Unit One: American Social Movements
1. Introduction to class. Community building exercises. Essay on expectations for the class due tomorrow. Signed slip from syllabus due tomorrow, too. [9/4]
2. Studied for Civics Exam, which will be taken tomorrow. Power Point Review here. Be sure to bring your Chromebook [9/5]
3. Took Civics Exam. Current Events. [9/6]
4. Discussed how the civil rights movement in the United States had progressed over its history. Discussion of the two types of segregation (de jure and de facto) in American history, and how it was a national experience. The history of segregation in Milwaukee and Madison was contrasted with that in the Southern states during Jim Crow era. Read articles "Back in Time 60 Years: America's Most Segregated City," and "Major U.S. Cities. . . Re-segregate." Discussed main ideas within groups, then shared with class. Watched "School Segregation" episode of Last Week Tonight. Reflected on today's lesson in shared Padlet for the class. [9/9]
5. Reviewed what the two types of segregation were in the U.S. Introduced the concepts of strategy and integration to counter segregation, especially in the Deep South in the 1950s and 1960s. Received graphic novel, March: Book One, a memoir of Georgia Congressman and SNCC founder John Lewis. Read pages 1-47 before coming to class tomorrow, completing a Clarifying and Summarizing worksheet, which is due on Thursday. At home, over the next few days watch video segments from the documentary, Eyes on the Prize: taking notes while watching the stories of Emmett Till, the Montgomery Bus Boycott, the Little Rock Nine, the lunch counter sit-down strikes in Greensboro and Nashville, the founding of SNCC, and the Albany Movement.. Entry slip (extra credit) is to summarize each video in one-to-two paragraphs each. [9/10]
6. Revisited the concepts of integration and strategy in order to get rid of segregation. Discussed pages 1-47 of March: Book One. For tomorrow, read pages 48-63 of March, completing a Clarifying and Summarizing worksheet for that part--which will be due on Friday. At home, continue watching video segments and taking notes from Eyes on the Prize: the Birmingham campaign; the March on Washington for Jobs and Freedom; Mississippi and Freedom Summer (Part 1 and Part 2); Freedom Riders and CORE. and Selma, [9/11]
7. Discussed pages 48-83 of March. Finished reading March: Book One, completing a Clarifying and Summarizing worksheet for that part--due on Monday. [9/12]
8. Discussed pages 84-121 of March. [9/13]
9. Discussed the events that led up to the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Read each of the laws in class, completing a Clarifying and Summarizing worksheet for each one--due on Wednesday. [9/16]
10. Introduction to the Black Lives Matter movement, and its guiding Principles. WIth a partner, read through all of the BLM Principles, and select two (2) that speak to you and why they do so. Also discuss any of the Principles you have a problem with. Share out with the class when complete. [9/17]
11. Introduce the concept of black nationalism. Read "Black Power" by Stokely Carmichael and Charles Hamilton. WIth a partner, discussed the most important points of the document. Assignment: summarize "Black Power" with a 50-word sentence, due on Friday. [9/18]
12. Listen and watch the words of Malcolm X via the documentary, Malcolm X. Took notes while watching to answer the following questions: How did Malcolm X make you feel? Was there anything he said you agreed with? Was there anything you opposed? These are alll to be answered with an Exit Slip, due today. [9/19]
13. Introduction to the Black Panther Party--its history, foundation, and brief summary of today's movement. Read the Panthers' 10-Point Program. Discussed the Points that were agreeable and made sense, and those that were problematic. [9/20]
14. Began learning about some of Wisconsin's connections to the modern civil rights movement. Read article from the Wisconsin Historical Society about Carson Gully, professor of culinary arts at UW-Madison in the 1950s and 1960s and world famous chef, who helped lead the movement to end housing discrimination in Madison. In small groups, discuss the most surprising items found in the article. Individually, complete a Clarifying and Summarizing worksheet, which is due on Wednesday. [9/23]
15. Continued investigating Wisconsin's connection to the modern civil rights movement by watching a video about the life and work of Vel Phillips (Dream Big Dreams), the first African American elected to statewide office. Took notes while watching the video, and then used them to complete a Four-Square graphic organizer, which was due at the end of class as an exit slip. Upper left quadrant, list 5 or more things learned while watching the video; Upper right quadrant, list the political offices Phillips held in her life; Lower right quadrant, name the religious leader who worked with Phillips; and in the Lower left quadrant, name the location where protestors marched in 1967-68 calling for Open Housing. [9/24]
16. Introduced the concept of the Women's Liberation Movement of the 1960s and 1970s, specifically the Equal Rights Amendment (ERA). Discussed the history of the ERA, read the ERA, and discussed why it did not pass by reading "History of the ERA"from TIME Magazine.
