Wednesday, March 28, 2018

Wed / Thurs 3/28 - 3/29

Vote Here

Today we look at a key piece of legislation from the Civil Rights Era.... The Voting Rights Act of 1965

Essential Questions
  • What did the Voting Rights Act of 1965 say?
  • Why was the Voting Rights Act necessary? What effects has it had?
  • Why have some people challenged the Voting Rights Act in recent years?
  • How are voting rights threatened today? How can we protect those rights?

Links

*New Census Question From Trump Administration

*Transcript of Voting Rights Act of 1965

Transcript of Voting Rights Act Signing Video

*Right to Vote Video Transcript

*Number of Black Legislator in the South

States with Voting Restrictions

Percentage Registered Black Voters

Percentage of People Who Lack ID

Voting Rights Act Overview

****Voting Issues Today

Videos Here

*4 Research-Backed Ways to Get People to Vote


Brainstorming our ideas.... [this will be our foundations for our #PleaseVote letters next week]

  • What were some of the obstacles that people had to overcome in order to get the right to vote?
  • What are some of the issues facing voters around the country today?
  • Why does it matter if people vote?
  • Consider the questions under the "Voting Issues Today" Document




Homework: This Weekend, Look through the gradebook and make sure that everything in there is correct – grades close Monday for the 3rd quarter

Monday, March 26, 2018

Monday/Tuesday 3/26-3/27

We have double blocks this week, so you'll only be in my class 2x, for 2 hours each meeting.

Day 1 we are watching an award-winning video that will provide us with an overview of key events during the Civil Rights Movement. We will then transition to a small-group jigsaw reading on those events and will share that information with each other during the debrief.

11.6 shared Doc - please paste info into your box.

Here are the readings for each topic.
Emmett Till
Montgomery Bus Boycott
Little Rock 9
Freedom Rides
Selma March
Freedom Summer / Voting Drive
16th Street Baptist Church Bombing
Sit-Ins

1) Gist Statement (a statement giving the overall main idea / story in just one sentence)
2) 3 Details – most important / major details, events, etc. that are BOTH in the VIDEO and the ARTICLE
3) 2 details (interesting & important) that were ONLY in your reading

(type & print & we’ll share at 1:05)




Here's the notes organizer document

Friday, March 23, 2018

Friday 3/22

A 'Forgotten History' Of How The U.S. Government Segregated America

PREJUDICE
RACISM
PROJECTS
CONSTITUTION
PRESIDENT
BLACK
WHITE
SUPREME COURT
AFRICAN-AMERICANS
CONGRESS
COLOR
RACE
FEDERAL
HOUSING
FHA
JUSTICE
CIVIL RIGHTS
FAIR
EQUAL
DISCRIMINATION
VETERANS
NEW DEAL
WWII
MORTGAGE
SUBURB
URBAN
PUBLIC
WORKING CLASS
MIDDLE CLASS
REDLINING
SEGREGATION


Homework:
1 page response: What are your reactions to the content from this week regarding racism, segregation, and redlining? What stood out to you most, what was new to you, how does this change your view on modern America around race

Thursday, March 22, 2018

Thursday 3/22

Notes on this video organized by Notices & Wonders T-Chart. The reason for this video is to try and understand how people felt and what the situation was like in the south during the era we're looking at with a documentary from that time.


Tuesday, March 20, 2018

Tuesday 3/20

Homework Reading: "Defining Racism - Can We Talk"?

Underline three quotes that either stand out to you most, or you have questions about.

What Are Civil Rights?

