Connecting the Classroom to the Community #ThisisWhatWeDo
THE MARATHON CONTINUES!
PLEASE READ EVERYTHING DAILY TO ENSURE YOU PASS FOR THE SEMESTER !
YOUR CLASSWORK IS BELOW....
Dear Scholars,
In my Nipsey Hussle voice, THE MARATHON CONTINUES. Although, our school has been shut down due to the COVID-19, your educational GRIND and HUSSLE must continue. Therefore, in U.S. History II there will be #NODaysOff and we will operate like business per usual. Please note we are in this together and I look forward to assisting and providing you with the educational supports you need to slay term 3. Furthermore, please find below everything you need to be successful over the next few weeks.
We Rise Together, ~Mrs. Hughes
Business Per Usual: How to Access Your Daily Classwork!
Excellence is the New Minimum: Student Expectations for Online Learning!
In my Nipsey Hussle voice, THE MARATHON CONTINUES. Although, our school has been shut down due to the COVID-19, your educational GRIND and HUSSLE must continue. Therefore, in U.S. History II there will be #NODaysOff and we will operate like business per usual. Please note we are in this together and I look forward to assisting and providing you with the educational supports you need to slay term 3. Furthermore, please find below everything you need to be successful over the next few weeks.
We Rise Together, ~Mrs. Hughes
Business Per Usual: How to Access Your Daily Classwork!
- You can access your daily assignments on our class website http://www.mrsodom92218.com/
- Your classwork for the week will be uploaded by Sunday at 8:00pm
- We will move to digital notebooks. As a result, you are expected to download the notebook sheet every day and share them with [email protected]
- Failure to share the notebook sheet will result in a zero
- Please label your notebook sheet as the following: (Date & CW) (Title of Lesson) (First & Last Name)
- You are expected to complete the 1) Do Now, 2) Class Notes, 3) Main Activity, & 4) Exit Ticket on the digital notebook sheet everyday
- I will update your grade in ASPEN every 48hrs and I will provide you with feedback on your assignments daily. You will receive a notification
Excellence is the New Minimum: Student Expectations for Online Learning!
- Check the class website every day. If you have any questions about your classwork please feel free to text, call, or email me directly.
- Here is my direct contact information: Email: [email protected] Cell: 1-857-385-6480
- Complete all assignments for each class daily. Please note that after 3pm on Friday, all assignments for the week are considered late.
- Please note that daily attendance is linked to daily assignment completion, in other words, if you aren’t doing the work, you aren’t considered to be attending school
- Attend virtual office hours
Week 13: Monday, June 15th to Friday, June 19th, 2020
Dear Scholars,
“Did you hear about the rose that grew from a crack in the concrete? Proving nature's laws wrong, it learned to walk without having feet. Funny, it seems to by keeping its dreams; it learned to breathe fresh air. Long live the rose that grew from concrete when no one else even cared.”
In the poem “The Rose That Grew from Concrete” by Tupac Shakur, the poem represents the ways that someone can become something great coming from a place that's not recognized as great. I selected this poem because despite what the world may say, you were born GREAT and with GREATNESS in you!
Welcome to the final week of online learning. Above, you will find the schedule for your U.S. History II Course Reflection and Final Exam. To access the reflection and the exam, please log in to the class zoom for the directions and link.
Monday & Wednesday Zoom Login
Join Zoom Meeting
https://k12-bostonpublicschools.zoom.us/j/81921130596?pwd=bU9qaEJLQ3g3VG5RQkw0dlBIL3Fodz09
Meeting ID: 819 2113 0596
Password: 963357
Access the Finals Here: Click the Links Below
1.Course Reflection 50pts
2. Final Exam- 200pts
Dear Scholars,
“Did you hear about the rose that grew from a crack in the concrete? Proving nature's laws wrong, it learned to walk without having feet. Funny, it seems to by keeping its dreams; it learned to breathe fresh air. Long live the rose that grew from concrete when no one else even cared.”
In the poem “The Rose That Grew from Concrete” by Tupac Shakur, the poem represents the ways that someone can become something great coming from a place that's not recognized as great. I selected this poem because despite what the world may say, you were born GREAT and with GREATNESS in you!
Welcome to the final week of online learning. Above, you will find the schedule for your U.S. History II Course Reflection and Final Exam. To access the reflection and the exam, please log in to the class zoom for the directions and link.
Monday & Wednesday Zoom Login
Join Zoom Meeting
https://k12-bostonpublicschools.zoom.us/j/81921130596?pwd=bU9qaEJLQ3g3VG5RQkw0dlBIL3Fodz09
Meeting ID: 819 2113 0596
Password: 963357
Access the Finals Here: Click the Links Below
1.Course Reflection 50pts
2. Final Exam- 200pts
Week 12: Monday June 8th to June 12th, 2020
Monday, June 8th & Tuesday, June 9th, 2020
Context Freedom Riders
Objectives: Today, you will be beginning the last case study of our unit on the Civil Rights Movement. This case study will focus on Jim Crow and segregation and the strategy that was used to try and put an end to these laws will be the Freedom Riders
Class Materials
Class PowerPoint
Notebook Sheet
Article- Plessy vs. Ferguson
Article- Jim Crow Laws
Article- Niagara's Declaration of Principles 1905
Wednesday, June 10th & Thursday, June 11th, 2020-
Strategy & Impact: Freedom Riders
Objectives: Today you will be looking at the final strategy of the Civil Rights Movement, the Freedom Rides. This is another example of non-violent protest that was used in order to make a change.
Class Material
PowerPoint
Article/ NBS- Freedom Riders
Video 1- The Butler Bus Rides
Video 2- The Butler Sit In Scene
Video 3- The Butler Dinner Scene
Friday, June 12th, 2020
Final Exam Review
Review for Final Exam
Monday, June 8th & Tuesday, June 9th, 2020
Context Freedom Riders
Objectives: Today, you will be beginning the last case study of our unit on the Civil Rights Movement. This case study will focus on Jim Crow and segregation and the strategy that was used to try and put an end to these laws will be the Freedom Riders
Class Materials
Class PowerPoint
Notebook Sheet
Article- Plessy vs. Ferguson
Article- Jim Crow Laws
Article- Niagara's Declaration of Principles 1905
Wednesday, June 10th & Thursday, June 11th, 2020-
Strategy & Impact: Freedom Riders
Objectives: Today you will be looking at the final strategy of the Civil Rights Movement, the Freedom Rides. This is another example of non-violent protest that was used in order to make a change.
Class Material
PowerPoint
Article/ NBS- Freedom Riders
Video 1- The Butler Bus Rides
Video 2- The Butler Sit In Scene
Video 3- The Butler Dinner Scene
Friday, June 12th, 2020
Final Exam Review
Review for Final Exam
Week 11: Monday June 1st to Friday, June 5th, 2020
Monday June 1st & Tuesday June 2nd- Black Panther Party #Demands
Objectives: Today, you will be looking at the demands of the Black Panther Party and determining if these demands are an appropriate request from the government.
Class Materials
Article- Ten Point Platform
Notebook Sheet
Wednesday, June 3rd & Thursday, June 4th- #Strategy: Black Panther Party
Objectives: Today, you will be looking at the methods that the Black Panther Party, established in 1966, took in order to reduce or eliminate the struggles of African Americans in the late 1960s.You will also see the obstacles that they faced as a result of some of their methods.
Class Materials
PowerPoint: W/ Do Now & Processing Activity
Notebook Sheet
Article- Black Panther Party Survival Programs
Video- 5 Things You Need to Know
Friday June 5th- #Legacy: Black Panther Party
Objectives: Today, you will be examining the overall success of the Black Panther Party, or the lack thereof. You will see how both external and internal factors caused a sharp decline in the BPP. Finally, we will look back at the BPP strategy, identify the pros and cons, and evaluate.
Class Materials
Class PowerPoint
Notebook Sheet
Article- Demise & Legacy
Monday June 1st & Tuesday June 2nd- Black Panther Party #Demands
Objectives: Today, you will be looking at the demands of the Black Panther Party and determining if these demands are an appropriate request from the government.
Class Materials
Article- Ten Point Platform
Notebook Sheet
Wednesday, June 3rd & Thursday, June 4th- #Strategy: Black Panther Party
Objectives: Today, you will be looking at the methods that the Black Panther Party, established in 1966, took in order to reduce or eliminate the struggles of African Americans in the late 1960s.You will also see the obstacles that they faced as a result of some of their methods.
Class Materials
PowerPoint: W/ Do Now & Processing Activity
Notebook Sheet
Article- Black Panther Party Survival Programs
Video- 5 Things You Need to Know
Friday June 5th- #Legacy: Black Panther Party
Objectives: Today, you will be examining the overall success of the Black Panther Party, or the lack thereof. You will see how both external and internal factors caused a sharp decline in the BPP. Finally, we will look back at the BPP strategy, identify the pros and cons, and evaluate.
