DUE DEC. 15

Read the handout, "Who was more important in freeing the slaves, Lincoln or the slaves themselves?"

Then write a 3/4 page to 1 page response expressing your answer to t he question:  Who deserves the most credit for freeing the slaves?  Use ideas and information from the handout.

Here is a link to the handout:

docs.google.com/document/d/1B5pBJ3EIyYXx6cdckNyrfNZCY8ZI7f7ES0khC4HWiaA/edit

ARTICLE ON NATIVE AMERICAN EXPERIENCE TODAY

Due Dec. 9

Write a 3/4 - 1 page summary of an article about the Native American Experience today. Summary should include important information and ideas that develop the main idea of the article.   Include a citation for the article you choose.

CELILO FALLS SIMULATION

Due Dec. 9

Finish all of the questions related to the simulation:


1.  Pre-Hearing Questions.
2.  Post-Hearing Questions.
3. Final Assessment of Simulation (on the sheet it is entitled "homework").
4.  Response to "Celilo Falls:  A History Revealed."  (minimum 1/2 page)

In what ways does the film help you to better understand the importance of Celilo Falls to the Celilo Indians?

PRESENTATIONS ON INDIAN REMOVAL

Due November 23

Presentations on Indian Removal will start 45 minutes into the period.  Below is the criteria I will use to assess your work:

1.  Main idea/thesis clearly presented.
2.  Detailed, relevant evidence supporting main idea/thesis.
3.  Explanation/analysis that connects evidence to main idea/thesis.
4.  Connection to film, "Race: Power of Illusion Parts 1 and 2."
5.  Satisfying conclusion (relevancy, importance of presentation).
6.  Visual that clearly depicts an aspect (s) of  presentation.  You will not get credit if your group writes out the text of the presentation.
7.  Contributions equally shared among group members.
8.  Group members are prepared and are not reading their parts.  

AS LONG AS THE GRASS GROWS

Due Nov. 19th

Read the Zinn chapter entitled, "As Long as the Grass Grows...." and answer the questions attached to the following link:

docs.google.com/document/d/1WAieS9g6HHWwgQZ9-YiKXK3fN_2Zp7my1f2JcRIh0nw/edit

ORGANIZING BINDER

Due November 13

It is important that you are keeping all of your assignments related to Critical Race Theory.  Please put them in your binder in chronological order.  I will check and give you points for completion.

1. Answers to questions on personal stories of racism.
2. Answers to questions for Race:  The Power of Illusion, part 1.
3.  Tatum packet answers/notes for all sources, seminar prep. and notes on seminar.
4. PEEL paragraph and scoring guide

EVALUATION OF CONSTITUTION

Due Tuesday, Nov. 10

Answer the following questions thoroughly and thoughtfully.

1. Are you satisfied  with the provisions in the Constitution?  Do you think they reflect the will of the majority. Explain your answer using ideas and examples from the role play and the Constitution.
2. If you believe that the provisions do not reflect the majority, how did they get approved?
3. In what ways is the Constitution democratic?  In other words, in what ways does it give power to the people and/or deny power to the people?
4. How did the creation of the Constitution and the Constitutional Convention itself relate to Critical Race Theory (CRT)?  Before you answer,  review CRT including race as a social construct/idea and the definition of racism.
5. In the preamble, the founding fathers say the Constitution was designed to create a “more perfect union.”  Do you believe that this was accomplished?  What specific values does “the highest law of the land” preserve and protect?  

DEBRIEFING QUESTIONS AND READING OF CONSTITUTION

Due Friday, Nov. 6th

Finish the following debriefing questions:

a.  Write an interior monologue  from your individual’s perspective telling your feelings about the outcome of the Constitutional Convention.

b.  In what ways was our Constitutional Convention unrealistic?  In what ways was it realistic?  Explain.

c.  Which social groups formed alliances with each other?  Do you think that similar alliances would have been made in real life?  Explain.

• If you don’t think these alliances would have been possible, explain why not.  To what extent would systematic racism or racial prejudice  have prevented people from supporting each other’ objectives?

d. Which social groups wanted the greatest amount of democracy?  Which groups wanted the least?  Explain.

e. In real life, how do you think the real Constitutional Convention dealt with these issues we debated? Explain.

Finish reading and highlighting and annotating the Constitution, looking for how the actual delegates acted on our burning issues.  

1. Write an interior monologue from your individual’s perspective telling your feelings about the outcome of the Constitutional Convention.
2. In what ways was our class Constitutional Convention unrealistic? In what ways was it realistic?
3. Which social groups made alliances with each other?  Do you think that similar alliances were made in real life? Explain.
1. If you don’t think this could have happened in real life, why not? To what extent would have systemic racism or racial prejudice may have prevented people from supporting each other’s objectives?
4. Which social groups wanted the greatest amount of democracy - power to the people?  Which wanted the least?  Why?

1. Write an interior monologue from your individual’s perspective telling your feelings about the outcome of the Constitutional Convention.
2. In what ways was our class Constitutional Convention unrealistic? In what ways was it realistic?
3. Which social groups made alliances with each other?  Do you think that similar alliances were made in real life? Explain.
1. If you don’t think this could have happened in real life, why not? To what extent would have systemic racism or racial prejudice may have prevented people from supporting each other’s objectives?
4. Which social groups wanted the greatest amount of democracy - power to the people?  Which wanted the least?  Why?

