Unit One: Modern Civil Rights Movement, 1945-present
1. Introduction to class and go over syllabus. Assignments: Signed Slip from syllabus; Expectations for Class essay (What are your expectations for the class? What expectations do you hold for yourself?)--both due tomorrow [9/4]
2. Studied for Civics Exam, which will be take 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 concept of segregation and the initial strategies to combat it: integration and de-segregation through peaceful civil disobedience. In small groups, read articles from the Civil Rights Reader, discussing and sharing out what was read in these groups. (Some of these articles include: Remember the Tulsa Race Riots by Sean Price; Letter from a Birmingham Jail ; and I Have a Dream by Martin Luther King, Jr.; Marching in King's Shadow by Diane McWhorter; Real Story of Baseball's Integration by Peter Dreier; and Landmark Cases: Brown v. Board from PBS. Each student is to complete a Clarifying and Summarizing Worksheet for one of these articles--due Thursday. Homework: take 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 for tomorrow is to summarize each video in one-to-two paragraphs each. Due Thursday. [9/10]
6. Reviewed concepts of strategy and integration that was used to overcome de jure segregation. Read two pieces of legislation that were passed to combat segregation and voting suppression: the Civil Rights Act of 1964 and the Voting Rights Act of 1965, completing a Clarifying and Summarizing worksheet for each one, both being 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. Briefly reviewed what was covered in the history of the Modern Civil Rights movement, which was portrayed in the documentary, Eyes on the Prize, Introduced the concept of "black nationalism" and by read Stokely Carmichael's Black Power . Discussed, with a partner, the most important phrase and most important word for the document. After sharing with another partner group, summarize Black Power with a 50-word sentence, which will be due on Monday. At home, watch Citizen King, a documentary about Dr. Martin Luther King, Jr.--especially parts 5-13. ["Mississippi;" "Cicero;" "The Heaviest Burden;" "Poor People's Campaign;" "Memphis;" and "The Promised Land"], specifically the years 1965-68 from the passage of the Voting Rights Act to Dr. King's demise while advocating for the striking municipal workers of Memphis, Tennessee Entry slip: What surprised you most about Dr. King's career from 1965-68? Be specific. [9/12]
8. Introduced the Nation of Islam and Malcolm X. Read Malcolm X's "Ballot or the Bullet" speech and conducted a Close Reading of it. Questions from the Close Reading are due Monday. [9/13]
9. Continued examination of Malcolm X's (el-hajj Mailk el-Shabazz) influence on the black nationalism movement by watching the 1972 documentary, Malcolm X, taking notes on how his words made the student feel. Exit slip: after watching Malcolm X, how did his words make you feel? What did he say did you agree with? What things did he say that you disagreed with? [9/16]
10. Tied the concept of black nationalism to Stokely Carmichael and Malcolm X to the rise of the Black Panther Party, founded by Huey Newton and Bobby Seale in Oakland, California in 1966. Discussed the government's reaction, specifically the FBI under J. Edgar Hoover and the actions of his COINTELPRO. Looked at so-called Black Panther Party coloring books to educate black children, which were creations of COINTELPRO. Answered the questions of who were the Black Panthers by reading the Black Panther Party Platform (its Ten Point Program) and reacting to it in notebooks. [9/17]
11. Reviewed the points-of-view of Martin Luther King, Jr. (peaceful, non-violent disobedience working toward integration, based on Christian religious beliefs), Malcolm X (threat to use violence to counter violence to work toward a separate black nation, based on Muslim religious beliefs), and Bobby Seale/Huey Newton (founders of the Black Panther Party (inspired by Malcolm X, rejected non-violence as a means, and inspired by Patrice Lumumbo, called for an anti-capitalist, anti-racist revolution). Assigned a writing assignment--a five (5) paragraph essay comparing and contrasting the ideas of Dr. King, Malcolm el-Shabazz, and Bobby Seale--due on Friday. [9/18]