Class Materials
Class PowerPoint
Notebook Sheet
Article- Demise & Legacy
Week 10: Tuesday, May 26th- Friday, May 29th, 2020
Weekly Overview: We will spend the beginning of the week reviewing the impact that the March to Selma had on the Civil Rights Movement. Towards the end of the week, we will begin our new case study on the Black Panther Party! You will examine what life was like for African Americans in the mid to late 1960s. In this case study, you will be evaluating the Black Power Movement as a strategy to effect change.
Tuesday, May 26th & Wednesday, May 27th, 2020-
March to Selma: Changes to Voting
Objective: Today, you will be presented with evidence that will allow you to decide if there was a change in voting rights. It is up to you to decide what degree the march influenced the change in voting rights
Class Materials:
Lesson Recap- Watch Here
Power Point
Notebook Sheet
Primary Sources- Change in Voting Documents
Video LBJ- The American Promise
Thursday, May 28th. & Friday, May 29th, 2020- Context: Black Panther Party
Objective: Today, you will examine what life was like for African Americans in the mid to late 1960s. In this case study, you will be evaluating the Black Power Movement as a strategy to effect change.
Class Materials:
Power Point
Article- Kerner Commission Report
Notebook Sheet
Weekly Overview: We will spend the beginning of the week reviewing the impact that the March to Selma had on the Civil Rights Movement. Towards the end of the week, we will begin our new case study on the Black Panther Party! You will examine what life was like for African Americans in the mid to late 1960s. In this case study, you will be evaluating the Black Power Movement as a strategy to effect change.
Tuesday, May 26th & Wednesday, May 27th, 2020-
March to Selma: Changes to Voting
Objective: Today, you will be presented with evidence that will allow you to decide if there was a change in voting rights. It is up to you to decide what degree the march influenced the change in voting rights
Class Materials:
Lesson Recap- Watch Here
Power Point
Notebook Sheet
Primary Sources- Change in Voting Documents
Video LBJ- The American Promise
Thursday, May 28th. & Friday, May 29th, 2020- Context: Black Panther Party
Objective: Today, you will examine what life was like for African Americans in the mid to late 1960s. In this case study, you will be evaluating the Black Power Movement as a strategy to effect change.
Class Materials:
Power Point
Article- Kerner Commission Report
Notebook Sheet
Week 9: Monday, May 18th- Friday, May 22nd, 2020
Weekly Overview: Nearly 100 years after the Emancipation Proclamation, African Americans in Southern states still inhabited a starkly unequal world of disenfranchisement, segregation and various forms of oppression, including race-inspired violence. “Jim Crow” laws at the local and state levels barred them from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. In this unit, you will learn about the different strategies that African Americans leaders used to gain equality.
Monday, May 18th -Tuesday May 19th:
Intro to the Civil Rights Movement & Context to March to Selma
Objective: Describe what voting was like for African Americans in the South during the 1950s and 60s?
Classwork:
Lesson Recap & Recording
Power Point
Notebook Sheet
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Homework- Complete Processing Assignment
Wednesday, May 20th: Strategy- March to Selma
Objective: You will see one strategy that Civil Rights activists used to ensure that those obstacles could never deny African Americans, or anyone else their right to vote. The strategy will be a march from Selma to Montgomery in Alabama.
Classwork:
Lesson Recap & Recording Part 1
Lesson Recap & Recording Part 2
Power Point
Notebook Sheet
Video- Bloody Sunday
Video- History March to Selma
Primary Source Article
Homework- Complete Processing Assignment
Thursday, May 21st-Friday, May 22nd: Impact- March to Selma
Objective: Today, you will be presented with evidence that will allow you to decide if there was a change in voting rights. It is up to you to decide what degree the march influenced the change in voting rights
Classwork:
Power Point
Notebook Sheet
Primary Sources- Change in Voting Documents
Video LBJ- The American Promise
Homework- Complete Processing Assignment
Weekly Overview: Nearly 100 years after the Emancipation Proclamation, African Americans in Southern states still inhabited a starkly unequal world of disenfranchisement, segregation and various forms of oppression, including race-inspired violence. “Jim Crow” laws at the local and state levels barred them from classrooms and bathrooms, from theaters and train cars, from juries and legislatures. In this unit, you will learn about the different strategies that African Americans leaders used to gain equality.
Monday, May 18th -Tuesday May 19th:
Intro to the Civil Rights Movement & Context to March to Selma
Objective: Describe what voting was like for African Americans in the South during the 1950s and 60s?
Classwork:
Lesson Recap & Recording
Power Point
Notebook Sheet
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Homework- Complete Processing Assignment
Wednesday, May 20th: Strategy- March to Selma
Objective: You will see one strategy that Civil Rights activists used to ensure that those obstacles could never deny African Americans, or anyone else their right to vote. The strategy will be a march from Selma to Montgomery in Alabama.
Classwork:
Lesson Recap & Recording Part 1
Lesson Recap & Recording Part 2
Power Point
Notebook Sheet
Video- Bloody Sunday
Video- History March to Selma
Primary Source Article
Homework- Complete Processing Assignment
Thursday, May 21st-Friday, May 22nd: Impact- March to Selma
Objective: Today, you will be presented with evidence that will allow you to decide if there was a change in voting rights. It is up to you to decide what degree the march influenced the change in voting rights
Classwork:
Power Point
Notebook Sheet
Primary Sources- Change in Voting Documents
Video LBJ- The American Promise
Homework- Complete Processing Assignment
Week 8: Monday, May 11th to Friday, May 15th, 2020
Dear Scholars, Feedback is a Gift. Welcome to week 8 of online learning. First, I want to thank Sean Perryman and Christopher Norman for their feedback after last week’s lessons. In short, they told me I needed to slow down and the lessons were hard to follow when I am jumping around from screen to screen. I also asked about feedback on the workload and class expectations for Zoom, and they both said they were reasonable and realistic. At the end of every week, I will continue to call multiple individuals to ask for your candid feedback on how I need to be better to give you what you need to be successful.
Below please find the weekly overview of this week’s lessons.
Monday, May 11th, 2020- The Vietnam War
Objective: In today’s lesson, you will describe and summarize the main events that led up to the Vietnam War and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
PowerPoint
Notebook Sheet
Case Study Vietnam War
Video 1- Why Did America Fight the Vietnam War
Video 2- Battles of the Vietnam War
Tuesday, May 12th, 2020- Anti Vietnam War
Objective: You will gain an understanding on why many groups of people opposed the Vietnam war. This lesson is a continuation from lesson one.
Class Materials
Notebook Sheet
Source 1- A Nation Divided
Source 2- The War Comes to Americans Living Room
Source 3- War Protest NB Sheet
Video 1- CBS Documentary
Muhammad Ali on the Vietnam War-Draft
Wednesday, May 13th, 2020- Friday May 15th, 2020 (100pts)
Objective: Review for the final exam and end of the unit assessment
Class Materials
Unit Review
Unit Test
Unit Essay
Dear Scholars, Feedback is a Gift. Welcome to week 8 of online learning. First, I want to thank Sean Perryman and Christopher Norman for their feedback after last week’s lessons. In short, they told me I needed to slow down and the lessons were hard to follow when I am jumping around from screen to screen. I also asked about feedback on the workload and class expectations for Zoom, and they both said they were reasonable and realistic. At the end of every week, I will continue to call multiple individuals to ask for your candid feedback on how I need to be better to give you what you need to be successful.
Below please find the weekly overview of this week’s lessons.
Monday, May 11th, 2020- The Vietnam War
Objective: In today’s lesson, you will describe and summarize the main events that led up to the Vietnam War and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
PowerPoint
Notebook Sheet
Case Study Vietnam War
Video 1- Why Did America Fight the Vietnam War
Video 2- Battles of the Vietnam War
Tuesday, May 12th, 2020- Anti Vietnam War
Objective: You will gain an understanding on why many groups of people opposed the Vietnam war. This lesson is a continuation from lesson one.
