your Strategic Response must be put into writing and presented to the Game Master. This must be prepared as a team by the end of the turn, or within the set amount of time determined by the Game Master. Player Profiles WAR HAWK - You fear the nemesis that opposes your Superpower status. Your ideology is the only ideology worth consideration, your country must be defended at all costs, and any means justify your country’s ends. A patriotic defense of our nation may call for an all-out annihilation of the enemy if the situation makes such extreme measures necessary, and anyone who is unwilling to die for their country is a traitor and a pansy. Diplomat - You want to promote your nation’s security through collective assurance in the United Nations to encourage a permanent system of global peace. You hope to avoid major conflicts with competitor states, but you are willing to fund proxy wars around the globe when necessary to insure your nation’s hegemonic influence as a global Superpower. Peace Doves - War is never the answer. We must do whatever we can to peacefully coexist. Your nation is great, but it can be flawed in major ways. There’s nothing wrong with having multiple perspectives to world problems, and no single ideology is infallible. Each to his own, man. We should lead the world through our cooperation with foreign powers, not belligerence, arms races, or violence. Spies - Your job is to infiltrate the enemy and pose as a supporter of its objectives and ideologies, all while reporting on developing situations to your home nation a sabotaging the enemy’s plans. As a spy you must covertly share messages with your home state (pick someone). Do not get caught! There is nothing that can save you if you are found out by the enemy state! See the Cold War Scenarios below for links to the different events to which you will prepare a response. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/0c877c7e-d679-45a7-9bf6-7602d085034f/pasted-image-4.png Cold War Situation Room 2 - Cold War Scenarios Preparation Click on the following links to view summaries and resources of each scenario: From Allies to Enemies Falling Dominoes - Greece & Turkey, 1947 Berlin Blockade The Intermediate Zone - Korean War Iron Fist, Velvet Glove Berlin Wall Three Men Go to War Decolonization Quagmire Risking the Death Zone German Reunification? https://shanefairbanks.com/cold-war-situation-room-3 daily 0.75 2023-05-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/0fd54935-80f6-4e47-bf3d-0fe980d1e034/pasted-image-3.png Cold War Situation Room 3 - Mutual Assured Destruction Each superpower possesses a NUCLEAR STRIKE BRIEFCASE and may use it at any time; however, it is unlikely that the enemy will miss your attack preparations, and they will be sure to fire back before they are destroyed. Each superpower must create a D.E.W. Line (Distant Early Warning Line) to watch the opposing Superpower’s preparation for a preemptive strike. The CHIEFS OF STAFF will be 3 individuals from each Superpower for each scenario. The CHIEFS OF STAFF set the DEFCON Levels (Defense Coordination). All 3 of these individuals must be in agreement upon whether or not to launch a nuclear strike. Before they can launch, they must request the NUCLEAR STRIKE BRIEFCASE. If a Superpower enters into DEFCON 3 or above (DEFCON 2 or 1), then they will be given the secret Nuclear Strike code to prepare for the event of Nuclear Attack. If a Superpower successfully launches their nuclear arsenal, then the opposing side has 60 SECONDS to respond with their own Nuclear Attack. Both sides can research the creation of a DEAD HAND — which is a fail safe defense system that will employ all of the nation’s nuclear arsenal against the enemy if all of the CHIEFS OF STAFF are eliminated in a nuclear strike. Remember: The Goal of the game is to RESOLVE, SURVIVE, or DESTROY! Any attack will warrant a counterattack, and then everyone could die. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/6730e75a-32c7-4e7f-83c8-d5d9173e3591/war-room-2.jpg Cold War Situation Room 3 - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://shanefairbanks.com/film-premiere-project daily 0.75 2024-02-04 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/78ea82b8-93d5-48a3-989b-7dba5593ad97/A7AD3F5A-4627-4509-A3A8-030B8327ACF9.PNG https://shanefairbanks.com/the-immigrant-experience daily 0.75 2024-01-24 https://shanefairbanks.com/intro-to-the-great-depression-background daily 0.75 2024-03-19 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/cf496840-567c-4ef9-8cc9-e0bc133d130e/Screenshot+2024-03-19+at+9.21.17%E2%80%AFAM.png Intro to the Great Depression - BACKGROUND - Terms to Know Laissez-Faire = capitalist philosophy that limits government involvement in the economy, allowing booms and busts to work themselves out dependent upon market supply and demand (typical of Republican Party in 20th C) Progressive = political and economic philosophy that believed the government could enact changes to improve society, often through regulating Wall Street and Big Business, as well as improving working and living conditions (typical of Democratic Party in 20th C) Pinko = a person who is sympathetic to socialist economic and political beliefs Conservative = philosophy that supports traditional American and Christian ideals and morals, including limited government intrusion into personal and business affairs Bull Market = markets that are characterized by investor confidence and optimism Bear Market = markets that are trending down due to lack of spending or flagging confidence https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/8a098cf9-c000-43bb-b4b2-fdb5f9bee36e/Screenshot+2024-03-19+at+9.21.43%E2%80%AFAM.png Intro to the Great Depression - BACKGROUND - Background Problem 1 Now that World War I is over, global industry is back to normal production levels, which means that fewer foreign countries want to buy American goods. Now United States industry has produced a surplus of goods. What will this do to prices and profits? What should be done (if anything) about this problem? What consequences do you foresee? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/7fbbae8d-724c-462f-a2c4-252245377811/Screenshot+2024-03-19+at+9.22.03%E2%80%AFAM.png Intro to the Great Depression - BACKGROUND - Background Problem 2 Farmers during WWI experienced a dramatic increase in demand for their crops, and the Federal Govt. and international marketplace offered tremendous incentive for farmers to overproduce crops, even by taking massive loans to pay for additional farm land and tractors. Now that demand has decreased, farmers face economic crisis as they cannot pay their loans and are threatened with foreclosure. What should be done (if anything) about this problem? What consequences do you foresee? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1d1ca44b-e015-42aa-8cf4-1346b392682c/Screenshot+2024-03-19+at+9.22.34%E2%80%AFAM.png Intro to the Great Depression - BACKGROUND - Background Problem 3 When the economy was strong in the early 1920s, massive housing districts were built in the hope that Americans would keep buying them, and the auto industry also overproduced a surplus of automobiles. By the late 1920s, fewer people are buying homes and automobiles, and the market is experiencing a “bubble” period. Part of the reason for this lack of spending is that there is an unequal distribution of wealth and 70% of Americans live at or below poverty level ($2,500 per year). What should be done (if anything) about these problems? What consequences do you foresee? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/8cb98298-5a52-488b-9448-c1f7b1923562/Screenshot+2024-03-19+at+9.22.53%E2%80%AFAM.png Intro to the Great Depression - BACKGROUND - Background Problem 4 With the Bull Market of the Roaring Twenties, speculation is rampant on the market (meaning stocks are not worth as much as buyers and sellers assume). Many investors are also buying stocks on the margin, meaning purchasing a stock on credit, hoping that the stock will make a profit and pay for the loan. By 1929, the stock market appears to be entering into a Bear Market period, and the economy is entering into a recession. What should be done (if anything) about this problem? What consequences do you foresee? https://shanefairbanks.com/manifest-destiny-literary-analysis-unit daily 0.75 2026-01-12 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/565bd6ce-dd0f-4000-bac8-ec26aab360bb/the-underground-railroad-md-web.jpg Manifest Destiny Literary Analysis Unit - Directions You will choose one of the following books to read and analyze for its literary take on America’s Manifest Destiny. The goal of the project is to give you a deeper understanding of the time period and the fictional literature about the time period. NOTE: You must complete the full project with detail and accuracy. BE SURE TO READ THE BOOK! Your instructor will check for understanding, but will also scan for both plagiarism and ChatGPT — using either of these will result in getting expelled from the class. Look below for the book options and directions for each https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/9b0b848b-6520-4080-80ea-272a545d3f5c/revenantMV5BYTgwNmQzZDctMjNmOS00OTExLTkwM2UtNzJmOTJhODFjOTdlXkEyXkFqcGc%40._V1_.jpg Manifest Destiny Literary Analysis Unit - STEP 1 - READ Choose from one of the following books. You will need to find your own copy (Amazon, B&N, Kindle, etc.). You may read more than one for substantial extra credit! The Revenant by Michael Punke Find the book on Amazon here Watch the film trailer here The Underground Railroad by Colson Whitehead Find the book on Amazon here Watch the film trailer here Abraham Lincoln Vampire Hunter by Seth Graham-Smith Find the book on Amazon here Watch the film trailer here https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/fe2ff5fb-47f1-4534-844e-5d660fc5d08d/the-underground-railroad-amazon-prime-video-e1618657187649.jpeg Manifest Destiny Literary Analysis Unit - STEP 2 - LITERARY ANALYSIS After you have read the book, complete a Literary analysis of the book based on the project of your choosing: Option 1 - Main Character Interviews (any book) Pretend that you are either a journalist or talk show host and interview TWO main characters. You must talk to the protagonist, and choose either a supporting character or the antagonist. Develop questions based on the following considerations: What was the journey like for the protagonist? (You must discuss their beginning, middle, and end of their journey) What challenges did they encounter along the way? Was the protagonist ultimately successful in their journey? How did the what are the antagonist or supporting character’s views of the protagonist’s journey? Your interview must contain 5 QUOTES with page numbers cited parenthetically, for example, “quote, quote, quote” (82). Your creative response must be 3-4 pages in length (double spaced). EC OPTION - You can work with 1-2 partners to dress the part of the characters and film the interview instead of write it as magazine column. Option 2 - Revenant Newspaper Editorial Pretend that you were a Newspaper reporter who witnessed the climactic ending of the Revenant book, and write an editorial piece that interviews Hugh Glass, John Fitzgerald, and Jim Bridger. Write a piece that reports upon the full extent of the story that each would have presented as their view of the events. Your editorial must contain 5 QUOTES with page numbers cited parenthetically, for example, “quote, quote, quote” (82). Your creative response must be 3-4 pages in length (double spaced). Option 3 - Underground Railroad Slave Narrative Pretend that the year is 1865. The Civil War has just ended and slavery has been officially abolished. You are Cora, and an interviewer hoping to preserve for history the memories and experiences of escaped slaves on the Underground Railroad has just approached you to get your story. Write from Cora’s perspective what her experiences were from her life in slavery, to her escape on the Underground Railroad, to her eventual life of freedom. Your narrative must contain 5 QUOTES with page numbers cited parenthetically, for example, “quote, quote, quote” (82). Your creative response must be 3-4 pages in length (double spaced). Option 4 - Abraham Lincoln Vampire Hunter “Uncovered” Scene Create an “Uncovered” Chapter or Alternate Scene: Students will write a new chapter or scene (3-4 pages) that could fit seamlessly into Abraham Lincoln: Vampire Hunter. This chapter should either: Expand on a specific event mentioned in the book (e.g., a training sequence where Lincoln hones his vampire-slaying skills), Show Lincoln encountering a vampire in a famous historical location not covered in the novel, or Explore a moment of conflict or decision in Lincoln’s vampire-hunting life that reveals his motivations or moral dilemmas. Vampire Hunter Journal Entry: Finally, students will write a journal entry as Abraham Lincoln reflecting on a moment in the vampire-hunting journey, either based on their new scene or an event from the book. This should showcase Lincoln’s inner thoughts and feelings, demonstrating students’ understanding of his character and his internal conflicts as depicted in the novel. Option 5 - Historical and Literary Criticism Essay Click here to download the Revenant Response Essays Assignment Click here to download the Underground Railroad Response Essays Abraham Lincoln Vampire Hunter: Write a literary criticism essay that is 3 pages in length (double spaced). Along with using the book as your resource, you must also use Thomas C. Foster’s How to Read Literature Like a College Professor chapter on vampires in literature (read the chapter here). Your analysis MUST include THREE quotes as evidence from the book, and must answer the following: In what ways does the novel use supernatural violence as a metaphor for the real-world struggles of Lincoln’s time, particularly the fight against slavery and tyranny? Explore how the novel’s action sequences, centered around vampire hunting, parallel the real-world political violence of the Civil War. Discuss how supernatural abilities reflect and distort ideas of justice and power. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ed698b31-f0de-4a2d-86e8-bc9a5d530d5c/lincolnvamp0bee026c1b0aa65fa1f199d4e3994399_bc15ec3c-1dec-4d2e-83f9-bed9314745ae_500x.jpg Manifest Destiny Literary Analysis Unit - STEP 3 - FILM ANALYSIS (Extra Credit) Write a short essay (500 words) that discusses the similarities and differences of the film adaptation of your book choice, using the following questions as your guide: What did the movie did well that helped you better understand the book and the time period? What did the movie do that was different from the book? Did you like the film adaptation or not - why or why not? *DISCLAIMER — The goal of this part of the project is to get college-level students to have a deeper engagement with the literature and time period. The films are all rated R for various reasons. If you or your parents are not comfortable with you watching the film, then you must notify your instructor, and you will need to do an alternative assignment. The alternative assignment will be to choose TWO of the writing options listed above. Versions to Use: The Revenant (2015) - Rated R (click here to see the parent’s guide to the rating) The Underground Railroad on Prime Video (2021) (choose 1 or more episodes in the series — more than one episode analysis earns EC) - Rated R (click here to see the parent’s guide to the rating) Abraham Lincoln Vampire Hunter (2012) - Rated R (click here to see the parent’s guide to the rating) https://shanefairbanks.com/poetic-american-verse daily 0.75 2024-11-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ce40b7bb-2772-4817-906f-aed14eb145ac/6ed2732f53b73202fc245835083963e0.jpg Poetic American Verse - Topics 4-6 Poets Emily Dickinson Emily Dickinson Series and Poetry Extra Credit Because I could not stop for death A Precious Mouldering Pleasure I taste a liquor never brewed (124) Success is counted sweetest (112) Wild Nights — Wild Nights (269) I felt a Funeral, in my Brain, (340) Edgar Allen Poe(m) of the Day: Alone Fall of the House of Usher (short story) A Dream Within a Dream Abraham Lincoln Abraham Lincoln - My Childhood Home Abraham Lincoln - The Suicide’s Soliloquy Walt Whitman Walt Whitman Song of Myself https://shanefairbanks.com/manhunt daily 0.75 2025-01-25 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/5bd29673-2d0d-4715-93aa-828f7ea4af38/john-wilkes-booth-and-his-conspirators.jpg MANHUNT - Introduction President Abraham Lincoln has just been assassinated at Ford's Theater, and students will play the roles of historical figures trying to catch the villain who is responsible. Drawing inspiration from the Apple TV series MANHUNT and James L. Swanson’s book Manhunt: The 12-Day Chase for Lincoln’s Killer, students will collaborate, strategize, and make decisions to shape the outcome of the manhunt for John Wilkes Booth. Can students find and bring to justice President Lincoln's killer, and find a way to Reconstruct the Union? Find out in this historical role play simulation! Students will be assigned a historical role and read about their historical persona Students will be presented with scenarios relating to the 12-day hunt for Lincoln’s Assassin, as well as be confronted with the problems of Reconstruction after the end of the American Civil War Students will have to make the right choices before time runs out and the assassin escapes justice Students will write a POST MORTEM REPORT (linked here) to reflect upon their experience in the simulation https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/d543a879-4e91-4ffa-bea8-e70dc6ce0b36/lincoln.jpeg MANHUNT - Historical Roles After choosing/being assigned your historical role, click on the link for your persona and read about their character and role in the manhunt. Take special note of your character’s motives, and if your character has any secrets or special powers, be sure not to reveal those until it becomes necessary. War Department Detectives: Edwin Stanton (Secretary of War) Thomas Echert Detective Lafayette Baker Detective Luther Byron Baker Detective John C. Frazee Edward Doherty (Union Cavalry Commander) Eddy Stanton Political & Economic Leaders: President Andrew Johnson George Sanders Northern Democrats Southern Democrats and Wealthy Planter Elite Wallstreet Businessmen Supporting Characters: Mary Surratt Dr. Samuel Mudd John Surratt Thomas Jones Stanford Conover Mary Simms Louis Weichmann *Disclaimer: The historical role reports and scenarios used in this simulation are derived from a combination of historical research, Apple TV’s MANHUNT, and ChatGPT for character development. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/075e73ea-f1d6-4d44-bdc3-bd3e60ce104c/s-l400.jpg MANHUNT - Simulation Step 1 - Read about your historical persona Use the links in the section above to familiarize yourself with your historical persona. Pay special attention to what role they play in the time period, what motives they may have, and what powers or secrets they may hold that could be important to the outcome of the game. Step 2 - Play the simulation in class Your instructor will present you with scenarios, and your character will need to make decisions based on the scenario. The primary objective for most of the characters is to capture John Wilkes Booth and his accomplices while uncovering their connections to the Confederate Secret Service. However, some players would not want to see the assassin’s capture, or risk being implicated with his crimes. Players must balance the pursuit of justice with the broader political tensions of Reconstruction, navigating obstacles posed by Southern sympathizers and political challenges from the administration of Andrew Johnson. Game Play The Game Master will set a timer at the beginning of the class. Each block of 10 minutes that passes means that there is less chance of finding Lincoln’s assassin Scenario presented — you make the choices that will either help or hinder the search for John Wilkes Booth Presentation of your plan of action — You will give a short speech or write up a short plan of what actions should be taken Die Roll to see if you are successful in your operation (click here to see the die roll chart) Repeat this process until Lincoln’s assassin is brought to justice or escapes Step 3 - POST MORTEM REPORT (click here) You will submit a post mortem report that answers the questions about the simulation that relate to your historical persona. DO NOT have AI write this report for you! You need to authentically portray your reactions and responses to how the simulation impacted you and taught you about the time period. https://shanefairbanks.com/pre-production-simulation daily 0.75 2025-02-09 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/81ae937a-ec13-4e9c-a716-2fb8d3c18627/How-to-Get-a-Film-Permit-%E2%80%94-A-Step-by-Step-Breakdown-768x432.jpg Pre-Production Simulation - Pre-Production Simulation Exercises Form into Film Production Teams. Each Film Production Team will need the following roles fulfilled: Director Cinematographer (1-2) Talent/Actors (2-3) — use 1-2 of the actors who are cast in the movie, and the rest can be understudies or stand-ins Sound Engineers (1-2) — Boom and/or Lapel Mic Script Supervisor — checks continuity and lines Production Designer/Prop Designer/Costuming — Visualizes and creates the set, props, and costuming Marketing Director — Behind the Scenes Photo/Video Film Production Teams will rotate through different pre-production scenarios (listed below). Following the end of the simulation, Film Production Teams will submit a Pre-Production Debriefing so that each member of the team will reflect upon ways to improve their role and the overall filmmaking experience. 1. Simulated Production Day Overview: Create a “mini production” day where the class simulates the entire process of filming a scene. How to Implement: Pre-Production Meeting: Assign Roles: Before the rehearsal, assign each student a role (or let them choose from a prepared list) such as director, assistant director, camera operator, sound mixer, script supervisor, production designer, props master, lighting technician, costume coordinator, etc. Department Meetings: In small groups, let each department meet to plan their responsibilities for the day. For instance, the camera team discusses shot composition and camera movements while the art department plans the set layout and props. Collaborative Storyboarding: Have the director and assistant director lead a session where everyone collaborates on a rough storyboard or shot list for the scene. Rehearsal Run: On-Set Simulation: Use a classroom or a designated space to simulate the film set. Actors (who might be fellow students or even role-playing within their departments) rehearse the scene while the production team performs their tasks. Live Adjustments: Encourage departments to communicate in real-time. For example, if the lighting isn’t quite right, the lighting team makes adjustments while the director calls for a quick reset. Debrief: After the run-through, hold a debrief session where each department discusses what went well and what challenges they encountered. This reflective practice reinforces learning and encourages cross-departmental understanding. 2. Department Rotation Workshop How to Implement: Station Setup: Create Production “Stations”: Set up several “stations” around your rehearsal space, each representing a key production area (e.g., Camera, Sound, Art/Design, Lighting, Script & Continuity, Production Assistance). Task Cards: At each station, provide a brief description of a challenge or task (e.g., “Set up a shot using a specific camera movement” or “Design a quick set piece that matches the scene’s mood”). Rotation: Divide the students into groups (ensuring each group has a mix of roles from the previous assignment if possible). Allow each group 15–20 minutes per station, then rotate. This ensures every student gets hands-on experience with different aspects of production. Cross-Feedback: After each rotation, have a quick feedback round where the group discusses what they learned and any difficulties they encountered. 3. Live Blocking & Technical Rehearsal Overview: Combine a traditional scene rehearsal (blocking for actors) with a behind-the-scenes technical run. This exercise emphasizes on-set coordination between the acting and production teams. How to Implement: Assign Roles: Clearly designate roles for both on-camera talent (actors) and the production crew (camera, sound, lighting, script supervision, etc.). Rehearsal Process: Blocking the Scene: Begin with a table read and then move to blocking, where the actors rehearse their movements and positioning. Technical Integration: As blocking occurs, have the production crew position cameras, set up microphones, and adjust lighting. This simultaneous process mirrors real set conditions. Role Interaction: Encourage communication—for example, the director might ask the camera operator to adjust framing based on the actor’s movement, or the sound team might flag ambient noise. Post-Rehearsal Discussion: Gather everyone to discuss how the coordination worked. Ask questions like, “Did the camera team feel they had enough time to adjust the shot?” or “Were there any moments where communication broke down?” 4. Mock Production Meeting & Crisis Management Overview: Simulate a production meeting where each department presents their plan for shooting the scene, then introduce a “crisis” (like unexpected weather or a missing prop) to see how the team adapts. How to Implement: Production Meeting Simulation: Role Assignments: Each student or small group presents their department’s plan (e.g., camera angles, lighting setups, sound considerations). Discussion & Q&A: The rest of the class acts as consultants or problem-solvers, questioning decisions and offering alternative solutions. Crisis Introduction: Halfway through the meeting or the subsequent rehearsal, introduce an unforeseen challenge (e.g., “The main prop is missing!” or “We lost our location due to weather”). Team Problem-Solving: Allow the groups a few minutes to regroup and revise their plans under pressure. This exercise builds real-world problem-solving skills and stresses the importance of communication. Debrief: Review how each department handled the crisis. Discuss what strategies worked, what didn’t, and how future planning might include contingency strategies. 5. Production Role-Play Game Overview: Turn the rehearsal into an interactive game that mimics the unpredictability of a film set. This adds an element of fun while reinforcing production skills. How to Implement: Game Setup: Role Cards: Prepare cards with different production roles and responsibilities. Each student draws a card, ensuring every key role is represented. Task Challenges: Develop a series of production “challenges” (e.g., “Set up a complex tracking shot in 5 minutes” or “Resolve a continuity error discovered during rehearsal”). Gameplay: Work in teams to complete challenges. The game could be structured with rounds, where each round focuses on a different aspect of production (technical setup, creative problem-solving, interdepartmental communication). Scoring & Rewards: Optionally, introduce a light competitive element with scoring for effective problem-solving or creativity. Ensure that the focus remains on learning and collaboration. Reflection: After the game, discuss which roles felt most challenging, what communication strategies were most effective, and how these skills translate to an actual production set. Additional Tips for Success Role Rotation: Ensure that over the course of several rehearsals, students have the opportunity to rotate through different roles. This cross-training helps build empathy for each position and a better overall understanding of the production process. Clear Instructions & Objectives: Before each exercise, clearly outline the goals. Whether it’s mastering a technical skill, effective communication, or quick problem-solving, having defined objectives helps focus the rehearsal. Debrief Sessions: Always end with a debrief or reflection period. Encourage students to share what they learned and how they might apply these lessons on an actual film set. Real-World Constraints: Try to incorporate real-world limitations such as time constraints, budget limitations, or unexpected challenges to simulate the pressures of a real production environment. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/97289b36-5068-44a2-bac1-8d950ce1bb28/film-production-service.jpg Pre-Production Simulation - Resources: Damien Chazelle Rehearsals for LaLa Land Freeway Scene How to Make Your Videos Look More Cinematic with Lighting https://shanefairbanks.com/american-comparative-government daily 0.75 2025-08-27 https://shanefairbanks.com/govt-notes-materials daily 0.75 2026-03-29 https://shanefairbanks.com/govt-assignments daily 0.75 2026-03-29 https://shanefairbanks.com/hohnotesmaterials daily 0.75 2026-03-29 https://shanefairbanks.com/hohreadingassignments daily 0.75 2025-12-12 https://shanefairbanks.com/hoh-activities daily 0.75 2026-03-23 https://shanefairbanks.com/govt-reading-assignments daily 0.75 2026-02-12 https://shanefairbanks.com/modern-issues-debates daily 0.75 2025-09-01 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/526a842b-f6b2-49e1-92a2-6431a9f9731c/ChatGPT+Image+Aug+27%2C+2025+at+12_12_52+PM.png https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/65e01bcb-8f80-42f4-abef-2e85aa736e02/025283518_1-9d484c4a8c4aeefb12d56de1d206c747.png https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/10d65194-dac4-4b10-89d8-aaab9196fb39/healthy_debate_1200x630.jpg https://shanefairbanks.com/colonial-charters-role-play daily 0.75 2025-10-13 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/2d7deea5-a9dd-4f8c-b25e-07a2dacd8659/Pilgrims-Mayflower-Compact-oil-painting-1932.jpg.webp Colonial Charters Role Play - Introduction This role-play simulation introduces students to the diversity of colonial foundations in North America during the era of salutary neglect. Students represent different religious and political groups seeking charters from the English Crown. Each group must present its case for why they deserve a colony, respond to interrogation from rivals, and face the uncertainties of royal politics through elements of chance. The activity highlights how diverse motivations and inconsistent oversight led to distinctive colonial governments, laying the groundwork for the American Revolution. START THE SIMULATION BY READING THIS DOCUMENT: Colonial Autonomy Under Salutary Neglect https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/b0402ff0-9ebb-4c3e-9238-5440854963f5/The_Birth_of_Pennsylvania_1680_cph.3g07157-59835b9c9abed500101353b5.jpg Colonial Charters Role Play - The Game START THE SIMULATION BY READING THIS DOCUMENT: Colonial Autonomy Under Salutary Neglect - Divide the class into groups, each representing one of the following factions: Puritans, Catholics, Quakers, Baptists, Roger Williams, Bacon/Gentry of Virginia, and James Oglethorpe/Georgia Philanthropists. - Provide each group with a detailed role card. - Designate the rest of the class as the 'Royal Council' when one group presents. - Provide a six-sided die for the chance element. Game Rounds: 1. Petition for a Charter – Each group presents its argument (3–4 minutes). 2. Interrogation – Rival groups or council members ask sharp questions. 3. Royal Decision – Arguments are weighed, then chance plays a role: - Roll 1–2: Charter denied. - Roll 3–4: Limited proprietary charter. - Roll 5–6: Full royal charter. Debrief: - Discuss which arguments were strongest, which were weakest, and why. - Reflect on the influence of chance, patronage, and favoritism in colonial development. - Connect outcomes to the reality of salutary neglect and the seeds of eventual rebellion. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/4360061a-7f22-463c-b398-e3b94ad706d9/colonies-English-North-America.jpg.webp Colonial Charters Role Play - Role Cards Role Cards Puritans (Resisting the Act of Uniformity) Background: You are English Protestants seeking to 'purify' the Anglican Church. The Act of Uniformity forced conformity to Anglican practices, driving you to seek a new home. Core Argument: You deserve a colony to build a community based on strict moral codes and devotion. Strengths: Strong sense of community, disciplined work ethic, established leaders. Weaknesses: Viewed as radical troublemakers in England. Die-Roll Effect: On 5–6, gain support from sympathetic members of Parliament. Catholics Background: Catholicism is outlawed in England under anti-Papist laws. You face persecution and discrimination. Core Argument: You deserve a safe haven for Catholics (like Maryland). Strengths: Wealthy patrons like the Calvert family can fund your settlement. Weaknesses: Deep anti-Catholic prejudice in England. Die-Roll Effect: On 1–2, Parliament blocks your charter due to Papal fears. Quakers Background: Known as the Society of Friends, you practice pacifism and equality, rejecting hierarchy. Core Argument: You deserve a colony based on freedom of conscience and peaceful coexistence. Strengths: Wealthy supporters like William Penn; attractive vision of tolerance. Weaknesses: Viewed as radicals unwilling to bear arms. Die-Roll Effect: On 5–6, wealthy Friends secure proprietary charter funding. Baptists Background: A small but growing sect opposing Anglican control, often meeting in secret. Core Argument: You deserve a colony where grassroots faith can flourish. Strengths: Strong local congregational ties, emphasis on independence. Weaknesses: Few wealthy or powerful allies in England. Die-Roll Effect: On 3–6, dissenters join your cause, strengthening your colony. Roger Williams Background: A Puritan dissenter who argues for separation of church and state and freedom of conscience. Core Argument: You deserve a colony (Rhode Island) to protect true liberty of belief. Strengths: Bold intellectual defense of liberty; some sympathy from reform-minded thinkers. Weaknesses: Branded radical, banished from Massachusetts. Die-Roll Effect: On 4–6, Native groups agree to sell land fairly, legitimizing your claim. Nathaniel Bacon / Virginia Gentry Background: Wealthy planters frustrated with Governor Berkeley’s policies and Native relations. You led or sympathized with Bacon’s Rebellion. Core Argument: You deserve a colony to expand plantations and protect gentry power. Strengths: Wealth, influence, military experience. Weaknesses: Seen as rebellious and disloyal. Die-Roll Effect: On 1–2, Crown distrusts you; on 5–6, colonial elites rally in your support. James Oglethorpe / Georgia Philanthropists Background: You envision a philanthropic project to settle debtors and create a buffer against Spain in Florida. Core Argument: You deserve a colony for humanitarian and strategic purposes. Strengths: Strong humanitarian appeal; Crown values southern defense. Weaknesses: Colonization is risky and costly. Die-Roll Effect: On 5–6, Crown provides strong royal backing due to strategic need. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/30568b06-340e-4e1e-8fc2-582513a9607e/The_Birth_of_Pennsylvania_1680_cph.3g07157-59835b9c9abed500101353b5.jpg Colonial Charters Role Play - Event Cards Navigation Acts unenforced: Your colony profits through smuggling. (+1) Native conflict: Frontier clashes strain resources. (-1) Religious dissent: A splinter group leaves your colony to form another settlement. (-1) Royal governor ignores your assembly for a decade, letting you self-govern. (+1) Economic boom: Your colony prospers from Atlantic trade. (+1) Economic bust: Crop failures and debt weaken your colony. (-1) https://shanefairbanks.com/intellectual-liberation-enlightenment-debate-role-play daily 0.75 2026-01-21 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/5188ab7d-ded2-446c-8e9e-a40ddeb63521/Enlightenment-thinkers-1024x596.jpg Intellectual Liberation - Enlightenment Debate Role Play - Enlightenment Role Play Step 1: Preparation Before our role-play, you will need to: Read the assigned materials about the major Enlightenment thinkers (Locke, Montesquieu, Rousseau, Voltaire, Hobbes, Smith, Wollstonecraft, Jefferson, Franklin, Kant, Paine). WHP The Enlightenment Enlightenment Thinkers Role Play Take notes on each thinker’s philosophy, quotations, and impact so you’re familiar with their big ideas. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/79345ebb-94db-464a-95e9-58769135723c/Maurice_Quentin_de_La_Tour_-_Francois-Marie_Arouet_de_Voltaire_called_Voltaire_-_%28MeisterDrucke-821621%29.jpg Intellectual Liberation - Enlightenment Debate Role Play - Step 2: Role Assignment On the day of the activity, you will be randomly assigned an Enlightenment thinker to portray. You’ll receive a role card with background information, quotes, and talking points. Here are the various ideas of the Enlightenment thinkers whom you’ll play: Enlightenment Thinkers Role Play John Locke Baron de Montesquieu Jean Jacques-Rousseau Voltaire Thomas Hobbes Adam Smith Mary Wollstonecraft Thomas Jefferson Benjamin Franklin Immanuel Kant Thomas Paine https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696024040-SIH808Z6O5RQ6G7E7GFI/06-20a.jpg Intellectual Liberation - Enlightenment Debate Role Play - Coffee House Discussion Step 3: Coffee House Discussion ☕ We’ll transform the classroom into an 18th-century coffee house or Parisian salon. Imagine yourself debating over tea, coffee, or chocolate like the great minds of the Enlightenment. At your tables, discuss the following big questions while staying in character: Politics & Power What is the purpose of government? Should people have the right to rebel against rulers? Should power be concentrated in one strong leader or divided among branches? Economics & Society Should government control the economy, or should markets be free? Does inequality threaten freedom? What is more important: liberty or security? Religion & Ideas Should religion guide government, or be separate from it? Should people have the right to criticize leaders openly? Are some ideas too dangerous to allow in public debate? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c2b6fdd7-7227-4f28-bc7a-3a2682dea5b4/USDc9CGVKU7YngGc4ad8JX-1200-80.jpg Intellectual Liberation - Enlightenment Debate Role Play Step 4: Fun Challenges After the coffee house discussion, we’ll spice things up with some challenges to keep you on your toes: Chance & Die Rolls - Enlightenment Scenarios I’ll occasionally roll a die to introduce random “events” into the discussion. For example: 1–2: A pamphlet is published spreading your ideas → gain extra speaking time. 3–4: Authorities censor you → your next comment must be made in whispers or riddles. 5–6: A supporter or critic interrupts → you must quickly defend your ideas against an unexpected challenge. Chance & Die Rolls - American Scenarios 1–2: A Founding Father (Jefferson, Franklin, etc.) quotes your ideas in a famous speech → you get priority to speak next. 3–4: A colonial critic attacks your ideas → defend yourself in 30 seconds. 5–6: The Revolution breaks out around you → explain how your ideas apply to the crisis. Class-Wide Debate We’ll regroup for a full-class debate on the following resolution: Resolved: The American Founding Fathers were right to build a republic grounded in Enlightenment ideals of liberty, equality, and popular sovereignty. Pro Side (most thinkers): Locke, Montesquieu, Rousseau, Voltaire, Wollstonecraft, Paine, Jefferson, Franklin, Kant, Smith — argue that Enlightenment principles shaped the U.S. system and made a republic the best form of government. Con Side (mainly Hobbes): Argue that a monarchy or strong executive is more stable, that people are too selfish or chaotic to govern themselves, and that the Founders made a dangerous mistake by rejecting centralized authority. “Crossfire Questions” Students will get to ask other thinkers: “Locke, would Rousseau’s ideas work in practice?” “Voltaire, do you really believe religion has no role at all?” “Hobbes, why should we trust your grim view of humanity?” Hobbes, why should Americans trust a king after declaring independence? Locke, how do natural rights apply to colonists fighting Britain? Montesquieu, did the U.S. design the right balance of powers? Voltaire, how should the new republic handle freedom of religion? Stay in character as you answer. https://shanefairbanks.com/trial-of-socrates daily 0.75 2025-09-29 https://shanefairbanks.com/revolutionary-mindset-role-play daily 0.75 2025-11-10 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/d72d1319-e11b-49a2-8111-08a09e1c51ca/the-washington-desktop.jpg.webp Revolutionary Mindset Role Play - Introduction This simulation involves several role plays that will take you through scenarios from the American Revolution to the formation of the American Constitution and Bill of Rights. You will volunteer for your role and perform as that character throughout the various games and role plays. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/31798f27-6938-4b44-9647-705b6aa35738/Declaration-of-Independence-canvas-rotunda-John-Trumbull-July-4-1776.jpg.webp Revolutionary Mindset Role Play Scenario 1 - Declaring Independence As Sons of Liberty and gentrymen, you will discuss and debate how to respond to the British government’s enforcement of regulations and taxation that you feel is unjust. Prepare to list your grievances and fight for independence! Roles for this Scenario: Revolutionary Roles Read: Suffolk Resolves Galloway Proposal and Olive Branch Petition Independence in 1776 Writing the Declaration of Independence https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/47aaffcd-bca1-4988-beac-3cce64fca54c/American-revolution.jpg Revolutionary Mindset Role Play Scenario 2 - Fighting for Freedom ”Remember officers and soldiers that you are free men, fighting for the blessings of liberty,” said George Washington, and one of his officers Anthony Wayne said, “Issue the orders, sir, and I shall storm hell!” Who will stand and fight for freedom? Role preparation - To Fight or Not to Fight Revolutionary Fates Roller Battle Decisions and Fate Roller https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/77088ed2-5b8c-4bf0-b88b-b79a2d71f9ba/shays4.png.webp Revolutionary Mindset Role Play Scenarios - The Legacy of Revolution The year is 1786. The Revolution is over — but peace has not brought prosperity. Veterans return home to debts. Farmers face eviction. The government can’t raise money, and state courts are seizing land. In western Massachusetts, whispers of rebellion are turning into action. The nation you just fought to build is on the edge of collapse. You will take on the role of real historical figures — rebels, lawmakers, merchants, generals, and framers — navigating a nation on the brink. Will you crush the uprising, lead the charge, or push for a new vision of government? Every decision you make will shape America’s future. For this scenario you will play the role of your Founding Father parts that you’ve been assigned Read: Forging a New Nation (1776-1787) Legacy of Revolution – Constituent Profiles (1770s–1780s) Historical News Excerpts (1775–1787) Committee Work: Founding Fathers Committee: Strengthening the Confederation AoC 1 Franklin Initial Draft AoC 2 Deliberations in Congress AoC 3 Ratifications and Amendments Scenario 3 - 1786 – Crisis in the States (Debt and Disorder) Scenario 4 - 1786 – The Perilous Foreign Affairs (The Mississippi Dilemma) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/99d97fb2-210e-4c9d-b364-b0dd513846e1/Scene_at_the_Signing_of_the_Constitution_of_the_United_States.jpg Revolutionary Mindset Role Play Scenario 4 - Constitutional Convention It’s 1787. The revolution is over — but the republic is failing. The Articles of Confederation gave each state its freedom. No king. No strong national government. But now, trade is breaking down. States are fighting over borders and taxes. Rebellions are erupting. Congress can’t even pay its soldiers. You are delegates to a national convention. The mission: Decide the future of America. Will you defend the Articles with key reforms? Or scrap the system entirely and design a new Constitution? The stakes are high. A weak union risks collapse. A strong government risks tyranny. The balance between liberty and order is in your hands. READ: The Union in Crisis, 1787 READ: Constitutional Convention Role Play (Student Guide) ASSIGNMENT: Historical Role Report https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/274d9ff9-ac23-49b2-a768-8f1022402c44/benfranklinbigmoney.jpg Revolutionary Mindset Role Play - Roles NATIONALISTS James Madison (Virginia) George Washington (Virginia) Alexander Hamilton (New York) Charles Pinckney (South Carolina) Gouverneur Morris (Pennsylvania) Rufus King (Massachussetts) Nathaniel Gorham (Massachussetts) MODERATE NATIONALISTS John Rutledge (South Carolina) John Dickinson (Delaware) Benjamin Franklin (Pennsylvania) Oliver Ellsworth (Connecticut) Hugh Williamson (North Carolina) John Langdon (New Hampshire) CONFEDERALISTS John Lansing, Jr. (New York) Luther Martin (Maryland) William Paterson (New Jersey) Robert Yates (New York) John Francis Mercer (Maryland) William Few (Georgia) MODERATE CONFEDERALISTS Roger Sherman (Connecticut) George Mason (Virginia) Elbridge Gerry (Massachussetts) Edmund Randolph (Virginia) Gunning Bedford (Delaware) William Samuel Johnson (Connecticut) https://shanefairbanks.com/alexander-the-great-debate daily 0.75 2025-10-26 https://shanefairbanks.com/crisis-in-rome-simulation daily 0.75 2025-11-20 https://shanefairbanks.com/decision-points-alien-and-sedition-acts daily 0.75 2025-11-10 https://shanefairbanks.com/war-of-1812-simulation daily 0.75 2025-11-16 https://shanefairbanks.com/floodline-crisis-simulation daily 0.75 2025-12-10 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/01a2cd98-5607-47bb-acdf-fc1e4dfb1687/1*fnzisEuLi15swetWYF0XVQ.png Floodline Crisis Simulation THE FLOODLINE CRISIS: Who’s in Charge? Last night the Floodline River overflowed after a historic storm. Bridges collapsed, neighborhoods flooded, the wastewater plant shut down, and thousands are without power. Emergency response is underway—but confusion over who has authority is slowing everything down. You will take on the role of different levels of government and stakeholders. Your job is to coordinate a lawful, effective response using the powers and limits of American federalism. Goals: 1. Identify what powers your level of government has. 2. Determine what you need from other levels of government. 3. Respond to unfolding crises. 4. Craft a coordinated federalism response plan. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/a4f562d3-a94c-46a2-8be7-205037ccc640/disaster-response-and-recovery.jpg.webp Floodline Crisis Simulation ROLE CARDS Each card includes: powers, limitations, political pressure, and objectives. Roles can be doubled if the class is large. LOCAL GOVERNMENT 1. Mayor – Needs immediate relief; faces angry public; limited budget. 2. City Council Rep – Controls local ordinances; must balance economy vs. safety. 3. Emergency Manager – Knows logistics; overwhelmed by infrastructure failures. STATE GOVERNMENT 4. Governor – Controls the National Guard; must coordinate statewide response. 5. State Legislator – Concerned about cost; resists overreliance on federal aid. 6. State EPA Director – Worried about toxic runoff; conflicts with federal EPA. FEDERAL GOVERNMENT 7. FEMA Director – Can release funds only after proper declarations. 8. Army Corps Engineer – Focuses on rivers, levees, structural repair. 