17. In small groups, read selected articles about the ERA ("What's Wrong with 'Equal Rights for Women;" "Why We Need an ERA; Page 1 and Page 2;" "New ERA, Like Its Forbears, Misguided;" "Women Should Stop Playing Victim on Gender Wage Gap;" "White Men Earn More Than Others with 4-Year Degrees, Page 1 and Page 2;" "Phyllis Schlafly's Good Fight Against ERA;" and "This Woman's Work"), then summarize those articles with a shared Graphic Organizer (one per group), using it to teach the rest of the class about that article. Assignment: using the information gathered about the ERA from the articles, answer the following questions as an exit slip: Do you support the passage of the ERA? Why do you feel that way? [9/26]
18. Shared with the class group summaries of selected articles about the ERA. Each student took notes on these presented articles. In notes, students reflected upon whether or not the ERA should be ratified now, and why they believe so. [9/27]
19. Introduced to the topic of the law known as Title IX (1972). Students broke into small groups to read articles about the effects Title IX had on American society since. [These articles can be found at the Google Classroom site or following links: "The Power of Play;" "Olympic Movement;" "Title IX Timeline;" "Naked Power;" "Let's Just Play Ball;" "Spirits of '72;" "Winning at Political Football;" "When Billie Beat Bobby;" "Chance to be Champion;" "Father Figures;" and "Testing the Waters."] Each member of a group completes their portion of the groups's Graphic Organizer. The group's Graphic Organizer is the group's exit slip. [9/30]
20. Introduced the topic of the Latinx Experience in the Civil Rights Movement. Organized into small groups, with each group assigned a specific article to read, analyze, and prepare a poster for its presentation to the rest of the class. [This poster should answer the 5 W's--who, what, where, when, and why--for the article studied.] Articles include: "What You Need to Know About DACA and the 'Dreamers';" "It's Never Been the Right Time for Immigration Reform;" "Beneath the Pines," "The Wisdom of Cesar Chavez," and "Walkout in Crystal City" [10/1]
21. Presentation of group articles, with each student taking notes. Exit slip: which article was the most interesting to you, and why? [10/2]
22. Watched video about the founding of, and the actions of, the United Farm Workers of America, labor union that worked toward better working conditions and better pay for migrant agricultural workers in the American Southwest, whose leaders were Cesar Chavez and Dolores Huerta. Take notes to complete the Four-Square Graphic Organizer (as an exit slip)--upper left, list 5 or more things you learned while watching Viva la Causa; upper right, draw a sketch about an event shown in the video; lower right, list 3 more cities where the protests took place; and in the lower left, list and explain 3 or more tactics used by the UFW to achieve its goals. [10/3]
23. Began researching the connection between music and the civil rights movement. Goal is to tie in specific songs to any segment of the modern civil rights movement (African America, women's liberation, Chicano/Latinx experience, Native American treaty rights, etc.) and how the power of music helped drive the movement. (See project details here.) The project is to research specific songs, their roles they played in the civil rights movement, and then to create a Google Slides/Power Point Presentation/Prezi in order to present your project to the class.