Class Materials
Notebook Sheet
Source 1- A Nation Divided
Source 2- The War Comes to Americans Living Room
Source 3- War Protest NB Sheet
Video 1- CBS Documentary
Muhammad Ali on the Vietnam War-Draft
Wednesday, May 13th, 2020- Friday May 15th, 2020 (100pts)
Objective: Review for the final exam and end of the unit assessment
Class Materials
Unit Review
Unit Test
Unit Essay
Week 7: Monday May 4th, to Friday May 8th, 2020
Monday May 4th- Propaganda Through the Cold War (#Together)
Objective: In today’s lesson, you will learn how the Cold War affected American and Soviet culture in the 1950s. The sources you will examine tried to convince citizens that their nation’s way of life, whether democracy or communism, was the best way to achieve happiness
Class Material:
Power Point
Notebook Sheet
Cold War Propaganda Film
Cold War Advertisements
Tuesday, May 5th- The Berlin Blockade
Objective: Describe and summarize the main events that led up to the Berlin Crisis and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
Power Point
Notebook Sheet
Article 1- The Berlin Crisis
Video- The Berlin Wall
Video- Slavery in Libya
Video 3- The Berlin Aircraft
Wednesday, May 6th & Thursday, May 7th- The Korean War (#Together)
Objective: Describe and summarize the main events that led up to the Korean War and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
PowerPoint
Notebook Sheet
Article 1- The Korean War
Video 1- Why Did America Fight the Korean War
Friday, May 8th- Cuban Missile Crisis
Objective: Describe and summarize the main events that led up to the Cuban Missile Crisis and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
Class PowerPoint
Notebook Sheet
Article- Cuban Missile Crisis
Monday May 4th- Propaganda Through the Cold War (#Together)
Objective: In today’s lesson, you will learn how the Cold War affected American and Soviet culture in the 1950s. The sources you will examine tried to convince citizens that their nation’s way of life, whether democracy or communism, was the best way to achieve happiness
Class Material:
Power Point
Notebook Sheet
Cold War Propaganda Film
Cold War Advertisements
Tuesday, May 5th- The Berlin Blockade
Objective: Describe and summarize the main events that led up to the Berlin Crisis and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
Power Point
Notebook Sheet
Article 1- The Berlin Crisis
Video- The Berlin Wall
Video- Slavery in Libya
Video 3- The Berlin Aircraft
Wednesday, May 6th & Thursday, May 7th- The Korean War (#Together)
Objective: Describe and summarize the main events that led up to the Korean War and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
PowerPoint
Notebook Sheet
Article 1- The Korean War
Video 1- Why Did America Fight the Korean War
Friday, May 8th- Cuban Missile Crisis
Objective: Describe and summarize the main events that led up to the Cuban Missile Crisis and evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Materials
Class PowerPoint
Notebook Sheet
Article- Cuban Missile Crisis
Week 6: Monday, April 26th, 2020 – Friday, May 1st, 2020
Unit: Cold War
Monday, April 27th, 2020 - A Deep Dive into Capitalism (Reading & Annotation)
Weekly Overview: Before break we took a deep dive and explored what “moral authority” meant by looking at different scenarios and case studies. Additionally, we explored what ideology should governed the rest of the world, Capitalism or Communism. Today, we will make modern day connections by exploring an article on the impacts of Capitalism on the 21st century. On Wednesday, we will participate in a Book Talk. Before we do that, make sure you read the article, answer the questions, and review the concepts.
Classwork:
Reading- Median Wealth of Black Americans
Source 2- Important Key Concepts
Digital Notebook Sheet- Median Wealth of Black Americans
Tuesday, April 28th, 2020 - Deep Dive into Capitalism (Book Talk Question)
Classwork: Complete Digital Notebook Sheet- Median Wealth of Black Americans
Wednesday, April 29th, 2020- A Deep Dive into Capitalism (The Conversation)
Zoom Session-Book Talk
Thursday, April 30th, 2020- U.S. Cold War Foreign Policy Acts
Lesson Objectives: Determine whether of now democracy provides its citizen with an opportunity to achieve the American dream. Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies.
Class Material:
Power Point w/ Student Objectives
Digital Notebook Sheet
Source 1- U.S Cold War Foreign Policy
Friday, May 1st, 2020- Review Cold War Politics & Intro to McCarthyism
Lesson Objectives: Students will understand how the American government brainwash the American public through various measures and understand the limitations of freedom of speech.
Class Material:
Power Point
DIgital Notebook Sheet
Article- The Brainwashing of American Politics
Video 1- McCarthyism
Unit: Cold War
Monday, April 27th, 2020 - A Deep Dive into Capitalism (Reading & Annotation)
Weekly Overview: Before break we took a deep dive and explored what “moral authority” meant by looking at different scenarios and case studies. Additionally, we explored what ideology should governed the rest of the world, Capitalism or Communism. Today, we will make modern day connections by exploring an article on the impacts of Capitalism on the 21st century. On Wednesday, we will participate in a Book Talk. Before we do that, make sure you read the article, answer the questions, and review the concepts.
Classwork:
Reading- Median Wealth of Black Americans
Source 2- Important Key Concepts
Digital Notebook Sheet- Median Wealth of Black Americans
Tuesday, April 28th, 2020 - Deep Dive into Capitalism (Book Talk Question)
Classwork: Complete Digital Notebook Sheet- Median Wealth of Black Americans
Wednesday, April 29th, 2020- A Deep Dive into Capitalism (The Conversation)
Zoom Session-Book Talk
Thursday, April 30th, 2020- U.S. Cold War Foreign Policy Acts
Lesson Objectives: Determine whether of now democracy provides its citizen with an opportunity to achieve the American dream. Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies.
Class Material:
Power Point w/ Student Objectives
Digital Notebook Sheet
Source 1- U.S Cold War Foreign Policy
Friday, May 1st, 2020- Review Cold War Politics & Intro to McCarthyism
Lesson Objectives: Students will understand how the American government brainwash the American public through various measures and understand the limitations of freedom of speech.
Class Material:
Power Point
DIgital Notebook Sheet
Article- The Brainwashing of American Politics
Video 1- McCarthyism
Week 5: Monday, April 13th- Friday, April 17th
Unit Objective: Welcome to the Cold War! In this unit, you will evaluate whether or not the United States, had the moral authority to advocate (promote) capitalism and democracy abroad? Additionally, you determine how the U.S role as a superpower in the cold war impacted its ability to preserve democracy at home and abroad?
Monday April 13th, 2020- Finalize World War II Assessment 100pts
Tuesday, April 14th, 2020- Moral Reasoning: Welcome to the Cold War
Lesson Objective: You will learn about the source of tensions between the United States and the Soviet Union in the post-World War II era. Additionally, you will also learn about who gained control over Europe.
Class Material:
Power Point
Class Notebook Sheet
Article- Primary Sources & Map Activity
Video One- Hip Hughes History Cold War Video
Video Two- Crash Course
Wednesday April 15th, 2020- Student Conferences & Individual Check In
Lesson Objective: Today you will gain a deeper understanding on the phrase moral authority by participating in a youth led discussion on four different case studies. You will need all 50 minutes to participate in the activity.
Classwork:
Moral Reasoning Activity
Thursday April 16th, 2020- Us. Vs. Them: Communist Versus Capitalism
Lesson Objective: Students will determine and discuss the strengths and weaknesses of communism and capitalism and decided, what policy they would choose to govern Europe?
Classwork:
Power Point
Notebook Sheet
Source 1- How America Has Failed its citizen
Source 2- Michael Moore: Capitalism A Love Story
Source 3- Advantages & Disadvantages of Communism
Source 4- Fox 25: Communism vs. Capitalism
Friday, April 17th, 2020- Weekly Class Zoom Session 11:00am
Unit Objective: Welcome to the Cold War! In this unit, you will evaluate whether or not the United States, had the moral authority to advocate (promote) capitalism and democracy abroad? Additionally, you determine how the U.S role as a superpower in the cold war impacted its ability to preserve democracy at home and abroad?
Monday April 13th, 2020- Finalize World War II Assessment 100pts
Tuesday, April 14th, 2020- Moral Reasoning: Welcome to the Cold War
Lesson Objective: You will learn about the source of tensions between the United States and the Soviet Union in the post-World War II era. Additionally, you will also learn about who gained control over Europe.
Class Material:
Power Point
Class Notebook Sheet
Article- Primary Sources & Map Activity
Video One- Hip Hughes History Cold War Video
Video Two- Crash Course
Wednesday April 15th, 2020- Student Conferences & Individual Check In
Lesson Objective: Today you will gain a deeper understanding on the phrase moral authority by participating in a youth led discussion on four different case studies. You will need all 50 minutes to participate in the activity.
Classwork:
Moral Reasoning Activity
Thursday April 16th, 2020- Us. Vs. Them: Communist Versus Capitalism
Lesson Objective: Students will determine and discuss the strengths and weaknesses of communism and capitalism and decided, what policy they would choose to govern Europe?
Classwork:
Power Point
Notebook Sheet
Source 1- How America Has Failed its citizen
Source 2- Michael Moore: Capitalism A Love Story
Source 3- Advantages & Disadvantages of Communism
Source 4- Fox 25: Communism vs. Capitalism
Friday, April 17th, 2020- Weekly Class Zoom Session 11:00am
Week 4- Monday, April 6th- Monday April 13th, 2020
Assessment Week: The Recap Creative Project or National Report Card
Weekly Overview: This week you will have the opportunity to demonstrate your learning by producing a creative piece or grading the United States America through a Digital Report Card (similar to an essay). Both assessments are designed to take the same amount time. Therefore, please be sure to read the project directions and take a look at both projects before deciding which one you want to do.
