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    • Honors
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Honors Section

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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

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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) 

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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.
  • 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: [email protected] 
Title: Honors Final Project (Name of Students) 

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Coursework While I Am Away
(Thursday May 23rd- Friday May 31st) 

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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 

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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

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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 

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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
 
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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 

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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 
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​Classwork: Pacific Theater (10pts)
Article: Pacific Theater 
Student Notebook Sheet 

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4/30/2019- Pear Harbor: Did FDR 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. 
Classwork: 
Power Point 
Primary Source 
Notebook Sheet
Video 1- A Different Perspective (They Did Really Know) 

Video 2- Did FDR Really Know ? ​

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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 ​

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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 
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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: ​

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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 
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​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 [email protected]
•(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

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​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 [email protected]
•(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

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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)
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Classwork: 
Graphic Organizer 
Context Video- Oprah Winfrey
Example 1- Carlos 
Example 2- Renee 
Example 3- Jenny 
Share: w/ [email protected] 
Title: (Block) (Name) Letter a Youngster 
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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.
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For More Information Click Here
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​Students Should Go to the Website Below: 
Students will use their student ID number (lunch number) as their access code: Student Link ​

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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 

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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 ​


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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 


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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 



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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 ​

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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 ​


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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 

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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:
  • 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 

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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 ​

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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

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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  

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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. 
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Class Materials  
Class PowerPoint 
Article- The Clash Between Traditionalism & Modernism 
​Notebook Sheet 
Video- Eugenicist Movement 

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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. 
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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

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2/7/2019- Boston. Racism.Image. Reality: The Spotlight Team Takes on our Hardest Question 
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. 
 
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Homework: Boston The Most Racist City ​
​Book Talk Questions 

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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
  • 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 [email protected]
Name Your Essay: C Block Cold War Essay (Name) 

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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 [email protected] 

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 

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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

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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 

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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 


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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 ​

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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 

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.   
 
  1. How has the racist policies mentioned in this article curtail African Americans from achieving upward mobility?  
  2. 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?
  3. Have two students in your group propose a question they came up with from the reading. Answer those two questions.  
  4. 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?  
  5. 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?   
  6. 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…”
  7. 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. 
  8. 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?
  9. What are your overall thoughts on the book talk? How do you think it went? What did you enjoy, what did you struggle with. 
  10. Thank you for participating in the session, you are college bound. ~Mrs. Hughes-Odom
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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 


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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
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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 

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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 

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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 

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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 

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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 

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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 

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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 

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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.
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​Class Material 
Class Power Point 
Article- Demise & Legacy 
Notebook Sheet 

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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 
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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


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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 

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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 

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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 

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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 

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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
  • 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 

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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 

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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 

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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)

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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 

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 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 

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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 

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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)

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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 

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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 

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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 ​

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