BEVERLY TATUM PACKET

Below are links to the Tatum Source packet the class has been working with for the last few weeks.  At the end of the packet is a description of "Academic Voice" and a link to graphic organizer for the PEEL paragraph which includes criteria for the paragraph.

docs.google.com/document/d/1OPw2xqsGTaHoC0m_qeLEt23FeEPahZKeaDwLkH2lp3I/edit

docs.google.com/document/d/1dzValnEmeT0t5f0eNMlb_VbxyTdb0DF-buahA0LaroU/edit

NEW DUE DATE FOR PEEL PARAGRAPH

Due Wednesday, Oct. 28th

The final draft of your PEEL paragraph is due on Oct. 28th.  Please bring a hard copy and share with me with me on my gmail account.  In addition, turn in your digital notes and a work cited page.

On Monday I will review how to do in-text citations using the MLA format.

Also on Monday we will start our study of U.S. History starting with the Constitutional Convention!!

FIRST DRAFT OF P.E.E.L. PARAGRAPH

Due Oct. 20th

Please bring in a hard copy of your first draft of the PEEL paragraph on your selected topic/question.  We will be peer and self editing.

SNYDER'S GMAIL ACCOUNT

Snyder's gmail account for sharing documents:

idapogach@gmail.com

CONTINUED RESEARCH ON CRT

October 13

Today we will be actually beginning our to take notes on selected sources.  If you have not chose a specific topic, this note-taking process will help you narrow your focus.  Please use the digital note-taking format on the link below:

https://docs.google.com/document/d/1v0sqSAI7J2GpVMoLVP5BbVFpfA5YYfCMgsPAtMr2IQc/edit

RESEARCH

Today, October 8th, you will be researching an issue of your choice that relates to our unit on Critical Race Theory.  Ms. Thomas, our librarian, will give you an orientation to help you get started.

Below is a link to the note taking sheet you will be using.

docs.google.com/document/d/1zBwAD9W3us05zTGGWVmPqfEIUP4n_ZDtd6Q8Fs1kJ2Y/edit

SEMINAR!!!

Seminar will be held on Tuesday, October 6

What you will need to participate:

1.  Answers to the questions from sources A-G.
2.  Notes from poster presentations on Sources I-L.
3.  Answers to the questions on the Seminar Preparation handout.  See link below:
docs.google.com/document/d/1InzZ0NB5fPk6ZG2juf2q6pwBo618PWcuz8a8HBP8Yn8/edit
4.  Review main ideas from unit.

* Period 7 Main Ideas from Sources E,F,G

docs.google.com/document/d/1VqxAH6EaJOPcPnYGLZtjX__5kNXTW12N_ciCNFn5hrc/edit

* Period 8 Main Ideas from Sources E,F,G

docs.google.com/document/d/1ogSz7gl76YrLqckzdBBH1Ct5ww7EKgr1UWcbQrazYq0/edit

GROUP WORK ON TATUM PACKET

Due September 30

With your assigned group, you will be developing a poster that represents the source you have been assigned.  The poster should do the following:

1. Show a substantial amount of effort and thought.
1. i.e. color, a well thought out plan, creativity, an organized presentation
2. Summarize and identify the main points of your source.
1. make sure these are clear and easy to understand
3. Answer the questions following your source
1. Your group doesn’t have to agree, but share at least one or a few view points that addresses the questions.

You will be given approximately 50 minutes to create the poster and then you will be presenting to the class.

1. Include a creative visual that helps explain your source.
1. Think about how your group can convey the content in your source with a memorable and thoughtful visual

BEVERLY TATUM PACKET SCHEDULE

We will be reading the Tatum packet over the next several days.  Just as you have done for Source A, you will be highlighting and annotating the text and answering the questions at the end of the sources on a separate piece of paper.  You can just continue the answers on the same sheet.  However be sure and clearly label the source(s) that relate to your answers.

Schedule of Readings:

September 22 - Discuss Source A questions and start Source B in class.

Homework is to finish Source B and read and answer the questions for Sources C and D. Due on September 24.

September 24 - Discuss answers to questions for Sources B, C and D.

Homework is to read and answer questions for Sources E, F, G and answer questions.  Due on September 28th.

September 28  - Discuss answers for Sources E,F,G.

Homework is to read and answer questions for Sources H,I,J and answer questions.  Due on September 30

September 30 - Discuss answers from Sources H,I,J and finish packet in class (Sources K,L)

BEVERLY TATUM PACKET

Due September 22

Read Source A in the Beverly Tatum packet.  Highlight and annotate key ideas. Thoughtfully  answer the 3 questions at the end of the source, using direct evidence and ideas when appropriate.  Answer on a separate piece of paper. 

ETHNIC STUDIES SYLLABUS

Below is a link to the syllabus for Ethnic Studies.


docs.google.com/document/d/1rnSHoTQN61-zZ-J3p84vIxIN2hP7SizeF5mxsWfJUnc/edit#heading=h.ql5s0dqor7lj

SUSIE PHIPPS' READING

Due September 16

Read the Susie Phipps experience and answer the three questions on the sheet below the reading.

QUESTIONS FOR RACE: THE POWER OF ILLUSION

Due Thursday, Sept. 16

Answers to the questions for the film, Race: The Power of Illusion, will be due on Sept. 16.  By Monday Sept. 14, be you should have a good start on the assignment. Bring to class questions you have so you can successfully finish the assignment by Thursday.

ACTIVITIES AND HOMEWORK-9/1

Class work - 

*  We wrote the first draft of the identity poems 

*  We answered questions about race on our society

Homework - Due 9/3

*  Bring in a solid draft of the poem and be ready to share with a partner 

*  Final draft due on 9/8

BRAINSTORM FOR IDENTITY POEM

Due Tuesday, September 1

1.  Bring to class a 3 ring binder with notebook paper for taking notes.
2.  A finished brainstorming sheet that prepares your for starting your first draft of your Identity Poem.