End of the Year Final Exam (Honors Test)
Directions: The Final Exam for this course is divided into two parts. In the first part, you will answer multiple choice questions that require you to reflect upon what we learned throughout the course of the year. In the second part, you will answer ALL the open ended questions coherently, using the CER model.
Click Here for the Link
Directions: The Final Exam for this course is divided into two parts. In the first part, you will answer multiple choice questions that require you to reflect upon what we learned throughout the course of the year. In the second part, you will answer ALL the open ended questions coherently, using the CER model.
Click Here for the Link
End of the Year Logistics:
Final Project, Important Dates,
& Exam Review...
The Legacy Project:
Rough Draft: Monday, June 3rd, 2019
Due Date: Monday, June 10th, 2019
*Production Week: Monday, June 3rd-Thursday, June 6th, 2019. Students must bring in all their materials to build their prototype for the week on June 3rd-June 6th.
Unit Review: Immigration, Industrialization, & The Progressive Era:
Final Power Point: Unit & Coursework Summary
Important Dates:
LEGACY PROJECT DUE DATE- Monday, June 10th, 2019 (This includes your individual artist statement printed out)
SOPHOMORE PORTFOLIO- Thursday, June 6th, 2019
END OF THE YEAR REVIEW- Friday, June 7th, 2019
SOPHOMORE PORTFOLIO PRESENTATION DAY- Monday, June 10th, 2019
HISTORY FINAL- Thursday, June 13th, 2019 (Traditional Exam: Multiple Choice & Short Answer Response)
Final Project, Important Dates,
& Exam Review...
The Legacy Project:
Rough Draft: Monday, June 3rd, 2019
Due Date: Monday, June 10th, 2019
*Production Week: Monday, June 3rd-Thursday, June 6th, 2019. Students must bring in all their materials to build their prototype for the week on June 3rd-June 6th.
Unit Review: Immigration, Industrialization, & The Progressive Era:
Final Power Point: Unit & Coursework Summary
Important Dates:
LEGACY PROJECT DUE DATE- Monday, June 10th, 2019 (This includes your individual artist statement printed out)
SOPHOMORE PORTFOLIO- Thursday, June 6th, 2019
END OF THE YEAR REVIEW- Friday, June 7th, 2019
SOPHOMORE PORTFOLIO PRESENTATION DAY- Monday, June 10th, 2019
HISTORY FINAL- Thursday, June 13th, 2019 (Traditional Exam: Multiple Choice & Short Answer Response)
The Legacy Project: Honors Final Project
Project Logistics:
*Submission Date: Monday, June 10th, 2019
Start: Monday, May 20th, 2019
Rough Draft: Monday, June 3rd, 2019
Production Week: Monday, June 3rd-Thursday, June 6th, 2019.
Description: For the final unit of the year, you will create a physical product, in the form of a prototype, that answers and addresses the unit essential questions: 1) Determine if the American Dream is Attainable? 2) Evaluate whether or not the Industrial Revolution Built or Broke America? 3) Analysis the Progressive Era: Was it Progressive or Regressive
Coursework:
Project Description, Artist Statement & The BluePrint
Share W: LianneHughes07@gmail.com
Title: Honors Final Project (Name of Students)
Project Logistics:
*Submission Date: Monday, June 10th, 2019
Start: Monday, May 20th, 2019
Rough Draft: Monday, June 3rd, 2019
Production Week: Monday, June 3rd-Thursday, June 6th, 2019.
- Students must bring in all their materials to build their prototype for the week on June 3rd-June 6th.
Description: For the final unit of the year, you will create a physical product, in the form of a prototype, that answers and addresses the unit essential questions: 1) Determine if the American Dream is Attainable? 2) Evaluate whether or not the Industrial Revolution Built or Broke America? 3) Analysis the Progressive Era: Was it Progressive or Regressive
Coursework:
Project Description, Artist Statement & The BluePrint
Share W: LianneHughes07@gmail.com
Title: Honors Final Project (Name of Students)
Coursework While I Am Away
(Thursday May 23rd- Friday May 31st)
Students will work on the following coursework while I am away: Students are expected to complete ALL the assignments. All finished work should be placed in your class mailbox at the end of the day. Students are also able to work on their laptops during their class periods and enrichment block.
Class Materials:
Thursday, May 23rd, 2019- MCAS
Friday, May 24th, 2019- Hip Hop Writing Assignment (E Block)
Homework/Must Be Done-Ellis Island (F Block)
Power Point
Article- Ellis Island
Tuesday, May 28th, 2019- Causes of Industrialization
Today, we are going to gain an understanding of the different elements that caused the Industrial Revolution.
Video- Industrial Revolution
Video 2- The Industrial Revolution Part 2
Article- Causes of the Industrial Revolution
Thursday, May 29th, 2019- Noteworthy Inventions
Today, we are going to gain an understanding on how new inventions impacted American life.
Article- Noteworthy Inventions
Friday, May 30th, 2019- Child Labor & Industrial Accidents
ER Block: Portfolio Project or Legacy Project
You will look at the issue of child labor.You will gain an understanding of the types of jobs children had and why they worked in them.
Multi-Media Presentation-Child Labor Images and Stories
Article- Industrial Accidents in the work place
Article- Compensation & Fault Reading
Video- Child Labor & Industrial Accidents
(Thursday May 23rd- Friday May 31st)
Students will work on the following coursework while I am away: Students are expected to complete ALL the assignments. All finished work should be placed in your class mailbox at the end of the day. Students are also able to work on their laptops during their class periods and enrichment block.
Class Materials:
Thursday, May 23rd, 2019- MCAS
Friday, May 24th, 2019- Hip Hop Writing Assignment (E Block)
Homework/Must Be Done-Ellis Island (F Block)
Power Point
Article- Ellis Island
Tuesday, May 28th, 2019- Causes of Industrialization
Today, we are going to gain an understanding of the different elements that caused the Industrial Revolution.
Video- Industrial Revolution
Video 2- The Industrial Revolution Part 2
Article- Causes of the Industrial Revolution
Thursday, May 29th, 2019- Noteworthy Inventions
Today, we are going to gain an understanding on how new inventions impacted American life.