[10/7-9]
24. Presentations of projects to the class, also shared with Mr. Attaway or Mr. Lane. (Rubric for evaluation can be found here.) [10/10-11]
25. Introduction to the Disabled Rights movement. Question posed to class: What does respect mean to you? What are some examples of respect? Discussed how those who are disabled are viewed in modern American society. Introduced the various laws, federal and state, that have been passed to help disabled people become more integrated into society. Prepared for tour of East tomorrow re/ accessibility for the disabled. [10/14]
26. Tour of East High School to determine whether parts of it are accessible or not. ADA checklists and compliance worksheets distributed. Returned to class for debriefing. Compliance worksheets due as an exit slip. [10/15]
27. Discussion continued from yesterday about compliance issues re/ disabilities. Broke into small groups, who were assigned articles about the rights of the disabled. Groups then completed a four-square graphic organizer, teaching each other within the group the article they read. Graphic Organizer due at end of class as an exit slip. [10/16]
28. Watched part one of documentary, "Stonewall Uprising." Took notes on the events leading up to the Stonewall Riot in New York City in 1969, especially the laws that affected the LGBTQ community at that time. Exit slip: what was the most surprising thing you learned while watching the video today? Why was it the most surprising? [10/17]
29.. Watched part two of "Stonewall Uprising." Took notes on how the police enforced the anti-gay laws on the books at the time. Exit slip: what was most surprising about the actions of the police and the protesters during the Stonewall Riots? [10/18]
30. Learned about the life and times of Harvey Milk, the first openly gay person elected to public office. Students read article, "The Hope Speech" and reflected in their notebooks (physical or virtual) upon Milk's message and what it means to them. For example, students could ask and answer this question: "Has anyone since the demise of Harvey Milk taken up the leadership of the LGBTQ community? How so?" [10/21]
31. Reviewed for Unit 1 Exam on American Social Movements, which will be given on Thursday October 24. [10/22-23]
32. Took Unit 1 Exam on American Social Movements. [10/24]
1. Introduction to class and themes of the day, Loving Engagement and Empathy. Historical Photo Analysis, both with a partner and within larger groups. Turned in exit ticket for Analysis activity. [2/4]
2. Introduction to the theme of the day: Restorative Justice. Community circle naming activity. Reflection on Restorative Justice and work on class social contract. Went over syllabus--turn in Signed Slip (Page 3 of Policies) by tomorrow, February 6, 2019. [2/5]
3. Introduction to themes of the day: Queer/Trans Affirmation and Collective Voice. Watched preview of video, Stonewall Uprising, completing a 3-2-1 Summarizer as an exit slip: 3 new ideas learned; 2 questions that arose from watching the video; and what was the 1 main idea. Introduced to the case studies of Marsha P. Johnson and Sylvia Rivera, reading and reflecting upon these two leaders of the Stonewall Uprising. Case Study packet due tomorrow. [2/6]
4. Debrief the Case Study from yesterday and turn in packets. Introduction to the theme of the day: Diversity. Introduction to special kind of assignment: 50-word sentences. Finalize class norms and expectations. Assignment: read and answer questions for chosen topic. [2/7]
5. Introduction to theme of the day: intergenerational. Jigsaw activity about civil rights intergenerational relationships, with articles about Bayard Rustin and Martin Luther King, Jr., Ella Baker and SNCC, and the Children's March and the Birmingham Campaign. Share out articles summaries and complete chart. [2/8]
6. Civil Rights Movements chronological activity, with packet due as exit slip. [2/11]
7. ACT preparations for ACT Day on February 20th. Began review for Civics Exam on Friday. [2/13]
8. ACT prep, Day 2. Finished reviewing for Civics Exam by going over the Civics Exam prep Power Point presentation. [2/14]