12. Overview of the events that have led to the civil rights movement of today. (e.g. the killings of Trayvon Martin and Michael Brown). Specifically, the rise of Black Lives Matter, Young Gifted and Black, etc. Discussed the core principles of the Black Lives Matter movement; with a partner, discuss at least two (2) of the BLM Principles that speaks to you the most, and two (2) that you are completely opposed to. Then shared these observations with the entire class. [9/19]
13. Read the proposed ERA as a class, and discussed how it did not pass in the 1970s. In small groups, read "Why We Need a New ERA" by Elinor Smeal and Martha Burk, and "New ERA, Like Its Forbear, Misguided" by George Will, and other articles from Civil Rights Reader 2. Study groups then discussed each article, then shared out with the entire class. [We did not get any further than reading and discussing the Equal Rights Amendment, due to shortened classes.] [9/20]
14. Assigned students to read the 40th anniversary of Title IX article from Sports Illustrated. [Articles include: "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."] Choose one of these articles on Title IX and summarize it with a 50-word sentence--due Wednesday. [9/23]
15. Broke into small groups and read articles on the Supreme Court cases, Griswold v. Connecticut (1965) and Roe v. Wade (1973)., and the article about Margaret Sanger's experiences as a social worker ("Morality and Birth Control"). Each student was asked to reflect on the discussion in their notebooks, and then, utilizing the information from the readings and discussions, write a 1-2 page essay answering these questions: "Should there be any restrictions on birth control? Why do you believe so? [9/24]
16. Introduced the policy of affirmative action and how it has changed over time since the 1960s. Broke into small groups to read and analyze (via Marking the Text) articles about affirmative action, the merits and faults of affirmative action, and about the Bakke, Gratz, Grutter, and Fisher cases. Also talked about the most recent Supreme Court's ruling on affirmative action. Entry slip for Monday: Should affirmative action be continued as public policy into 2018? Why or why not? [9/25]
17. Introduced the topic of the modern Latinx experience in the United States. In small groups, read "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," or "Walkout in Crystal City" and then summarize the three articles in your notes. [9/26-27]
18. Watched video of Cesar Chavez and the United Farm Workers of America, Viva La Causa, took notes, especially on the tactics of the UFW, and completed a Four-Square entry slip: upper left, 5+ things learned; bottom left, 3+ tactics used by the United Farm Workers; upper right, a sketch of some event or concept from the video; and lower right, discuss 3+ places where the UFW protested. Distributed Unit 2 Review Sheet. [9/30].
19. Introduced topic of Native American rights in the state of Wisconsin.. Discussed various issues surrounding treaty rights in Wisconsin and its federally-recognized (and unrecognized) tribes. Watched videos from the Wisconsin Media Institute, The Ways. Discussed the rise of the Red Pride movement in the 1960s ad 1070s Choose one of the following articles to read, then summarize with a 50-word sentence (due Monday): "Indians in the 20th Century" from the Wisconsin Historical Society; "Native Americans Sense a Re-awakening. . . ." by Joe Heim; or "Native Americans Fight Back Against Voter Suppression." [10/1]
20. Introduced topic of Native American activism in the 1960s and 1970s by talking about the American Indian Movement (AIM) and its militancy. Discussed AIM's occupation of Alcatraz, Gresham (WI), and Wounded Knee, South Dakota. Watched segment from We Shall Remain called "Wounded Knee" , taking notes about the AIM uprising on the Pine Ridge Reservation, specifically about the actions of AIM. Take note of the similarities and differences between the BPP and AIM. Read AIM's 20-Point Plan. which can be found in Google Classroom, and again note the similarities and differences between the BPP's 10-Point Program and AIM's 20-Point Plan. Extra credit: read "For America to Live,Europe Must Die" by Russell Means, and then complete a Clarifying and Summarizing worksheet. [10/2]
21.