Protecting civil rights is an essential part of the democratic values of the United States. Everyone realizes that interfering with another's civil rights is a violation that creates an action for injury, but before you can protect your civil rights, you must recognize and know what they are. However, articulating an exact definition of civil rights can be difficult to pinpoint because it is a very broad set of laws. Civil rights are an expansive and significant set of rights that are designed to protect individuals from unfair treatment; they are the rights of individuals to receive equal treatment (and to be free from unfair treatment or discrimination) in a number of settings -- including education, employment, housing, public accommodations, and more -- and based on certain legally-protected characteristics.
Historically, the "Civil Rights Movement" referred to efforts toward achieving true equality for African Americans in all facets of society, but today the term "civil rights" is also used to describe the advancement of equality for all people regardless of race, sex, age, disability, national origin, religion, or certain other characteristics. In the U.S. this has included not only the African American civil rights movement, but also movements that were inspired by the civil rights movement such as the American Indian Movement and the Chicano Movement which occurred during the same time.
Where Do Civil Rights Come From?
Most laws guaranteeing and regulating civil rights originate at the federal level, through federal legislation such as the following laws:
Civil rights also come from federal court decisions (such as those handed down by the U.S. Supreme Court, including the landmark Brown v. Board of Education decision).
States also pass their own civil rights laws (usually very similar to those at the federal level) through the state constitution and other laws. The state laws can also be more protective of civil rights than their federal equivalents, including protections for people who identify as LGBTQ. Municipalities like cities and counties can also enact ordinances and laws related to civil rights.
Civil Rights vs. Civil Liberties
Civil rights are different from civil liberties. Traditionally, the concept of civil rights has revolved around the basic right to be free from unequal treatment based on certain protected characteristics (race, gender, disability, etc.), while civil liberties are more broad-based rights and freedoms that are guaranteed at the federal level by the Constitution and other federal law such as fundamental rights including the right to vote, free speech, or the right to privacy.

(Taken from http://civilrights.findlaw.com/civil-rights-overview/what-are-civil-rights.html)


Today's Debrief


Also, Here's the "Most Segregated" article I referenced in class

Monday, March 19, 2018

Monday 3/19


Here is a link to all photos, the notecatcher, and all 7 timelines, in one pdf file.

Presentations on School Segregation Timelines -- Tuesday 3/20

  • Skills Target 3 & Learning Target 1 assessed
  • 2 to 4 minutes presented
  • Visual aid - 3 to 5 slides is fine
  • Should be clear and Concise
  • Should include BLOCKS and PROGRESS
  • Everyone must present
  • ****IMPORTANT**** Your presentation should be STORY-based, NOT a list of facts, bullet points, or details. Tell the STORY of segregation and desegregation in your location. 
  • Should be evidence-based and informed by the key content of your timeline document
  • All students are expected to take notes while classmates are presenting, and notes may be used on Friday's writing assessment

Wednesday, March 14, 2018

Wednesday 3/14

I hope you all enjoyed your snowday.

Please complete this short survey and then you can put your computer away, you'll be completing a pre-assessment today which will help me determine areas of strength and weakness of the grade around our new learning target we begin today....


LT2 I can examine the fight for justice and changes brought about in the Civil Rights era of the mid-20th century

After you finish and turn in your written piece, please read the following overview. Consider what you included in what you wrote and what you missed: Intro to Civil Rights Movement



Monday, March 5, 2018

Monday 3/5

It's our last week of Learning Target 1!!!!
[I can assess the social, political, economic, and military conflicts that faced the "Greatest Generation."]

Today we did a carousel reading protocol where we read 4 different documents that outlined the experiences of black soldiers during World War II.

If you were absent, CLICK HERE for those documents.

Homework: Write 1 page using at least 20 of your MCTs (highlight or underline them) responding to the following prompt: From the perspective of a black soldier fighting in WWII, write a LETTER to President Roosevelt explaining 
1) the struggles facing you and your fellow African-American soldiers, 
2) what needs to change 
3) why this should matter to white Americans as well (who at the time made up 89.8% of the US population, vs. only 9.8% being black). 

Please identify your 20 words by either highlighting, underlining, or bolding the terms.


Monday 4/6

Current assignments will now be posted HERE for all classes  (NEW LINK) All courses will be tracking assignment completion as either "...