9. Civics Exam in Computer Lab (Room 2009). Look for link in Google Classroom to complete. Notify Mr. Attaway if you passed with 65% or higher. (You do NOT need to report the exact score--just whether your score was 65 or higher. [2/15]
10. ACT prep, Day 3. Review of segregation in the South (i.e. Jim Crow era). Received March, Book One to read. Intro to graphic novels, like March; using the book as a resource, complete study guide--due tomorrow. Read pp.1-47 of March by tomorrow for discussion segregation in the South after World War Two. [2/18]
11. ACT prep, Day 4. Discussion of March, Book One (pp.1-47) in study groups. Answer questions in study guide. Read pp. 48-54 by Thursday for discussion. [2/19]
12. Discussion of the U.S. Supreme Court cases Plessy v. Ferguson (1896) and Brown v. Board of Education of Topeka (1954). Reflect upon how the Brown case impacted the story line in March. Watched first part of video about the Little Rock Nine from Eyes on the Prize. Re-read pp. 48-54 of March and reflect on the reading. [2/21]
13. Finished up discussion about the Little Rock Nine. Activity on data analysis and segregation in school today. Tied-in to John Lewis' reflections in March, Book One. Read pp. 55-73 of March for Monday. [2/22]
14. Learned about the stories of Emmett Till and Trayvon Martin, how they were similar and how they were different. Work on packet, especially the creation of a historical marker for Trayvon Martin--due tomorrow. Be sure to have read through p. 73 of March. [2/25]
15. Discuss John Lewis' account on the murder of Emmett Till and the Montgomery Bus Boycott on pp. 57-58 in March. Worked on bus boycott packets in study groups, reading assigned articles on the bus boycott, summarizing with a group poster. Shared out group posters with a Jigsaw activity. Also, students were assigned to summarize their articles with a 50-word sentence--due Thursday. [2/26]
16. Finished work on group poster about the Montgomery Bus Boycott. Presented group posters, taking notes on each group's poster. [2/27]
17. Reflection on group poster presentations as an exit slip. Introduction to the concept of the strategy of civil disobedience. Began group activity re/ articles on acts of civil disobedience: read article; share out within group; work on completing Graphic Organizer. [2/28]
18. Took first quiz on modern civil rights movement. Debrief yesterday's group articles. Read pages 73-82 of March. [3/1]
19. Group article read: summarize article; complete graphic organizer; summarize article--graphic organizer and summary due tomorrow. [3/4]
20. Introduction to the 6 Principles of Non-Violence. Introduction to Socratic Seminars: expectations; showed video example; prepare for first Socratic Seminar tomorrow. Finish reading March and work on Socratic Seminar packet. [3/5]
21. Showed video clip, "Preparing for the Sit-Ins." Continued preparations for Socratic Seminar, then began the Seminar. Turned in Socratic Seminar packet, long with self-evaluation as an exit slip. [3/6]
22. Completed Socratic Seminar on Civil Disobedience, as well as the self-evaluation for the Seminar. Began watching documentary, Malcolm X--take notes, especially the differences between Malcolm X and Dr. King. [3/7]
23. Finished watching Malcolm X, taking notes on how his views changed and how they stayed the same. Discussed the differences between black nationalism and integration. [3/8]
24. Introduction to mini-DBQs: How to the documents represent a mindset? Discussed Black Power by reading and annotating "Toward Black Nationalism" by Stokely Carmichael. [3/11-12]
25. Finished group poster, presenting it the class, taking notes as other groups present. Conducted a Four-Corners activity. Assigned to write a 50-word summary sentence for Carmichael's "Toward Black Nationalism."--due tomorrow. [3/13]
26. Introduction to DBQs. Got documents and began reading them. Began work on DBQ packets. [3/14]
27. Continued work on DBQs packet, choosing from the foci of non-violence / Black Lives Matter / Black Power. Packet due Tuesday. [3/15]
Black Lives Matter in School Week, February 4-8, 2019
February 20th, ACT Day!