3. Introduced Civil Rights Project for this unit, which will be due on November 1st. Took 1965 Alabama voter's literacy test, circa 1965. Discussed the answers, and the fairness of it. Discussed how the modern civil rights movement's events (Birmingham Campaign, Freedom Summer, etc.) and the strategies it used led to the passage of the Civil Rights Act of 1964. Tied the March from Selma-to-Montgomery led to the Voting Rights Act of 1965, especially Sections 2, 4, and 5. Discussed how the U.S.Supreme Court case, Shelby County (AL) v. Holder [2013], has affected the Voting Rights Act and voter ID laws today. With a partner, read both the Civil Rights Act of 1964 and the Voting Rights Act of 1965 excerpts, both found in the Civil Rights Reader I, 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, Entry slip for tomorrow: which part of today's assignment was most interesting to you, and why? [10/9]
4. Discussed what "black nationalism" was in the 1960s by reading Stokely Carmichael's Black Power (located in the Civil Rights Reader I), summarizing it with a 50-word sentence in notebooks. At home, watch Citizen King, a documentary about Dr. Martin Luther King, Jr.--especially parts 5-13. ["Mississippi;" "Cicero;" "The Heaviest Burden;" "Poor People's Campaign;" "Memphis;" and "The Promised Land"], specifically the years 1965-68 from the passage of the Voting Rights Act to Dr. King's demise while advocating for the striking municipal workers of Memphis, Tennessee Entry slip: What surprised you most about Dr. King's career from 1965-68? Be specific. [10/10]
5. Introduced the Nation of Islam and Malcolm X. Watched portion of documentary on Malcolm X, taking notes. In notebooks, reflect upon what you think about Malcolm X and what he had to say. Read Malcolm X's "Ballot or the Bullet" speech and complete a Clarifying and Summarizing worksheet for it (due Monday). [10/11]
6. Learned about Vel Phillips and her efforts to pass a fair housing ordinance in Milwaukee in the 1960s and how it helped lead to the federal Fair Housing Act (Title VIII of the Civil Rights Act of 1968, go to page 4 of pdf). Watched portion of video, Vel Phillips: Dream Big Dreams, that dealt with the Open Housing movement in Milwaukee and took notes. Debriefed with class. [10/12]
Remember Presentation Projects are due by Thursday November 1st.
7. Tied the concept of black nationalism to Stokely Carmichael and Malcolm X to the rise of the Black Panther Party, founded by Huey Newton and Bobby Seale in Oakland, California in 1966. Discussed the government's reaction, specifically the FBI under J. Edgar Hoover and the actions of his COINTELPRO. Looked at so-called Black Panther Party coloring books to educate black children, which were creations of COINTELPRO. Answered the questions of who were the Black Panthers by reading the Black Panther Party Platform (its Ten Point Program) and reacting to it in notebooks. Distributed Civil Rights Reader 2; read the articles by Gloria Steinem ("Testimony Before Congress"), Phyllis Schlafly, and Margaret Sanger, "Morality and Birth Control." by Monday's class. [10/15]
All-Staff Day--no school for students [10/26]
16. 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? [10/29]
17. Watched part two of "Stonewall Uprising." Homework: read article from the New York Times' "The Real Mob at Stonewall" found in the Civil Rights Reader 3. [10/30]
18. Learned about the life and times of Harvey Milk, the first openly gay person elected to public office. Students read article, "The Last Words of Harvey Milk," and reflected 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?" [10/31]
19. First Quarter Civil Rights Project due today. Distributed Disability Rights Reader and broke into study groups to read the Americans with Disabilities Act, the proposed United Nations treaty on the Disabled, an article discussing its failure to be ratified by the U.S. Senate, and an editorial defending that rejection. Each member of the group reads one (1) of these documents, then teaches/summarizes it for his or her fellow group members. Once everyone has shared, discuss whether the U.N. treaty should have been ratified. Entry slip for tomorrow: Should the U.N. treaty have ratified by the U.S. Senate? Why? [11/1]
20. Discussion and presentation of Civil Rights Projects, especially what was learned during the process. [11/2]
21. Reviewed for Unit 2 exam. [11/5]
22. Unit 2 exam taken. [11/6]
Distributed Segregation Reader. In study groups, read "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. For homework, began watching video, Eyes on the Prize, which documents the modern civil rights movement for African Americans from 1954-1965.
Presentation projects due today
Spring Break--March 24th through April 1
clip from WTMJ's archives (via link from the Wisconsin Historical Society) of Phillips' proposal before the Milwaukee Common Council on 19 September 1967.
