4. WRAP-UP/HOMEWORK: For homework, students take a closer look at the technologies and issues raised by the article.
4. WRAP-UP/HOMEWORK: For homework, students individually write a personal response to the implications of the Chernobyl Forum report.
For homework, students responded to the following: "Describe what you think Steve Jobs's legacy to the world is.
4. WRAP-UP/HOMEWORK: For homework, students respond to the following prompt in a reflective essay: "Missing from the current debate is the notion of self-acceptance.
4. WRAP-UP/HOMEWORK: For homework, students create "name" collages in which they feature a name or tag of a group or one who represents a group.
4. WRAP-UP/HOMEWORK: For homework, students work individually or in their pairs to make the posters, drawing upon the ideas formulated in their group.
4. WRAP-UP/HOMEWORK: For homework, students write journal entries drawing upon their own experience as writer-animator-directors to consider the larger world of animation technology.
4. WRAP-UP/HOMEWORK: For homework, students take a step back to consider their own reactions to the Free Trade Area of the Americas.
For homework, students researched the topics to find two different types of sources of information, then brought the information to class.
4. WRAP-UP/ HOMEWORK: Students write persuasive essays on the E.R.A., based on their own informed opinions (and not necessarily representative of the view they debated in class).
For homework, students read the Times article "In Hard Times, Lured Into Trade School and Debt" and answer a few questions, including these: In class, students discuss the questions from the homework assignment in pairs, then as a whole group.