1. Introduction to class. Community building exercises. Essay on expectations for the class due tomorrow. Signed slip from syllabus due tomorrow, too. [9/4]
2. Studied for Civics Exam, which will be taken tomorrow. Power Point Review here. Be sure to bring your Chromebook [9/5]
3. Took Civics Exam. Current Events. [9/6]
4. Discussed how the civil rights movement in the United States had progressed over its history. Discussion of the two types of segregation (de jure and de facto) in American history, and how it was a national experience. The history of segregation in Milwaukee and Madison was contrasted with that in the Southern states during Jim Crow era. Read articles "Back in Time 60 Years: America's Most Segregated City," and "Major U.S. Cities. . . Re-segregate." Discussed main ideas within groups, then shared with class. Watched "School Segregation" episode of Last Week Tonight. Reflected on today's lesson in shared Padlet for the class. [9/9]
5. Reviewed what the two types of segregation were in the U.S. Introduced the concepts of strategy and integration to counter segregation, especially in the Deep South in the 1950s and 1960s. Received graphic novel, March: Book One, a memoir of Georgia Congressman and SNCC founder John Lewis. Read pages 1-47 before coming to class tomorrow, completing a Clarifying and Summarizing worksheet, which is due on Thursday. At home, over the next few days watch video segments from the documentary, Eyes on the Prize: taking notes while watching the stories of Emmett Till, the Montgomery Bus Boycott, the Little Rock Nine, the lunch counter sit-down strikes in Greensboro and Nashville, the founding of SNCC, and the Albany Movement.. Entry slip (extra credit) is to summarize each video in one-to-two paragraphs each. [9/10]
6. Revisited the concepts of integration and strategy in order to get rid of segregation. Discussed pages 1-47 of March: Book One. For tomorrow, read pages 48-63 of March, completing a Clarifying and Summarizing worksheet for that part--which will be due on Friday. At home, continue watching video segments and taking notes from Eyes on the Prize: the Birmingham campaign; the March on Washington for Jobs and Freedom; Mississippi and Freedom Summer (Part 1 and Part 2); Freedom Riders and CORE. and Selma, [9/11]
7. Discussed pages 48-83 of March. Finished reading March: Book One, completing a Clarifying and Summarizing worksheet for that part--due on Monday. [9/12]
8. Discussed pages 84-121 of March. [9/13]
9. Discussed the events that led up to the passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Read each of the laws in class, completing a Clarifying and Summarizing worksheet for each one--due on Wednesday. [9/16]
10. Introduction to the Black Lives Matter movement, and its guiding Principles. WIth a partner, read through all of the BLM Principles, and select two (2) that speak to you and why they do so. Also discuss any of the Principles you have a problem with. Share out with the class when complete. [9/17]
11. Introduce the concept of black nationalism. Read "Black Power" by Stokely Carmichael and Charles Hamilton. WIth a partner, discussed the most important points of the document. Assignment: summarize "Black Power" with a 50-word sentence, due on Friday. [9/18]
12. Listen and watch the words of Malcolm X via the documentary, Malcolm X. Took notes while watching to answer the following questions: How did Malcolm X make you feel? Was there anything he said you agreed with? Was there anything you opposed? These are alll to be answered with an Exit Slip, due today. [9/19]
13. Introduction to the Black Panther Party--its history, foundation, and brief summary of today's movement. Read the Panthers' 10-Point Program. Discussed the Points that were agreeable and made sense, and those that were problematic. [9/20]
14. Began learning about some of Wisconsin's connections to the modern civil rights movement. Read article from the Wisconsin Historical Society about Carson Gully, professor of culinary arts at UW-Madison in the 1950s and 1960s and world famous chef, who helped lead the movement to end housing discrimination in Madison. In small groups, discuss the most surprising items found in the article. Individually, complete a Clarifying and Summarizing worksheet, which is due on Wednesday. [9/23]
15. Continued investigating Wisconsin's connection to the modern civil rights movement by watching a video about the life and work of Vel Phillips (Dream Big Dreams), the first African American elected to statewide office. Took notes while watching the video, and then used them to complete a Four-Square graphic organizer, which was due at the end of class as an exit slip. Upper left quadrant, list 5 or more things learned while watching the video; Upper right quadrant, list the political offices Phillips held in her life; Lower right quadrant, name the religious leader who worked with Phillips; and in the Lower left quadrant, name the location where protestors marched in 1967-68 calling for Open Housing. [9/24]
16. Introduced the concept of the Women's Liberation Movement of the 1960s and 1970s, specifically the Equal Rights Amendment (ERA). Discussed the history of the ERA, read the ERA, and discussed why it did not pass by reading "History of the ERA"from TIME Magazine.