PROJECT ONE: Creative Project
The Recap is Real: Students will create a three-minute recording or creative piece of important event(s) from World War II. Ultimately, students will provide a recap of events, explaining the outcomes of each incident and the United States response to it. Additionally, students will provide an in-depth analysis and explain what responsibilities the United States has to protect other nations. Finally, there could be many variations of this project, therefore the choice, creative style, and content is up to your group to decided.
Materials:
Project Description (Please Read Everything)
The Blueprint & Graphic Organizer
PROJECT TWO: Parallel to an Essay
Project Description: In this unit, I have asked you to evaluate the actions the United States took leading up to World War II and its actions during the war. You were also forced to ask yourself, “what is more important, individual human and civil rights, or safety and security….” In this project you will demonstrate your understanding of the unit by answering the essential questions through a report card template. This project is parallel to writing a 5-paragraph essay.
Materials
Project Description (Please Read Everything)
Student Report Card Template
Mrs. Hughes’ Example
Assessment Week: The Recap Creative Project or National Report Card
Weekly Overview: This week you will have the opportunity to demonstrate your learning by producing a creative piece or grading the United States America through a Digital Report Card (similar to an essay). Both assessments are designed to take the same amount time. Therefore, please be sure to read the project directions and take a look at both projects before deciding which one you want to do.
PROJECT ONE: Creative Project
The Recap is Real: Students will create a three-minute recording or creative piece of important event(s) from World War II. Ultimately, students will provide a recap of events, explaining the outcomes of each incident and the United States response to it. Additionally, students will provide an in-depth analysis and explain what responsibilities the United States has to protect other nations. Finally, there could be many variations of this project, therefore the choice, creative style, and content is up to your group to decided.
Materials:
Project Description (Please Read Everything)
The Blueprint & Graphic Organizer
PROJECT TWO: Parallel to an Essay
Project Description: In this unit, I have asked you to evaluate the actions the United States took leading up to World War II and its actions during the war. You were also forced to ask yourself, “what is more important, individual human and civil rights, or safety and security….” In this project you will demonstrate your understanding of the unit by answering the essential questions through a report card template. This project is parallel to writing a 5-paragraph essay.
Materials
Project Description (Please Read Everything)
Student Report Card Template
Mrs. Hughes’ Example
Week 3: Monday, March 30th- Friday, April 3rd, 2020
Monday 3/30 & Tuesday 3/31 - Pacific Theater
Directions: We will jump to the other side of the globe and take a brief look at the United States’ actions in the Pacific Theater. This is the part of the war fought primarily between the U.S and Japan. You will examine the U.S. strategy and see how the tide of the war changed over time. You will look at a few battles, specifically; the Battle of Iwo Jima, and finally you will develop a picture of the end of the war.
Please Note: There’s no do now or processing for this lesson.
Classwork:
Digital Notebook Sheet
Class Article- Adapted form History Alive!
A Must Watch: Hitler’s Concentration Camps
Video 1- Concentration Camps
Video 2- The Discovery
Wednesday 4/1 - The Report Out (Quiz 20pts)
Directions: You are reporting live from World War II, select a significant event that we have studied over the course of two weeks and report out what is happening and why it's significant. Next, explain if American actions were justified?
Questions to Consider:
Thursday 4/2 & Friday 4/3- The Dropping of the Atomic Bomb
Classwork:
Class Power Point
Class Article
Digital Notebook Sheet
Video 1- Dropping the atomic Bomb
Video 2- the Harrowing Aftermath
Video 3- Hiroshima Atomic Bomb
Monday 3/30 & Tuesday 3/31 - Pacific Theater
Directions: We will jump to the other side of the globe and take a brief look at the United States’ actions in the Pacific Theater. This is the part of the war fought primarily between the U.S and Japan. You will examine the U.S. strategy and see how the tide of the war changed over time. You will look at a few battles, specifically; the Battle of Iwo Jima, and finally you will develop a picture of the end of the war.
Please Note: There’s no do now or processing for this lesson.
Classwork:
Digital Notebook Sheet
Class Article- Adapted form History Alive!
A Must Watch: Hitler’s Concentration Camps
Video 1- Concentration Camps
Video 2- The Discovery
Wednesday 4/1 - The Report Out (Quiz 20pts)
Directions: You are reporting live from World War II, select a significant event that we have studied over the course of two weeks and report out what is happening and why it's significant. Next, explain if American actions were justified?
Questions to Consider:
- Who is the event about?
- Where is the event is taken place? (Location)
- When did the story take place? (Time)
- What is the story about? Incorporate facts from pervious videos or the articles?
- Why is this story important?
- Is America’s actions justified?
Thursday 4/2 & Friday 4/3- The Dropping of the Atomic Bomb
Classwork:
Class Power Point
Class Article
Digital Notebook Sheet
Video 1- Dropping the atomic Bomb
Video 2- the Harrowing Aftermath
Video 3- Hiroshima Atomic Bomb
Week 2: Monday, March 23rd- Friday, March 27th, 2020
Digital Notebook Reminder:
Monday3/23-Tuesday 3/24 - The Homefront
Power Point
Video- The U.S Homefront During WWII Video Summary
Digital Notebook Sheet
Poster Images & Questions
Article- America on the Homefront Adapted from History Alive
Thursday3/26-Friday 3/27- European Theater
Power Point
Digital Notebook Sheet
Video 1- Saving Private Ryan (20Mins)
Article 1- Allied Victory in Europe & Hitler’s Final Days
Digital Notebook Reminder:
- We will move to digital notebooks. As a result, you are expected to download the notebook sheet every day and share them with [email protected].
- Failure to share the notebook sheet will result in a zero
- Please label your notebook sheet as the following: (Date & CW) (Title of Lesson) (First & Last Name) Example: 3/23CW The Homefront Lianne Hughes
Monday3/23-Tuesday 3/24 - The Homefront
Power Point
Video- The U.S Homefront During WWII Video Summary
Digital Notebook Sheet
Poster Images & Questions
Article- America on the Homefront Adapted from History Alive
Thursday3/26-Friday 3/27- European Theater
Power Point
Digital Notebook Sheet
Video 1- Saving Private Ryan (20Mins)
Article 1- Allied Victory in Europe & Hitler’s Final Days
Week 1: Tuesday March 17th- Sunday,March 22nd
Digital Notebook Reminder:
Tuesday- Rise of Japan
Overview: You will learn about the third member of the Axis powers, Japan. Just like with Italy and Germany, you will come to understand the conditions in Japan and the actions that the leaders of that country took. Finally, you will see the US response to these actions and the American public’s response to the actions.
Class Materials:
Power Point
Rise of Japan Notebook Sheet
Article 1- Rise of Militarism in Japan
Video 1- China History (Rape in Nanking Yamada)
Article 2- US Response to Japan Imperialism
Thursday- Pearl Harbor
Overview: Today you will be examining the bombing of Pearl Harbor. You will gain an understanding of why the Japanese wanted to attack the U.S., whether or not the US should have been better prepared for the attack, and the response of the country to this attack
Class Materials:
Power Point
Pearl Harbor Notebook Sheet
Articles & Sources
Video 1- Pearl Harbor Surprise Military Attack
Video 2- FDR's Famous Speech
Friday- Japanese Internment Camps
Overview: Today, you will research a controversial decision made by President Roosevelt to place Japanese Americans in relocation camps in an effort to make America safer during the war.
Class Materials:
Power Point
JI Notebook Sheet
Video 1- American Concentration Camps
Article 1- Protection Against the Enemy
Article 2- Images from the Japanese Internment Camp
Article 3- Letters from the Japanese Internment Camp
Digital Notebook Reminder:
- We will move to digital notebooks. As a result, you are expected to download the notebook sheet every day and share them with [email protected].
- Failure to share the notebook sheet will result in a zero
- Please label your notebook sheet as the following: (Date & CW) (Title of Lesson) (First & Last Name) Example: 3/17CW The Rise of Japan Lianne Hughes
- I will update your grades in ASPEN every 48hrs
- Complete all Processing assignments on your digital template
Tuesday- Rise of Japan
Overview: You will learn about the third member of the Axis powers, Japan. Just like with Italy and Germany, you will come to understand the conditions in Japan and the actions that the leaders of that country took. Finally, you will see the US response to these actions and the American public’s response to the actions.
Class Materials:
Power Point
Rise of Japan Notebook Sheet
Article 1- Rise of Militarism in Japan
Video 1- China History (Rape in Nanking Yamada)
Article 2- US Response to Japan Imperialism
Thursday- Pearl Harbor
Overview: Today you will be examining the bombing of Pearl Harbor. You will gain an understanding of why the Japanese wanted to attack the U.S., whether or not the US should have been better prepared for the attack, and the response of the country to this attack
Class Materials:
Power Point
Pearl Harbor Notebook Sheet
Articles & Sources
Video 1- Pearl Harbor Surprise Military Attack
Video 2- FDR's Famous Speech
Friday- Japanese Internment Camps
Overview: Today, you will research a controversial decision made by President Roosevelt to place Japanese Americans in relocation camps in an effort to make America safer during the war.