Took notes to complete the entry slip for tomorrow, a 4-Square Graphic Organizer: Upper left, 3+ kinds of discrimination faced by Native Americans in the 1970s; Upper Right, 2+ places where AIM confronted authorities with protests; Lower Left, 2+ AIM leaders in the early 1970s; and Lower Right, name the Oglala Sioux leader of the Pine Ridge Reservation in the early 1970s. Assigned to read and complete a Clarifying and Summarizing worksheet for "For America to Live,Europe Must Die" by Russell Means--due on Friday. [4/7-8]
16. Finished watching "Wounded Knee" and turned in entry slips. Discussed the video and what AIM's effect has been on the Native American community since. [4/8]
15. Continued discussion of Native American rights by connecting the issue of sovereignty with the current protests in North Dakota over the Dakota Access Pipe Line (DAPL).by reading article, "280 Tribes Protest DAPL," and discussing the article within study groups. Then introduced the story of the American Indian Movement (AIM) and its militancy, and the AIM uprisings across the country in the 1970s. In study groups, read the 20-Point Plan of AIM, then compared it with the Black Panthers' 10-point Plan. [3/29]
16. 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. Entry slip: what was the most surprising thing you learned while watching the video today? Why was it the most surprising? [3/30]
17. Finished watching "Stonewall Uprising." Took notes, especially on LGBT activism that resulted from the Stonewall Uprising. Homework: read article from the New York Times' "The Real Mob at Sltonewall" [4/3]
18. Discuss the Stonewall Uprising. In study groups, read "The Hope Speech" by Harvey Milk, and discussing its importance. Homework: summarize the speech with a 50-word sentence---due Thursday. [4/4]
1. Took Initial Assessment of Student Learning. [10/17]
{The Initial Assessment of Student Learning is given for the purpose of engaging the Educator Effectiveness model (see DPI's website for more details). The topic assessed was "How do terrorist organizations justify or rationalize their actions?" Assessment was in the form of a Document-Based Question, with the results to be used to help all Modern U.S. History teachers develop their Student Learning Objectives for the rest of the semester. The assessment will NOT affect the grade of any student, but is used to gauge student progress throughout the semester.}
2. Civil Rights Reader I distributed. Discussed how the civil rights movement in the United States had progressed over its history. Close Reading (while Marking the Text) of the article about Brown v. Board of Education of Topeka (1954). Mark the Text (paragraphs numbered, key terms circled, unknown terms boxed, main ideas for each paragraph underlined) and create a mini four-square-plus-one poster, which will be due Thursday. Prompt to answer:Items to place in the poster are: Upper Left--list all four (4) states the NAACP brought suit against segregated schools; Lower Left--What was the Warren Court's basis for overturning the Plessy v. Ferguson (1896) decision?; Upper Right--What did the Supreme Court assert in its Brown II decision?; Bottom Right--What was the Court's ruling in Cooper v. Aaron (1958)?; and finally, in the Center Circle--Summarize the article with one sentence (e.g. Segregation is unconstitutional--do NOT use this one). [10/18]
7. . Entry slip: What surprised you most about Dr. King's career from 1965-68? Be specific.
No School Today--Teacher Professional Development Day. [4/15]
, Remember the Tulsa Race Riots . Write a 50-word summary sentence--due tomorrow. Read article, "Back in Time 60 Years: America's Most Segregated City," in study groups. [10/18]
Reviewed the ideas of Stokely Carmichael and Malcolm X regarding the concept of black nationalism. Introduced the rise of the Black Panther Party (BPP) and read with class the BPP's 10-Point Plan.
Assignment: write a one-to-two page compare and contrast essay of the ideas of Stokely Carmichael, Malcolm X, and the BPP, which will be due next Wednesday. (This will be the first assignment of the fourth quarter.)
17. Addressed issues of Native Americans in the United States, especially during the time from 1950s-1980. Watched segment from video, "We Held the Rock," about the occupation of Alcatraz Island. Assignments: complete map of Wisconsin and where the federally-recognized tribes are located today; and read article about the Dakota Access Pipeline and protests by Native Americans, summarizing with a 50-word summary sentence--due Monday. [4/11]
17. Discussed the Stonewall Uprising and its effects on the civil rights movement. In study groups, read "The Hope Speech" by Harvey Milk, and discussing its importance. Homework: summarize the speech with a 50-word sentence---due Thursday. [4/10]
18.Introduced topic of LGBT rights. Broke into small groups to read two documents: the New York Times' "The Real Mob at Sltonewall"and Harvey Milk's "The Hope Speech." discussing the common themes of civil rights for each document. Summarize each with a 50-word summary sentence [4/11]
19. [4/12]
14. Students learned about the Stonewall Uprising in New York City in the summer of 1969 by reading, and answering, a Document-Based Question on the event. (Documents included were: excerpt from the New York Daily News by Jerry Lisker; excerpt from speech by Sylvia Rivera; except from Mattachine Society of New York newsletter, August 1969; and excerpt from article appearing in The Ladder.) Using the documents, answer this question: " What caused the Stonewall Uprising? Why was it historically significant?--due Wednesday. [10/24-25]
Today is also Veterans' Day, and Armistice Day, which marked the end of World War One.