17. In small groups, read selected articles about the ERA ("What's Wrong with 'Equal Rights for Women;" "Why We Need an ERA; Page 1 and Page 2;" "New ERA, Like Its Forbears, Misguided;" "Women Should Stop Playing Victim on Gender Wage Gap;" "White Men Earn More Than Others with 4-Year Degrees, Page 1 and Page 2;" "Phyllis Schlafly's Good Fight Against ERA;" and "This Woman's Work"), then summarize those articles with a shared Graphic Organizer (one per group), using it to teach the rest of the class about that article. Assignment: using the information gathered about the ERA from the articles, answer the following questions as an exit slip: Do you support the passage of the ERA? Why do you feel that way? [9/26]
18. Shared with the class group summaries of selected articles about the ERA. Each student took notes on these presented articles. In notes, students reflected upon whether or not the ERA should be ratified now, and why they believe so. [9/27]
19. Introduced to the topic of the law known as Title IX (1972). Students broke into small groups to read articles about the effects Title IX had on American society since. [These articles can be found at the Google Classroom site or following links: "The Power of Play;" "Olympic Movement;" "Title IX Timeline;" "Naked Power;" "Let's Just Play Ball;" "Spirits of '72;" "Winning at Political Football;" "When Billie Beat Bobby;" "Chance to be Champion;" "Father Figures;" and "Testing the Waters."] Each member of a group completes their portion of the groups's Graphic Organizer. The group's Graphic Organizer is the group's exit slip. [9/30]
20. Introduced the topic of the Latinx Experience in the Civil Rights Movement. Organized into small groups, with each group assigned a specific article to read, analyze, and prepare a poster for its presentation to the rest of the class. [This poster should answer the 5 W's--who, what, where, when, and why--for the article studied.] Articles include: "What You Need to Know About DACA and the 'Dreamers';" "It's Never Been the Right Time for Immigration Reform;" "Beneath the Pines," "The Wisdom of Cesar Chavez," and "Walkout in Crystal City" [10/1]
21. Presentation of group articles, with each student taking notes. Exit slip: which article was the most interesting to you, and why? [10/2]
22. Watched video about the founding of, and the actions of, the United Farm Workers of America, labor union that worked toward better working conditions and better pay for migrant agricultural workers in the American Southwest, whose leaders were Cesar Chavez and Dolores Huerta. Take notes to complete the Four-Square Graphic Organizer (as an exit slip)--upper left, list 5 or more things you learned while watching Viva la Causa; upper right, draw a sketch about an event shown in the video; lower right, list 3 more cities where the protests took place; and in the lower left, list and explain 3 or more tactics used by the UFW to achieve its goals. [10/3]
23. Began researching the connection between music and the civil rights movement. Goal is to tie in specific songs to any segment of the modern civil rights movement (African America, women's liberation, Chicano/Latinx experience, Native American treaty rights, etc.) and how the power of music helped drive the movement. (See project details here.) The project is to research specific songs, their roles they played in the civil rights movement, and then to create a Google Slides/Power Point Presentation/Prezi in order to present your project to the class.