Article- Noteworthy Inventions
Friday, May 30th, 2019- Child Labor & Industrial Accidents
ER Block: Portfolio Project or Legacy Project
You will look at the issue of child labor.You will gain an understanding of the types of jobs children had and why they worked in them.
Multi-Media Presentation-Child Labor Images and Stories
Article- Industrial Accidents in the work place
Article- Compensation & Fault Reading
Video- Child Labor & Industrial Accidents
5/20/2019- Nativism
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions:Today, we are going to look at the history of how immigrants are treated in the United States. MA History Content Standards: 10.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these
Classwork:
Power Point
Primary Sources of Nativism
Notebook Sheet on Nativism
HOMEWORK- Anti-Immigration Laws
Objectives: In this lesson you will evaluate the immigration laws from the late 19th and early 20th centuries. What parts of the laws do you feel are good ideas that we should still be doing today? What parts of the laws do you disagree with? Explain all of your answers.
Course Materials:
Article- Anti Immigration Laws of the 19th/20th Century
Notebook Sheet
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions:Today, we are going to look at the history of how immigrants are treated in the United States. MA History Content Standards: 10.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these
Classwork:
Power Point
Primary Sources of Nativism
Notebook Sheet on Nativism
HOMEWORK- Anti-Immigration Laws
Objectives: In this lesson you will evaluate the immigration laws from the late 19th and early 20th centuries. What parts of the laws do you feel are good ideas that we should still be doing today? What parts of the laws do you disagree with? Explain all of your answers.
Course Materials:
Article- Anti Immigration Laws of the 19th/20th Century
Notebook Sheet
5/17/2019- Life in America
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to Evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point w/ Primary Sources
Notebook Sheet
Homework- Lure of America
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Where immigrants better off in the United States than in their country of origin?
Homework Sources:
Power Point
Primary Sources- Immigrant Letters
Notebook Sheet
Unit 1: Immigration
Theme: The American Dream: Attainable or Nah?
Objectives/ Essential Questions: In the first unit of the year students will be able to Evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Were immigrants better off in the United States than in their country of origin?
Classwork:
Power Point w/ Primary Sources
Notebook Sheet
Homework- Lure of America
Objectives/ Essential Questions: In the first unit of the year students will be able to evaluate the experience of immigrants in the United States in the late 19th and early 20th centuries. How are immigrants treated in the United States? What is the American Dream and is it attainable? Where immigrants better off in the United States than in their country of origin?
Homework Sources:
Power Point
Primary Sources- Immigrant Letters
Notebook Sheet
Friday May 10th, 2019- Wednesday, May 15th, 2019
World War II Final Project: 100pts
Project Description: Students will work in groups of four and 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 does the United States have 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.
Project Due Date: Wednesday, May 15, 2019
Points: 100pts (50 Points-The Blueprint Brainstorm & 50 Points- Production Piece)
Class Materials
World War II Project Description
The Recap Blueprint & Graphic Organizer
World War II Final Project: 100pts
Project Description: Students will work in groups of four and 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 does the United States have 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.
Project Due Date: Wednesday, May 15, 2019
Points: 100pts (50 Points-The Blueprint Brainstorm & 50 Points- Production Piece)
Class Materials
World War II Project Description
The Recap Blueprint & Graphic Organizer
Thursday 5/9- U.S Final Response (Atomic Bomb)
Unit: World War II
Objectives: Today, we will begin to go through World War II. In this unit we will ask you to evaluate if America was justified for their response to Japan's actions. Throughout the unit you will be asking yourself, did America do it to show dominance, or did they rebuttal to completely wipe Japan off the globe?
Enrichment Block: World War II Project
Classwork:
Power Point
Source 1- Dropping the Atomic Bomb
Video 1- Dropping the Atomic Bomb (BBC Studios)
Video 2- Long Term Impact
Video 1- Hiroshima: Dropping the Atomic Bomb (WorldWithMeaning)
Video 2- Civilian Impact
Unit: World War II
Objectives: Today, we will begin to go through World War II. In this unit we will ask you to evaluate if America was justified for their response to Japan's actions. Throughout the unit you will be asking yourself, did America do it to show dominance, or did they rebuttal to completely wipe Japan off the globe?
Enrichment Block: World War II Project
Classwork:
Power Point
Source 1- Dropping the Atomic Bomb
Video 1- Dropping the Atomic Bomb (BBC Studios)
Video 2- Long Term Impact
Video 1- Hiroshima: Dropping the Atomic Bomb (WorldWithMeaning)
Video 2- Civilian Impact
May 6&7 2019:
European Theater & (D-Day)
Pacific Theater
Unit: World War II
Objectives: By the end of class will explore America’s actions in the European Theater during World War II by looking at four key battles. You will determine America’s success based on their key wins and losses in the war.
Classwork:
Power Point
Video 1-Operation Overload
Video 2- Concentration Camps
Source 1- Allied Invasion of Northwestern Europe
Source 2- Allied Victory in Europe
Notebook Sheet
Classwork: Pacific Theater (10pts)
Article: Pacific Theater
Student Notebook Sheet
European Theater & (D-Day)
Pacific Theater
Unit: World War II
Objectives: By the end of class will explore America’s actions in the European Theater during World War II by looking at four key battles. You will determine America’s success based on their key wins and losses in the war.
Classwork:
Power Point
Video 1-Operation Overload
Video 2- Concentration Camps
Source 1- Allied Invasion of Northwestern Europe
Source 2- Allied Victory in Europe
Notebook Sheet
Classwork: Pacific Theater (10pts)
Article: Pacific Theater
Student Notebook Sheet
4/30/2019- Pear Harbor: Did FDR Know?
Unit: World War II
Objectives:
Power Point
Primary Source
Notebook Sheet
Video 1- A Different Perspective (They Did Really Know)
Video 2- Did FDR Really Know ?
Unit: World War II
Objectives:
- Today, you will be examining the bombing of Pearl Harbor by watching the movie. You will deepen your understanding of why the Japanese wanted to attack the U.S and explain whether or not the US should have been better prepared for the attack.
