Gaza Video Conference Questions

Trillium Questions for Gaza Students

For May 21, 2008 Video Conference

(Students listed in bold will ask the questions.)

1. How was your day? TIMOTHY

2. What do you do for fun? LEILA

3. What are your parents’ occupations? TIMOTHY

4. Marriage: are marriages arranged by parents? JIM

5. Media: how much faith do you have in your news outlets? OCEAN

6. What images do you see of American youth and culture in your media? How are Americans portrayed? CHRIS

7. What involvement do your parents have in Why Not program? What do they think of it? CHRIS

8. What problem do you face with school? CHAU

9. How active are the women in the community? CRYSTAL

10. Do you ever have contact with students in the West Bank? SOLOMON

11. Where is the nearest security wall to you? How close is it? JIM

12. How do you feel about Hamas and the services they provide? HANNAH

13. Is there a specific set of rules and laws dictated by Israel that Palestinians have to live by? HANNAH

14. Do you know people in Israeli prisons? CHRIS

15. Is violence happening on a daily basis? IAN

16. How has the violence affected you and your community? LEILA

17. Do you have any Israeli friends? LEILA

18. Could you leave Gaza if you wanted to? SOL

19. Do people want to leave? CHAU

20. What conflicts are there within the Palestinian community? HANNAH

21. How active are youth in the intifada? IAN

22. What do you think Gaza will be like in ten years? CARMELA

Video Conference Questions for Trillium Students

Written by Gaza Students

(Students listed in bold will prepare responses to the questions.)

May 13, 2008

General+ Culture

1. What’s up? How are you feeling these days? What’s new? TIMOTHY
2. Do you enjoy education in the US? Do you face any problems? CHAU
3. Do you work voluntary activities or a job? CARMELA, HALSTON
4. What do you wish to be when you finish your school? CRYSTAL, IAN, HALSTON
5. What is your favorite band? TIMOTHY, HALSTON
6. What sports do you practice in your schools? HANNAH
7. Have you ever seen any Palestinian Folklore dance show (Dabka)? Or the Palestinian Traditional Embroidery? SOLOMON
8. What are your hobbies? Do you have much time to practice? LEILA, OCEAN, HALSTON
9. Do you like to travel? What's your favorite place to visit? Where have you traveled? LEILA

Family+Society

1. Do you face the conflict of generations between you and your parents? In which ways? CHRIS
2. Are you very much connected to your family? Do they affect your decisions? CHRIS
3. In your perspective…What does life mean to you? TIMOTHY
4. Do you face problems related to discrimination issue? TIMOTHY
5. What are the things you most don’t like about your country? TIMOTHY, CHRIS, HANNAH
6. Is there much violence at your school or neighborhood? If yes, how are you affected? HANNAH
7. How many friends do you have? Do you hang a lot with them? IAN
8. Do you think that the American Society can thrive with so many different cultures in it? JIM

Israeli-Palestinian Conflict

1. Do your parents and community know anything about the Palestinian Intifada or the Palestinian issue in general? HANNAH
2. Few days ago was the 60^th anniversary for the Palestinian Catastrophe (Nakba) do you know anything about it? CHRIS
3. Have you heard about the severe siege imposed on Gaza strip since last June? And are you aware of the Gas and fuel problems that we in Gaza are facing nowadays? CHAU
4. Can you imagine how your daily life would be without fuel? CRYSTAL?
5. In your opinion…What is the best solution to end the Palestinian Israeli conflict? SOLOMON (This is the only question.)
6. What do you know about the apartheid wall in the West Bank? CARMELA
7. Do you think Palestinians enjoy their human rights?

Elections+ Foreign Policy

1. Who do you support the most in the presidential elections? IAN
2. Do you support all of the government actions? CHRIS
3. Are you for or against the war in Iraq? Why? (This is a doozy.) Ken, SOLOMON, CHAU

Graffiti on the West Bank Wall

Check out this sweet Art.

Security Wall Assignment II

Security Wall Assignment II

Middle East Peace

May 8, 2008

Due: Tuesday, May 13^th

We have discussed the Israeli justification for the building of the Security Fence, based in part on the film, produced by the state of Israel: http://www.youtube.com/watch?v=w587gNnuGLU.

Attached is an excerpt from President Jimmy Carter’s book, Palestine Peace Not Apartheid explaining his perspective on the Security Wall.