9. Federal EPA Officer – Demands strict compliance with environmental law. TRIBAL + NGOs 10. Tribal Council Chair – Insists on sovereignty; seeks direct federal aid. 11. Red Cross Coordinator – Brings volunteers; influences public opinion. 12. National Guard Commander – Technically state-controlled; limited autonomy. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/7cbc5f70-6c42-4b74-a484-43ebe3d9cbaa/vcu-hsep-blog-national-guard-disaster-response.jpeg Floodline Crisis Simulation CRISIS CARDS DECK 1. Interstate Bridge Collapse – Federal jurisdiction triggered. 2. Chemical Tanker Spill – EPA vs. State EPA conflict. 3. National Guard Deployment Delay – Governor & mayor dispute authority. 4. FEMA Paperwork Error – Funding withheld; blame game begins. 5. Tribal Lands Flooded – Tribal sovereignty dispute. 6. Evacuation Order Ignored – Local police overwhelmed. 7. Hospital Generator Failure – State vs. federal emergency medicine support. 8. Looting in Commercial District – National Guard? Local police? 9. Business Coalition Threatens Lawsuit – Wants immediate road access. 10. Environmental Group Files Injunction – Attempts to halt reconstruction. 11. Bridge Repair Contract Dispute – State vs. federal contracting rules. 12. Federal Mandate Imposed – Strings attached to FEMA funds. 13. Governor Accused of Overreach – Counties resist centralized control. 14. Tribal Emergency Declaration – Tribal police request federal backup. 15. Water Plant Contamination – Army Corps needs authority to intervene. 16. Media Exposes Delays – Public pressure skyrockets. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/2d7662be-305c-4cff-9199-2c70cedb0595/Screenshot+2025-12-10+at+3.34.10%E2%80%AFPM.png Floodline Crisis Simulation NEGOTIATION WORKSHEET Students fill this out during the Federalism Summit. Part 1: What powers do we actually have? Part 2: What resources do we control? Part 3: What do we need from other levels of government? Part 4: Proposed cooperative actions Part 5: Identify potential conflicts Part 6: Final plan for immediate + long-term recovery PUBLIC/MEDIA SCORE SHEET Rate each team (1–10) on: · Effectiveness · Legal accuracy · Cooperation · Public trust · Speed of response Commentary section: “What failure or conflict slowed down the crisis response the most?” https://shanefairbanks.com/road-to-the-white-house-campaign-simulation daily 0.75 2026-01-09 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/92c78702-0cdd-4db4-9d80-9df7ca9ed067/ChatGPT+Image+Dec+15%2C+2025+at+07_33_49+AM.png https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c996b362-5cc3-410c-9306-b75967e63029/ChatGPT+Image+Dec+15%2C+2025+at+07_35_38+AM.png Road to the White House Campaign Simulation Roles and Team Setup · Form Teams: The class will be divided into teams of about 4–5 students. Each team represents a new political party. · Initial Roles: Initially, all team members are party founders and advisors. Later, each team will choose one member to be the presidential candidate, with others acting as campaign staff (campaign manager, communications director, policy advisor, etc.). · Party Identity: Come up with a party name, logo, and slogan that reflect your values. Be creative but keep it realistic – imagine a name and branding that could exist in today's political landscape. · Realism and Respect: Treat this as a serious simulation. Parties should address major contemporary issues with serious proposals (e.g. economy, healthcare, education, national security, climate change) – no joke or fictional issues. Teams can have distinct ideologies, but all platforms should be grounded in real-world concerns and facts. (Remember, most voters care about a range of issues – in 2024, about 81% of voters said the economy was “very important” to their vote, and a large majority cited multiple issues as very important. Your platform should likewise cover several key issues.) CLICK HERE for the Presidential Campaign Simulation Packet https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c04fcbd3-2088-4cfe-a4cb-1339c964fef9/ChatGPT+Image+Dec+26%2C+2025+at+07_07_00+AM.png Road to the White House Campaign Simulation Day 1: Introduction & Party Platform Brainstorm ASSIGNMENT: Goals: Form your party and start drafting your platform. By the end of Day 1, each team should have a party name and a rough outline of its platform planks. · Intro to Simulation: The teacher will explain the project scope, deliverables, and schedule. We’ll review how real U.S. elections work (primaries, general election, debates, etc.) to set the stage. · Form Parties: Break into your teams. Spend a few minutes getting acquainted and begin discussing what your party stands for. · Choose a Party Name & Slogan: Come up with a name that captures your party’s identity (serious or catchy but realistic, e.g. “Forward America Party,” “Renewal Coalition,” etc.). Brainstorm a campaign slogan (a short phrase for your candidate’s message, e.g. “Building a Greener Future”). · Identify Key Issues: As a group, list 4–6 key issues your party cares most about (for example: the economy, healthcare, immigration, climate change, education, civil rights, national security, etc.). Consider issues that are in the news and important to voters right now – effective platforms address voters’ real concerns. · Assign Research Tasks: Divide up issues among team members to research as homework or for Day 2. Each person should find current facts, data, or examples to support your party’s stance on their assigned issue (e.g. economic indicators, climate statistics, policy examples). https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/0246bfeb-b6cf-4a64-a2a6-3364f7c9225b/ChatGPT+Image+Dec+26%2C+2025+at+07_08_17+AM.png Road to the White House Campaign Simulation Day 1 (Cont’d): Platform Development and Writing Goals: Finalize your party platform and begin writing the Platform Paper. By the end of Day 2, you should have a clear platform outline or draft. · Share Research Findings: Team members report back on the issue research they did. Discuss and decide your party’s position on each key issue. Be specific: what policies or solutions do you propose? (For example, if climate change is an issue, do you support investing in renewable energy, joining international agreements, etc.) · Develop Platform Planks: Write a brief plank (a few sentences or a paragraph) for each issue stating the problem and your proposed policy stance. Ensure these planks align with an overall ideology or theme for your party. · Platform Paper Drafting: Begin organizing these planks into a coherent Party Platform Paper (about 2 pages). The paper should include: · Introduction: Briefly introduce your party and its core values or ideology. · Issue Planks: For each major issue, a short section with your party’s position and at least one supporting fact or argument (cite any real facts/data you use). · Conclusion: Sum up why your platform is what the country needs. · Peer Review: Exchange platform outlines with another team (or within your team) for feedback. Does it cover a broad range of voter concerns? Is it persuasive and realistic? Remember that in real elections, successful platforms address many issues (voters often say five or more issues are very important to them). · Revise: Incorporate feedback and refine your platform. Ensure tone and content are serious and fact-based. Homework: Finish writing the Platform Paper (2 pages typed). Each team will turn this in at the start of Day 3. All team members should contribute to writing and editing. Make sure the final paper is well-organized and proofread. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/815b0cce-f737-4eff-8e30-97987d2d0526/584992112_10172632830415462_7593410133745059525_n.jpg Road to the White House Campaign Simulation Day 2: PowerPlay Chronicles Goals: Learn how primary elections work and select your party’s presidential candidate. · Playing PowerPlay Chronicles: In class (or computer lab), you will play the PowerPlay Chronicles web game as a team or individually. CLICK HERE TO PLAY THE GAME (NOTE: This game works best on a computer/laptop, and you can unlock premium features with the code BCCS2026). This is a presidential campaign simulator where you act as a candidate going through primary elections. Your campaign advisors in the game will propose different strategies to win the primary, and you’ll need to decide which advice to follow. Use this experience to see how campaign strategy and decision-making can affect primary outcomes (e.g. which states to focus on, how to handle debate questions, etc.). Pay attention to how even confident advice can sometimes lead you astray – the game is designed to illustrate the tough choices in a campaign. · Discussion: After playing for about 20–30 minutes, pause to discuss: · What strategies worked or failed in the game? (For example, did focusing on one region pay off, or did listening to one advisor over another change the outcome?) · How do primaries differ from the general election? (Consider voter base, messaging differences, etc.) · What surprises or challenges did you encounter (e.g. unexpected debate questions or events in the game)? · Connecting to Our Simulation: As a class, talk about how lessons from the game might apply to your own campaigns. Real primary campaigns require careful resource allocation and responsiveness to public opinion; keep this in mind for your strategy. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/23c8437d-2357-451f-aa8d-b64b702eba60/ChatGPT+Image+Dec+26%2C+2025+at+07_39_14+AM.png Road to the White House Campaign Simulation Day 3: Candidate Selection & Intra-Primary Simulation Goals: Choose a candidate to run for the Presidency and create a campaign team to support your party’s chosen candidate. · Candidate Nomination: Now, each team will choose their presidential candidate. Within your team, if multiple people want to be the candidate, you can hold a quick intra-party primary: · Each interested team member can give a 1-minute pitch or speech to your team about why they’d be a good candidate to represent the party. · The team can then vote or come to a consensus on who will be the nominee. (Consider who has good public speaking skills and can confidently represent the platform – but everyone should have a role in the campaign even if not the candidate.) · Once decided, announce your nominee (and perhaps a fun choice of a running mate/VP from within the team for flavor, if you like). · Assign Campaign Roles: Now that you have a candidate, assign roles to other team members: · Campaign Manager: Coordinates campaign tasks and strategy, keeps team organized. · Communications Director: Crafts the messaging, talking points, and handles social media/posts. · Media/Tech Coordinator: Designs posters, videos, or ads; manages any visual marketing. · Policy Advisor: Helps the candidate prep on issues, fact-checks statements, and advises on debate prep. · (Teams can define roles flexibly or have members share duties if preferred.) By end of Day 3: Each team has a named presidential candidate and defined roles for each member. Everyone should be clear on their responsibilities moving forward. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/bfffc6e3-29e7-4a58-997f-141612bb28ff/ChatGPT+Image+Dec+26%2C+2025+at+07_23_19+AM.png Road to the White House Campaign Simulation Day 4: Campaign Strategy Session ASSIGNMENT: CAMPAIGN STRATEGY MEMO Goals: Develop a strategic plan for winning the general election. Determine how to present your candidate to the voters and differentiate your party. · Understanding the Electorate: Discuss as a team who your target voters are. Are you aiming for younger voters, working-class, a particular region or the whole country? Consider what groups might be most persuaded by your platform. (For realism, you can assume our class/school represents a cross-section of voters. Think about what issues matter to your peers as voters.) · Strategy Brainstorm: Outline your overall campaign strategy. Consider elements such as: · Key Messages: Pick 2–3 top messages or themes to emphasize (e.g. “Rebuilding the Economy for All” or “Justice and Climate Action Now”). These should align with your platform and what you think voters care about most. · Strengths & Weaknesses: Identify your candidate’s strengths to highlight (experience, charisma, strong stance on X issue) and any weaknesses to mitigate (limited experience, controversial platform points, etc.). Plan how to handle the weaknesses if opponents bring them up. · Opponent Analysis: Think about the other parties/candidates in the class. How do you differ? What advantages do you have, and where might they attack you? Prepare some counter-arguments or comparisons. · Campaign Timeline: Plan what you will do in the coming days. For example, when will you release certain announcements? When will you focus on practice for the debate? Schedule out the tasks so you’re prepared for each upcoming phase. · Campaign Materials Planning: Decide what campaign materials you will create (to be executed on Day 5): · Will you make posters or flyers to put in the classroom or hall? · Design a campaign logo or button? · Create a short video or live commercial (if feasible) or an audio jingle? · Prepare a slide presentation or pamphlet for voters explaining your platform? · Plan a social media strategy (even if simulated): what kind of posts will you make? What hashtag could trend for your campaign? · Consult Advisors/Teacher: If you have questions about what’s allowed or need ideas, consult with the teacher (acting as the election commission or a senior advisor). Make sure your plans are realistic for the timeframe and resources. By the end of Day 4: Your team should have a clear plan of attack for the campaign. This includes knowing what materials you will produce, what your main messages are, and a rough timeline of campaign events (e.g. “Release education policy proposal on Day 5,” “Debate on Day 8,” “Final rally speech on Day 9,” etc.). https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/5d28d0d9-3e22-41c0-9c4a-fe81fb6ffd1e/ChatGPT+Image+Dec+26%2C+2025+at+07_42_01+AM.png Road to the White House Campaign Simulation Day 5: Campaign Marketing and Social Media Blitz Goals: Create the content and materials for your campaign, and start “getting your message out” to the voters (classmates and possibly other audiences). · Design Campaign Materials: Teams work on producing the campaign items planned: · Posters/Flyers: Create at least one poster or flyer that includes your candidate’s name, photo (optional), slogan, and key promises. Make it visually appealing and clear. You can hand-draw this or design digitally and print – creativity counts! · Social Media Posts: Write a series of mock social media posts for your candidate or party. For example, draft 3 tweets (on paper or slide) and an Instagram post or TikTok idea. These should highlight different aspects of your platform or respond to current events. (Keep the tone professional and realistic; even humor should be appropriate.) · Campaign Video or Ad (optional): If resources allow, film a short campaign ad or create a slide show as a commercial. This could be a 30-second spot where the candidate speaks directly to voters or a narrated issue ad. If not filming, you might storyboard it on paper or at least script what the ad would say. · Merchandise/Other (Optional fun): Design a campaign button, bumper sticker, or tagline merchandise idea. This isn’t required, but it can show extra creativity. · Online Presence (Simulated): Consider creating a simple campaign website homepage (on a poster or doc) with a bio of the candidate and platform highlights. Alternatively, prepare an “About the Candidate” handout for voters. · Messaging Consistency: As you create these, ensure all materials carry a consistent message and branding – use your slogan, repeat core themes, and use similar colors or logos. Real campaigns keep their branding uniform for recognition. · Mid-Campaign Update: Midway through class, each team will briefly update the teacher on their progress. The teacher may allow a quick “campaign press release” where each team shares one new policy proposal or endorsement they’ve “received” to the class. (This is a chance to practice public speaking in a low-stakes way and drum up interest. For example, “Our candidate is proud to announce our education plan: we will provide free community college...”). Use this to get comfortable addressing the class before the big debate. · Voter Engagement: If possible, start engaging with the “voters”. You might put up your posters in a common area (with permission) or share a sneak peek of your campaign ad with another class to build hype. (Optional: If other classes or school staff will be voting, consider how to reach them – maybe a short presentation or handing out flyers.) By end of Day 5: You should have most of your campaign materials ready or near completion. Save and organize everything (digital files, posters to hang later, printouts, etc.). The class may end with a quick walkthrough by the teacher to see each team’s materials and give any last-minute feedback. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/cc95a2b2-9ab5-4e60-a87a-f5328fb0537d/ChatGPT+Image+Jan+9%2C+2026+at+07_56_35+AM.png Road to the White House Campaign Simulation Campaign Launch! Goals: Let the voters know who you are and what you think about the issues in our first TOWN HALL DEBATES! FIRST: Launch your campaign with a social media blitz package. SECOND: Out-perform your opponents with stump speeches and town hall debates before the primary elections · STUMP SPEECH & TOWN HALL PROMPTS https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/7034a4f8-8405-4d35-bca1-efa728ccad69/ChatGPT+Image+Dec+26%2C+2025+at+07_29_05+AM.png Road to the White House Campaign Simulation Day 6: Dealing with the Unexpected – Fate Cards and Crisis Management (October Surprise) Goals: Experience how random events can impact a campaign and practice responding effectively. By the end of Day 6, teams will have navigated at least one “controversy” or surprise scenario. · Introduction to Random Events: In real campaigns, unexpected events – good and bad – occur regularly. Politicians must think on their feet. Today, each team will draw from the “Fate Deck” (or roll on a chart) to simulate a surprise event and gauge voter reaction. · Fate Event Draw: The teacher has prepared a set of random event cards or scenarios. Each team will get one (or one per round) at random. Examples of events: · Scandal! – An old controversial statement or photo of your candidate surfaces. You must respond to media outrage. · Economic Shift! – The economy suddenly changes (recession or boom), affecting the credibility of your economic platform. · Endorsement! – A popular local official or celebrity unexpectedly endorses your candidate, giving you a boost. · Gaffe! – Your candidate misspeaks at a rally, and the clip is trending negatively. · Foreign Crisis! – An international incident occurs. Voters are looking to see your candidate’s foreign policy stance. · Debate Question Leak (or Surprise) – A rumor about a tough debate question leaks (or a totally unexpected question is going to come). · Team Response Planning: For 10-15 minutes, discuss within your team how to handle your specific event: · What public statement will you make? (Write a quick press release or social media response.) · Does this event force you to adjust any positions or emphasize a different issue? · How will you turn it to your advantage or mitigate damage? (For a scandal, perhaps apologize and pivot to your positive record; for an endorsement, hold a press conference to amplify it.) · Roller Chart for Voter Reaction: After teams decide on a response, the teacher will simulate voter reaction. This might be done with a dice roll or pre-set outcomes: · For example, a scandal might have a chart like: Roll a 6-sided die – on 1-2, minimal impact (voters largely ignore it); on 3-4, moderate damage (-5% support); on 5-6, severe damage (-10% support). The teacher will announce how your poll numbers change. · Positive events (like endorsements) could give +5% if the team publicizes it well, or minimal bump if handled poorly. · The teacher (or class) will also subjectively consider your response quality. A strong, timely response might reduce the negative impact of a bad event. · Poll Update: The teacher will update the class “polling” based on these events. For instance, a chart on the board may show each candidate’s estimated support percentage after the events. (This poll can be very rough since we don’t have actual voters yet – it’s mainly to show trends. Alternatively, an anonymous straw poll of the class could be taken now to see who’s leading, serving as a mid-campaign snapshot.) · Learning Moment: Discuss briefly: How did it feel to have a curveball thrown at you? What did you learn about crisis management? Campaigns require staying flexible and calm under pressure. Even in professional campaigns, “media challenges like fictional news broadcasts [and sudden events]” test advisors and candidates. By end of Day 6: Every team has dealt with a random event and seen how it affected their standing. Take note of any adjustments you want to make to your strategy in the final days (you may want to address any lingering negative issue in the debate, or double down on positives). https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/9192bf41-05e6-4601-b6c0-58e23469d04f/ChatGPT+Image+Dec+26%2C+2025+at+08_09_22+AM.png Road to the White House Campaign Simulation Day 7: Presidential Debate Day Goals: Conduct a realistic televised debate in class. All candidates will present their platforms and challenge each other on the issues. Voters (the audience) will form impressions to help them decide their votes. · Debate Setup: The classroom is arranged like a debate stage. Each candidate (team’s nominee) sits or stands at the front. The moderator (teacher or designated student moderator) is prepared with questions. Teams can decorate their candidate’s spot with a name placard and party logo. We may even record the session as if it’s on TV (optional). · Audience: Ideally, invite other students, another class, or school staff to watch if possible (to simulate a public audience). If not, the rest of the class who are not debating will be the audience and later voters. Encourage everyone to be respectful and attentive, as if this were a real nationally televised debate. · Debate Ground Rules: Moderator reviews rules: time limits for each response (e.g. 1-2 minutes), no interrupting each other, respect is mandatory. The order of speaking will rotate to be fair. The moderator will enforce time (using a timer or bell). · Opening Statements: Each candidate gives their prepared opening statement (1-2 minutes each) introducing themselves and their main message. · Q&A Rounds: The moderator asks a series of questions. Examples: · Domestic Policy (economy, healthcare, education): “What is your plan to improve the economy for middle-class Americans?” – each candidate answers in turn. Moderator may allow a 30-second rebuttal if one candidate is mentioned by another. · Foreign Policy: “How would your administration handle relations with global powers or recent international crises?” · Social Issues: “What will you do about [current issue, e.g. climate change or immigration]?” · Character/Leadership: “What personal qualities make you the right person to be President?” · (Include a question that was related to one of the random events if relevant, to see how they handle it publicly.) · Candidate Interaction: Depending on format, after initial answers, candidates may get a brief chance to respond to each other. Keep it civil. Use rebuttal time to clarify your stance or point out a contrast (“My opponent said X, but our plan is different because…”). Avoid personal attacks – focus on policy and leadership. · Closing Statements: After all questions, each candidate gets 1 minute to make a closing argument. This is their final pitch to voters – often a good place to reiterate their slogan or key promise and thank the audience. · Debate Evaluation: As the debate proceeds, audience members can take notes. Once finished, thank all participants. If time permits, allow the audience a few minutes to ask their own questions or have a short informal Q&A with the candidates – this can be engaging and unexpected (if schedule allows). · Post-Debate Poll: Immediately after the debate, conduct a quick poll or ballot: · You may hand out debate feedback forms or simply ask the audience, “Which candidate do you feel did the best job tonight?” Students can vote anonymously on who “won” the debate or rank their performance. This is not the final election vote, but it gives a sense of momentum. · Discuss any very quick impressions: What moments stood out? (The teacher will ensure this discussion stays polite and focused on issues, not personal jabs.) · Wrap-Up: Congratulate all teams for their hard work in the debate. Emphasize that in real life, debates can sway undecided voters, so it’s a crucial part of the campaign. (In past simulations, students noted that facing a final televised debate really made the experience realistic) By end of Day 7: The debate is complete. Teams should collect any materials (notes, placards). Now it’s campaign crunch time – one class to go before Election! https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/b3acfa5c-2b52-4322-bb80-92a7d909e278/ChatGPT+Image+Dec+26%2C+2025+at+08_11_36+AM.png Road to the White House Campaign Simulation ELECTION DAY! TEACHER ELECTION SCORE/INSTRUCTION SHEET STUDENT ELECTION SCORE TRACKER Every round, each candidate earns: Total Round Score = Campaign Score (earned) + Momentum (dice) + Event Impact (random card/dice) That score translates into poll movement, which drives state outcomes and elimination. Part 1 — Narrow 6 Candidates to 2 (Quick Primary System) Setup (5 minutes) Pick a quick primary calendar with “delegate piles”: Iowa (10 delegates) New Hampshire (10) Nevada (10) South Carolina (10) Super Tuesday (60) Final Primary Night (40) Total = 140 delegates You can do this in 3 rounds instead of 6 by combining early states. Recommended: 3 Rounds Round 1 (Early States): 40 delegates Round 2 (Super Tuesday): 60 delegates Round 3 (Final Primary Night): 40 delegates Eliminate after Round 1 (6→4), after Round 2 (4→2). A) Campaign Scoring Method (Earned Points) Each round, teams submit one campaign “deliverable” (60–90 seconds max) and get scored fast. Campaign Deliverable options 60-sec stump speech 3-slide “ad” pitch (or 1 poster) 3-post social media plan (read aloud) 30-sec debate answer to a prompt Crisis response statement (teacher gives scenario) Score it in 4 categories (0–5 each) Campaign Score (0–20) Message clarity Platform realism / evidence Targeting (who are you winning + why) Delivery/persuasiveness Convert to Poll Points: 0–8 = +0 poll points 9–12 = +2 13–16 = +4 17–20 = +6 This makes skill matter but doesn’t dominate. B) Randomized “Live Politics” (Momentum + Events) Momentum Roll (1d6) 1 = -4 poll points (gaffe week) 2 = -2 3–4 = 0 5 = +2 6 = +4 (breakout week) Event Card / “News Cycle” Roll (1d12) Roll once per candidate (or once total and top 2 handle it best): Scandal rumor (–3) Viral clip (+3) Bad fact-check (–2) Surprise endorsement (+2) Fundraising surge (+2) Staff infighting (–2) Great debate moment (+3) Policy backfire (–2) Media blackout (–1) Strong ground game (+2) Opponent attack sticks (–2) Nothing burger (0) Event Impact adds directly to poll points. C) Turning Poll Points Into Primary Results (Delegates) After each round, calculate each candidate’s Round Total Poll Points: Round Total = Campaign Poll Points + Momentum + Event Then rank candidates and award delegates: Delegate Award Table (per round) 1st: 40% of delegates 2nd: 25% 3rd: 15% 4th: 10% 5th: 6% 6th: 4% Example Round 1 has 40 delegates: 1st gets 16, 2nd gets 10, 3rd gets 6, 4th gets 4, 5th gets 2, 6th gets 2 Elimination Rule After Round 1: eliminate bottom 2 (6→4) After Round 2: eliminate bottom 2 (4→2) Endorsements (fast, fun, realistic) Each eliminated candidate must endorse one remaining candidate: Endorsement bonus: +2 poll points next round (Or +3 if endorsing candidate explains why the endorsement makes sense.) This creates coalition politics. Part 2 — Simulate Popular Vote + Swing States + Electoral College State Map (simple but legit) Use 10 states: 7 “safe-ish” + 3–5 swing Example 10-state set (with EV) Safe-ish: California (54) Texas (40) New York (28) Florida (30) Illinois (19) Swing: Pennsylvania (19) Michigan (15) Wisconsin (10) Arizona (11) Georgia (16) Total EV here = 242 (you can add 1–2 more states to hit 270+, or just declare “majority of our map wins.”) Fast fix: Add: North Carolina (16) Ohio (17) Now you’re basically at full strength. A) Build the “Polling Snapshot” Head-to-Head Each finalist starts at 50/50 nationally. They earn National Margin Points from the final campaign work: National Margin = (Candidate A total poll points) – (Candidate B total poll points) Convert margin points to a national lead: Margin 1–2 = +1% Margin 3–4 = +2% Margin 5–6 = +3% Margin 7+ = +4% That’s your “final poll.” B) Swing-State Resolution (Real-Time Drama) Each swing state has a “tilt” and a “volatility.” Assign each swing state a Tilt (teacher sets once) Lean A: +2 Toss-up: 0 Lean B: -2 Election Night Roll (1d10) for each swing state Add: Roll + National Margin + State Tilt Interpret: 1–4: Candidate B wins state 5–6: Toss-up recount → winner is whoever has higher Campaign Score (earned) 7–10: Candidate A wins state This is exciting because kids see the number and outcome instantly. Safe states auto-go to whichever side they’re “safe” for unless: The national margin is huge (optional realism): if National Margin ≥ +4%, one “lean” state flips. C) Electoral College Count Add EV as states are called. First to majority wins. D) Popular Vote Simulation (separate, realistic) After state calls, determine popular vote with a simple 2-step: Start from national poll (e.g., A 52 / B 48) Add a final “turnout volatility roll” (1d6): 1 = B turnout surge (+2 to B) 2 = slight B (+1) 3–4 = stable (0) 5 = slight A (+1) 6 = A turnout surge (+2) That can create the classic “wins EC but loses popular vote” if you want the teachable moment. How to Run This in One Class Period (45–55 min) 0–5 min Setup + explain points + states map 5–20 min Primary Round 1 (deliverable + quick scoring + rolls + delegates + eliminate 2) 20–32 min Primary Round 2 (deliverable + scoring + rolls + delegates + eliminate 2) 32–40 min Finalists prep 1-minute pitch each 40–55 min Election night: call swing states live → EC winner → popular vote roll → debrief https://shanefairbanks.com/hot-seat-politics daily 0.75 2025-12-16 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/57eafcac-1b4c-412a-86b3-f7f0906a140c/2023-ELECTIONS-4x3-1.jpg.webp Hot Seat Politics HOT SEAT POLITICS: ELECTION EDITION What You Should Know About Politics… But Don’t Chapter 1 – Elections Objective Students will: Demonstrate real understanding of Chapter 1 Explain election concepts clearly Defend ideas against realistic disagreement Practice persuasive, evidence-based discussion https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ebb1fd44-30dc-4bc6-8edd-f7b834fd25ed/200717182316-20200717-election-explainer-main.jpg Hot Seat Politics CONCEPT CARDS CARD 1 — Voter Turnout Explain why voter turnout in the United States is lower than in many other democracies. Use at least one reason from the chapter. CARD 2 — Electoral College Explain what the Electoral College actually does and why it exists. Include one benefit and one criticism discussed in the chapter. CARD 3 — Swing States Explain why swing states receive so much attention during presidential elections and how that affects voters in non-swing states. CARD 4 — Barriers to Voting Explain one structural or legal barrier that makes voting harder for some Americans. Be specific. CARD 5 — Registration Laws Explain how voter registration rules affect who actually ends up voting in elections. CARD 6 — Primaries vs. Caucuses Explain the difference between primaries and caucuses and why this difference matters. CARD 7 — Demographics & Voting Explain how age, income, or education level affects voter turnout, according to the chapter. CARD 8 — “My Vote Doesn’t Matter” Explain why people feel their vote doesn’t matter and whether the chapter supports or challenges that belief. CARD 9 — Political Culture Explain how political culture (trust, habit, expectations) affects voter participation. CARD 10 — Election Complexity Explain why elections are more complicated than “just showing up and voting.” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1eb0087e-01e8-4466-941f-2a4300ea2d2f/_133541983_fbg2ani_.jpg Hot Seat Politics CHALLENGE CARDS: CHALLENGE A “Okay, but that just sounds like an excuse. People who want to vote will find a way.” CHALLENGE B “That might be true in theory, but I’ve never seen that happen in real life.” CHALLENGE C “So what? Other countries aren’t the U.S. — that comparison doesn’t matter.” CHALLENGE D “Isn’t that really just about personal responsibility?” CHALLENGE E “That sounds biased. Who decides that’s actually a problem?” CHALLENGE F “Why should we change the system just because some people don’t vote?” CHALLENGE G “That might have been true in the past, but it doesn’t apply anymore.” CHALLENGE H “So what’s the alternative? Are you saying the system is broken?” CHALLENGE I “That still doesn’t explain why I should care.” CHALLENGE J “Isn’t this just politics being overcomplicated?” https://shanefairbanks.com/taiping-rebellion-role-play daily 0.75 2026-01-01 https://shanefairbanks.com/election-map daily 0.75 2026-01-14 https://shanefairbanks.com/revolutionary-discontent-french-revolution-simulation daily 0.75 2026-01-30 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579695914659-2D5G1V0BILIRTGJ4KELF/858e765cb50562c54a6638d8a78a8905.jpg Revolutionary Discontent - French Revolution Simulation - Introduction: Entering the French Revolution This simulation places you inside France on the brink of collapse. Economic crisis, inequality, political paralysis, fear, and competing visions of justice are pulling the country apart. You will not study these forces from a distance—you will act within them. You are not here to “win.” You are here to survive, to make decisions under pressure, and to discover why revolutions so often escape the control of those who begin them. Every choice matters. Some will feel reasonable. Others will feel desperate. Many will have consequences you cannot predict. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696024040-SIH808Z6O5RQ6G7E7GFI/06-20a.jpg Revolutionary Discontent - French Revolution Simulation - Directions Know Your Role You will receive a role packet that contains everything you need: Your identity and position in society Your resources, powers, and strategies Your public goals and secret objectives Read it carefully. You are expected to act as your role, not as yourself. Respond to Events, Not Scripts Events will be introduced by the Game Master. You are not limited to one “correct” response—use your strategy cards, resources, alliances, and judgment to decide how to act. Pressure Is Unequal Not every event affects every group the same way. Watch the pressure trackers. Rising tension is cumulative and does not reset. Survival Has a Cost Staying alive politically or physically may require compromise, silence, or actions you disagree with. Idealism is powerful—but risky. Respect the Simulation Space Debate is expected. Conflict is intentional. Personal attacks are not allowed. Speak and act in character. The Outcome Is Not Predetermined History provides the context. Your decisions shape how it unfolds. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696184042-N3X3YFSLGGERYXCEZ42B/1200px-Anonymous_-_Prise_de_la_Bastille.jpg Revolutionary Discontent - French Revolution Simulation - Roles First Estate - High Clergy First Estate - Lower Clergy Second Estate - Court Noble Second Estate - Reform-Minded Noble Third Estate - Moderate Revolutionary (Lawyer/Journalist) Third Estate - Radical Revolutionary (Sans-Culottes/Jacobins) *Download - ACTION POINT STRATEGY CARDS https://shanefairbanks.com/from-candidate-to-commander daily 0.75 2026-02-08 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/234987a3-678f-4bef-b4a4-c21c741e68bd/ChatGPT+Image+Jan+20%2C+2026+at+05_54_11+AM.png https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c996b362-5cc3-410c-9306-b75967e63029/ChatGPT+Image+Dec+15%2C+2025+at+07_35_38+AM.png From Candidate to Commander - Governing After the Election Simulation Roles & Assignments Assignment 1: FIRST 100 DAYS AGENDA Assignment 2 (after the simulation is over): Debrief Assignment: Governing Under Constraints ROLES: POTUS Vice President Secretary of State Secretary of Homeland Security White House Press Secretary Speaker of the House (Opposition Party) Senate Majority Leader Supreme Court Justices State Governor (Opposition Party) Congressional Member https://shanefairbanks.com/vive-la-revolution-french-revolution-role-play daily 0.75 2026-02-09 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579695914659-2D5G1V0BILIRTGJ4KELF/858e765cb50562c54a6638d8a78a8905.jpg Vive la Revolution French Revolution Role Play - Introduction The people of France grew tired of being ruled by an absolute monarch. The absolute authority of King Louis XVI has been overthrown with the fall of the Bastille -- a French prison that served as a symbol of oppression against the people -- and the French Revolution. A new semi-democratic government has been formed. The success of the American Revolution combine with radical Enlightenment ideas like those of Rousseau to inflame the minds of many French Revolutionaries, but many would rather tamp out the fire of revolutionary fervor with the Conservative ideals of Edmund Burke. Whose ideology will France chose? Now in the summer of 1791, France stands upon the precipice of major change. Will France completely remove the powers of its King and create a new Republican system? Will France be able to cope with the nationalization of the Catholic Church and prevent civil war? Will France be able to protect itself against invasion of Royalist Emigre armies and foreign supporters? All this and more will be decided by your ability to perform your role as a French Revolutionary. French Revolution Role Play Simulation Scenarios https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696024040-SIH808Z6O5RQ6G7E7GFI/06-20a.jpg Vive la Revolution French Revolution Role Play - The Game For one week, students will become the leaders of the French Revolution in 1791-1794. In this game you will need to truly BECOME your character and argue your perspectives from their historical point of view. This is a game, however, so you will have the chance to change history if you so choose. Below is a list of example topics for debate (although you are neither limited to this list, nor required to follow it): 1. Role of the Catholic Church 2. Decree Abolishing Nobility and the Constitution of 1791 3. Membership in the National Guard and the Role of the Citizen 4. Slave Rebellion in Saint-Domingue 5. Royalist and Emigre counter-revolutionary reaction around Europe (including reactions to Burke's Reflections on the Revolution in France) 6. Role of the King, Louis XVI and his perceived treason after his flight to Varennes 7. The counter-revolutionary threat of refractory priests and royalists (civil war) 8. Execution of Louis XVI 9. The removal of all counter-revolutionary ideas (Reign of Terror) 10. Creation of a Republic of Virtue French Revolution Role Play Simulation Scenarios https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696184042-N3X3YFSLGGERYXCEZ42B/1200px-Anonymous_-_Prise_de_la_Bastille.jpg Vive la Revolution French Revolution Role Play - Assignment Receive your Role Assignment Read your role description (linked below) Write your Historical Role Report (click here for the assignment) PLAY THE GAME (you are graded upon your active participation). For the game you must have at least ONE PREPARED SPEECH, and you are encouraged to give numerous impromptu speeches and prepare news reports and propaganda campaigns. AI RULES: *You MAY NOT use AI to write your HISTORICAL ROLE REPORT *You MAY use AI to write speeches before the game begins on the major topics, and during the game. You may also use AI to help you determine strategies in the game. For instance, you can upload your role sheet to AI and ask it, “How would my player strategically approach [this issue] in the French Revolution role play?” https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579696330051-VGZS7TCCPXPPDAGQR0VN/JgUjP3Zt2Cw.jpg Vive la Revolution French Revolution Role Play - Points of Order The game will be far more successful (and way more fun) if you stay in your historical character (and yes, you can come in costume). Your HISTORICAL ROLE REPORT must be completed before our reenactment time begins in class. You must have at least one PREPARED SPEECH that you will type and hand in. This prepared speech could be a resolution to pass a motion or make an amendment, create legislation, or argue in favor of removal of the king or other major changes. Impromptu speeches are recommended in order to make you an active participant, and to sway the National Assembly to accept your propositions (this is how you win the game). You should create group chats, host political club meetings (at coffee shops for instance), create short written manifestos for distribution, propaganda leaflets, broadsides and social media campaigns in an effort to win the game. While we are in the 1791-1794 time period, you can use modern methods to get your ideas out there. Your POST MOTREM RESPONSE ESSAY will be turned in after the conclusion of our class reenactment. https://shanefairbanks.com/immigration-congressional-simulation daily 0.75 2026-02-06 https://shanefairbanks.com/immigration-faction-a daily 0.75 2026-02-05 https://shanefairbanks.com/immigration-faction-b daily 0.75 2026-02-05 https://shanefairbanks.com/immigration-faction-c daily 0.75 2026-02-05 https://shanefairbanks.com/napoleonic-wars-commander-role-play-strategy-and-diplomacy daily 0.75 2026-02-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1579710820927-8NSF43R0OW2GXYR2HQZU/wp4170582.png Napoleonic Wars Commander: Role-Play, Strategy, and Diplomacy - Introduction Welcome to our Napoleonic Wars Classroom Simulation – an interactive learning platform that transports students to the turbulent era of Napoleon Bonaparte’s conquests (1803–1815). This simulation is designed to have students role-play as European powers of the early 19th century, stepping into the shoes of generals, diplomats, and monarchs. Through a blend of military strategy and diplomatic negotiation, participants collaboratively re-enact historical scenarios from the Napoleonic Wars, making high-stakes decisions that could alter the balance of power in Europe. The site’s purpose is to bring this critical historical period to life in the classroom, allowing learners to actively engage with history rather than passively read about it. In this simulation, history comes alive as students form alliances, devise battle plans, and negotiate peace treaties. The goal is to foster deep understanding and enthusiasm for history by immersing students in the era’s conflicts and diplomacy. By taking on the roles of key nations (such as France, Britain, Prussia, Austria, and Russia) and influential figures, students gain insight into the motivations and challenges these leaders faced. This experiential approach not only reinforces historical knowledge but also develops critical thinking and teamwork. The interactive, hands-on nature of role-play makes the past memorable and engaging for learners, transforming abstract dates and events into personal experiences. Ultimately, the site serves as a dynamic educational tool where military tactics meet diplomatic strategy, giving students a richer appreciation of the Napoleonic era’s complexity and legacy. Assignment: HISTORICAL ROLE REPORT due before the simulation You will also be graded upon your active participation https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/6d4dac2c-b659-4331-8d59-b72105ac8261/napoleon-2023.jpg Napoleonic Wars Commander: Role-Play, Strategy, and Diplomacy - Team France (Empire of France): Overview of Team: By 1805, France is a dominant land power in Europe under Emperor Napoleon. Team France’s overarching goal is to secure French hegemony on the continent, compel Britain to cease opposition (by invasion or economic isolation), and establish a lasting Napoleonic dynasty. However, team members have different perspectives: Napoleon’s marshals seek glory in battle, diplomats seek stability or personal gain, and ministers manage the home front under strain. Internal trust is not absolute – some French statesmen quietly doubt Napoleon’s path. Napoleon Bonaparte - Emperor of France Charles Maurice de Talleyrand-Périgord – Foreign Minister Joseph Fouché – Minister of Police and Internal Security Marshal Louis-Nicolas Davout – Marshal of France Martin-Roch-Xavier Esteve - Financial Administrator https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/e68b1879-b5f6-492b-9930-e4f160cddec8/IMG_CB351F1CCAAF-1.jpeg Napoleonic Wars Commander: Role-Play, Strategy, and Diplomacy - Team Britain (United Kingdom of Great Britain and Ireland) Overview of Team: Britain in this era is Napoleon’s constant adversary. A maritime and economic superpower, Britain cannot match France’s land armies but uses its powerful Royal Navy and deep coffers to oppose French domination. The British strategy is to maintain a balance of power in Europe – bankrolling coalitions of continental powers to fight France on land, while Britain controls the seas, protects its trade empire, and picks off French colonies overseas. British team members include military leaders like Wellington and Nelson, who focus on defeating French forces in specific theaters, and statesmen like Castlereagh and Pitt who orchestrate the grand coalition strategy and manage finances. Britain’s main objectives: prevent France from invading or gaining naval superiority, sustain resistance against Napoleon until he can be defeated, and secure British economic interests (like free trade, colonial expansion, etc.). Morale at home matters too – war has been long and costly, and Britain saw short-lived peace (Treaty of Amiens 1802–03) but is otherwise at war with France continuously from 1803 onward. The team must measure public support, but historically British resolve remained strong overall, helped by propaganda about fighting tyranny and by avoiding invasion. General Arthur Wellesley, Duke of Wellington – Commander of British Army in the Peninsular War Admiral Horatio Nelson (Viscount Nelson) – Commander of the Royal Navy’s Mediterranean Fleet Viscount Castlereagh (Robert Stewart) – Foreign Secretary and Coalition Builder William Pitt “the Younger” – Prime Minister (until 1806) and Chancellor of Exchequer Sir John Moore - General (Commander of British Forces in early Peninsular War) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/8128caba-7e27-4978-bed5-487c96946a65/il_fullxfull.4811214235_g84t.jpg.webp Napoleonic Wars Commander: Role-Play, Strategy, and Diplomacy Team Austria (Austrian Empire) Overview of Team: Austria (the Habsburg Monarchy) is one of Napoleon’s chief adversaries, having fought him repeatedly (1796-97, 1800, 1805, 1809) and finally joining the coalition of 1813-14 after initially sitting out 1812. Austria’s aims are to survive as a great power and eventually roll back French dominance in Central Europe (they lost the Holy Roman Empire and territory in earlier defeats). The team includes Emperor Francis I (who must make the final calls on