Class Materials:
Power Point
JI Notebook Sheet
Video 1- American Concentration Camps
Article 1- Protection Against the Enemy
Article 2- Images from the Japanese Internment Camp
Article 3- Letters from the Japanese Internment Camp
3/13/2020- School Climate Survey
General Information
Students will take the surveys online on Panorama Education’s secure website.
Step 1: Students will log in to their BPS Clever account.
Step 2: Students will then scroll to the “More Apps” section and click on the Panorama logo.
Step 3: Students will start their survey: After clicking into Panorama, students will be directed to the survey selection page (shown below). To start the survey, students will click the green button on the right side of the screen that says “Start Surveys,” or the blue text next to each individual survey that says “Take this survey.”
General Information
- There are three surveys that should take 10-15 minutes each.
- One is general school climate and the other 2 are each about one of their teachers.
- Please stress that students do not submit until they are done because they cannot go back. Each individual survey has its own "Submit" button.
- If a student gets a survey for a teacher they don't have: There is a question at the beginning of the survey asking how frequently, if at all, a student sees the teacher listed. This will be their opportunity to note if they don't have the teacher listed in the survey. They will then be directed to move on to the next survey or complete the process if done.
Students will take the surveys online on Panorama Education’s secure website.
Step 1: Students will log in to their BPS Clever account.
Step 2: Students will then scroll to the “More Apps” section and click on the Panorama logo.
Step 3: Students will start their survey: After clicking into Panorama, students will be directed to the survey selection page (shown below). To start the survey, students will click the green button on the right side of the screen that says “Start Surveys,” or the blue text next to each individual survey that says “Take this survey.”
Neighborhood Schools, World Apart Research Packet & Questions!
Due: Monday, March 9th, 2020
Points: 50 (Pts.)
Directions: Read and annotate the article in great detail
Article- Neighborhood Schools, World Apart!
Notebook Sheet
Book Talk Rubric (25pts)
Writing Rubric
Example Question 2
Excellent Response: I disagree with the statement made on page 2 because I don’t believe that a person’s future success is so heavily dependent on where they grew up. Maybe when a student is in middle or high school, then their
success is dependent on where they live because depending on where certain schools are located, then some
might get more funding than others. For example, in Georgia, my sister’s elementary school was located in a
mostly black neighborhood and it was obviously different from the other elementary schools in more white
neighborhoods. The building was older, hallways were less shiny, etc. But that is just grade school. As a
person grows older, their success is more dependent on their hard work than their geographical location. It
becomes even more inconsequential when you become an adult. Certainly, kids in more affluent
neighborhoods have more opportunities and a bigger support system, but that isn’t the only factor to success.
A lot of people who grew up in better neighborhoods grew up to be lazy, arrogant adults with no drive and
no proper education. Just as well, many from poorer neighborhoods grew up to be diligent, hardworking
professionals. All in all, a person’s future success depends on them and how diligent and ambitious they are.
Semi-Proficent Response:
I do agree with this statement. The reason being that in the United States where you live already
speaks of your status. In America, if you can afford to live in a rich neighborhood then you have
everything at your fingertips. More things are offered to you because if you live in an expensive
neighborhood then that means you went to an expensive school. And where you go to school speaks
volume.
Due: Monday, March 9th, 2020
Points: 50 (Pts.)
Directions: Read and annotate the article in great detail
- Please feel free over the next 5 days to work collectively
- Yet, each person should turn in their own reading packet and typed answer sheet. This will be counted as a research paper.
- Article: My guidance counselor didn’t do any of this’: How school counselors’ roles have evolved
Article- Neighborhood Schools, World Apart!
Notebook Sheet
Book Talk Rubric (25pts)
Writing Rubric
Example Question 2
Excellent Response: I disagree with the statement made on page 2 because I don’t believe that a person’s future success is so heavily dependent on where they grew up. Maybe when a student is in middle or high school, then their
success is dependent on where they live because depending on where certain schools are located, then some
might get more funding than others. For example, in Georgia, my sister’s elementary school was located in a
mostly black neighborhood and it was obviously different from the other elementary schools in more white
neighborhoods. The building was older, hallways were less shiny, etc. But that is just grade school. As a
person grows older, their success is more dependent on their hard work than their geographical location. It
becomes even more inconsequential when you become an adult. Certainly, kids in more affluent
neighborhoods have more opportunities and a bigger support system, but that isn’t the only factor to success.
A lot of people who grew up in better neighborhoods grew up to be lazy, arrogant adults with no drive and
no proper education. Just as well, many from poorer neighborhoods grew up to be diligent, hardworking
professionals. All in all, a person’s future success depends on them and how diligent and ambitious they are.
Semi-Proficent Response:
I do agree with this statement. The reason being that in the United States where you live already
speaks of your status. In America, if you can afford to live in a rich neighborhood then you have
everything at your fingertips. More things are offered to you because if you live in an expensive
neighborhood then that means you went to an expensive school. And where you go to school speaks
volume.
3/10/2020- The Rise of Mussolini
Unit: World War II
Objectives: By the end of class you should SWBAT…
•We were able to examine how Hitler was able to come to power and the conditions that existed in Germany that allowed for that to happen. We then looked at how the U.S. responded to his rise.
•Today, we are going to look at the rise of Hitler’s ally, Benito Mussolini of Italy, and how the US responded to that.
Classwork:
Power Point
Article- the Rise of Mussolini
Notebook Sheet
Unit: World War II
Objectives: By the end of class you should SWBAT…
•We were able to examine how Hitler was able to come to power and the conditions that existed in Germany that allowed for that to happen. We then looked at how the U.S. responded to his rise.
•Today, we are going to look at the rise of Hitler’s ally, Benito Mussolini of Italy, and how the US responded to that.
Classwork:
Power Point
Article- the Rise of Mussolini
Notebook Sheet
3/9/2020- The Rise of Hitler
Unit: World War II
Objectives: On Tuesday, you learned about the terrible economic crisis that Germany was going through following World War I, as well as how the US responded to that problem. Today, you will see how that economic collapse paved the way for the rise of Hitler and how the U.S. responded to that.
Homework: Fascism in Italy
Classwork:
Class Power Point
Sources- Rise of Hitler
Notebok Sheet
Videos:
Rise of Nazis:
Unit: World War II
Objectives: On Tuesday, you learned about the terrible economic crisis that Germany was going through following World War I, as well as how the US responded to that problem. Today, you will see how that economic collapse paved the way for the rise of Hitler and how the U.S. responded to that.
Homework: Fascism in Italy
Classwork:
Class Power Point
Sources- Rise of Hitler
Notebok Sheet
Videos:
Rise of Nazis:
3/3/2020- Germany's Economic Collapse
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain the cause of and the effects of the collapse of the German economy.
2.Be able to explain and evaluate the U.S. response to the collapse of Germany's economy.
3.Be able to identify the different perspectives on isolationism.
4.Be able to write a paragraph using evidence evaluating the U.S. response to the collapse of Germany's economy.
Homework: HW 2-Rise of Hitler
Class Materials:
Power Point
Article- US Response to Germany's Collapse
Video- Hyperinflation
Processing Template
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain the cause of and the effects of the collapse of the German economy.
2.Be able to explain and evaluate the U.S. response to the collapse of Germany's economy.
3.Be able to identify the different perspectives on isolationism.
4.Be able to write a paragraph using evidence evaluating the U.S. response to the collapse of Germany's economy.
Homework: HW 2-Rise of Hitler
Class Materials:
Power Point
Article- US Response to Germany's Collapse
Video- Hyperinflation
Processing Template
3/2/2020- Treaty of Versailles
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain what the United States and the European powers wanted after World War I.
2.Be able to describe the terms of the Treaty of Versailles and their potential effects.
3.Write a paragraph using evidence on whether the United States should be to blame for any negative effects of the Treaty of Versailles.
Homework: Germany Econ Collapse
Class Material:
Class Power Point
Article Treaty of Versailles
Notebook Sheet
Video- Treaty of Versailles
Processing Template
Unit: World War II
Objectives: By the end of class you should SWBAT…
1.Be able to explain what the United States and the European powers wanted after World War I.
2.Be able to describe the terms of the Treaty of Versailles and their potential effects.
3.Write a paragraph using evidence on whether the United States should be to blame for any negative effects of the Treaty of Versailles.
Homework: Germany Econ Collapse
Class Material:
Class Power Point
Article Treaty of Versailles
Notebook Sheet
Video- Treaty of Versailles
Processing Template
1/28/2020- 2/3/2020- The New Deal Debate (100pts)
Essential Questions:
1) Identify and explain the causes of the Great Depression
2) Evaluate whether or not FDRs New Deal Policy was an effective remedy to the Great Depression
3) What role should the government play in an economic crisis?