- You will also take a closer look at the response of the country to this attack and FDRs speech.
Power Point
Primary Source
Notebook Sheet
Video 1- A Different Perspective (They Did Really Know)
Video 2- Did FDR Really Know ?
4/29/2019- The Rise of Japan
Unit: World War II
Objectives: Today 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.
Enrichment Block: Letter to a Youngster is Due Today
Classwork:
Class Power Point
Article 1- The Rise of Militarism in Japan
Article 2- US Response to Japan Imperialism
Video 1- Rape of Nanking
Video 2- Survivor From Nanjing Massacure
Unit: World War II
Objectives: Today 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.
Enrichment Block: Letter to a Youngster is Due Today
Classwork:
Class Power Point
Article 1- The Rise of Militarism in Japan
Article 2- US Response to Japan Imperialism
Video 1- Rape of Nanking
Video 2- Survivor From Nanjing Massacure
4/26/2019- 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
4/25/2019- 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.
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.
Classwork:
Class Power Point
Sources- Rise of Hitler
Notebok Sheet
Videos:
Rise of Nazis:
4/23/2019- 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
Homework 2- Rise of Hitler
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to LianneHughes07@gmail.com
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
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
Homework 2- Rise of Hitler
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to LianneHughes07@gmail.com
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
4/22/2019- 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 (Answer three questions in your notebook)
Class Material:
Class Power Point
Article Treaty of Versailles
Notebook Sheet
Video- Treaty of Versailles
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to LianneHughes07@gmail.com
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
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 (Answer three questions in your notebook)
Class Material:
Class Power Point
Article Treaty of Versailles
Notebook Sheet
Video- Treaty of Versailles
Student Reminders:
•(100pts)Term 3 Great Depression Essay- Due End of Day Today. If it’s not completed, it was result in a zero. All sections must be completed by end of day today for a great. 100pts.
•(20pts) Letter to a Youngster- Rough Draft Due Today 4/22. Final Draft & Final video due next Monday 4/29 to LianneHughes07@gmail.com
•(15pts) WWII Unit- We start our new unit today on WWII today. *End of the Unit project is subject to change.
•(10pts) Germany Econ Collapse- Due tomorrow 4/23
ADVICE TO A YOUNGSTER
U.S. History II Video Reflection of Self (Term 4-IP Project- 100pts)
OBJECTIVES: The purposes of doing this “Letter to Self/ Advice to a Youngster” is:
1. To provide a record of your life and who you are now
2. To anchor in time your current views, attitudes, philosophy, and outlook
3. To explore your feelings and opinions about U.S History II
4. To create a video, a year from now, that will have a significant value and impact to a rising sophomore
5. This is always a fun letter to read when you are a senior to see how much you have changed over your high school career.
6. Video must be less than 1:15secs
DEADLINES:
ROUGH DRAFT: Monday, April 22nd, 2019
FINAL DRAFT & VIDEO DUE DATE: Friday, April 26th, 2019 (100Pts)
Classwork:
Graphic Organizer
Context Video- Oprah Winfrey
Example 1- Carlos
Example 2- Renee
Example 3- Jenny
Share: w/ LianneHughes07@gmail.com
Title: (Block) (Name) Letter a Youngster
U.S. History II Video Reflection of Self (Term 4-IP Project- 100pts)
OBJECTIVES: The purposes of doing this “Letter to Self/ Advice to a Youngster” is:
1. To provide a record of your life and who you are now
2. To anchor in time your current views, attitudes, philosophy, and outlook
3. To explore your feelings and opinions about U.S History II
4. To create a video, a year from now, that will have a significant value and impact to a rising sophomore
5. This is always a fun letter to read when you are a senior to see how much you have changed over your high school career.
6. Video must be less than 1:15secs
DEADLINES:
ROUGH DRAFT: Monday, April 22nd, 2019
FINAL DRAFT & VIDEO DUE DATE: Friday, April 26th, 2019 (100Pts)
Classwork:
Graphic Organizer
Context Video- Oprah Winfrey
Example 1- Carlos
Example 2- Renee
Example 3- Jenny
Share: w/ LianneHughes07@gmail.com
Title: (Block) (Name) Letter a Youngster
Student Survey: We Want Your Opinion! Please make sure that you have laptops for students to use- students can also use their phones if they would like. Whatever they choose, they need to make sure that they click the submit button and see a thank you screen to ensure they have completed the surveys.
For More Information Click Here
Students Should Go to the Website Below:
Students will use their student ID number (lunch number) as their access code: Student Link
For More Information Click Here
Students Should Go to the Website Below:
Students will use their student ID number (lunch number) as their access code: Student Link
3/27/2019- 4/2/2019- 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:
PowerPoint
2019 Debate Teams
Debate Prep Sheet
Research Packet
Student Example of Introduction
Grading Rubrics:
The Great Depression & New Deal Lesson Plan
Classwork
Processing Activity
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:
PowerPoint
2019 Debate Teams
Debate Prep Sheet
Research Packet
Student Example of Introduction
Grading Rubrics:
The Great Depression & New Deal Lesson Plan
Classwork
Processing Activity
Friday (E Block) 3/22/2019- WPA & SSA
Unit 5: 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 5: 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
Friday (F Block) 3/22/2019- NYA & DR (XU)
Unit 5: 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
ND Policy- DR
ND Policy- NYA
Gallery Walk Sources
Notebook Sheet
Grading Sheet
Unit 5: 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
ND Policy- DR
ND Policy- NYA
Gallery Walk Sources
Notebook Sheet
Grading Sheet
Thursday 3/21/2019- FDIC & NIRA (FAMU)
Unit 5: The Great Depression & The New Deal
Objectives: You will begin investigating and gaining knowledge on the NIRA and FDIC. Determine if the New Deal policies was an effective remedy and discuss, what role should the government play in an economic crisis?