You should also consider the map and quote below before answers:

“Everybody has to move, run, and grab as many hilltops as they can to enlarge the settlements because everything we take now will stay ours… Everything we don’t grab will go to them.”

- Ariel Sharon, then Israeli Foreign Minister, November 1998.

After analyzing these four documents, the film, the Palestine excerpt, the map, and the Ariel Sharon quote, answers the following questions:

• What do you believe is the reason for building the Security Fence?
• Why is Israel building it?
• What does it accomplish?
• What evidence can you use to support your opinion?
• Do you think having a Security Wall is a good idea? Why or why not? If you support a security barrier, where should it go?

Trillium and West Bank Help Break World Record

Trillium and Gaza students partnered to raise awareness about unequal access to education and put ourselves into the Guiness Book of World Records in the process. Click here to learn more: http://www.campaignforeducationusa.org/portland.

ME Peace: Conflict Now Assignment

Conflict Now Assignments

Middle East Peace Class

May 6, 2008

Due date: Every Thursday

Points: The four assignments will be worth 10% of the final grade.

The assignment:

In order to stay current on events that are happening right now, today, in Israel and the Palestinian territories, you are to find, read, and respond to one news piece each week.

What you need to do:

1. Find an article about events or conditions in Israel, Gaza, or the West Bank in the Oregonian, the New York Times in print or online (www.newyorktimes.com) or the British Broadcasting Corporation (BBC) news service (www.bbc.co.uk).
2. Read the article.
3. Write down the:
1. Headline
2. Author
3. Date
4. Publication (BBC, Oregonian, etc.)
4. Create a standard response. Write:
1. A 2-3 sentence summary
2. Wow – interesting things
3. Huh – confusing things or questions
4. Hmm – connections to something you already knew.
5. Bring your response and a copy of the article to class each Thursday, prepared to present.

Senior Stuff

Graduation Announcements have arrived, cost $1.oo each and are available in Ken's room. Simply bring in cash or a check made out to Trillium.

Caps and gowns will be here at the end of the month and will cost $30.

- Ken

Parent-Student-Teacher Conferences

Hi families,

It is conference time again and I am scheduling our half-hour slots starting the beginning of next week. As you will see, I am limited primarily to mornings and Friday afternoons. Please choose the soonest available time you can meet and let me know. The times I have right now are:

Mondays May 5th or 12th: 7:30, 8:00, 8:30
Wednesdays May 7th or 14th: 7:30, 8:00, 8:30
Thursday May 8th: 7:30, 8:00, 8:30
Fridays, May 9th or 16th: 1:30, 2:00, 2:30, 3:00

Best,

Ken

Peace Not Apartheid Assignment

Palestine Peace Not Apartheid Timeline Assignment

Middle East Peace Class

April 29, 2008

Due: Next Class, Thursday, May 1^st, 2008

Read the attached timeline, then define and describe each of the terms below based on the reading. There will be a quiz on Thursday over this material.

1. Balfour Declaration

2. United Nations General Assembly Resolution 194

3. Palestinian Liberation Organization

4. 1967 Six Day War

5. United Nations Security Council Resolution 242

6. Hezbollah

7. Intifada

8. Hamas

9. Yasir Arafat

10. Oslo Agreements

11. Ariel Sharon

12. Separation Barrier

13. Mahomoud Abbas

14. Ehud Olmert

High School Campout!

April 28, 2008

Dear Parents and Guardians,

The annual Fall High School campout is coming up. We will be leaving for Milo McIver State Park Wednesday, May 21^st in the morning and returning Friday the 23^rd in the afternoon. Students should arrive at school by 8:30 as usual. We expect to leave around 9, and will return Friday around 1. Milo McIver is located near Estacada, about a 45 minute drive from Portland. We still need parent drivers and chaperones for the trip, as well as people to help with cleaning and organizing when we get back. Please contact your student’s advisor if you think you might be able to help.

The cost of the trip is covered entirely by the student activity fee.

A list of suggested supplies for your student is below:

• Tent w/ground cloth and rain fly
• Sleeping bag or blanket/sheet bedroll
• Sleeping pad
• Flashlight/headlamp
• Toiletries
• Towel
• Swimsuit
• Change of clothes
• Sleepwear
• An extra pair of sneakers
• Warm clothing for potentially cool nights
• Light clothing for potentially warm days
• Sunscreen
• A rain jacket or poncho

It is pretty amusing living in the Pacific Northwest and trying to predict the weather in the spring. We’ll know better as we get closer, but right now we are planning for sun, rain, cold, and hot.