2. Studied for Civics Exam, which will be take 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 concept of segregation and the initial strategies to combat it: integration and de-segregation through peaceful civil disobedience. In small groups, read articles from the Civil Rights Reader, discussing and sharing out what was read in these groups. (Some of these articles include: Remember the Tulsa Race Riots by Sean Price; Letter from a Birmingham Jail ; and I Have a Dream by Martin Luther King, Jr.; Marching in King's Shadow by Diane McWhorter; Real Story of Baseball's Integration by Peter Dreier; and Landmark Cases: Brown v. Board from PBS. Each student is to complete a Clarifying and Summarizing Worksheet for one of these articles--due Thursday. Homework: take 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 for tomorrow is to summarize each video in one-to-two paragraphs each. Due Thursday. [9/10]
6. Reviewed concepts of strategy and integration that was used to overcome de jure segregation. Read two pieces of legislation that were passed to combat segregation and voting suppression: the Civil Rights Act of 1964 and the Voting Rights Act of 1965, completing a Clarifying and Summarizing worksheet for each one, both being 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. Briefly reviewed what was covered in the history of the Modern Civil Rights movement, which was portrayed in the documentary, Eyes on the Prize, Introduced the concept of "black nationalism" and by read Stokely Carmichael's Black Power . Discussed, with a partner, the most important phrase and most important word for the document. After sharing with another partner group, summarize Black Power with a 50-word sentence, which will be due on Monday. At home, watch Citizen King, a documentary about Dr. Martin Luther King, Jr.--especially parts 5-13. ["Mississippi;" "Cicero;" "The Heaviest Burden;" "Poor People's Campaign;" "Memphis;" and "The Promised Land"], specifically the years 1965-68 from the passage of the Voting Rights Act to Dr. King's demise while advocating for the striking municipal workers of Memphis, Tennessee Entry slip: What surprised you most about Dr. King's career from 1965-68? Be specific. [9/12]
8. Introduced the Nation of Islam and Malcolm X. Read Malcolm X's "Ballot or the Bullet" speech and conducted a Close Reading of it. Questions from the Close Reading are due Monday. [9/13]
9. Continued examination of Malcolm X's (el-hajj Mailk el-Shabazz) influence on the black nationalism movement by watching the 1972 documentary, Malcolm X, taking notes on how his words made the student feel. Exit slip: after watching Malcolm X, how did his words make you feel? What did he say did you agree with? What things did he say that you disagreed with? [9/16]
10. Tied the concept of black nationalism to Stokely Carmichael and Malcolm X to the rise of the Black Panther Party, founded by Huey Newton and Bobby Seale in Oakland, California in 1966. Discussed the government's reaction, specifically the FBI under J. Edgar Hoover and the actions of his COINTELPRO. Looked at so-called Black Panther Party coloring books to educate black children, which were creations of COINTELPRO. Answered the questions of who were the Black Panthers by reading the Black Panther Party Platform (its Ten Point Program) and reacting to it in notebooks. [9/17]
11. Reviewed the points-of-view of Martin Luther King, Jr. (peaceful, non-violent disobedience working toward integration, based on Christian religious beliefs), Malcolm X (threat to use violence to counter violence to work toward a separate black nation, based on Muslim religious beliefs), and Bobby Seale/Huey Newton (founders of the Black Panther Party (inspired by Malcolm X, rejected non-violence as a means, and inspired by Patrice Lumumbo, called for an anti-capitalist, anti-racist revolution). Assigned a writing assignment--a five (5) paragraph essay comparing and contrasting the ideas of Dr. King, Malcolm el-Shabazz, and Bobby Seale--due on Friday. [9/18]