Class Material:
Power Point W/ Processing Material
Student Notebook Sheet
Articles
ND Policy- NIRA
ND Policy- FDIC
Unit 5: The Great Depression & The New Deal
Objectives: You will begin investigating and gaining knowledge on the NIRA and FDIC. Determine if the New Deal policies was an effective remedy and discuss, what role should the government play in an economic crisis?
Class Material:
Power Point W/ Processing Material
Student Notebook Sheet
Articles
ND Policy- NIRA
ND Policy- FDIC
Tuesday 3/20/2018- The Black Experience (Spelman University)
Unit 5: The Great Depression & The New Deal
Objectives: By the end of today's class students will be able to understand the negative impacts placed upon American citizens during the Great Depression.
Class Material:
Power Point W/ Processing Material
Student Notebook Sheet
Articles
Images of the GD
Primary Source/Article- The Black Experience
Unit 5: The Great Depression & The New Deal
Objectives: By the end of today's class students will be able to understand the negative impacts placed upon American citizens during the Great Depression.
Class Material:
Power Point W/ Processing Material
Student Notebook Sheet
Articles
Images of the GD
Primary Source/Article- The Black Experience
Monday 3/19/2018- The Human Impact of the Great Depression (Howard University)
Unit 5: The Great Depression & The New Deal
Objectives: By the end of today's class students will be able to understand the negative impacts placed upon American citizens during the Great Depression.
Class Material:
Power Point W/ Processing Material
Articles
Affects of the GD
Quotes on the GD
Student Notebook Sheet
Unit 5: The Great Depression & The New Deal
Objectives: By the end of today's class students will be able to understand the negative impacts placed upon American citizens during the Great Depression.
Class Material:
Power Point W/ Processing Material
Articles
Affects of the GD
Quotes on the GD
Student Notebook Sheet
3/15/2019- DEMO LESSON
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
Great Depression & The New Deal Co-Teaching Project (100pts)
Instructors Wanted: You have been hired as co-instructors to teach and facility learning the week of March 18th-22nd. What does that mean; you are now responsible for teaching the next generation of leaders and scholars about the Great Depression and the New Deal in a real, relevant, and relatable way!
Job Description/ Unit Objectives:
Class Material: For More Information See the Job Description Below
Project Description w/ Details
Pre-Lesson Plan Template (25pts)
Sources Per Lesson/ Topic:
Human Impact (Monday 3/18)
Affects of the GD
Quotes on the GD
The Black Experience (Tuesday 3/19)
Primary Source/Article- The Black Experience
Images of the GD
New Deal Programs: NIRA & FDIC (Thursday 3/20)
ND Policy- NIRA
ND Policy- FDIC
New Deal Programs: WPA & SSA (Friday 3/21)
ND Policy- WPA
ND Policy- SSA
New Deal Programs: DR & National Youth Act (Friday 3/21 Enrichment Block)
ND Policy- DR
ND Policy- NYA
Instructors Wanted: You have been hired as co-instructors to teach and facility learning the week of March 18th-22nd. What does that mean; you are now responsible for teaching the next generation of leaders and scholars about the Great Depression and the New Deal in a real, relevant, and relatable way!
Job Description/ Unit Objectives:
- Identify and explain the causes of the Great Depression and evaluate whether or not President Franklin D. Roosevelt’s New Deal policies was an effective remedy (solution)?
- Discuss the consequences of the Great Depression on the American people?
- Finally, you are going to describe and discuss, what role should the government play in an economic crisis?
Class Material: For More Information See the Job Description Below
Project Description w/ Details
Pre-Lesson Plan Template (25pts)
Sources Per Lesson/ Topic:
Human Impact (Monday 3/18)
Affects of the GD
Quotes on the GD
The Black Experience (Tuesday 3/19)
Primary Source/Article- The Black Experience
Images of the GD
New Deal Programs: NIRA & FDIC (Thursday 3/20)
ND Policy- NIRA
ND Policy- FDIC
New Deal Programs: WPA & SSA (Friday 3/21)
ND Policy- WPA
ND Policy- SSA
New Deal Programs: DR & National Youth Act (Friday 3/21 Enrichment Block)
ND Policy- DR
ND Policy- NYA
Project 1- Unpacking African-American Stereotypes in the 1920s
Modern Day Connections Project
Due: Friday, March 1st, 2019 (2nd Block) (50Pts)
Presentations Start: Monday, March 4th, 2019 (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
Modern Day Connections Project
Due: Friday, March 1st, 2019 (2nd Block) (50Pts)
Presentations Start: Monday, March 4th, 2019 (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
2/14-2/15/2019- 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
Thursday-2/14/2019- 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-Tuesday
2/11/2019- 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
2/11/2019- 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
Friday 2/8/2019- 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
F Block- 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.
Enrichment: Intro to Black History Month Project
Class Materials
Power Point
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Notebook Sheet
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
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
F Block- 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.
Enrichment: Intro to Black History Month Project
Class Materials
Power Point
Multi- Media Presentation
Article- Women, Gangsters & Alcohol
Notebook Sheet
Video- Why Al Capone Wasn't Your Typical Discreet Gangster
2/7/2019- Boston. Racism.Image. Reality: The Spotlight Team Takes on our Hardest Question
Unit: Relevancy Article/ Enrichment Block
SWBAT:
Homework: Boston The Most Racist City
Book Talk Questions
Unit: Relevancy Article/ Enrichment Block
SWBAT:
- Today you will engage in intellectual discourse with your peers and defend, refute, or justify your reasoning using evidence from the text for each question proposed.
- Next, you will use the accountability checklist to navigate the discussion and help you make modern-day connections.
- Lastly, read each question carefully and record key points in your notebook.
- After you completed the book talk, evaluate your own performance and turn in your accountability form. Your group has about 45 minutes to have a youth-led, yet authentic conversation.
Homework: Boston The Most Racist City
Book Talk Questions
Great Debate Unit Project- Monday, January 28th- Friday, February 1st
Round 1 of the Great Debate: Monday, February 4th, 2019
Project Description: In the final project you will participate in a Great Debate by taking on the role of a defense attorney or a prosecutor. In your groups you will have to create two cases, one that argues the affirmative and the other that argues the negative. Ultimately, your team will have to evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad- our units essential question. To do this, you will combined what you learned from the Civil Rights Era with the Cold War and create your evidence base arguments off of these historical events.
