It's Exam day! YAY!
First things first, sit in alphabetical order (where your names are). Your exam will consist of 2 parts: Traditional Test (80%) and Essay (20%). The traditional test will be on Schoology. It is 76 questions. It is a combination of Fill-In-The-Blank, True/False, Multiple Choice, Ordering, and Matching. Take your time to read all the questions carefully. I will be reviewing all submissions manually, so if you made a spelling error on the Fill-in-the-Blanks, I will catch it and return those points to you. You may take the exam 2 times, if you so desire. I will take the average of the grades. You can make that choice. The Essay part is located on Everfi. In the last column, you will write a "Capstone Essay". The purpose of this essay is for you to summarize and synthesize your knowledge from this class into a concise, focused essay. Follow the instructions on the Website. If you need help, ask. It will ask you to choose a primary topic and a secondary topic. I suggest that you download the transcript for each topic so that you can refer to them more easily. When you are finished with your essay, remember to submit it. Do not plagiarize. If you do, in any part, you will not receive credit for the essay portion of your exam. When you are finished with your exam as a whole, please wait quietly until everyone is done. To start, we are going to watch a documentary on the March from Selma to Montgomery. I'm going to skip around a bit so it's not as long, but it will help you to understand the movie, Selma. You will take notes in your composition book. Focus on NAMES of people (who they are), and what they are doing. Take 20 notes.
We will then watch the movie Selma. As you watch, consider the question "How accurate is this movie?" We'll go as far as we can today and finish it tomorrow. Warm-Up: Read this Article. Answer the QUIZ Questions and the WRITE question (one paragraph).
Log on to Everfi. Complete the lesson on The March on Washington for Jobs and Civil Rights. You may use the people around you to help answer the questions. Remember to take the quiz at the end of the lesson so that you will get credit for it. When you complete the March on Washington, begin on the next and final lesson on Mae Jemison. As you complete the lesson, create one of the following: Trading Card CrossWord Puzzle Bio Cube TimeLine Submit this on Schoology. Warm-Up: Read the Article. Answer the QUIZ questions. Complete the Section on EverFi about the Freedom Summer. Once you have completed the lesson, remember to answer the quiz questions. Using the information on the EverFi lesson, draw the route on the map provided. Include a brief summary (one sentence) and dates of each event on the map.
We will watch Eyes on the Prize. You will take notes on the movie. Be prepared to answer the following questions:
Today we will have a guest speaker. His name is Carroll Owen. He is a Vietnam veteran who served 7 months in a combat zone. He will answer any questions you may ask. He encourages questions, but do not ask a question you do not want to know the answer to.
RULES FOR GUEST SPEAKERS: No Cell Phones No Computers No Heads Down Be an Active Listener Follow the rules and you will have a 100 % for a class work grade (30 points). Warm-Up: Read the poem below. What is this about? What is the child asking for? What does the mother say? What happens to the child? What even do you think this is referring to in American History? Answer each questions with at least one sentence. “Mother dear, may I go downtown Instead of out to play, And march the streets of Birmingham In a Freedom March today?” “No, baby, no, you may not go, For the dogs are fierce and wild, And clubs and hoses, guns and jails Aren’t good for a little child.” “But, mother, I won’t be alone. Other children will go with me, And march the streets of Birmingham To make our country free.” “No, baby, no, you may not go, For I fear those guns will fire. But you may go to church instead And sing in the children’s choir.” She has combed and brushed her night-dark hair, And bathed rose petal sweet, And drawn white gloves on her small brown hands, And white shoes on her feet. The mother smiled to know her child Was in the sacred place, But that smile was the last smile To come upon her face. For when she heard the explosion, Her eyes grew wet and wild. She raced through the streets of Birmingham Calling for her child. She clawed through bits of glass and brick, Then lifted out a shoe. “O, here’s the shoe my baby wore, But, baby, where are you?” Test your knowledge to see how much you already know about the March on Washington. Go through it ONCE and see what you know. We will watch a video and then you will take the "quiz" again. Each pair of you has a copy of the famous speech. We will watch the speech and you will follow along. You will need to follow along and highlight specific parts of the speech.