Class Materials:
Power Point
2020 Winter Debate Teams
Debate Prep Sheet
Research Packet
Student Example of Introduction
Essential Questions:
1) Identify and explain the causes of the Great Depression
2) Evaluate whether or not FDRs New Deal Policy was an effective remedy to the Great Depression
3) What role should the government play in an economic crisis?
Class Materials:
Power Point
2020 Winter Debate Teams
Debate Prep Sheet
Research Packet
Student Example of Introduction
Monday, January 27th, 2020
Direct Relief & National Youth Act
Unit 4: The Great Depression & The New Deal
By the end of today’s class SWBAT: Analyze the new deal programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Class Materials:
Class Power Point
Article 1- Direct Relief
Article 2- National Youth Act
Crash Course-Video Notes
Direct Relief & National Youth Act
Unit 4: The Great Depression & The New Deal
By the end of today’s class SWBAT: Analyze the new deal programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Class Materials:
Class Power Point
Article 1- Direct Relief
Article 2- National Youth Act
Crash Course-Video Notes
Friday 1/24/2020- WPA & SSA
Unit 4: The Great Depression & The New Deal
By the end of today’s class SWBAT: Analyze the new deal programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Class Materials:
Class Power Point
Notebook Sheet
ND Policy- WPA
ND Policy- SSA
Unit 4: The Great Depression & The New Deal
By the end of today’s class SWBAT: Analyze the new deal programs and determine whether they were successful or not. In this case study, we will focus on the New Deal Programs that invested in youth and provided direct relief.
Class Materials:
Class Power Point
Notebook Sheet
ND Policy- WPA
ND Policy- SSA
Tuesday- 1/21/2020
New Deal Programs: AAA & CCC
Unit 4- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (Agricultural Adjustment Act and Civilian Conservation Corps) sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point- W/ Key Vocabulary Words
Class Articles - AAA & CCC
Video- Agricultural Adjustment Act
Thursday, January 24, 2020- New Deal Programs: FDIC & NIRA
Unit 4- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (FDIC, IRA, sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point
Video- New Deal Programs
Article 1- Federal Deposit Insurance Corporation
Article 2- National Industrial Recovery Act
New Deal Programs: AAA & CCC
Unit 4- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (Agricultural Adjustment Act and Civilian Conservation Corps) sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point- W/ Key Vocabulary Words
Class Articles - AAA & CCC
Video- Agricultural Adjustment Act
Thursday, January 24, 2020- New Deal Programs: FDIC & NIRA
Unit 4- Great Depression & New Deal
SWBAT: You will gain an understanding on how the New Deal programs (FDIC, IRA, sought to solve the immediate problems of the Depression and transformed the American society and the economy. You will evaluate whether or not the New Deal was an effective remedy based on five different criteria's; demographic served, effectiveness, alignment, impact, and sustainability.
Classwork:
Class Power Point
Video- New Deal Programs
Article 1- Federal Deposit Insurance Corporation
Article 2- National Industrial Recovery Act
Tuesday, January, 14th, 2020
The Human Impact
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Classwork
Class Power Point
Quotes on Human Impact
Affects of the Great Depression
Notebook Sheet
Thursday, January, 14th, 2020
The Black Experience
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of how the various causes of the Great Depression impacting African-Americans. You will be reviewing primary and secondary multi-media sources, to draw your conclusions.
Processing/Evidence Log: Great Depression Rough Draftn
Classwork
Power Point
The Black Experience Primary Source
NBS The Black Experience
The Human Impact
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Classwork
Class Power Point
Quotes on Human Impact
Affects of the Great Depression
Notebook Sheet
Thursday, January, 14th, 2020
The Black Experience
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of how the various causes of the Great Depression impacting African-Americans. You will be reviewing primary and secondary multi-media sources, to draw your conclusions.
Processing/Evidence Log: Great Depression Rough Draftn
Classwork
Power Point
The Black Experience Primary Source
NBS The Black Experience
Thursday, January 9th, 2020
The 5 Causes of the Great Depression & its Global Impact
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Classwork:
Class Power Point
Video- Intro to the Causes of the Great Depression
Multi-Media Presentation- 5 Causes of the Great Depression
Multi- Media Presentation- Great Depression Global Impact
Notebook Sheet
The 5 Causes of the Great Depression & its Global Impact
Unit 5- Great Depression & New Deal
SWBAT: Today you will gain an understanding of the various causes of the Great Depression. You will be reviewing 2 multi-media presentation, to draw your conclusions.
Classwork:
Class Power Point
Video- Intro to the Causes of the Great Depression
Multi-Media Presentation- 5 Causes of the Great Depression
Multi- Media Presentation- Great Depression Global Impact
Notebook Sheet
Roaring Twenties Project: Unpacking African-American Stereotypes in the 1920s
Modern Day Connections Project
Deadlines:
Finalize & Conference: Monday, January 6th, 2019
Due Date: Tuesday, January 7th, 2020 (50Pts)
Presentations: Start Wednesday, January 8th, 2020 (50Pts)
Project Description/What Are You Doing: Racial stereotypes are constructed (built) beliefs that all members of the same race share given characteristics. These attributed (recognized) characteristics are usually negative (Jewell, 1993). In the project your will identify historical racial stereotypes of African-Americans during the 1900's and demonstrate how many of these distorted images still exist in society today. You will create a Power Point in which you by analyze mainstream advertisements and media to defend your claim.
Key Questions:
Class Materials:
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Unpacking African-American Stereotypes in the 1920s (Modern Day Connections Project)
Example of a Video Analysis:
Modern Day Connections Project
Deadlines:
Finalize & Conference: Monday, January 6th, 2019
Due Date: Tuesday, January 7th, 2020 (50Pts)
Presentations: Start Wednesday, January 8th, 2020 (50Pts)
Project Description/What Are You Doing: Racial stereotypes are constructed (built) beliefs that all members of the same race share given characteristics. These attributed (recognized) characteristics are usually negative (Jewell, 1993). In the project your will identify historical racial stereotypes of African-Americans during the 1900's and demonstrate how many of these distorted images still exist in society today. You will create a Power Point in which you by analyze mainstream advertisements and media to defend your claim.
Key Questions:
- Unit Sub Essential Question: What were the negative depictions (representations) of African-Americans that were portrayed (represented) in the Roaring 20s?
- Modern Day Connections: Are these images still portrayed (represented) in mainstream America, explain your reasoning?
Class Materials:
Project Description
Teacher Example: Ms. Hughes'
Student Example 1
Student Example 2
Unpacking African-American Stereotypes in the 1920s (Modern Day Connections Project)
Example of a Video Analysis:
12/12-12/18/2019- Mass Media & Unpacking AA Stereotypes
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The positive effects that mass media had on the American people? How African-Americans were negatively depicted in the 1920s? You will be reviewing a multi-media presentation and reading a short except.
Class Materials
Class Power Point
Multi-Media Presentation 1- Mass Media
Multi-Media Presentation 2- Unpacking African-American Stereotypes
Notebook Sheet
Video 1- Candy Shop Video
Video 2- Love & Hip Hop Savage Scene
Video 3- Why Did I Get Married Too
Video 4- Who Gonna Love Me
Video 5- Touch My Body
Video 6- Tyler Perry's Madea
Classwork/ Project Prep: Beyond the Beats Documentary & Video Questions (20Pts)
Beyond the Beats Documentary
BEYOND THE BEATS VIDEO DISCUSSION
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The positive effects that mass media had on the American people? How African-Americans were negatively depicted in the 1920s? You will be reviewing a multi-media presentation and reading a short except.
Class Materials
Class Power Point
Multi-Media Presentation 1- Mass Media
Multi-Media Presentation 2- Unpacking African-American Stereotypes
Notebook Sheet
Video 1- Candy Shop Video
Video 2- Love & Hip Hop Savage Scene
Video 3- Why Did I Get Married Too
Video 4- Who Gonna Love Me
Video 5- Touch My Body
Video 6- Tyler Perry's Madea
Classwork/ Project Prep: Beyond the Beats Documentary & Video Questions (20Pts)
Beyond the Beats Documentary
BEYOND THE BEATS VIDEO DISCUSSION
Tuesday 12/10/2019- The Birth of Jazz Music & The American Response
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: the birth of the Jazz Era and famous African- American artist and the American response to Jazz cultural and African-Americans You will be reviewing a multi-media presentation and reading a short except.
Homework:Complete Processing Activity
Class Materials
Class Power Point
Multi-Media Presentation- Jazz Culture in the 1920s
Article 1- American Jazz Culture & Racial Tensions
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: the birth of the Jazz Era and famous African- American artist and the American response to Jazz cultural and African-Americans You will be reviewing a multi-media presentation and reading a short except.
Homework:Complete Processing Activity
Class Materials
Class Power Point
Multi-Media Presentation- Jazz Culture in the 1920s
Article 1- American Jazz Culture & Racial Tensions
Monday 12/9/2019
The Isms: Old School vs. New School
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The clash between traditional and modern views in the 1920s The debate between religion and science through the scopes trial You will be reading short excepts and answering close reading questions.