Book Talk: Thursday, February 31st, 2018
Unit Project Objectives: SWBAT
Project Material:
Debate Teams
Affirmative Case
Negative Case
Project Description
HW: Essay #2 Cold War (Friday, February 11th, 2018)
Share with Liannehughes07@gmail.com
Name Your Essay: C Block Cold War Essay (Name)
Round 1 of the Great Debate: Monday, February 4th, 2019
Project Description: In the final project you will participate in a Great Debate by taking on the role of a defense attorney or a prosecutor. In your groups you will have to create two cases, one that argues the affirmative and the other that argues the negative. Ultimately, your team will have to evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad- our units essential question. To do this, you will combined what you learned from the Civil Rights Era with the Cold War and create your evidence base arguments off of these historical events.
Book Talk: Thursday, February 31st, 2018
Unit Project Objectives: SWBAT
- Evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
- Create opening and closing statements that engage the interest of the audience.
- Respond to issues raised by opponents with concise, accurate, and logical answers
- Demonstrate a sophisticated understanding of the issues, events, and facts of the Cold War
- Make deliberate and effective use of logical, emotional and ethical appeals in order to persuade justices
- *Exhibit confidence, energy, and passion in the course of the hearing
Project Material:
Debate Teams
Affirmative Case
Negative Case
Project Description
HW: Essay #2 Cold War (Friday, February 11th, 2018)
Share with Liannehughes07@gmail.com
Name Your Essay: C Block Cold War Essay (Name)
1/25/2018:Vietnam War (F Block)
SWBAT: 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
Power Point
Case Study Vietnam War
Notebook Sheet
Video 1- Why Did America Fight the Vietnam War
Homework: Anti-Vietnam Movement
SWBAT: 1) For homework you will gain an understanding on why many groups of people opposed the war? 2) Prepare for your upcoming book talk.
Class Materials
Source 1- A Nation Divided
Source 2- The War Comes to Americans Living Room
Source 3- War Protest NB Sheet
Notebook Sheet
Video 1- CBS Documentary
Homework: The Valedictorians Project
Key Question: In a 3 paragraph response answer the following questions on a google doc. Please share your response by Sunday at 2:00pm to LianneHughes07@gmail.com
1) Determine the key takeaways from the article. Explain and analysis the author's argument.
2) Determine how this a result of institutional racism
3) Explain how you will not become a victim of the Valedictorian Project
SWBAT: 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
Power Point
Case Study Vietnam War
Notebook Sheet
Video 1- Why Did America Fight the Vietnam War
Homework: Anti-Vietnam Movement
SWBAT: 1) For homework you will gain an understanding on why many groups of people opposed the war? 2) Prepare for your upcoming book talk.
Class Materials
Source 1- A Nation Divided
Source 2- The War Comes to Americans Living Room
Source 3- War Protest NB Sheet
Notebook Sheet
Video 1- CBS Documentary
Homework: The Valedictorians Project
Key Question: In a 3 paragraph response answer the following questions on a google doc. Please share your response by Sunday at 2:00pm to LianneHughes07@gmail.com
1) Determine the key takeaways from the article. Explain and analysis the author's argument.
2) Determine how this a result of institutional racism
3) Explain how you will not become a victim of the Valedictorian Project
Tuesday: 1/22/2019- The Cuban Missile Crisis
Unit 3: Cold War
SWBAT: 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?
Homework: Boston The Most Racist City
Class Materials
Class Power Point
War Room Activity
Article- Cuban Missile Crisis
Unit 3: Cold War
SWBAT: 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?
Homework: Boston The Most Racist City
Class Materials
Class Power Point
War Room Activity
Article- Cuban Missile Crisis
Thursday: 1/17/2019- The Korean War
Unit 3: Cold War
SWBAT: 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?
Homework: Boston The Most Racist City
Class Materials
Power Point
Article 1- The Korean War
Video 1- Why Did America Fight the Korean War
Notebook Sheet
Unit 3: Cold War
SWBAT: 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?
Homework: Boston The Most Racist City
Class Materials
Power Point
Article 1- The Korean War
Video 1- Why Did America Fight the Korean War
Notebook Sheet
1/14/2018- The Berlin Crisis
Unit 3: Cold War
SWBAT: 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?
Homework: Boston The Most Racist City
Class Materials
Power Point
Article 1- The Berlin Crisis
Video- The Berlin Wall
Video- Slavery in Libya
Notebook Sheet
Video 3- The Berlin Aircraft
Unit 3: Cold War
SWBAT: 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?
Homework: Boston The Most Racist City
Class Materials
Power Point
Article 1- The Berlin Crisis
Video- The Berlin Wall
Video- Slavery in Libya
Notebook Sheet
Video 3- The Berlin Aircraft
1/11/2019- McCarthyism: The Brainwashing of American Politics
Unit 3: Cold War
SWBAT: Students will understand how the American government brainwash the American public through various measures and understand the limitations of freedom of speech.
Homework: Boston The Most Racist City
Class Material:
Power Point
Article- The Brainwashing of American Politics
Video 1- McCarthyism
Notebook Sheet
Propaganda During the Cold War
Unit 3: Cold War
SWBAT: 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
Homework: Boston The Most Racist City
Class Material:
Power Point
Notebook Sheet
Cold War Propaganda Film
Cold War Advertisements
Unit 3: Cold War
SWBAT: Students will understand how the American government brainwash the American public through various measures and understand the limitations of freedom of speech.
Homework: Boston The Most Racist City
Class Material:
Power Point
Article- The Brainwashing of American Politics
Video 1- McCarthyism
Notebook Sheet
Propaganda During the Cold War
Unit 3: Cold War
SWBAT: 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
Homework: Boston The Most Racist City
Class Material:
Power Point
Notebook Sheet
Cold War Propaganda Film
Cold War Advertisements
1/10/2019- U.S Cold War Foreign Policy Acts
Unit 3: Cold War
SWBAT: 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.
