Thursday 2.28

Video From Today's Class


CP Notecatcher

Honors Notecatcher 

Homework: 
CP: None
Honors: https://edbuild.org/content/23-billion <--- Huge study that hit the news this week -- relevant to the effectiveness of Brown v. Board today. Read it & prep at least 3 specific aspects of it you want to discuss in class.

Wednesday 2/27

Powerpoint From Class

Plessy v Ferguson Short Video

In class today we read & annotate the primary source of Justice Harlan's dissenting opinion on the Plessy v. Ferguson ruling. 

Plessy Dissent 

14th Amendment:
All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Homework: Brown v Board reading (finish reading powerpoint at link above) & write 1/2 pg - 1 page response: Explain why Brown v. Board is often described as being the start of the Civil Rights movement. In what ways is this a good starting point and in what ways is it inaccurate as a starting point?

HONORS: Complete class work.
- one sentence summary for each paragraph of dissent
- watch 2 min video
- read through Plessy v Ferguson slides (linked above)

Tuesday 2/26

Do Now:  Please respond to all survey questions <---

In class today, we free-write for 8 minutes writing out "the story of American Civil Rights" based on our own memories of learning about this or hearing about it in the past. After that you receive the document here:

Civil Rights Summary Link

Your job with this document is to text-code it using the following markings:

underline information you included in your summary

star important information you should have included

highlight important information you didn’t know before

circle information you want to know more about

At the end of the article there were questions to be answered for homework (can submit via link below)

HW QUESTIONS (from end of article)

Monday 2/25

In class revision work

In your notebook, answer these questions honestly.
Did you pre-read the interviews the night before to prepare? Take notes? Describe the step you took, with detail, to prepare.

Do you feel you gave a full answer, with reasoning, to the prompt?

Did you spend any time rereading your essay? You were afforded a unique opportunity to look over this essay because of the extra time.

What was challenging? Was something confusing about the prompt or the readings?


Take time to close-read through your own essay.

After reflecting and reading, consider what changes you would make to improve your essay. Make sure to provide actual examples from your own work & additions if necessary.

Did you miss any criteria?

Was your answer to the prompt clear? Did you fully explain your thinking?

Did you choose appropriate quotes to support your writing?

Would add anything to your essay? Where? For what purpose?

Would you have restructured your essay? If so, how?

Were there any sections, sentences, or ideas that were unclear or awkward? How could you have fixed them?

Would you have given yourself a different grade? Why?

If you were to be re-evaluated with these changes, how do you think your grade would differ?

Friday 2/15 Exam & Vacation

CP: If written component of essay is not completed during class time, essay must be submitted via e-mail by Monday 2/18. Can be typed or a photo of what you wrote.

Part IV: Readings & Open Response

Read the following documents and use evidence from the text to support your response.

What forces motivated young men and women to join the military during WWII? As you approach the age many of these young recruits were, how do you see things being similar or different between then and now regarding motivations around joining the armed forces? Use evidence from both interviews and other course content to support your answer.

ST1 I can analyze a complex text

ST2 I can effectively use evidence to support a claim

ST3 I can clearly convey information and ideas through effective organization

Reading 1

Reading 2

2/14

Hidden History Poem Examples & Directions
Search online for more examples if you're feeling stuck.

LT1 Study guide

Homework: Read & Prepare to complete writing assignment on tomorrow's Exam:

Part IV: Readings & Open Response

Read the following documents and use evidence from the text to support your response.

What forces motivated young men and women to join the military during WWII? As you approach the age many of these young recruits were, how do you see things being similar or different between then and now regarding motivations around joining the armed forces? Use evidence from both interviews and other course content to support your answer.

ST1 I can analyze a complex text

ST2 I can effectively use evidence to support a claim

ST3 I can clearly convey information and ideas through effective organization

Reading 1

Reading 2

2/12

Enjoy the half day, spend some extra time reading through this!
REVIEW GUIDE

Test on Friday!!!

Monday 2/11

Japanese Internment Slideshow


Government Newsreel


Documents from class today: click here
notecatcher & docs: Last few pages are the notecatcher and prompts

Test on Friday!!! Read through this tonight --> REVIEW GUIDE

Homework: Complete your paragraph from today's class work.

Friday 2/8

Similar structure to today's class as yesterday, with a new tracker!
Links for class today:
Women in the Military
Women on the Homefront
Women in the Defense Industry



HW reminder -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 (based on African Americans in WWII readings from Thurs) - DUE MONDAY



LT1 Review Guide - not complete quite yet, as we have some new content next week, but start reviewing!

Thursday 2/6

Do Now: Click Here!

Links Needed for class today:

Tuskegee Airmen

Military Integration Timeline

African Americans in WWII

Double V

The tracker is the first two pages of this document

Make sure to come by after school during office hours if you need to make up your New Deal Presentation!

Wednesday 2/5

Open & download this for note taking! You will need your classmate's information for the test! --> Presentations Notecatcher

You should have an understanding of the topics below (will be included in the exam.)

SSA

CCC

PWA

PWA

FERA

SEC

Glass Steagall

AAA

NRA

Tuesday 2/5

+ DON'T FORGET to include a works cited page (MLA format)

Monday 2/4

Assignment Directions

Sample Presentation: https://youtu.be/PG4lixLq2cU (don't plagiarize me Sadryan, Colleen, Athen)


Today is the LAST class work time on presentations - there will be a college talk in class tomorrow & presentations are Wednesday! Everyone will be able to go in one class period so make sure you are prepared.

Friday 2/1

Ms. Manderville & Mr. Galanis are in the building but have a planning day today. This video is 52 minutes long and will give you a lot of insight into the Great Depression from several different historians explaining what this time period was like for Americans. Please be sure to take thorough notes as this will count toward both LT3 & HOW2!


This viewing guide will distributed hard copy in class.