All students on the trip are expected to share in cooking and cleaning duties. Drugs and alcohol are, of course, strictly prohibited on the trip. Game systems and loud music are requested to stay at home, while we encourage students to bring cards, board games, and musical instruments.

We look forward to another great high school campout. Please let your student’s advisor know if you have any questions.

Regards,

Elizabeth, Jess, Ken, and Will

High School Advisors

Senior Stuff: Projects, Commencement, and more.

April 18, 2008

Dear Parents of the Class of 2008,

There are a few important things to keep track of as we move towards graduation.

• Senior Pictures are happening the week of April 27th, individual as well as a whole group shot. Contact senior Chris Pearson for the schedule at Sk8element195@yahoo.com.
  
• Commencement will be held at Hoffmann Hall on the campus of Portland State University on Saturday, June 7^th. Exercises begin at 2 o’clock.
• Graduation announcements are being printed now and will be delivered May 1^st. Please make sure Ken knows exactly how many you would like for your student. Announcements are printed on beautiful, one hundred percent post consumer material with soy based ink, come in envelopes, and will cost one dollar each.
• Students elected that this year’s Caps and Gowns be purple. They will be delivered in the end of May and cost $30 each. Students may keep the cap and gown.
• All checks should be made payable to Trillium Charter School.
• Your student should be nearly done with ze’s[1] senior project. Final Project Committee Review dates happen during the beginning of May. Once the project is approved by the Committee, seniors will exhibit their work to a larger audience the week before commencement. Students will each have one 30-45 minute slot during the afternoon the week of June 1^st. Parents, family members, and friends are encouraged to attend.

This is an exciting time of year and of life. I would be happy to help with any questions you might have around your graduates’ experience.

Best,

Ken Gadbow

Ken@TrilliumCharterSchool.org

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[1] Ze is a gender neutral pronoun used in place of he/she.

Trillium Parent Survey

Families,

Please, please, please fill out the parent survey.

(http://www.surveymonkey.com/s.aspx?sm=PHeDpnxrfmq_2bwGQnFeHiNA_3d_3d),


It will be open until May 11th and it doesn't take long to fill out.
It is all on-line, simply click on the link above. If you prefer a
paper copy you can get them in the lobby of the school. The surveys

are an important part of how we assess parents' thoughts about what is
happening at Trillium.


Thanks,

Ken

Middle East Peace Make Up Assignment

Make Up Assignment

Middle East Studies

Student Name _______________________

Book title __________________________

Author _____________________________

Minimum number of pages ___________

Due Date for Assignment ______________

1. Choose a book from the selection available. Choose one that seems interesting and might be appropriately challenging for you.
2. Be sure to sign the book out.
3. Read the introduction (if applicable) and the appropriate number of pages for class or project time missed. You should read about 20 pages for each hour missed. Write the agreed upon number of pages above.
4. As you read you may want to take notes to help you recall what you have been reading in order to do the following:
5. Write a brief summary about what you are reading that includes:
1. The title and author of the book.
2. A description of the characters, events, places, and times described in the book.

i. Who is in it?

ii. What is happening?

iii. Where is it taking place?

iv. When is it taking place?

3. How you think this material is related to what we have been studying in class.
4. At least 2 questions you have about the people, places, or events.
5. Who you think should read this book and reasons you might or might not recommend it.
5. Return the book and assignment to Ken by the agreed upon date above (generally one week after missed material).

Wall Assignment

Separation Barrier Assignment

Middle East Peace Class

April 24, 2008

Due: Tuesday, April 29^th in class

This assignment is designed to introduce the student to the physical barriers in place in and around the West Bank. Students are to view and reflect on the three image links below by answering all of the questions that follow.

Look at the following map and answer the questions below:

http://www.mideastweb.org/betselem_fence_06.gif

1. Locate Jenin, Hebron, Jerusalem, and Ramallah on the map.
2. Trace the route of the Separation Barrier in and around the West Bank.
3. Estimate the number of established Israeli settlements within the West Bank. How many are there?