Homework: Complete classwork & processing activity
Class Material:
Power Point w/ student objectives
Source 1- U.S Cold War Foreign Policy
Notebook Sheet
Unit 3: Cold War
SWBAT: 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.
Homework: Complete classwork & processing activity
Class Material:
Power Point w/ student objectives
Source 1- U.S Cold War Foreign Policy
Notebook Sheet
Median Wealth of Black Americans Will Fall to Zero by 2053 Warns New Report
The goal of the book talk is to converse with each other and *thoroughly answer the questions, not rush through them. If the conversation takes a different course, it is ok. Yet, let’s make sure we are having academic conversations. I advise that everyone should offer value and their personal expertise throughout the conversation.
The goal of the book talk is to converse with each other and *thoroughly answer the questions, not rush through them. If the conversation takes a different course, it is ok. Yet, let’s make sure we are having academic conversations. I advise that everyone should offer value and their personal expertise throughout the conversation.
- How has the racist policies mentioned in this article curtail African Americans from achieving upward mobility?
- 40 Acres and a Mule: Should the government be responsible for paying reparations to people of color for their unjust treatment over the past years?
- Have two students in your group propose a question they came up with from the reading. Answer those two questions.
- Two people volunteer to read the first page of the article. Discuss and determine, why you believe the average African-American family median wealth will fall to zero by 2053? How are people of color condition to spend money? How are you condition to spend/ save money and who taught you these habits?
- Explain gentrification in your own words; have you experienced it, seen it in the city of Boston? How does this make you feel? How has this impacted the people in the city or neighborhood you live in?
- What does it mean when the author states, “So Black Americans started off generations behind, only to encounter the redlining and racially restrictive housing covenants…”
- What are your overall thoughts on the article? What was difficult to understand? Did you make any modern-day connections while reading the article? If so, explain the connections you made.
- The author states, “Despite all the institutional and historical barriers, Hamilton remains determined to make the lift- even if the investments never come.” What does Hamilton mean by this? What is your goal (short term or long term) Are you determine to rise above the stereotypes to accomplish your goal?
- What are your overall thoughts on the book talk? How do you think it went? What did you enjoy, what did you struggle with.
- Thank you for participating in the session, you are college bound. ~Mrs. Hughes-Odom
1/7/2019- Important Concepts for Tomorrow's Student Led Youth Led Discussion: Reading- Median Wealth of Black Americans
Forty Acres & A Mule- The phrase “forty acres and a mule” evokes (suggest) the Federal government's failure to redistribute land after the Civil War and the economic hardship that African-Americans suffered as a result. As Northern armies moved through the South at the end of the war, blacks began cultivating land abandoned by whites. https://www.youtube.com/watch?v=YcJecvX6GQU
Gi Bill- Veterans Day is always an occasion among progressives to talk up the GI Bill. And, indeed, that 1944 legislation was truly remarkable, helping millions of returning veterans go to college and buy homes in the great postwar suburban land rush. Unfortunately, we often forget the darker side of this story -- which is how African-American veterans were denied many of the benefits of the GI Bill.
Reparations for Slavery- Reparations for Slavery is the idea that some form of compensatory payment needs to be made to the descendants of Africans who had been enslaved as part of the Atlantic Slave Trade. The most notable demands for reparations have been made in the United Kingdom and in the United States. Caribbean and African states from which slaves were taken have also made reparation demands.
Redlining- A discriminatory practice by which banks, insurance companies, etc., refuse or limit loans, mortgages, insurance, etc., within specific geographic areas, especially inner-city neighborhoods.
https://www.youtube.com/watch?v=UmMs8eQP4T0
Class Materials
Book Talk Worksheet
Evaluation Form
Forty Acres & A Mule- The phrase “forty acres and a mule” evokes (suggest) the Federal government's failure to redistribute land after the Civil War and the economic hardship that African-Americans suffered as a result. As Northern armies moved through the South at the end of the war, blacks began cultivating land abandoned by whites. https://www.youtube.com/watch?v=YcJecvX6GQU
Gi Bill- Veterans Day is always an occasion among progressives to talk up the GI Bill. And, indeed, that 1944 legislation was truly remarkable, helping millions of returning veterans go to college and buy homes in the great postwar suburban land rush. Unfortunately, we often forget the darker side of this story -- which is how African-American veterans were denied many of the benefits of the GI Bill.
Reparations for Slavery- Reparations for Slavery is the idea that some form of compensatory payment needs to be made to the descendants of Africans who had been enslaved as part of the Atlantic Slave Trade. The most notable demands for reparations have been made in the United Kingdom and in the United States. Caribbean and African states from which slaves were taken have also made reparation demands.
Redlining- A discriminatory practice by which banks, insurance companies, etc., refuse or limit loans, mortgages, insurance, etc., within specific geographic areas, especially inner-city neighborhoods.
https://www.youtube.com/watch?v=UmMs8eQP4T0
Class Materials
Book Talk Worksheet
Evaluation Form
|
1/7/2019- Communism vs. Capitalism
Unit 3: Cold War SWBAT: Students will debate and discuss the strengths and weaknesses of communism and capitalism and decided, what policy they would choose to govern Europe? Class Material: Power Point 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 Notebook Sheet |
Friday: 1/4/2018 Introduction to the Cold War
Unit 3: Cold War
SWBAT: 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
Article- Primary Sources & Map Activity
Notebook Sheet
Video One- Hip Hughes History Cold War Video
Video Two- Crash Course
Final Essay Due Today Friday, January 4th, 2018 in your U.S History II Book
Unit 3: Cold War
SWBAT: 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
Article- Primary Sources & Map Activity
Notebook Sheet
Video One- Hip Hughes History Cold War Video
Video Two- Crash Course
Final Essay Due Today Friday, January 4th, 2018 in your U.S History II Book
Thursday: 1/3/2018- Moral Authority
Unit 3: Cold War
SWBAT: 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.
Unit three’s essential question: Evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Material:
Moral Authority Case Study
Final Essay Due Friday, January 4th, 2018 in your U.S History II Book
Unit 3: Cold War
SWBAT: 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.