war or peace), his top diplomats like Metternich and Stadion, top generals like Archduke Charles, and administrators focusing on finances (Austria’s economy was under strain, culminating in bankruptcy in 1811). After defeats, Austria often switched strategies: sometimes making peace and even allying via marriage (1810), other times rearming in secret to strike again (1809 war was partly a surprise re-armament after 1805). The dynamic is caution vs. vengeance: some Austrians (like Emperor and some ministers) were cautious after Austerlitz, others like Stadion were hawkish wanting a re-match. By 1813, Metternich leads Austria to play power-broker: holding off commitment until Napoleon is weak post-Russia, then joining Allies to ensure Austria’s leading role in the victory (and to moderate outcomes). The team must manage limited resources – Austrian army was large but not as effective early on, improved by 1809 with reforms, but still needed coalition help. Also, maintain internal stability among many nationalities (Austrians, Hungarians, Czechs, etc.) and handle war-weariness after big losses. Emperor Francis II of Austria Archduke Charles of Austria - Generalissimo and Reformer Klemens von Metternich - Diplomat and Foreign Minister Johann Philipp Stadion - Statesman and War Hawk (Finance & Foreign) Count Johann von Liechtenstein - Military Diplomat & Cavalry Commander https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/4e726c40-6976-4973-819c-4caa4e704b54/Poster-N-scaled.jpg Napoleonic Wars Commander: Role-Play, Strategy, and Diplomacy Team Prussia (Kingdom of Prussia) Overview of Team: Prussia’s trajectory was initial neutrality (1796-1805), disastrous defeat (1806), then enforced alliance with Napoleon (1807-1812, albeit resentful), and finally rebellion and leadership in the War of Liberation (1813). The team includes King Frederick William III, who is indecisive but patriotic; statesmen like Baron vom Stein and Karl von Hardenberg who implemented sweeping reforms after 1806; military figures like General Blücher (embodiment of anti-French zeal) and General Scharnhorst/Gneisenau who reformed the Prussian army (introducing universal service, meritocracy, etc.). Prussia’s aims: avenge humiliation from Jena, restore its lost territories (half its kingdom taken at Tilsit), and ensure its survival by destroying Napoleon’s dominance. They had to bide time until opportunity (they seized it after French defeat in Russia – Yorck’s defection Dec 1812 began Prussia’s rising). The team must manage initial weakness, implement reforms, then explode onto scene in 1813. Also, interplay: King was timid to defy Nap until sure of Russian help; reformers sometimes acted semi-independently (Stein took initiative influencing East Prussia to rise, Yorck’s truce with Russians was technically treason that forced King’s hand). So some internal tension: reform faction vs old conservative generals (though by 1813 most old guard gone, reformers took lead). They all agree on freeing Prussia from French yoke. King Frederick William III of Prussia Baron vom Stein - Reformer and Patriot (Minister) General Gebhard von Blücher - Prussian Field Marshal General Gerhard von Scharnhorst - Military Reformer and Chief of Staff Karl August von Hardenberg - Prussian Chancellor (Reformist Statesman) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/b7c97f81-5e01-44e2-880a-caef979f18c5/russian-imperial-flag-double-headed-eagle-first-official-state-flag-russian-empire-flag-russian-282558770.jpg.webp Napoleonic Wars Commander: Role-Play, Strategy, and Diplomacy Team Russia (Russian Empire) Overview of Team: Russia is the largest and most unpredictable force in Europe. Initially an enemy of Revolutionary France, then an uneasy ally after the Treaty of Tilsit (1807), Russia was dragged back into war when Napoleon’s Continental System clashed with its economic survival. The disastrous French invasion of 1812 turned the tide. Russia now leads the charge to crush Napoleon and reshape Europe. Tsar Alexander I (Emperor of Russia) Foreign Minister (Count Nikolay P. Rumyantsev) General Mikhail I. Kutuzov (Army Commander) Economic/Trade Advisor (Count Mikhail M. Speransky) https://shanefairbanks.com/the-bully-pulpit-foreign-policy-scenario-briefing daily 0.75 2026-02-08 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ec01e749-302e-415e-b67b-2810178309b1/Quote-Instagram-Story-Modern-Minimalist-Template_20251215_104026_0000-scaled.jpg https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c996b362-5cc3-410c-9306-b75967e63029/ChatGPT+Image+Dec+15%2C+2025+at+07_35_38+AM.png The Bully Pulpit - Foreign Policy Scenario Briefing Scenario Briefing: Iran Watch this video about the background to the US-Iranian Rivalry Internal Politics: Iran is facing serious turmoil. Widespread economic hardship and repression have sparked large-scale protests (beginning Dec. 2025) that have grown into open calls for regime change[11]. The government has cracked down violently – by early 2026 an estimated 2,000 demonstrators had been killed[12]. This crisis threatens the stability of Iran’s government and raises questions about who actually holds power in Tehran. Nuclear Program: Iran’s nuclear ambitions are in tension with international concerns. After U.S. withdrawal from the 2015 deal, Iran accelerated enrichment and reportedly stockpiled near-weapons-grade uranium by mid-2025. The U.S. and Israel launched airstrikes on Iran’s Natanz and Fordow sites in June 2025 to set back its program[13][14]. Iran halted IAEA inspections after those strikes[15], though some 60%-enriched uranium appears to have survived[16]. In short, Iran could quickly resume advanced enrichment, so diplomats worry about a breakout to a bomb at any time. Regional Tensions: Iran’s regional role is highly contentious. Tehran maintains a hardline “Death to Israel” stance and backs proxy militias (Hezbollah in Lebanon, Hamas in Gaza)[17]. Its allies have launched missile and drone attacks on Israel (for example, Houthi forces in Yemen – aligned with Iran – have fired over 200 missiles at Israel during the 2023–25 Gaza conflict[18]). Iran also pressures U.S. allies in the Gulf; it has had recent negotiations with Saudi Arabia and the UAE, but mutual mistrust remains. Any collapse of the Iranian regime or U.S. attack on Iran could cause a wider conflagration across the Middle East. U.S. Allies and Interests: The United States has strong strategic ties in the region (with Israel, Saudi Arabia, Gulf states, and NATO partners) and vital interests (energy security, counterterrorism, containing adversaries). Iran’s turmoil and nuclear moves deeply concern these allies. For example, Israel fears any new nuclear deal could legitimize Iran’s program and empower its proxies[17]. U.S. policy must weigh defending allies (and freedom of navigation in the Gulf) against the risk of broader war. In the simulation, students should remember that U.S. friends will press for a firm response, while adversaries (Russia, China) may support or exploit Iran’s chaos. The President will need to consider both military threats (ballistic missiles, regional militias) and diplomatic consequences (sanctions breakdown, refugee flows, global energy markets) when choosing a course of action. Simulation Instructions Think Tanks Draft Policies: Organize students into small think tank groups, each assigned one foreign policy outlook (Realism, Liberal Internationalism, etc.). Provide each group the description of its outlook above. In class time, each group should analyze the Iran scenario through its assigned lens and write a brief policy recommendation to the President. They should identify how their worldview guides the choice of actions. For example, a neocon group might recommend a preventive strike or support for Iranian dissidents, while a liberal internationalist group might propose renewed diplomacy via the UN. (It can help to assign different policy positions and let groups caucus and debate them – CFR suggests letting students adopt fixed opinions, caucus, then present and let the “President” decide[19].) President and Cabinet Roles: Select one student (or the teacher) to play the President, and others as senior cabinet (e.g. Secretary of State, Secretary of Defense, National Security Advisor). Frame this as a National Security Council meeting[20]. After think tanks finish, each group appoints a spokesperson to present its recommended option to the President. The President listens to each briefing in turn; as one CFR simulation guide notes, “each spokesperson reads… their advice. The president… should ask questions” about each proposal[21]. Cabinet members can also ask questions. This step simulates how advisors pitch strategies to the President. Decision-Making Process: After all presentations, the President and her cabinet discuss the options. Encourage the President to weigh each think tank’s advice against practical considerations: U.S. national interest, alliance commitments, public opinion or re-election concerns, etc. The President should strive to “make decisions based on the best options and the best information”[22] – balancing security, legal, and moral factors. In practice, she might ask for more details (“What about escalation risk?”), request intelligence assessments, or even hold a quick vote. Ultimately the President announces a choice (or compromise) that could range from doing nothing to imposing sanctions or military action. Remind students that in real policy-making (as with the NSC) the President has the final authority but is supposed to consider all vetted options[22]. Alignment with Classroom Goals: Frame the simulation as a step in a “Governing After the Election” exercise. Emphasize that students are advising a generic President (not simulating party politics)[20]. The focus is on applying each foreign policy theory to a complex scenario. After the President decides, debrief by comparing how each outlook influenced the choice and what conflicts arose between strategies. This allows dual-credit U.S. Government students to engage with high-level concepts and practice collaborative policy analysis. Sources: The outlook descriptions and guidance are based on standard foreign policy theory[2][3][5][7][9]. Historical examples (e.g. League of Nations, Bretton Woods, Reagan-Bush eras) are drawn from the literature[4][6][8]. Simulation structure follows best practices from CFR education resources[19][21][22]. The Iran scenario incorporates current reports on Iran’s protests, nuclear program, and regional actions[11][13][15][18]. All citations are included above. https://shanefairbanks.com/supreme-court-simulation daily 0.75 2026-02-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/ec01e749-302e-415e-b67b-2810178309b1/Quote-Instagram-Story-Modern-Minimalist-Template_20251215_104026_0000-scaled.jpg https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c996b362-5cc3-410c-9306-b75967e63029/ChatGPT+Image+Dec+15%2C+2025+at+07_35_38+AM.png Supreme Court Simulation Roles Supreme Court Justice - Analyze constitutional questions, question counsel during oral arguments, and deliberate to reach a decision Law Clerk - Support justices by researching the precedent, summarizing the arguments, and drafting Bench Memos Amicus Curiae - Provide broader constitutional, historical, and policy perspectives to assist the Court. Attorney for Petitioner - Argue for the petitioner (plaintiff) that the lower court decision should be reversed due to constitutional violations. Attorney for Respondent - Argue for the respondent (defendant) that the challenged law or policy is constitutional and should be upheld. Press - Press and Media participants observe the proceedings and report on the case in an objective, fact-based manner, as well as help determine and report on public opinion about the issues presented in the case. Case Files Good & Pretti v. Department of Homeland Security Media Briefing Kit Written Assignment Supreme Court Justice and Law Clerks Amicus Curiae Attorney for the Petitioner Attorney for the Respondent Press & Media https://shanefairbanks.com/american-neutrality-war-room daily 0.75 2026-03-01 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/a16eb767-326d-4ad1-90a2-642e43b00907/recruiting-poster-Army-Uncle-Sam-James-Montgomery-1917.jpg.webp American Neutrality War Room American Neutrality War Room Simulation (1914–1917) The American Neutrality War Room is an interactive World War I classroom simulation that immerses students in the political tensions facing the United States between 1914 and 1917. Through role-based decision making, students act as President Woodrow Wilson, military advisors, economic leaders, peace advocates, and members of the press as they respond to real historical crises including American–Mexican relations, German U-boat warfare, the Lusitania, the Zimmermann Telegram, and the Russian Revolution. Instead of passively taking notes, students weigh public opinion, economic interests, diplomacy, and global politics while tracking how each decision pushes the nation closer to—or further from—war. This hands-on history activity strengthens critical thinking, historical reasoning, and civic understanding while covering essential WWI neutrality content in a time-efficient format. ROLES: President Woodrow Wilson Diplomats and Secretary of State Military Advisors - General John J. Pershing and Franklin D. Roosevelt Economic & Banking Interests Public Opinion & Press Progressive Peace Coalition - Jeannette Rankin and Progressivist Perspective https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/2511ed3a-d587-4a25-932d-5a86da8d8034/Woodrow-Wilson.jpg American Neutrality War Room PRESIDENT WOODROW WILSON Your Core Belief: America must remain neutral — but protect its honor and rights. Priorities: Preserve neutrality Protect American lives Maintain moral high ground Avoid appearing weak You Care Most About: ☐ International law ☐ America’s global image ☐ Long-term peace Historical Pressure Points: “Freedom of the Seas” Lusitania deaths Sussex Pledge Zimmermann Telegram “Peace without victory” “The world must be made safe for democracy.” Your Dilemma: How long can neutrality survive repeated provocations? https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/6a212d8c-e1c2-4eb5-87f6-9b0b4e66df9b/4220-20407337.webp American Neutrality War Room DIPLOMATS & SECRETARY OF STATE Your Core Belief: Avoid war through negotiation. Priorities: Maintain diplomatic stability Use protest notes before force Keep U.S. from choosing sides publicly Key Concerns: British propaganda dominance German unrestricted submarine warfare Sussex Pledge credibility Mexico being drawn into European conflict (Zimmermann) You Prefer: ☐ Ultimatums ☐ Negotiated pledges ☐ Public diplomacy War is failure. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/06ac9d68-f24e-4458-81ea-15ad774f2e54/default.jpg American Neutrality War Room MILITARY ADVISORS (General John J. Pershing & Franklin D. Roosevelt Perspective) Your Core Belief: Preparedness prevents disaster. Context: Mexico unstable (Villa raids, Veracruz) German U-boats escalating Potential two-front threat (Mexico + Germany) Priorities: Military readiness Border security Protect American ships You Argue: If war comes, better prepared than surprised. Neutrality without strength invites aggression. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/34511400-7e74-4e54-8be7-8f3b4f923090/hzfPxFcNRH9mFYcRL3oHmg.webp American Neutrality War Room ECONOMIC & BANKING INTERESTS Your Core Belief: Economic stability = national strength. Facts from Notes: $2.3 billion loaned to Britain & France $27 million loaned to Germany War-time economic boom Your Concerns: Allied defeat threatens repayment Trade routes endangered by U-boats War boosts production Quiet Reality: Neutrality is profitable — but only if Allies survive. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/fd68ef71-02c2-44f0-8694-cba32fa948dc/699px-Harry_R._Hopps_Destroy_this_mad_brute_Enlist_-_U.S._Army_03216u_edit-481x705-1.jpg American Neutrality War Room PUBLIC OPINION & PRESS You Represent: “Hyphenated Americans” (1/3 of population) Anti-German propaganda “Rape of Belgium” stories Shock over Lusitania You Track: Public anger Fear Ethnic divisions Patriotism You can: ☐ Escalate outrage ☐ Calm tensions ☐ Demand action Public opinion can force Congress. https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/7c40d553-9980-47f4-9683-cf899d8a5eb6/rankin.webp American Neutrality War Room PROGRESSIVE PEACE COALITION (Jeanette Rankin) Your Core Belief: War destroys democracy. Anchors: Wilson’s early neutrality declarations Women’s suffrage movement Moral opposition to war Progressivists think war is a distraction from the important issues at home Your Argument: War profiteers benefit Democracy cannot be spread through violence Neutrality preserves American ideals You are the conscience of the room. https://shanefairbanks.com/conflict-iron-prime-minister-questions daily 0.75 2026-03-13 https://shanefairbanks.com/mockumentary-news-report daily 0.75 2026-03-07 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/7611e8a9-b199-4935-a6ef-5088233d962a/alison_reality_sitcoms.jpg Mockumentary News Report - Mockumentary Film Project Maximum Length: 5 Minutes Project Overview You will create a short mockumentary (fake documentary) that humorously explores a topic, person, or situation as if it were a serious documentary. Mockumentaries combine interviews, narration, and observational footage to tell a comedic or satirical story. Your film must feel like a real documentary—even though the subject may be ridiculous. Examples of mockumentary styles include: The Office Parks and Recreation Best in Show This Is Spinal Tap https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/de571024-145a-4b9f-8aff-3313338e7df3/Mockumentaries-900x506.png Mockumentary News Report Project Requirements 1. Length Maximum runtime: 5 minutes Recommended target: 3–4 minutes 2. Documentary Elements Your film must include at least 3 of the following: Talking-head interviews (characters speaking to camera) Observational footage (camera capturing events as they happen) Voice-over narration Cutaway footage or “evidence” clips Text graphics or documentary-style titles 3. Story Structure Your mockumentary should tell a complete mini-story. Suggested structure: Beginning (Setup – 1 minute) Introduce the subject of the documentary. Explain why this topic/person is important. Middle (Conflict – 2–3 minutes) Show problems, challenges, or absurd situations. Include interviews reacting to the events. End (Resolution – 1 minute) Reveal the outcome or conclusion. End with a final joke, twist, or commentary. 4. Production Guidelines Film using steady shots (tripod recommended). Record clear audio. Use natural lighting when possible. Avoid excessive music—documentaries rely on dialogue and realism. 5. Editing Requirements Your final film should include: Title screen At least 5 edited cuts Basic sound mixing End credits Optional: Lower-third titles for interviews Archival photos or clips News-style graphics Possible Mockumentary Topics Choose a topic that works well with interviews and humor. Examples: A student who believes they are a professional athlete in a non-sport The secret society of procrastinators The daily life of the school’s most dramatic student A serious investigation into cafeteria food The legend of a mysterious school hallway A student attempting to become TikTok famous Filming Tips Make the Interviews Funny Have characters speak seriously about ridiculous things. Example: “When the vending machine ate my dollar… I knew my life would never be the same.” Use Reaction Shots Cut between interviews and real footage to increase humor. Let Characters Contradict Each Other One person says something… the next person disproves it. Deliverables Students must submit: Final video (MP4 or MOV) Short concept summary (3–4 sentences) List of cast and crew https://shanefairbanks.com/deadlock-world-war-i-simulation daily 0.75 2026-03-18 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/c3fa77ff-91b6-4e93-812c-111fd672c960/WHS-Image-ID-107584.jpg Deadlock World War I Simulation Deadlock World War I Strategy Simulation Strategy, Diplomacy, and the Fate of Nations In this simulation you will take on the role of national leaders, generals, and diplomats during World War I. Your team will represent a major power and must make decisions that shape the course of the war. Victory will depend not only on winning battles, but also on alliances, diplomacy, domestic stability, and strategic objectives. This simulation recreates the difficult choices faced by real leaders during the war. Your Mission Each nation begins the war with different strengths, weaknesses, and strategic priorities. Your goal is to: • defend your nation • weaken your enemies • maintain support at home • achieve your secret objectives The nation with the most success across military, political, and diplomatic goals will emerge victorious. RESOURCES, COSTS, & ROLLERS CLICK HERE TO DOWNLOAD THE BATTLE CALCULATOR CLICK HERE TO DOWNLOAD THE NAVAL COMBAT CALCULATOR https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/dbcbf2b7-5ddf-4b92-a58b-120a258a376c/wwi-recruitment-poster-german.jpg Deadlock World War I Simulation Germany Germany enters the war as Europe’s strongest industrial and military power, surrounded by potential enemies and determined to secure its place as a dominant continental force. German leaders hope to defeat France quickly in the west while preventing Russia from overwhelming the eastern frontier. Diplomatically, Germany seeks to keep allies such as Austria-Hungary and the Ottoman Empire strong while isolating Britain and discouraging new nations from joining the Allied side. Germany begins the simulation with significant advantages in industry, rail mobility, and strong defensive positions along the Western Front, but it must balance aggressive offensives with the risk of fighting a long war on multiple fronts. DOWNLOAD THE ROLE SHEETS HERE Kaiser Wilhelm II Theobald von Bethmann Hollweg (Chancellor) Helmuth von Moltke the Younger (Chief of the General Staff) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/155b7364-9d68-4a9f-925c-69e32c1e7812/51n15SqMA5L._AC_UF894%2C1000_QL80_.jpg Deadlock World War I Simulation France France enters the war determined to defend its territory and reclaim the region of Alsace-Lorraine, which was lost to Germany decades earlier. French leaders rely heavily on alliances, particularly with Britain and Russia, to counter Germany’s powerful army. Diplomatically, France hopes to maintain Allied unity and bring additional partners into the war to increase pressure on the Central Powers. France’s greatest strengths are its defensive terrain, strong national resolve, and its central role in the Allied coalition, but it must carefully manage casualties and public morale during what may become a prolonged and exhausting conflict. DOWNLOAD THE ROLE SHEETS HERE Raymond Poincaré (President) René Viviani (Premier and Foreign Affairs Minister) Joseph Joffre (Commander-in-Chief) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/0254f14d-b0d1-4727-bae1-22f87aefa0d5/FallIn.jpeg Deadlock World War I Simulation Great Britain Britain joins the war primarily to maintain the balance of power in Europe and prevent Germany from dominating the continent. As the world’s leading naval power, Britain focuses on controlling sea lanes, protecting global trade, and using its navy to blockade enemy economies. Diplomatically, Britain seeks to strengthen alliances, bring neutral powers—especially the United States—closer to the Allied cause, and coordinate strategy with France and other partners. Britain begins the simulation with powerful naval forces, access to global resources, and strong financial capacity, but it must rely on coalition warfare and careful coordination with allies to achieve victory on land. DOWNLOAD THE ROLE SHEETS HERE H. H. Asquith (Prime Minister) Sir Edward Grey (Foreign Secretary) David Lloyd George (Chancellor of the Exchequer) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/5ba8b6ac-eb1a-4de6-99e2-93607a1a36ce/Russia.jpg Deadlock World War I Simulation Russia Russia enters the war as the largest empire in Europe, capable of fielding enormous armies but facing internal political pressures and logistical challenges. Russian leaders hope to defend Slavic nations such as Serbia while expanding influence in Eastern Europe and the Balkans. Diplomatically, Russia works to maintain cooperation with France and Britain while discouraging Central Power advances along its vast borders. Russia’s advantages include a massive population and the ability to fight on multiple fronts, but the empire must manage economic strain, supply difficulties, and the growing risk of domestic unrest if the war drags on. DOWNLOAD THE ROLE SHEETS HERE Tsar Nicholas II Sergei Sazonov (Foreign Minister) Vladimir Sukhomlinov (War Minister) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/a9a6c46e-c181-47e6-b8d8-7180956bd179/austria-hungary5.jpg Deadlock World War I Simulation Austria-Hungary Austria-Hungary enters the war determined to preserve its multi-ethnic empire and eliminate the nationalist threats emerging from the Balkans. The government hopes to defeat Serbia quickly and restore its authority in southeastern Europe while relying on Germany for military support against Russia and other enemies. Diplomatically, Austria-Hungary seeks to maintain stability within the empire and secure loyalty among its allies while discouraging additional nations from joining the war against it. The empire begins with a large but diverse army and strategic position in Central Europe, but it must carefully manage internal divisions and multiple military fronts. DOWNLOAD THE ROLE SHEETS HERE István Tisza (Prime Minister of Hungary) Leopold Berchtold (Foreign Minister) Franz Conrad von Hötzendorf (Chief of Staff) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/8a935e5c-664a-44b4-acd6-b3eae465b4c0/italy.jpg Deadlock World War I Simulation Italy Italy enters the war cautiously, initially remaining neutral while carefully weighing which side can offer the greatest political and territorial rewards. Italian leaders hope to expand their influence in the Alps and along the Adriatic coast, particularly in territories controlled by Austria-Hungary that contain Italian-speaking populations. Diplomatically, Italy may negotiate with both alliances, using its strategic position to secure promises of land or influence before committing fully to the conflict. Italy’s advantages include strong defensive terrain in the Alps, the ability to choose the timing of its entry into the war, and the potential to shift the balance of power once it commits to a side. DOWNLOAD THE ROLE SHEETS HERE Antonio Salandra (Prime Minister) Antonino di San Giuliano (Foreign Minister) Victor Emmanuel III (King of Italy) Luigi Cadorna (Chief of the General Staff) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/beebf616-f7e7-4987-a7fb-6bf5ee72691e/ottoman.jpg Deadlock World War I Simulation Ottoman Empire The Ottoman Empire enters the conflict hoping to defend its remaining territories and restore its influence in the Middle East and eastern Mediterranean. Ottoman leaders aim to challenge British and Russian expansion while strengthening alliances with the Central Powers. Diplomatically, the empire may attempt to encourage unrest among enemy colonial territories or shift the balance of power in strategically important regions such as the Suez Canal and the Caucasus. The Ottoman Empire begins the simulation controlling key geographic chokepoints and vast territory, but it faces challenges in industrial capacity and must rely on strategic positioning and alliances to remain competitive. DOWNLOAD THE ROLE SHEETS HERE Ismail Enver Pasha (Minister of War) Ahmed Djemal Pasha (Minister of the Navy) Said Halim Paşa (Grand Vizier / Chief Minister) https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/292bedd0-871d-4355-af03-a7d515ffa25c/71WwhjFtheL._AC_UF894%2C1000_QL80_.jpg Deadlock World War I Simulation Serbia Serbia stands at the center of the crisis that ignited the war and must defend itself against the far larger Austro-Hungarian Empire. Serbian leaders hope to preserve national independence and strengthen the idea of a unified Slavic region in the Balkans. Diplomatically, Serbia depends heavily on support from powerful allies—especially Russia—and must work to keep international sympathy on its side. Serbia begins the simulation with highly motivated troops and strong defensive terrain in mountainous regions, but its small population and limited resources mean it must rely on alliances, strategic defense, and careful planning to survive against larger enemies. DOWNLOAD THE ROLE SHEETS HERE Nikola Pašić (Prime Minister) Radomir Putnik (Chief of the General Staff) Dragutin Dimitrijević (“Apis,” Intelligence / Black Hand) https://shanefairbanks.com/writers-war-poetry-from-wwi daily 0.75 2026-03-15 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/1583075935416-EW0R25Z9DLA1TP44VPYW/18577.jpg Writer's War: Poetry from WWI - The Writer’s War World War I is also nicknamed “the Writer’s War” due to the myriad poems, books, and plays written by soldiers in World War I. This unit will contain the following assignments/activities: WWI Poetry Analysis Watch a WWI Film for Extra Credit WWI Poetry Analysis Voices from WWI Poetry Assignment Click here to read an assortment of Battlefield Poets Click here to read an assortment of British WWI Poets Click here to read background material about some of the poets Glossary of Poetic Terms https://shanefairbanks.com/iran-1979-revolution-crisis-simulation daily 0.75 2026-03-16 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/efa21e6c-c61b-47fa-a85a-663f9bf09bad/1673854232791.png Iran 1979: Revolution Crisis Simulation - CLASS FACTIONS FACTION DOSSIER SHEETS: Each faction begins with 10 Influence Tokens. Influence tokens represent: political support ability to mobilize protests economic leverage influence over public opinion Tokens are spent to influence events. You can create alliances with like-minded factions. 1. Royalists (Supporters of the Shah) 2. Islamic Clerics 3. Students and Intellectuals 4. Bazaar Merchants 5. Workers and Urban Poor https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/2d4e7a22-f219-4bd9-ae95-000348bcd7b0/00-SATRAPI-02-fhjt-articleLarge.jpg.webp Iran 1979: Revolution Crisis Simulation - Debrief: Use these questions to connect the simulation to Persepolis. Why did groups with very different goals unite against the Shah? Why do revolutions sometimes produce new authoritarian systems? Which faction was most effective in shaping events? How does Persepolis show the effects of these political changes on everyday life? Could the revolution have ended differently? https://shanefairbanks.com/diplomatic-telegraph-office daily 0.75 2026-03-18 https://shanefairbanks.com/united-nations-simulation daily 0.75 2026-03-25 https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/f9485bc6-0c55-4e6b-ae00-c1ac1e929fe8/ChatGPT+Image+Mar+23%2C+2026+at+07_38_11+AM.png https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/a6e61d4d-ee33-472d-a131-ccd88b8afbda/ChatGPT+Image+Mar+23%2C+2026+at+07_39_35+AM.png https://images.squarespace-cdn.com/content/v1/5d6f9d1f358ef200016727f2/5113858e-15b8-4087-8d0f-b0d47cf67ef1/ChatGPT+Image+Mar+23%2C+2026+at+07_38_08+AM.png United Nations Simulation YOUR ROLE Each student is assigned a country and will act as that nation’s: Diplomat & Ambassador Strategist Negotiator You are responsible for: Understanding your country’s history, alliances, and goals Communicating with other nations Making decisions that impact global stability You are not yourself—you are your country. CRISIS BRIEFINGS: UN BRIEFING: CUBA UN RESOLUTION DIRECTIONS: CUBA