12. Overview of the events that have led to the civil rights movement of today. (e.g. the killings of Trayvon Martin and Michael Brown). Specifically, the rise of Black Lives Matter, Young Gifted and Black, etc. Discussed the core principles of the Black Lives Matter movement; with a partner, discuss at least two (2) of the BLM Principles that speaks to you the most, and two (2) that you are completely opposed to. Then shared these observations with the entire class. [9/19]
13. Read the proposed ERA as a class, and discussed how it did not pass in the 1970s. In small groups, read "Why We Need a New ERA" by Elinor Smeal and Martha Burk, and "New ERA, Like Its Forbear, Misguided" by George Will, and other articles from Civil Rights Reader 2. Study groups then discussed each article, then shared out with the entire class. [We did not get any further than reading and discussing the Equal Rights Amendment, due to shortened classes.] [9/20]
14. Assigned students to read the 40th anniversary of Title IX article from Sports Illustrated. [Articles include: "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."] Choose one of these articles on Title IX and summarize it with a 50-word sentence--due Wednesday. [9/23]
15. Broke into small groups and read articles on the Supreme Court cases, Griswold v. Connecticut (1965) and Roe v. Wade (1973)., and the article about Margaret Sanger's experiences as a social worker ("Morality and Birth Control"). Each student was asked to reflect on the discussion in their notebooks, and then, utilizing the information from the readings and discussions, write a 1-2 page essay answering these questions: "Should there be any restrictions on birth control? Why do you believe so? [9/24]
16. Introduced the policy of affirmative action and how it has changed over time since the 1960s. Broke into small groups to read and analyze (via Marking the Text) articles about affirmative action, the merits and faults of affirmative action, and about the Bakke, Gratz, Grutter, and Fisher cases. Also talked about the most recent Supreme Court's ruling on affirmative action. Entry slip for Monday: Should affirmative action be continued as public policy into 2018? Why or why not? [9/25]
17. Introduced the topic of the modern Latinx experience in the United States. In small groups, read "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," or "Walkout in Crystal City" and then summarize the three articles in your notes. [9/26-27]
18. Watched video of Cesar Chavez and the United Farm Workers of America, Viva La Causa, took notes, especially on the tactics of the UFW, and completed a Four-Square entry slip: upper left, 5+ things learned; bottom left, 3+ tactics used by the United Farm Workers; upper right, a sketch of some event or concept from the video; and lower right, discuss 3+ places where the UFW protested. Distributed Unit 2 Review Sheet. [9/30].
19. Introduced topic of Native American rights in the state of Wisconsin.. Discussed various issues surrounding treaty rights in Wisconsin and its federally-recognized (and unrecognized) tribes. Watched videos from the Wisconsin Media Institute, The Ways. Discussed the rise of the Red Pride movement in the 1960s ad 1070s Choose one of the following articles to read, then summarize with a 50-word sentence (due Monday): "Indians in the 20th Century" from the Wisconsin Historical Society; "Native Americans Sense a Re-awakening. . . ." by Joe Heim; or "Native Americans Fight Back Against Voter Suppression." [10/1]
20. Introduced topic of Native American activism in the 1960s and 1970s by talking about the American Indian Movement (AIM) and its militancy. Discussed AIM's occupation of Alcatraz, Gresham (WI), and Wounded Knee, South Dakota. Watched segment from We Shall Remain called "Wounded Knee" , taking notes about the AIM uprising on the Pine Ridge Reservation, specifically about the actions of AIM. Take note of the similarities and differences between the BPP and AIM. Read AIM's 20-Point Plan. which can be found in Google Classroom, and again note the similarities and differences between the BPP's 10-Point Program and AIM's 20-Point Plan. Extra credit: read "For America to Live,Europe Must Die" by Russell Means, and then complete a Clarifying and Summarizing worksheet. [10/2]
21.