Class Materials
Class PowerPoint
Article- The Clash Between Traditionalism & Modernism
Notebook Sheet
Video- Eugenicist Movement
The Isms: Old School vs. New School
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on the following: The clash between traditional and modern views in the 1920s The debate between religion and science through the scopes trial You will be reading short excepts and answering close reading questions.
Class Materials
Class PowerPoint
Article- The Clash Between Traditionalism & Modernism
Notebook Sheet
Video- Eugenicist Movement
Wednesday, December 4th, 2019
Women & Prohibition
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how women were viewed in 1920s and how the sale of alcohol was helpful and harmful to the American economy as well. In addition you will be reviewing a multi-media presentation and reading short excepts. Lastly, you be reading a short article on prohibition and evaluating its positive and negative effects it had on the economy.
Class Materials
Power Point
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Notebook Sheet
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
Video- The History of the Red Lip
Article- The History of the Red Lip
Women & Prohibition
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how women were viewed in 1920s and how the sale of alcohol was helpful and harmful to the American economy as well. In addition you will be reviewing a multi-media presentation and reading short excepts. Lastly, you be reading a short article on prohibition and evaluating its positive and negative effects it had on the economy.
Class Materials
Power Point
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Notebook Sheet
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
Video- The History of the Red Lip
Article- The History of the Red Lip
Monday 12/2/2019
New Inventions & American Consumerism
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how the inventions of the 1920's made the average American life a lot easier, but left many Americans in debt due to the consumer culture.You will be reviewing a multi-media presentation and reading short excepts about the positive developments of the new products. Finally, you be reading a short article on consumerism that was written in the 1920’s. It was a response to advertisement.
Class Materials
Class Power Point
Multi-Media Presentation- The New Inventions of the 1920s
Article 1- American Consumerism
Notebook Sheet
New Inventions & American Consumerism
Unit 4- Roaring Twenties
SWBAT: You will begin your investigations and gain an understanding on how the inventions of the 1920's made the average American life a lot easier, but left many Americans in debt due to the consumer culture.You will be reviewing a multi-media presentation and reading short excepts about the positive developments of the new products. Finally, you be reading a short article on consumerism that was written in the 1920’s. It was a response to advertisement.
Class Materials
Class Power Point
Multi-Media Presentation- The New Inventions of the 1920s
Article 1- American Consumerism
Notebook Sheet
11/18/2019- Giving Feedback: Practice Makes Perfect!
Student Objectives: SWBAT
Utilize the speaking tips in timed peer practice sessions to perfect your Ted-Talks
Practice listening closely and providing feedback to your peers to enhance your Ted-Talks
Classwork
Class Power Point
Notebook Sheet (10pts)
Student Objectives: SWBAT
Utilize the speaking tips in timed peer practice sessions to perfect your Ted-Talks
Practice listening closely and providing feedback to your peers to enhance your Ted-Talks
Classwork
Class Power Point
Notebook Sheet (10pts)
11/15-The Legacy of Harriet Tubman in Boston: Moving Forward or Moving Out?
Key Question: After reading the article about the Harriet Tubman House being sold, share whether this sale ultimately benefits or harms this community organization that is inspired by Harriet’s legacy? (6-8 Sentences)Potential Sentence Starters:
Reasoning: A) This demonstrates… B) One may have to think about… (explain how your evidence supports your claim and make a modern-day connection. In the future, what should people think about?)
Key Question: After reading the article about the Harriet Tubman House being sold, share whether this sale ultimately benefits or harms this community organization that is inspired by Harriet’s legacy? (6-8 Sentences)Potential Sentence Starters:
- Context: The Harriet Tubman House has been a centerpiece of the South End community since the 1970s… (provide the history of the house and how it connects to Harriet’s legacy)
- Claim: The sale of the Harriet Tubman House ultimately benefits or The sale of the Harriet Tubman House ultimately harms… (choose a side and defend your claim)
Reasoning: A) This demonstrates… B) One may have to think about… (explain how your evidence supports your claim and make a modern-day connection. In the future, what should people think about?)
Unit 1 Project- Ted Talks (100pts)
Context: In unit 1, we covered Black History through a different lens; this lens was often overlooked or taken out of your textbooks because it ‘s not mainstream America History. This new perspective helped us re-define Black History and answered our unit’s essential question; evaluate whether or not Black history is more than just slavery? Our goal at the end of the unit was to provide you with a more balanced understanding of American and Black History and highlight the success of Black culture from the 1700s to the 1800s. As a result, you will create a Ted Talk to showcase your understanding of the unit’s materials.
Project Description: Students will create a Ted Talk to showcase their understanding on Unit 7. Ultimately, students will reflect on who they are, draw connections from primary and secondary sources we explored in class, and explain how Black history is more than just slavery.
Students Objectives: SWBAT
Project Description
Example One- Myesha's Ted Talk
Example Two- Hallie Dubuisson
Example Three- Saeina Charles
Ted Talk- Kandice Sumner
Context: In unit 1, we covered Black History through a different lens; this lens was often overlooked or taken out of your textbooks because it ‘s not mainstream America History. This new perspective helped us re-define Black History and answered our unit’s essential question; evaluate whether or not Black history is more than just slavery? Our goal at the end of the unit was to provide you with a more balanced understanding of American and Black History and highlight the success of Black culture from the 1700s to the 1800s. As a result, you will create a Ted Talk to showcase your understanding of the unit’s materials.
Project Description: Students will create a Ted Talk to showcase their understanding on Unit 7. Ultimately, students will reflect on who they are, draw connections from primary and secondary sources we explored in class, and explain how Black history is more than just slavery.
Students Objectives: SWBAT
- Create a 2-3 minutes Ted Talk
- Reflect on their personal experiences
- Draw conclusions/ make references to the text
- Evaluate how black history is more than just slavery in the early 1700s/ 1800s?
- Due Friday, Tuesday 12th, 2019
Project Description
Example One- Myesha's Ted Talk
Example Two- Hallie Dubuisson
Example Three- Saeina Charles
Ted Talk- Kandice Sumner
Tuesday& Wednesday's Classwork
10/22/2019: Leaders of the 1800s
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives: •Understand the different ways that African Americans fought for justice and contributed to America in the early 1800s •Explain how African Americans showed signs of resiliency though difficult times •Evaluate how black history is more than just slavery.
Tuesday's Classwork:
Power Point
A1- Copeland & Harper's Ferry
A2- Fredrick Douglass
A3- Harriet Tubman
A4- Wheatley
Wednesday's Classwork/ Homework
Article 1- Haitian Revolution & Toussaint
Article 2- Denmark Vesey
Notebook Sheet
Example- I Am Somebody
10/22/2019: Leaders of the 1800s
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives: •Understand the different ways that African Americans fought for justice and contributed to America in the early 1800s •Explain how African Americans showed signs of resiliency though difficult times •Evaluate how black history is more than just slavery.
Tuesday's Classwork:
Power Point
A1- Copeland & Harper's Ferry
A2- Fredrick Douglass
A3- Harriet Tubman
A4- Wheatley
Wednesday's Classwork/ Homework
Article 1- Haitian Revolution & Toussaint
Article 2- Denmark Vesey
Notebook Sheet
Example- I Am Somebody
10/21/2019: Black Culture Emerges
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will understand how resiliency and black culture emerges out of black captivity and slavery.
Classwork:
Power Point
Multi-Media Presentation- Black culture Emerges
Notebook Sheet
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will understand how resiliency and black culture emerges out of black captivity and slavery.
Classwork:
Power Point
Multi-Media Presentation- Black culture Emerges
Notebook Sheet
The Colorism Project (200Pts)
Project Description: Teaching students of color about their history and cultural heritage is another important way to promote resilience and offset the negative effects of colorism. Teaching Black history (a global history and a history that includes the pre- enslavement period) can build a sense of ethnic identity and self-concept that serves a protective function However, a strong identity may not be enough to reduce the risks of colorism. Other things need to also be in place including teaching critical thinking skills to critically analyze the societal messages and instances of discrimination and racism associated with colorism. In this project, you will do exactly that. You will evaluate the experience of people of color in the 21st century and determine does Colorism exist in your school community and communities of color?
Important Deadlines: Subject to Change...