Instructions for speech: Highlight/underline repetition (blue), metaphor (red), familiar songs, scripture and literature (green), and references to political documents (black). Put BLACK brackets [ ] around the NEGATIVE sections of the speech. Put RED brackets [ ] around the positive sections of the speech. CIRCLE every time he says "I have a dream". We will listen to the speech and you will follow along and highlight and such. We will then watch a video that demonstrates the effectiveness of the speech. Listen and compare your highlights with what the lady on the video says. Log on to Socrative for the Exit Ticket. Warm-Up: Read the quote and answer the question following. “…You may well ask: "Why direct action? Why sit-ins, marches and so forth? Isn't negotiation a better path?" You are quite right in calling, for negotiation. Indeed, this is the very purpose of direct action. Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored.” Civil Disobedience was a tool widely used by the Civil Rights movement of the 1950s and 1960s. Define this term and using the quote above, give 2 examples of when this strategy was used in the movement. Notes. Download these notes. Submit them on Schoology. ESSENTIAL QUESTIONS Who opposed equal rights for African Americans? How did they express their opposition? Why did people risk their lives to participate in the civil rights movement? Who died in the struggle for African-American equality? Why is it important to know their names and their experiences? Each person will be assigned a Martyr of the Civil Rights movement to research. You will find out several key facts about their lives and post them on the Google Document sheet below. Some of the people you have learned about were killed simply for being black. Others had chosen to act for equal rights knowing that they might be injured or killed. Why do you think some people willingly risked their lives? Write a poster that could be viewed at a civil rights memorial in honor of the people you have learned about. Your memorial should include:
This is due by the end of class. Log on to schoology for the Exit Ticket.
Warm-Up: You will be using Padlet for your warm-up. Each person should post at least THREE different items on the padlet. Post three phrases or images of anything that comes to mind when you think of nonviolence. 1. In your table, create a list of 6 of the main principles of nonviolence. Write them on the paper provided. Lets compare them to the Six Principles of Nonviolence. 2. What did the theory of nonviolence look like when civil rights activists used it? To find out, you’re going to read some primary source documents—that is, documents that were actually written during the civil rights movement. First you will look at the “SNCC [pronounced “Snick”] Statement of Purpose.” The Student Nonviolent Coordinating Committee started in 1960, formed by students—both black and white—who had been involved in the lunch-counter sit-ins. Read the “SNCC Statement of Purpose” and answer the questions that follow. Doing so will help you understand what nonviolence meant to the members of SNCC, and why they believed it was the best way to create a more just society. Click the button below to view the SNCC Statement of Purpose. Answer the questions on the PDF in your composition book. 3. What did those principles of nonviolence look like in practice? With your group, choose one of the following events from the civil rights movement:
Research your chosen event. Read the “Six Principles of Nonviolence”. With the members of your group, see how—or if—each principle was part of the action you have read about . Present your findings to the class, with each group ending its presentation by assessing how much or how little the event demonstrated the six principles. Use the link below for each group. Click only on your group's link, please. These are Google Slides that HOPEFULLY will allow everyone to edit it at the same time and you won't have to worry about submitting it (since I already have it). Tips: Divide the work up. Each person take a slide or two. Finish this by the end of class. Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Log on to Socrative for the exit ticket. Warm-Up: Log in to EverFi. You will be completing the Lesson on Brown v. Board of Education. To do this, you will also log in to Schoology to complete the warm-up, which is a Fill-in-the-Blank "quiz". Let's do some notes! We will watch a video. You will be tasked with taking notes on the video. There are seven categories on the board. You must take 5 notes for EACH category.
Log on to Socrative for an exit ticket. |
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June 2015
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