Unit three’s essential question: Evaluate whether or not the United States, has the moral authority to advocate (promote) capitalism and democracy abroad?
Class Material:
Moral Authority Case Study
Final Essay Due Friday, January 4th, 2018 in your U.S History II Book
12/17-12/18-Civil Rights Writing Prompt Exercise
Objectives: 1) Highlight and label the errors within each paragraph in groups of 4. 2) Implement the feedback and rewrite the paragraph using the formula above. 3) Rewrite your paragraph and submit it for a processing grade on Wednesday, December 19th, 2018 via email.
Class Material:
Writing Prompts
Group- Writing Task Assignment
Objectives: 1) Highlight and label the errors within each paragraph in groups of 4. 2) Implement the feedback and rewrite the paragraph using the formula above. 3) Rewrite your paragraph and submit it for a processing grade on Wednesday, December 19th, 2018 via email.
Class Material:
Writing Prompts
Group- Writing Task Assignment
12/10/2018-12/14/2018- Unit 2 Essay on the Civil Rights Movement (50pts)
Objectives: In your term 2 essay you will determine the most effective strategy for making change during the Civil Rights Movement.Through an argumentative essay, you will express your thoughts in a cohesive analysis.
Due: Friday, December 14th, 2018
General Information:
•You must include information from the majority of the lessons in this unit (you will fill out an organizer to make sure this happens).
•Finally, you should be creative when you tell your story.
Details:
•Final letter should be 3-4 pages, double space, and printer
•Proper Heading
•Check for Grammatical Errors
•Include accurate evidence from the lessons
•Rough Draft: Friday, December 14th, 2018
•Complete require sections by the end of each day.
Project Materials:
Unit 2 Graphic Organizer
Project Description
Essay Rubric
Objectives: In your term 2 essay you will determine the most effective strategy for making change during the Civil Rights Movement.Through an argumentative essay, you will express your thoughts in a cohesive analysis.
Due: Friday, December 14th, 2018
General Information:
•You must include information from the majority of the lessons in this unit (you will fill out an organizer to make sure this happens).
•Finally, you should be creative when you tell your story.
Details:
•Final letter should be 3-4 pages, double space, and printer
•Proper Heading
•Check for Grammatical Errors
•Include accurate evidence from the lessons
•Rough Draft: Friday, December 14th, 2018
•Complete require sections by the end of each day.
Project Materials:
Unit 2 Graphic Organizer
Project Description
Essay Rubric
12/7/2018- Strategy: Freedom Riders
Unit 2: Civil Rights Movement
Objectives: Today you will be looking at the changes that resulted in the Freedom Rides and determine if they were effective.
Class Material
Class Power Point- Legacy
Article- Civil Rights Acts of 1964
Notebook Sheet
Unit 2: Civil Rights Movement
Objectives: Today you will be looking at the changes that resulted in the Freedom Rides and determine if they were effective.
Class Material
Class Power Point- Legacy
Article- Civil Rights Acts of 1964
Notebook Sheet
12/6/2018- Strategy: Freedom Riders
Unit 2: Civil Rights Movement
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
Power Point
Article/ NBS- Freedom Riders
Video 1- The Butler Bus Rides
Video 2- The Butler Sit In Scene
Video 3- The Butler Dinner Scene
Unit 2: Civil Rights Movement
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
Power Point
Article/ NBS- Freedom Riders
Video 1- The Butler Bus Rides
Video 2- The Butler Sit In Scene
Video 3- The Butler Dinner Scene
12/4/2018- Context: Freedom Riders (Segregation)
Unit 2: Civil Rights Movement
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 Power Point
Article- Plessy vs. Ferguson
Article- Jim Crow Laws
Article- Niagara's Declaration of Principles 1905
Notebook Sheet
Unit 2: Civil Rights Movement
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 Power Point
Article- Plessy vs. Ferguson
Article- Jim Crow Laws
Article- Niagara's Declaration of Principles 1905
Notebook Sheet
12/3/2018: Legacy: Black Panther Party
Unit 2: Civil Rights Movement
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 Material
Class Power Point
Article- Demise & Legacy
Notebook Sheet
Unit 2: Civil Rights Movement
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 Material
Class Power Point
Article- Demise & Legacy
Notebook Sheet
11/30/2018: Strategy: Black Panther Party
Unit 2: Civil Rights Movement
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 Material
Power Point: W/ Do Now & Processing Activity
Article- Black Panther Party Survival Programs
Video- 5 Things You Need to Know
Notebook Sheet
Unit 2: Civil Rights Movement
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 Material
Power Point: W/ Do Now & Processing Activity
Article- Black Panther Party Survival Programs
Video- 5 Things You Need to Know
Notebook Sheet
11/26-28/2018- #Cultural Exhibition: Build Bridges & Not Walls: Diversity Makes America Great!
Essential Question: Evaluate the contributions of immigrants to the development of the United States of America’s history, society, culture and academia?
CourseMaterial
Step 1- MLA Reference Sheet (50pts Of your Final Grade)
Step 2- Cultural Exhibition Flashcards (20pts of your Final Grade)
How to Cite Sources Click Here- Easy Bib
How to Cite Sources Click Here- Citation Machine
Article- Pros & Cons of Immigration
The Importance of Diversity in America
Essential Question: Evaluate the contributions of immigrants to the development of the United States of America’s history, society, culture and academia?
CourseMaterial
Step 1- MLA Reference Sheet (50pts Of your Final Grade)
Step 2- Cultural Exhibition Flashcards (20pts of your Final Grade)
How to Cite Sources Click Here- Easy Bib
How to Cite Sources Click Here- Citation Machine
Article- Pros & Cons of Immigration
The Importance of Diversity in America
11/15/2018: Context- Black Panther Party
Unit 2: Civil Rights Movement
Objectives: 1.Today, you will examine what life was like for African Americans in the mid to late 1960s.
2.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
Homework: Black Panther Party Demands
Article- Ten Point Platform
*Please Note: Do Now & Processing Included in Article
Notebook Sheet
BPP Political Cartoon
Unit 2: Civil Rights Movement
Objectives: 1.Today, you will examine what life was like for African Americans in the mid to late 1960s.