3. Introduced Civil Rights Project for this unit, which will be due on November 1st. Took 1965 Alabama voter's literacy test, circa 1965. Discussed the answers, and the fairness of it. Discussed how the modern civil rights movement's events (Birmingham Campaign, Freedom Summer, etc.) and the strategies it used led to the passage of the Civil Rights Act of 1964. Tied the March from Selma-to-Montgomery led to the Voting Rights Act of 1965, especially Sections 2, 4, and 5. Discussed how the U.S.Supreme Court case, Shelby County (AL) v. Holder [2013], has affected the Voting Rights Act and voter ID laws today. With a partner, read both the Civil Rights Act of 1964 and the Voting Rights Act of 1965 excerpts, both found in the Civil Rights Reader I, 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, Entry slip for tomorrow: which part of today's assignment was most interesting to you, and why? [10/9]
4. Discussed what "black nationalism" was in the 1960s by reading Stokely Carmichael's Black Power (located in the Civil Rights Reader I), summarizing it with a 50-word sentence in notebooks. At home, watch Citizen King, a documentary about Dr. Martin Luther King, Jr.--especially parts 5-13. ["Mississippi;" "Cicero;" "The Heaviest Burden;" "Poor People's Campaign;" "Memphis;" and "The Promised Land"], specifically the years 1965-68 from the passage of the Voting Rights Act to Dr. King's demise while advocating for the striking municipal workers of Memphis, Tennessee Entry slip: What surprised you most about Dr. King's career from 1965-68? Be specific. [10/10]
5. Introduced the Nation of Islam and Malcolm X. Watched portion of documentary on Malcolm X, taking notes. In notebooks, reflect upon what you think about Malcolm X and what he had to say. Read Malcolm X's "Ballot or the Bullet" speech and complete a Clarifying and Summarizing worksheet for it (due Monday). [10/11]
6. Learned about Vel Phillips and her efforts to pass a fair housing ordinance in Milwaukee in the 1960s and how it helped lead to the federal Fair Housing Act (Title VIII of the Civil Rights Act of 1968, go to page 4 of pdf). Watched portion of video, Vel Phillips: Dream Big Dreams, that dealt with the Open Housing movement in Milwaukee and took notes. Debriefed with class. [10/12]
Remember Presentation Projects are due by Thursday November 1st.
7. Tied the concept of black nationalism to Stokely Carmichael and Malcolm X to the rise of the Black Panther Party, founded by Huey Newton and Bobby Seale in Oakland, California in 1966. Discussed the government's reaction, specifically the FBI under J. Edgar Hoover and the actions of his COINTELPRO. Looked at so-called Black Panther Party coloring books to educate black children, which were creations of COINTELPRO. Answered the questions of who were the Black Panthers by reading the Black Panther Party Platform (its Ten Point Program) and reacting to it in notebooks. Distributed Civil Rights Reader 2; read the articles by Gloria Steinem ("Testimony Before Congress"), Phyllis Schlafly, and Margaret Sanger, "Morality and Birth Control." by Monday's class. [10/15]
All-Staff Day--no school for students [10/26]
16. 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? [10/29]
17. Watched part two of "Stonewall Uprising." Homework: read article from the New York Times' "The Real Mob at Stonewall" found in the Civil Rights Reader 3. [10/30]
18. Learned about the life and times of Harvey Milk, the first openly gay person elected to public office. Students read article, "The Last Words of Harvey Milk," and reflected 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?" [10/31]
19. First Quarter Civil Rights Project due today. Distributed Disability Rights Reader and broke into study groups to read the Americans with Disabilities Act, the proposed United Nations treaty on the Disabled, an article discussing its failure to be ratified by the U.S. Senate, and an editorial defending that rejection. Each member of the group reads one (1) of these documents, then teaches/summarizes it for his or her fellow group members. Once everyone has shared, discuss whether the U.N. treaty should have been ratified. Entry slip for tomorrow: Should the U.N. treaty have ratified by the U.S. Senate? Why? [11/1]
20. Discussion and presentation of Civil Rights Projects, especially what was learned during the process. [11/2]
21. Reviewed for Unit 2 exam. [11/5]
22. Unit 2 exam taken. [11/6]
Distributed Segregation Reader. In study groups, read "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. For homework, began watching video, Eyes on the Prize, which documents the modern civil rights movement for African Americans from 1954-1965.
Presentation projects due today
Spring Break--March 24th through April 1
clip from WTMJ's archives (via link from the Wisconsin Historical Society) of Phillips' proposal before the Milwaukee Common Council on 19 September 1967.
