The Nature of Evil:
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Period 2 |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Q6 |
* |
Annabelle |
Jasmine |
Adam |
Rachel |
Jayden |
Tyler |
* |
Trevor |
Connor |
Joshua |
Kirstin |
Shane |
Patrick |
* |
Benjamin |
Aldes |
Phillip |
Noah |
Jessica |
Joshua F. |
* |
Caleb |
Kenneth |
William |
Joshua J. |
Mikayla |
Nathan |
* |
Elizabeth |
Maxwell |
Khup |
Isaac |
Jamari |
Denzel |
* |
Zara |
ThomaS |
Kali |
Joshua T. |
Michael |
* |
Period 3 |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Q6 |
* |
Ethan |
Aiden |
Josafat |
Rubi |
Roxana |
Abigail |
* |
Lillian |
Jefferson |
Taylor |
Cesar |
Justin |
Lawson |
* |
Kendall |
Hayden |
Robert |
Ashley |
Kaden |
Ian |
* |
Mason |
Morgan |
Kathryn |
Maureen |
Amanda |
Juliana |
* |
Andrew |
Allan |
Trevor |
Diego |
Braeden |
Ashley |
* |
Erika |
Hailey |
David |
Jordan |
John |
* |
Period 4 |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Q6 |
* |
Ashlyn |
Alex |
Alyssa |
Zaiden |
Joshua |
Erin |
* |
Leo |
Kamryn |
Daphne |
Alicia |
Katelin |
Jozef |
* |
Megan |
Paige |
Rachael |
Christian |
Reagan |
Ayush |
* |
Hunter |
Natalie |
Jordan |
Cristian R. |
Victoria |
Martin |
* |
Cristian V. |
* |
* |
* |
* |
* |
Period 6 |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Q6 |
* |
Camila |
Carlos |
Curtis |
Justin |
Jasmine |
Sara |
* |
Sandra |
Kamarah |
Shahnil |
Abigail |
Christine |
Sarah |
* |
A'Liyah |
Yesenia |
Helena |
Victoria |
Hannah |
Maritza |
* |
Tyrek |
Edgar |
Julia |
Aimie |
Arianna |
Emily |
* |
Ishaan |
Richard |
Rodeline |
Leslie |
Raquel |
Margaret |
* |
Calin |
Cameron |
* |
* |
* |
* |
Period 7 |
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
Q6 |
* |
Valeria |
Yalitza |
Allis |
Emily |
Jessaella |
Colin |
* |
Karen |
Francisco |
Brandon |
Lucciana |
Ariel |
Taylor |
* |
Alam |
Logan |
Jensen |
Sainabou |
Carlos |
Elvin |
* |
Giovanni |
Cierra |
Kylen |
Shawnn |
Amira |
Leonard |
* |
Jacob |
Ramon |
Mykiya |
Davontae |
Tabasom |
Christopher |
* |
Ivan |
Chelsea |
* |
* |
* |
* |
*ABOUT GOOD QUESTIONS:
Open-ended: Questions are designed to elicit multiple perspectives. Numerous answers can be correct as long as the students stay on topic.
Thought-provoking: To start, questions should spark numerous responses. Then, they should challenge students to evaluate and synthesize their ideas.
Clear: Participants should be able to understand right away what the facilitator is asking. This means phrasing questions carefully to keep them short and simple, even when the topic is complex.
Open-ended: Questions are designed to elicit multiple perspectives. Numerous answers can be correct as long as the students stay on topic.
Thought-provoking: To start, questions should spark numerous responses. Then, they should challenge students to evaluate and synthesize their ideas.
Clear: Participants should be able to understand right away what the facilitator is asking. This means phrasing questions carefully to keep them short and simple, even when the topic is complex.
Additional Articles for More Evidence
Some Inhumanities and Atrocities in History
The Holocaust Genocide (other): Cambodian, Rwandan Slave trade Atom Bombs 9/11 Bombings French Revolution Iranian Revolution Rape of Nanking Caligula & Nero’s reigns in Rome |
Attila the Hun Genghis Khan Congo Free State ruled by Leopold II of Belgium Spanish Inquisition Mao Zedong Chinese Revolution Ugandan dictatorship of Idi Amin Japanese Internment Terrorism (general) - Malala Yousafzai Alexander the Great |
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Prior Year's Article Files
"Not So Easily Led"
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"The Alpinists of Evil"
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"Bad Apples and Bad Barrels"
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"Think You're Above Doing Evil? Think Again."
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