[10/7-9]
24. Presentations of projects to the class, also shared with Mr. Attaway or Mr. Lane. (Rubric for evaluation can be found here.) [10/10-11]
25. Introduction to the Disabled Rights movement. Question posed to class: What does respect mean to you? What are some examples of respect? Discussed how those who are disabled are viewed in modern American society. Introduced the various laws, federal and state, that have been passed to help disabled people become more integrated into society. Prepared for tour of East tomorrow re/ accessibility for the disabled. [10/14]
26. Tour of East High School to determine whether parts of it are accessible or not. ADA checklists and compliance worksheets distributed. Returned to class for debriefing. Compliance worksheets due as an exit slip. [10/15]
27. Discussion continued from yesterday about compliance issues re/ disabilities. Broke into small groups, who were assigned articles about the rights of the disabled. Groups then completed a four-square graphic organizer, teaching each other within the group the article they read. Graphic Organizer due at end of class as an exit slip. [10/16]
28. Watched part one of documentary, "Stonewall Uprising." Took notes on the events leading up to the Stonewall Riot in New York City in 1969, especially the laws that affected the LGBTQ community at that time. Exit slip: what was the most surprising thing you learned while watching the video today? Why was it the most surprising? [10/17]
29.. Watched part two of "Stonewall Uprising." Took notes on how the police enforced the anti-gay laws on the books at the time. Exit slip: what was most surprising about the actions of the police and the protesters during the Stonewall Riots? [10/18]
30. Learned about the life and times of Harvey Milk, the first openly gay person elected to public office. Students read article, "The Hope Speech" and reflected in their notebooks (physical or virtual) upon Milk's message and what it means to them. For example, students could ask and answer this question: "Has anyone since the demise of Harvey Milk taken up the leadership of the LGBTQ community? How so?" [10/21]
31. Reviewed for Unit 1 Exam on American Social Movements, which will be given on Thursday October 24. [10/22-23]
32. Took Unit 1 Exam on American Social Movements. [10/24]
1. Introduction to class and themes of the day, Loving Engagement and Empathy. Historical Photo Analysis, both with a partner and within larger groups. Turned in exit ticket for Analysis activity. [2/4]
2. Introduction to the theme of the day: Restorative Justice. Community circle naming activity. Reflection on Restorative Justice and work on class social contract. Went over syllabus--turn in Signed Slip (Page 3 of Policies) by tomorrow, February 6, 2019. [2/5]
3. Introduction to themes of the day: Queer/Trans Affirmation and Collective Voice. Watched preview of video, Stonewall Uprising, completing a 3-2-1 Summarizer as an exit slip: 3 new ideas learned; 2 questions that arose from watching the video; and what was the 1 main idea. Introduced to the case studies of Marsha P. Johnson and Sylvia Rivera, reading and reflecting upon these two leaders of the Stonewall Uprising. Case Study packet due tomorrow. [2/6]
4. Debrief the Case Study from yesterday and turn in packets. Introduction to the theme of the day: Diversity. Introduction to special kind of assignment: 50-word sentences. Finalize class norms and expectations. Assignment: read and answer questions for chosen topic. [2/7]
5. Introduction to theme of the day: intergenerational. Jigsaw activity about civil rights intergenerational relationships, with articles about Bayard Rustin and Martin Luther King, Jr., Ella Baker and SNCC, and the Children's March and the Birmingham Campaign. Share out articles summaries and complete chart. [2/8]
6. Civil Rights Movements chronological activity, with packet due as exit slip. [2/11]
7. ACT preparations for ACT Day on February 20th. Began review for Civics Exam on Friday. [2/13]
8. ACT prep, Day 2. Finished reviewing for Civics Exam by going over the Civics Exam prep Power Point presentation. [2/14]