Took notes to complete the entry slip for tomorrow, a 4-Square Graphic Organizer: Upper left, 3+ kinds of discrimination faced by Native Americans in the 1970s; Upper Right, 2+ places where AIM confronted authorities with protests; Lower Left, 2+ AIM leaders in the early 1970s; and Lower Right, name the Oglala Sioux leader of the Pine Ridge Reservation in the early 1970s. Assigned to read and complete a Clarifying and Summarizing worksheet for "For America to Live,Europe Must Die" by Russell Means--due on Friday. [4/7-8]
16. Finished watching "Wounded Knee" and turned in entry slips. Discussed the video and what AIM's effect has been on the Native American community since. [4/8]
15. Continued discussion of Native American rights by connecting the issue of sovereignty with the current protests in North Dakota over the Dakota Access Pipe Line (DAPL).by reading article, "280 Tribes Protest DAPL," and discussing the article within study groups. Then introduced the story of the American Indian Movement (AIM) and its militancy, and the AIM uprisings across the country in the 1970s. In study groups, read the 20-Point Plan of AIM, then compared it with the Black Panthers' 10-point Plan. [3/29]
16. 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. Entry slip: what was the most surprising thing you learned while watching the video today? Why was it the most surprising? [3/30]
17. Finished watching "Stonewall Uprising." Took notes, especially on LGBT activism that resulted from the Stonewall Uprising. Homework: read article from the New York Times' "The Real Mob at Sltonewall" [4/3]
18. Discuss the Stonewall Uprising. In study groups, read "The Hope Speech" by Harvey Milk, and discussing its importance. Homework: summarize the speech with a 50-word sentence---due Thursday. [4/4]
1. Took Initial Assessment of Student Learning. [10/17]
{The Initial Assessment of Student Learning is given for the purpose of engaging the Educator Effectiveness model (see DPI's website for more details). The topic assessed was "How do terrorist organizations justify or rationalize their actions?" Assessment was in the form of a Document-Based Question, with the results to be used to help all Modern U.S. History teachers develop their Student Learning Objectives for the rest of the semester. The assessment will NOT affect the grade of any student, but is used to gauge student progress throughout the semester.}
2. Civil Rights Reader I distributed. Discussed how the civil rights movement in the United States had progressed over its history. Close Reading (while Marking the Text) of the article about Brown v. Board of Education of Topeka (1954). Mark the Text (paragraphs numbered, key terms circled, unknown terms boxed, main ideas for each paragraph underlined) and create a mini four-square-plus-one poster, which will be due Thursday. Prompt to answer:Items to place in the poster are: Upper Left--list all four (4) states the NAACP brought suit against segregated schools; Lower Left--What was the Warren Court's basis for overturning the Plessy v. Ferguson (1896) decision?; Upper Right--What did the Supreme Court assert in its Brown II decision?; Bottom Right--What was the Court's ruling in Cooper v. Aaron (1958)?; and finally, in the Center Circle--Summarize the article with one sentence (e.g. Segregation is unconstitutional--do NOT use this one). [10/18]
7. . Entry slip: What surprised you most about Dr. King's career from 1965-68? Be specific.
No School Today--Teacher Professional Development Day. [4/15]
, Remember the Tulsa Race Riots . Write a 50-word summary sentence--due tomorrow. Read article, "Back in Time 60 Years: America's Most Segregated City," in study groups. [10/18]
Reviewed the ideas of Stokely Carmichael and Malcolm X regarding the concept of black nationalism. Introduced the rise of the Black Panther Party (BPP) and read with class the BPP's 10-Point Plan.
Assignment: write a one-to-two page compare and contrast essay of the ideas of Stokely Carmichael, Malcolm X, and the BPP, which will be due next Wednesday. (This will be the first assignment of the fourth quarter.)
17. Addressed issues of Native Americans in the United States, especially during the time from 1950s-1980. Watched segment from video, "We Held the Rock," about the occupation of Alcatraz Island. Assignments: complete map of Wisconsin and where the federally-recognized tribes are located today; and read article about the Dakota Access Pipeline and protests by Native Americans, summarizing with a 50-word summary sentence--due Monday. [4/11]
17. Discussed the Stonewall Uprising and its effects on the civil rights movement. In study groups, read "The Hope Speech" by Harvey Milk, and discussing its importance. Homework: summarize the speech with a 50-word sentence---due Thursday. [4/10]
18.Introduced topic of LGBT rights. Broke into small groups to read two documents: the New York Times' "The Real Mob at Sltonewall"and Harvey Milk's "The Hope Speech." discussing the common themes of civil rights for each document. Summarize each with a 50-word summary sentence [4/11]
19. [4/12]
14. Students learned about the Stonewall Uprising in New York City in the summer of 1969 by reading, and answering, a Document-Based Question on the event. (Documents included were: excerpt from the New York Daily News by Jerry Lisker; excerpt from speech by Sylvia Rivera; except from Mattachine Society of New York newsletter, August 1969; and excerpt from article appearing in The Ladder.) Using the documents, answer this question: " What caused the Stonewall Uprising? Why was it historically significant?--due Wednesday. [10/24-25]
Today is also Veterans' Day, and Armistice Day, which marked the end of World War One.