October 1st, 2019- Complete Blueprint (20pts)
October 2nd-4th- Production Time or Staff & Student Interview *Please schedule all building interviews in advance. (20pts)
October 8th, 2019- Offsite Learning Day: Interview Community Leaders (50pts)
October 9th-11th 2019- Feedback & Revision Session (10pts)
October 11th- Submit Final Project to Mrs. Hughes (100pts)
October 14th- Classes Resume
October 15th, 2019- Present Presentation & Findings (100pts)
Class Materials
The Blueprint- Please Download
Research on Colorism- Solutions & Recommendations
Research- Colorism in your favorite TV Shows
Example of a Product- Modern Day Paper Doll Test
Example of a Product- The Paper Doll Test
Incorporate a Modern Day Connection- Lupita Nyong'o: Colourism is the Daughter of Racism
Colorism Grading Rubric
Interview Details
Tuesday, October 8th, 2019
Your Availability: 11:00am-12:45am
Your Request: May I Interview you from 11:20-11:45
Interviews will only be 15-20mins
Reach out by Monday, September 30th the latest.
Colorism Final Project:
Video 1
Video 2
Video 3
Video 4
Project Description: Teaching students of color about their history and cultural heritage is another important way to promote resilience and offset the negative effects of colorism. Teaching Black history (a global history and a history that includes the pre- enslavement period) can build a sense of ethnic identity and self-concept that serves a protective function However, a strong identity may not be enough to reduce the risks of colorism. Other things need to also be in place including teaching critical thinking skills to critically analyze the societal messages and instances of discrimination and racism associated with colorism. In this project, you will do exactly that. You will evaluate the experience of people of color in the 21st century and determine does Colorism exist in your school community and communities of color?
Important Deadlines: Subject to Change...
October 1st, 2019- Complete Blueprint (20pts)
October 2nd-4th- Production Time or Staff & Student Interview *Please schedule all building interviews in advance. (20pts)
October 8th, 2019- Offsite Learning Day: Interview Community Leaders (50pts)
October 9th-11th 2019- Feedback & Revision Session (10pts)
October 11th- Submit Final Project to Mrs. Hughes (100pts)
October 14th- Classes Resume
October 15th, 2019- Present Presentation & Findings (100pts)
Class Materials
The Blueprint- Please Download
Research on Colorism- Solutions & Recommendations
Research- Colorism in your favorite TV Shows
Example of a Product- Modern Day Paper Doll Test
Example of a Product- The Paper Doll Test
Incorporate a Modern Day Connection- Lupita Nyong'o: Colourism is the Daughter of Racism
Colorism Grading Rubric
Interview Details
Tuesday, October 8th, 2019
Your Availability: 11:00am-12:45am
Your Request: May I Interview you from 11:20-11:45
Interviews will only be 15-20mins
Reach out by Monday, September 30th the latest.
Colorism Final Project:
Video 1
Video 2
Video 3
Video 4
9/23-9/26/2019: Willie Lynch (A Making of a Slave)
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding of the main ideas of how plantation owners controlled their slaves. We will analyze the Willie Lynch letter and draw conclusions and connections from the text to today’s society.
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 28, 2019
9/23- Monday's Honors Classwork
Power Point
Notebook Sheet w/ Sources- Willie Lynch Part 1
Video 1 - Intro to Willie Lynch (The Great Debaters)
Video 2- Roots
9/24- Tuesday's Classwork
Power Point
Notebook Sheet
Video- Willie Lynch (Judgement Day)
Video- Willie Lynch (Old Man Poem)
Dark Girls Video Introduction
9/25-9/26-Wednesday's Classwork: Modern Day Connection
A Block: Dark Girls Documentary
Concept 1: Colorism- In the US, colorism has roots in European colonialism and the plantation system of enslaved African Americans. Colorism is prejudice or discrimination against individuals with a dark skin tone, typically among people of the same ethnic or racial group. It is “a form of oppression that is expressed through the differential treatment of individuals and groups based on skin color. Typically, favoritism is demonstrated toward those of lighter complexions while those of darker complexions experience rejection and mistreatment….” (Jackson-Lowman, 2013)
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding of the main ideas of how plantation owners controlled their slaves. We will analyze the Willie Lynch letter and draw conclusions and connections from the text to today’s society.
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 28, 2019
9/23- Monday's Honors Classwork
Power Point
Notebook Sheet w/ Sources- Willie Lynch Part 1
Video 1 - Intro to Willie Lynch (The Great Debaters)
Video 2- Roots
9/24- Tuesday's Classwork
Power Point
Notebook Sheet
Video- Willie Lynch (Judgement Day)
Video- Willie Lynch (Old Man Poem)
Dark Girls Video Introduction
9/25-9/26-Wednesday's Classwork: Modern Day Connection
A Block: Dark Girls Documentary
Concept 1: Colorism- In the US, colorism has roots in European colonialism and the plantation system of enslaved African Americans. Colorism is prejudice or discrimination against individuals with a dark skin tone, typically among people of the same ethnic or racial group. It is “a form of oppression that is expressed through the differential treatment of individuals and groups based on skin color. Typically, favoritism is demonstrated toward those of lighter complexions while those of darker complexions experience rejection and mistreatment….” (Jackson-Lowman, 2013)
9/19/2019- African Captivity
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding on Africa’s and Europe's role in the Atlantic Slave Trade (How Africans came to America). Additionally, you will be defending or refuting the following statement, “Africans were responsible for enslaving blacks,” by developing evidence based arguments.
Classwork
Power Point
Article- Black Captivity and the Atlantic Slave Trade
Worksheet
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding on Africa’s and Europe's role in the Atlantic Slave Trade (How Africans came to America). Additionally, you will be defending or refuting the following statement, “Africans were responsible for enslaving blacks,” by developing evidence based arguments.
Classwork
Power Point
Article- Black Captivity and the Atlantic Slave Trade
Worksheet
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
9/17/2019- BLKs Contributions to the Arts & Sciences
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Objectives: Today you will gain an understanding on how Africans contributed to Western culture. Additionally, you will be defending or refuting the unit’s essential culture, “Black History is more than just slavery,” by developing evidence based arguments.
Classwork:
Power Point
Article- Blacks Contributions to Western Culture
Notebook Sheet
PBS Video- Why We're Overdue
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Objectives: Today you will gain an understanding on how Africans contributed to Western culture. Additionally, you will be defending or refuting the unit’s essential culture, “Black History is more than just slavery,” by developing evidence based arguments.
Classwork:
Power Point
Article- Blacks Contributions to Western Culture
Notebook Sheet
PBS Video- Why We're Overdue
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
9/16/2019- Black Kings & Queens
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding on how African Kings and Queens contributed to Western culture. You will learn what made each leader great. Additionally, you will be defending or refuting the unit’s essential culture, “Black History is more than just slavery,” by developing evidence based arguments.
Classwork: Honors Section
Power Point
Worksheet- Kings & Queens
Multi-Media Presentation
Video- Kings & Queens of Africa (Before Slavery)
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding on how African Kings and Queens contributed to Western culture. You will learn what made each leader great. Additionally, you will be defending or refuting the unit’s essential culture, “Black History is more than just slavery,” by developing evidence based arguments.
Classwork: Honors Section
Power Point
Worksheet- Kings & Queens
Multi-Media Presentation
Video- Kings & Queens of Africa (Before Slavery)
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
9/13/2019- Black Civilization(s)
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding on how Africans contributed to Western culture. Additionally, you will be defending or refuting the unit’s essential culture, “Black History is more than just slavery,” by developing evidence based arguments.
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
Classwork:
PowerPoint
Article- Ancient Civilizations: Contributions to Western Civilizations
Article- Africa Before the Slave Trade
Notebook Sheet
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions: Today you will gain an understanding on how Africans contributed to Western culture. Additionally, you will be defending or refuting the unit’s essential culture, “Black History is more than just slavery,” by developing evidence based arguments.
Homework: Create an advertisement/meme that 1) Showcases how black history is more than just slavery? 2) Defeats a negative stereotype about African American people. *Advertisement must have color and words for people to follow. I will provide you with an example. This can be done online or on a white piece of paper. If online, you are responsible for printing it out. (20pts) Due Friday, September 20, 2019.
Classwork:
PowerPoint
Article- Ancient Civilizations: Contributions to Western Civilizations
Article- Africa Before the Slave Trade
Notebook Sheet
9/12/2019- James Baldwin: The Negro Child
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions:
In the first unit of the year students will be able to
1.Evaluate how black history is more than just slavery?
2.Explain how did the resiliency and GRIT of African- Americans leaders from the early 1800s is reflective of the philosophies of the civil rights leaders of the 1960s?
3.Determine the most effective strategy for making change during the Civil Rights Movement?
Classwork: Honors Section
Power Point- James Baldwin
Article 1- The Negro Child
Article 2- Black History More than just Slavery
Worksheet 1
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
Objectives/ Essential Questions:
In the first unit of the year students will be able to
1.Evaluate how black history is more than just slavery?
2.Explain how did the resiliency and GRIT of African- Americans leaders from the early 1800s is reflective of the philosophies of the civil rights leaders of the 1960s?
3.Determine the most effective strategy for making change during the Civil Rights Movement?
Classwork: Honors Section
Power Point- James Baldwin
Article 1- The Negro Child
Article 2- Black History More than just Slavery
Worksheet 1