Watch the following short film and answer the questions below:

http://www.btselem.org/english/video/200803_Road_443.asp

1. To where does route 443 go?
2. Why did the Israeli military close route 443 to Palestinians?
3. How do the Israelis pictured in the film feel about route 443?
4. How is travel different for Palestinians and Israelis within the West Bank?
5. Why are there walls built along route 443? What purpose do they serve?
6. From whose perspective is this film made? Whose is left out? How do you or do you not feel this film is biased?

Watch the following short film and answer the questions below:

http://switch5.castup.net/Customers/Castup/v_round_320x240/Design.asp?clipurl=http://switch3.castup.net/cunet/gm.asp?ClipMediaID=1221451&ak=null

1. Where is the Security Fence?
2. According to this film, what purpose does the security fence serve?
3. From whose perspective is this film made? Whose is left out? How do you or do you not feel this film is biased?

Please feel free to write any additonal thoughts, reflections, or questions you have based on viewing these images.

Middle East Peace Class Question

Hi Middle East Peace Students,

Julia Silverman, a journalist for the Associated Press, is interested in covering our video conference during the world's largest lesson plan. Mercy Corps approves and has asked for my permission. We are a democratic school so it is up to you. I am in favor of it. I have read some of her writing and feel that she would represent this project, and its participant, respectfully. It could be good publicity for the Palestinian students'[ struggles, the Mercy Corps Why Not program, and Trillium. If you are interested, below are a few links from articles she has written recently:

http://www.kgw.com/sharedcontent/APStories/stories/D8RDFLA02.html
http://abcnews.go.com/us/wirestory?id=3076338
http://www.usatoday.com/printedition/news/20071005/a_libraries05.art.htm
http://uvlightburns.com/page3.html

The question is, "Do you support having Ms. Silverman present during our video conference?" Please respond as soon as possible.

Peace,

Ken

Video Conference RE-SCHEDULED

The video conference with the Palestinian students has been rescheduled! It is NOT tomorrow, Wednesday, morning. It IS THURSDAY, the 17th at 7:30 at Trillium

Tai Chi Syllabus

Tai Chi

Trillium Charter School

2007/8

Instructor: Ken Gadbow Email: Ken@TrilliumCharterSchool.org Phone: 503-348-9849

Course Structure

We will study the art of tai chi through both group and one on one instruction. This class is non-competitive. Evaluations will be based on individual progress in understanding and performing parts of the exercise. Students will spend ten minutes each class period making detailed notes on new moves or corrections. There will be a mid-term exam and an end of term exhibition in front of the school community.

Course Objectives

Students will learn a series of movements in the tai chi chu’an yang style long form. Students will be able to practice tai chi at school, at home, or in line at the grocery store. Students will develop their understanding of the philosophy of meditative martial arts.

Course Overview

Tai Chi is an ancient Chinese exercise focusing on relaxation and power. The exercise, which takes about 25 minutes to complete, is designed to facilitate physical, mental, and emotional development. Consisting of 124 movements, Tai Chi is performed in a slow, smooth, and continuous manner. This non-competitive class allows students to progress at their own rate, utilizing one-on-one as well as group instruction. Students should wear loose fitting clothing and socks.

Code of Conduct

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and the OVRR system.

Framework Concentrations:

Independence:

• Know where to find places that will help you stay focused
• Seek assistance when needed
• Be willing to try new activities.
• Assess your present performance
• Demonstrate awareness of what you’ve learned and why it matters

Community Membership:

• Be willing to try new activities.

Health, Wellness, and Safety:

• Have a personal fitness program

Cooperation:

• Make choices about seating, partners and groups that have academic and social benefits

Grading:

Participation (based on student self-evaluation*, page 5) 80%

Mid term exhibition 10%

End of term exhibition 10%

*There are 306 points possible in the self-evaluation. Each student gets evaluated at the end of the quarter, out of a possible 288 (everyone gets 2 freebies). Therefore, in the self-evaluation, an “A” = 288 – 259, “B” = 229 – 258, “C” = 228 – 199, “D” = 198 – 169, “F” = <169.

Attendance Policy:

The majority of your grade in this class comes from your participation. If you are not here, then you cannot participate. If you cannot participate, then you cannot meet the expectations of the class. This class is graded on a pass/no pass basis.

§ If a student misses more than 3 classes, ze[1] cannot pass.

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[1] Ze is a gender neutral pronoun.

Advising Syllabus

High School Advising: The Syllabus!