2.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
Homework: Black Panther Party Demands
Article- Ten Point Platform
*Please Note: Do Now & Processing Included in Article
Notebook Sheet
BPP Political Cartoon
11/1/2018: Impact: March to Selma
Unit 2: Civil Rights Movement
Objectives: 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
Power Point
Primary Sources- Change in Voting Documents
Notebook Sheet
Video LBJ- The American Promise
Homework- Complete Processing Assignment
Unit 2: Civil Rights Movement
Objectives: 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
Power Point
Primary Sources- Change in Voting Documents
Notebook Sheet
Video LBJ- The American Promise
Homework- Complete Processing Assignment
10/31/2018- HOMEWORK
(Strategy: March to Selma)
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, 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
Homework Materials:
Power Point W/ Do Now & Processing
Video- Bloody Sunday
Primary Source Article
Notebook Sheet
(Strategy: March to Selma)
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, 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
Homework Materials:
Power Point W/ Do Now & Processing
Video- Bloody Sunday
Primary Source Article
Notebook Sheet
10/30/2018- Context: March to Selma
Unit 2: Civil Rights Movement
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, you will learn what voting was like for African-Americans in the South during the 1950s and 60s?
Class Materials:
Power Point
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Notebook Sheet
Homework: Complete Processing Activity
What's Happening in #HipHughesHistory this Week:
Wednesday- Spooky Day at TBA & HW-Strategy: March to Selma
Thursday- Results: March to Selma
Friday- E Block (Ted Talks)
Friday- F Block (Party/ Celebration)
Weekend Homework Packet Online
Notebook Check- Week of 11/5
Unit 2: Civil Rights Movement
Objectives: In this unit, you will learn about the different strategies that African-Americans leaders used to gain equality. In the lesson, you will learn what voting was like for African-Americans in the South during the 1950s and 60s?
Class Materials:
Power Point
Video- Barriers for Black Voters
Primary Sources- Voting Rights in the the South in the 1960s
Notebook Sheet
Homework: Complete Processing Activity
What's Happening in #HipHughesHistory this Week:
Wednesday- Spooky Day at TBA & HW-Strategy: March to Selma
Thursday- Results: March to Selma
Friday- E Block (Ted Talks)
Friday- F Block (Party/ Celebration)
Weekend Homework Packet Online
Notebook Check- Week of 11/5
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, November 1st, 2019
Project Description
Example One- Myesha's Ted Talk
Example Two- Hallie Dubuisson
Example Three- Saeina Charles
Ted Talk- Kandice Sumner
10/4/2018: 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.
Classwork:
A1- Copeland & Harper's Ferry
A2- Fredrick Douglass
A3- Harriet Tubman
A4- Wheatley
Tuesday/Wednesday's Work
Power Point
Article 1- Haitian Revolution & Toussaint
Article 2- Denmark Vesey
Notebook Sheet
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.
Classwork:
A1- Copeland & Harper's Ferry
A2- Fredrick Douglass
A3- Harriet Tubman
A4- Wheatley
Tuesday/Wednesday's Work
Power Point
Article 1- Haitian Revolution & Toussaint
Article 2- Denmark Vesey
Notebook Sheet
10/1/2018: 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
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)
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)
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)
9/20/2018- 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.
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 Thursday, September 20, 2018.
Classwork
Power Point
Article- Black Captivity and the Atlantic Slave Trade
Worksheet
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.
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 Thursday, September 20, 2018.
Classwork
Power Point
Article- Black Captivity and the Atlantic Slave Trade
Worksheet
9/18/2018- BLKs Contributions to the Arts & Sciences
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
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.
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 Thursday, September 20, 2018.
Classwork:
Power Point
Article- Blacks Contributions to Western Culture
Notebook Sheet
Unit 1: Civil Rights Movement: Reclaiming and Re-Defining Black History
Theme: Resiliency: The Fight for Freedom!
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.
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 Thursday, September 20, 2018.
Classwork:
Power Point
Article- Blacks Contributions to Western Culture
Notebook Sheet
9/17/2018- 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 Thursday, September 20, 2018.
Classwork:
PowerPoint
Article- Africa Before the Slave Trade
Article- Blacks Contributions to Western Culture
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 Thursday, September 20, 2018.
Classwork:
PowerPoint
Article- Africa Before the Slave Trade
Article- Blacks Contributions to Western Culture
Notebook Sheet
9/14/2018- BLK 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)
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)
9/13/2018- 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
9/11/2018- Classroom Routines & Expectations
Unit: First Days of School
Objectives: SWBAT Understand the classroom routines and expectations. Discuss this difference between a productive and unproductive classroom. Build community and have fun through experiential learning activities.
Classwork:
Power Point
Worksheet
Video 1- The Corner Kids Classroom
Video 2- The Fight
Unit: First Days of School
Objectives: SWBAT Understand the classroom routines and expectations. Discuss this difference between a productive and unproductive classroom. Build community and have fun through experiential learning activities.
Classwork:
Power Point
Worksheet
Video 1- The Corner Kids Classroom
Video 2- The Fight
9/10/2018- Student Identity Profile: Who Are You? What is Your Story?
Unit: First Day of School
Objectives: SWBAT complete an identify profile that will allow Ms. Hughes’ to learn about your strengths and weaknesses. During this assessment, I want you to keep it 100%; be as FRANK and CANDID as possible. To build community of learners through an experiential learning opportunity.
Classwork:
PowerPoint
Student Profile Worksheet
Video One- Renee Omolade
Video Two- Juma Crawford
Video Three-Bithiah Carter
Unit: First Day of School
Objectives: SWBAT complete an identify profile that will allow Ms. Hughes’ to learn about your strengths and weaknesses. During this assessment, I want you to keep it 100%; be as FRANK and CANDID as possible. To build community of learners through an experiential learning opportunity.
Classwork:
PowerPoint
Student Profile Worksheet
Video One- Renee Omolade
Video Two- Juma Crawford
Video Three-Bithiah Carter