9. Civics Exam in Computer Lab (Room 2009). Look for link in Google Classroom to complete. Notify Mr. Attaway if you passed with 65% or higher. (You do NOT need to report the exact score--just whether your score was 65 or higher. [2/15]
10. ACT prep, Day 3. Review of segregation in the South (i.e. Jim Crow era). Received March, Book One to read. Intro to graphic novels, like March; using the book as a resource, complete study guide--due tomorrow. Read pp.1-47 of March by tomorrow for discussion segregation in the South after World War Two. [2/18]
11. ACT prep, Day 4. Discussion of March, Book One (pp.1-47) in study groups. Answer questions in study guide. Read pp. 48-54 by Thursday for discussion. [2/19]
12. Discussion of the U.S. Supreme Court cases Plessy v. Ferguson (1896) and Brown v. Board of Education of Topeka (1954). Reflect upon how the Brown case impacted the story line in March. Watched first part of video about the Little Rock Nine from Eyes on the Prize. Re-read pp. 48-54 of March and reflect on the reading. [2/21]
13. Finished up discussion about the Little Rock Nine. Activity on data analysis and segregation in school today. Tied-in to John Lewis' reflections in March, Book One. Read pp. 55-73 of March for Monday. [2/22]
14. Learned about the stories of Emmett Till and Trayvon Martin, how they were similar and how they were different. Work on packet, especially the creation of a historical marker for Trayvon Martin--due tomorrow. Be sure to have read through p. 73 of March. [2/25]
15. Discuss John Lewis' account on the murder of Emmett Till and the Montgomery Bus Boycott on pp. 57-58 in March. Worked on bus boycott packets in study groups, reading assigned articles on the bus boycott, summarizing with a group poster. Shared out group posters with a Jigsaw activity. Also, students were assigned to summarize their articles with a 50-word sentence--due Thursday. [2/26]
16. Finished work on group poster about the Montgomery Bus Boycott. Presented group posters, taking notes on each group's poster. [2/27]
17. Reflection on group poster presentations as an exit slip. Introduction to the concept of the strategy of civil disobedience. Began group activity re/ articles on acts of civil disobedience: read article; share out within group; work on completing Graphic Organizer. [2/28]
18. Took first quiz on modern civil rights movement. Debrief yesterday's group articles. Read pages 73-82 of March. [3/1]
19. Group article read: summarize article; complete graphic organizer; summarize article--graphic organizer and summary due tomorrow. [3/4]
20. Introduction to the 6 Principles of Non-Violence. Introduction to Socratic Seminars: expectations; showed video example; prepare for first Socratic Seminar tomorrow. Finish reading March and work on Socratic Seminar packet. [3/5]
21. Showed video clip, "Preparing for the Sit-Ins." Continued preparations for Socratic Seminar, then began the Seminar. Turned in Socratic Seminar packet, long with self-evaluation as an exit slip. [3/6]
22. Completed Socratic Seminar on Civil Disobedience, as well as the self-evaluation for the Seminar. Began watching documentary, Malcolm X--take notes, especially the differences between Malcolm X and Dr. King. [3/7]
23. Finished watching Malcolm X, taking notes on how his views changed and how they stayed the same. Discussed the differences between black nationalism and integration. [3/8]
24. Introduction to mini-DBQs: How to the documents represent a mindset? Discussed Black Power by reading and annotating "Toward Black Nationalism" by Stokely Carmichael. [3/11-12]
25. Finished group poster, presenting it the class, taking notes as other groups present. Conducted a Four-Corners activity. Assigned to write a 50-word summary sentence for Carmichael's "Toward Black Nationalism."--due tomorrow. [3/13]
26. Introduction to DBQs. Got documents and began reading them. Began work on DBQ packets. [3/14]
27. Continued work on DBQs packet, choosing from the foci of non-violence / Black Lives Matter / Black Power. Packet due Tuesday. [3/15]
Black Lives Matter in School Week, February 4-8, 2019
February 20th, ACT Day!