Trillium Charter School 2007/8

Instructor: Ken Gadbow Phone: 503-348-9849 Office hours: Fridays 12-1

Email: Ken@TrilliumCharterSchool.org

Objectives:

Students will demonstrate their understanding of the Rights and Responsibilities of the Trillium Constitution. Students will participate in Trillium’s democratic processes to engage in meaningful discourse and understand how to affect change. Students will develop Personalized Learning Plans to follow their own interests and passions at school on the path towards graduation. Students will make progress on the Trillium Framework. Students will use advising time to maintain their student planners. Students will each select and carry-out an advising community-based job[1]. Students will participate in buddy group activities. Student and advisor will keep track of the student’s graduation requirements through course selection and the completion of the Trillium Framework.

Course Overview:

Advising has been evolving over the years at Trillium, and when it is done well, is the center of what Trillium wants to be: a place where students are encouraged to pursue their own interests and demonstrate what they have accomplished to continue to grow as learners. The advising group is the core of Trillium’s democratic model.

Framework Skills:

It is up to the individual student, and the focus of his/her learning plan, to decide what Framework goals will be accomplished in Advising. Students may pursue individual projects during this time that could meet a wide range of Framework goals. At a minimum, students should consider the following Framework standards integral to Advising:

Independence:

• Use resources responsibly
• Understand how to use the school governance and constitution
• Assess your present performance
• Reflect on both what one did learn and didn’t learn
• Set goals to improve present performance
• Revisit reflections over time and use them to understand personal changes
• Demonstrate awareness of what you’ve learned and why it matters

Framework Skills (cont.):

Community Membership:

• Practice nonviolent conflict resolution through:
• Peer to peer conversation
• The mediation process
• Judicial Committee
• Engage in the school’s democratic process through:
• Class Meetings
• All School Meeting

Cooperation:

• Work in groups together for a common goal
• Give and take, compromise and make solutions
• Lead and participate
• Demonstrate sensitivity to issues of equality and inclusion in group dynamics
• Understand and fulfill the roles and responsibilities involved in group success
• Work cooperatively within diverse populations (cultural, age, class, ethnic, gender, linguistic, sexual orientation)
• Recognize when others need help and offer it
• Make choices about seating, partners, and groups that have academic and social benefits.

Code of Conduct:

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and the OVRR system.

Grading policies:

Advisory is graded on a Pass/Fail basis at the end of each quarter. In order to pass advising, the student must:

• Have 80% attendance over the quarter
• Demonstrate knowledge of the Rights and Responsibilities
• Demonstrate knowledge of the democratic structures of Trillium.
• Demonstrate knowledge of all aspect of the non-violent conflict resolution process.
• Participate in class meeting every Wednesday
• Participate in monthly events with our Intermediate Buddy group.
• Develop and maintain Personalized Learning Plans
• Demonstrate progress on completing skills in the Trillium Framework.
• Plan, prepare for, and carry out an exhibition of work at the end of the quarter.

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[1] Currently advising jobs include, but are not limited to: Astrologers, Photographers, Bloggers, Horticulturalists, Meteorologists, Ichthyologists, Party Planners, Interior Decorators, Scribes.

Wide World of Trade Syllabus

Wide World of Trade

Class Syllabus

Trillium Charter School Q4 2007/8

Instructor:

Ken Gadbow

Office Hours: Fridays 12-1

Email: Ken@TrilliumCharterSchool.org

Blog: http://ken-trillium.blogspot.com/

Mobile Phone: 503-348-9849

Course Overview

The cotton in one pair of Levi’s jeans may have come from 5 different countries, been knit and died in yet another, and cut and stitched in still another. The produce in most grocery stores travels thousands, sometimes tens of thousands of miles, before it arrives, polished and on display for us consumers to spend our money on. Each day, we interact with countless objects that are created in many countries around the world before they arrive at our fingertips. This course looks at the interconnectedness of the global economy, integrating economics and geography. Students will investigate the tight links between economies all over the world, looking at essential economic concepts of scarcity, specialization, and trade.

Code of Conduct

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and agreements.

Framework Concentrations:

Social Science:

• Understand how people organize for the production, distribution and consumption of goods and services.
• Analyze causes, consequences, and solutions to global issues such as health, security, resource allocation, economic development, environmental quality, and human rights.
• Illustrate how individual behaviors and decisions connect with global systems.

Grading policies:

The narrative evaluation and final grade will focus heavily on the student’s participation in class activities and discussions.

Participation: 50%

Quizzes: 20%

In Class Reflections: 30%

Attendance and Tardiness Policy:

This course requires participation in order to be successful for the student, the group, and the class. Therefore it is imperative that the student be in class.

A person is considered on-time if ze* is in the classroom, in ze's seat ready to work when the bell rings. A person may be considered tardy if ze does not meet the above criteria or comes to class less than 5 minutes after the bell rings. Three tardies constitute one un-excused absence. A person who is tardy will still benefit in coming to class as ze will better understand what is happening in the course, and will be able to participate and contribute to the class in a meaningful way.

* Ze is a gender neutral pronoun.

MIddle East Peace Class Syllabus

Middle East Peace

Class Syllabus

Trillium Charter School Q4 2007/8

Instructor:

Ken Gadbow

Office Hours: Fridays 12-1

Email: Ken@TrilliumCharterSchool.org

Blog: http://ken-trillium.blogspot.com/

Mobile Phone: 503-348-9849

Course Overview

This course is a continuation of the Middle East Studies focus from third quarter. The central theme is working towards peaceful resolution of the Israeli-Palestinian conflict and explores the essential question, “How do we achieve peace in the Middle East?” Additionally, students will have the opportunity to engage in real world and real time dialog with students in the Palestinian territories via web-dialog and video conferencing through the Mercy Corps Why Not program.

As part of our partnership with Mercy Corp and the Why Not program we will be taking part in the world’s largest lesson plan event on April 23 through a live video conference with our counterparts in Gaza.

Course Objectives

By the end of this course the student will:

• Create multiple short written personal reflections about the Middle East conflict.
• Form an alliance with an international organization working towards resolution of the Israeli-Palestinian conflict.
• Create and execute a community-based presentation about avenues for peace in the Middle East.

Code of Conduct

All students are expected to know and uphold the Rights and Responsibilities of the Trillium Constitution. We will use the non-violent conflict resolution process that includes conversations, mediations, and agreements.

A note on sources: Students should take special care when researching on-line to find credible information, especially due to the volatile nature of this particular topic. Government (.gov) and university (.edu) websites are among the more reliable. PBS, BBC, and National Geographic are also likely to offer well researched material. Wikipedia.org has its merits, and can be a useful tool, but like most sources, can contain biased or inaccurate information. All sources should be treated critically. Always use more than one source. Compare and contrast the information you find.

Framework Concentrations:

Social Science:

• Analyze people, cultures, systems and events within their personal, social and historical contexts.
• Think critically about bias and point of view in both text and other media.
• Examine a controversial event, issue, or problem from more than one point of view.
• Explain conditions that contribute to conflict, cooperation, and interdependence among groups, societies and nations.
• Analyze patterns of cooperation, conflict, oppression, and resistance as they relate to class, race, gender, ethnicity, sexual orientation, religion, and ability/disability.

Grading policies:

The narrative evaluation and final grade will focus heavily on the student’s participation in class activities and discussions.

Participation (Daily): 50%

Student Reflections (Weekly): 20%

Draft Community Presentation (Thursday, May 29th): 10%

Final Community Presentation (Thursday, June 5^th): 20%

Attendance and Tardiness Policy:

This course requires participation in order to be successful for the student, the group, and the class. Therefore it is imperative that the student be in class.

A person is considered on-time if he/she is in the classroom, in his/her seat ready to work when the bell rings. A person may be considered tardy if he/she does not meet the above criteria or comes to class less than 5 minutes after the bell rings. Three tardies constitute one un-excused absence. A person will lose one letter grade for every two unexcused absences. A person who is tardy will still benefit in coming to class as he/she will better understand what is happening in the course, and will be able to participate and contribute to the class in a meaningful way.

Important Dates:

April 22 or 23 (TBD): World’s Largest Lesson Plan Video Conference

Note: This will be either a Tuesday night (8 PM) or early Wednesday morning (7 AM) event..

May 29: Draft Community Presentation Due

June 5: Final Community Presentation Due

What am I willing to do to end the conflcit?

Check out this video from One Voice Movement:
http://assets.onevoicemovement.org/video/wef/wtd_wef_flash.html

Middle East Peace Assignment: Peace Alliance

Peace Alliance Research Project

Middle East Peace Class

April 10, 2008

DUE: TUESDAY, APRIL 15^TH

Choose one of the groups listed below to research over the weekend. Answer the questions below and bring back what you learned on Tuesday prepared to present to the class.

• Rabbis for Human Rights http://www.rhr.israel.net/profile/index.shtml
• Americans United for Palestinian Human Rights http://auphr.org/
• The Forgiveness Project http://www.theforgivenessproject.com/project/about/
• Parent Circle Family Forum http://www.theparentscircle.com/about.asp
• One Voice Movement http://www.onevoicemovement.org
• The New Israel Fund http://www.nif.org/

1. What is the name of the organization?
2. How long has it been around?
3. What are the goals of the organization?
4. What actions or events does this organization sponsor or take part in? What do they do?
5. Who belongs to, or supports, the organization?
6. From where does the organization get its money? Who funds it?
7. What solutions does the organization propose to resolve the Israeli-Palestinian conflict?
8. What are some reasons you think Trillium might ally with this organization?
9. What are some reasons you think Trillium might NOT ally with this organization?
10. What are some things we might be able to do to be more involved with this organization?
11. What is a contact name, email address, physical address, or phone number to find out more information?

Middle East Peace Class One

Today we discussed water issues in the Palestinian territories.
Students read Nasser's posts on the Why Not website (https://www.whynotyouth.org/).
Then watched these two youtube clips:

• Al Jazeera clip about water
• http://www.youtube.com/watch?v=01hqVzViFTw
• Btselem
• http://www.youtube.com/watch?v=Qt59LVx5oIg

Students then responded in a traditional short response format:
A 2-3 sentence summary.
1 Wow! (Something interesting)
1 Huh? (A question or something confusing)
1 Hmmm... (A connection to something you already knew)

Articles and Videos on Israeli Gaza Attacks

Olmert: We Won’t Attack if Gaza Rockets Stop

http://www.jta.org/cgi-bin/iowa/breaking/107367.html

05/03/2008 16:27 CAIRO, March 5 (AFP)

Arabs slam Israeli 'war crimes' in Gaza

http://www.africasia.com/services/news/newsitem.php?area=mideast&item=080305162705.f367a9nm.php

Palestinians break out from Gaza seige - 23 Jan 07

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

Libya to amend UN draft resolution on Gaza

http://timesofindia.indiatimes.com/World/Libya_to_amend_UN_draft_resolution_on_Gaza/articleshow/2841575.cms

Israel vows to continue Gaza attacks - 02 Mar 08

http://www.youtube.com/watch?v=ElA7QXEdfAI

Humanitarian impact of Israel's blockade of Gaza - 21 Jan 08

http://www.youtube.com/watch?v=01hqVzViFTw

Palestinian rockets into Israel - 28 Feb 08

http://www.youtube.com/watch?v=qRN2wGYnhSo

Gaza Pitfalls in Every Path

http://www.nytimes.com/2008/03/03/world/middleeast/03diplo.html?scp=5&sq=&st=nyt

As Israelis Pull Out of Gaza, Hamas Celebrates Its Rocketry

http://www.nytimes.com/2008/03/04/world/middleeast/04mideast.html

More News Headlines:

http://news.google.com/news?q=gaza&sourceid=navclient-ff&ie=UTF-8&rlz=1B3GGGL_enUS212US212&um=1&hl=en&ncl=1139356133&sa=X&oi=news_result&resnum=1&ct=more-results&cd=2

Gaza Update

Check this link for some of the latest news on the violence in Gaza: http://www.btselem.org/English/

This link currently includes the following headlines:

At least half of those killed in Gaza did not take part in the fighting

B'Tselem condemns rocket fire at Israel

Israeli missile strikes schoolyard in Gaza, killing a teacher

Celilo Assigment

Celilo Falls Assignment

Exploration and Conquest

March 4, 2008

Due: Thursday, March 10, 2008

• Research at least 2 of the attached internet sites related to this issue.

• Write a brief summary of the information from each site.

• Next, write at least one question you would like to ask of EACH of the following:

  • A Native American person with ties to Celilo (such as Celilo Chief Olsen Meanus)

  • An Army Corps of Engineers Dalles Dam Manager (such as Head Spokesman Matt Rabe)

  • A US Congressperson (such as Senator Ron Wyden)

• Your question must include:

  • At least two pieces of specific background information.

  • Language that addresses Native peoples as empowered and hopeful.

  • At least 1 reference to the sites you researched (“According to site x, ...”)

Internet Resources on Celilo Falls, Native Fishing Rights and the Dalles Dam

· http://www.critfc.org/wana/legacy.html

· http://query.nytimes.com/gst/fullpage.html?res=9D0CE7DC173FF93AA35756C0A967958260

· http://www.ohs.org/education/oregonhistory/historical_records/dspDocument.cfm?doc_ID=15E0ADF3-D5D5-3519-35BAC4238257327F

· http://www.ccrh.org/comm/river/docs/sohappyd.htm

· http://www.nwriverpartners.org/documents/Yakamaswantcompensationforlostsalmon-YakimaHerald-7-3-06.pdf

· http://www.ccrh.org/comm/river/celilo.htm

· http://www.ccrh.org/comm/river/harvest.htm

· http://www.up.edu/portlandmag/2007_summer/falls_txt.html

· http://blog.oregonlive.com/multimedia/2007/09/celilo.html

· http://www.salmonnation.com/essays/recalling_celilo.html

Exploration and Conquest Assignment

Telling Your Story: Talking Back to Columbus

Exploration and Conquest Class

February 26, 2008

Assignment due: Bring a draft to the Next Class, Thursday, February 28

What to turn in: A short story, poem, song, or narrative.

Requirements: The piece must be of sufficient length and quality to challenge you.

Based on what you know about the interaction between the Tainos, Columbus, Columbus's Men, King Ferdinand and Queen Isabella, and the System of Empire, write a short story, poem, song, or narrative that tells this story in a way that you feel is important that it be remembered. Your piece can be as imaginative as you wish, but it needs to be grounded in events that did, or probably could have, actually happened. There is no length requirement. You must produce a piece that is of sufficient length and quality to challenge you. Your piece is due next class, Thursday, February 28^th.

Why Not Website

For Middle East Studies class, point your web browser to www.whynotyouth.org.
You should all be registered. Sign in and start posting.

Winter Jubilee!

February 13, 2008

Dear Trillium High School Families,

We are excited to announce an upcoming activity unlike any that Trillium has hosted before. The Winter Jubilee is a high school only event, with the theme “Leap Ahead and Leave Behind” and will be held on Leap Year’s Day, Friday, February 29th at the farm of a Trillium family near Corbett, Oregon.

This will be a time of creating, celebrating, and sharing within our community. Students will focus on creating works of art that symbolize something that they treasure about themselves as well as something they wish to leave behind. There will be a plethora of supplies to inspire students to write, play, paint, cut, saw, draw, or hammer their ideas into shape. This event is meant to be pure fun. No assignments. No grades. Just creating, enjoying, and celebrating.

The event will feature a bonfire (weather permitting), music, and a potluck feast. Each and every high schooler is encouraged to attend. Transportation to and from the event will be provided by parent volunteers. We will begin shuttling students out to the farm right after school at 12:00 and begin shuttling back around 7:00 that evening. The Jubilee will be supervised by staff members to help foster a fun, supporting environment. Drugs and alcohol are, of course, strictly prohibited. Additionally, parents should be aware that this is a working farm with horses, goats, chickens, and dogs, in case your student may have animal allergies.

In order to make this event possible, we need help from parents. We still need a few more people to help drive students to and from the event. And we need some reliable cooks to provide dishes to share at the event. Anyone wishing to help provide food or transportation should contact their student’s advisor.

Warm regards,

Elizabeth Elizabeth@TrilliumCharterSchool.org

Jess Jess@TrilliumCharterSchool.org

Ken Ken@TrilliumCharterSchool.org

Will Will@TrilliumChartreSchool.org

High School Advisors

Q3 Staff Changes

Dear Trillium Community Members,

This next quarter will see some staffing changes in the upper school. Both David Ayer and Eddie Wang will be leaving Trillium at the end of this semester. The hiring committee has begun interviewing for both positions. Mid year transitions are difficult for the community, for students especially. Upper school advising groups are having guided conversations about dealing with this change and additional support will be provided for those students who need it.

The Trillium community wishes them both well in their future endeavors.

If you have questions concerning these changes please contact me.

Sincerely,

Stephanie Hinkle

Stephanie@TrilliumCharterSchool.org