SCORING GUIDE FOR CITATIONS

Below is a link for the scoring guide for citations:docs.google.com/document/d/1aNoUk6AgrkWrg4zQx2JTE4jd3VfEjysDVotipkg-oQ0/edit

SCORING GUIDE FOR FINAL ESSAY

Below is a link for the scoring guide that I will use to evaluate your essay.  I would strongly suggest that you use it to evaluate your own essay before you turn it in.

/docs.google.com/document/d/1zifeKmXec8q1aSL90TWDrpGvNtPTcZJ4u-3tKD1HOFY/edit

GUIDELINES FOR CITING SOURCES

Due Friday, June 3 - Work Cited Page for Final Essay

Share with me your work cited page.  Below are guidelines for both constructing the work cited page and for inserting citations in your essay.

Link to guidelines for work cited page:

docs.google.com/document/d/14yBvS8b2kkBtDBwSVpJKqoGVM2mUsIlMm-ae17sIXSI/edit


Link to guidelines for in-essay citations.

docs.google.com/document/d/15WIU8HHHtfcV-BhgYg7IBZiW_kUA2gP0_RS3kffZns4/edit

REQUIREMENTS FOR STRUCTURE OF FINAL ESSAY

Below are two links that will help  you write your final essay:

1.  Below is a link to help with the structure of the body paragraphs

https://docs.google.com/document/d/1a9gwVG7bEek5WULP2C4bZ_55SgjSQkRt8k_U3HqU8e8/edit

2.  Below is a link to help with the structure of the overall essay:

https://docs.google.com/document/d/1Ke4YA47GalA24nX19EjTLQDWagcZvM7XClAag9D6O7w/edit

NEW REQUIREMENTS FOR RESEARCH AND ESSAY

Please see link below instructions:

docs.google.com/document/d/1C67I9gikGg9Q8_QzCF-4NgKm1DBWpLfZkfG452Qre38/edit

ALERT ABOUT CIVIL RIGHTS TOPICS - PERIOD 8

Below are a list of Civil Rights topics that have yet to be chosen.  For those of you who have yet to choose your topic, you must choose from the list below:

• Failures of the Civil Rights Movement
• Chicago campaign to desegregate housing, to end inequality in schools, and to end unfair hiring practices
• Student NonViolent Coordinating Committee (SNCC)
• Role of the federal government in either assisting the Civil Rights Movement or setting up obstacles
• Analysis of a famous speech by Malcolm X, Stokely Carmichael, Lyndon Baines Johnson, Huey Newton
• Analyzing MLK’s “Letter from Birmingham Jail”
• The role of white allies in the Civil Rights Movement
• Efforts of Ella Baker and COFO (Congress of Federated Organizations) to organize local communities and decentralize the leadership of the Civil Rights Movement (Fannie Hammer is a good example of this decentralization)

ALERT ABOUT CIVIL RIGHTS TOPICS-PERIOD 7

Due May 17

I have received a few requests for topics. Those of you who have not yet submitted a topic, the list is now shorter.  Here are the options that remain:

• Differences and similarities between Martin Luther King and Malcolm X.
• Non-violent Civil Disobedience as it relates to the Civil Rights Movement
• Desegregation of public facilities (Campaigns in Montgomery, Birmingham, North Carolina
• Poor People’s Campaign (focus on economic inequality)
• Achievements of the Civil Rights Movement (laws, policies)
• Impact of the Brown v. Board of Education ruling
• Chicago campaign to desegregate housing, to end inequality in schools, and to end unfair hiring practices
• Mississippi Freedom Riders
• Analysis of a famous speech by Malcolm X, Stokely Carmichael, Lyndon Baines Johnson, Huey Newton
• Efforts of Ella Baker and COFO (Congress of Federated Organizations) to organize local communities and decentralize the leadership of the Civil Rights Movement (Fannie Hammer is a good example of this decentralization)

FINAL PROJECT

Below is a link to the instruction sheet for the final project.

docs.google.com/document/d/1k03UpmnkH3M3ubY9yrN3spEJ1ieeZ2yCC70pfFgcRDM/edit

QUESTIONS FOR "FREEDOM NOW PACKET"

Due Friday, May 13

Here is a link to the questions:

docs.google.com/document/d/13cJyeHiJ4xU6qyGmrREeYXV04bcu17honzaN-19OZIs/edit

ACTIVISM IN THE CIVIL RIGHTS MOVEMENT

Due Monday, May 9

Read the handout, "Freedom Now:  The Civil Rights Movement in Mississippi."  The purpose of the reading is to describe and explain the importance of activists and their organizations in achieving equal rights. Please highlight and annotate the following:

* Key organizations and groups(include purpose, successes)
*  Key leaders and participants and their contributions
*  Key tactics or actions used to achieve change
*  Reaction of local whites to the movement in Mississippi.
*  Reaction of the the federal government to the Civil Rights Movement

ANSWER QUESTIONS FROM HISTORY ALIVE TEXT

Due Tuesday, May 3

Thoroughly answer the question about the early stages of the Civil Rights Movement.  The link for the questions is below.

//docs.google.com/document/d/1sz7Cm1E0L7P_mTbYGoEvZ1NE_ASW2RQaokrrug0n2Zc/edit

Here are the instructions for the online History of Alive  subscription.

1.   Go to www.teachtci.com

2.  Click on the purple "Student Sign In" button (upper right hand corner)

3.  Click on the green "Create Account" button

4.  Enter the teacher email (ssnyder@pps.net), your last name, first initital, user name and password then confirm your password.

ALERT!!

Please see me asap or email me about the Harlem Renaissance assignment due Wednesday.  I need to assign everyone who was absent on Thursday a specific person to research.  We need to be sure that we have as many famous people from the Harlem Renaissance displayed in our gallery so I don't want duplicates.

If you do not have this assignment completed on Wednesday  you will not get credit for the assignment.

HARLEM RENAISSANCE

Due Wednesday, April 27

1. Read the page handout on the Harlem Renaissance from Warmth of Other Suns.  Use the same highlighting instructions for "Black Metropolis."

2.  Research one of the famous painters, dancers, poets, writers, musicians, actors, comedians,  or activists that either lived in Harlem during the Harlem Renaissance or influenced the culture of Harlem.  Bring to class the following:

* A one page biography of the person you researched.  Please type if possible.  If you can't, make sure the writing can be clearly read.
* An example of the person's artistic, literary, or political contributions.

3.  We will display your work in the classroom.

READ "BLACK METROPOLIS"

Due April 21

Read the handout "Black Metropolis" and highlight information that helps us understand how Harlem, NewYork.  Include:

*  Description of "Black Bohemia" and why people left to go to Harlem
* Transformation of Harlem from a white neighborhood to a black neighborhood
* White resistance to Blacks moving into Harlem

IDA MAE'S JOURNEY

Due April 18

You will be reading about Ida Mae Brandon Gladney's journey from Okolono Mississippi to Milwaukee, Wisconsin.  As you read the 5 handouts from Warmth of Other Suns,  highlight and annotate the key events of her journey. Once you have identified the key events, add information that:

* Describes the event
* Describes Ida Mae's reactions
* Indicates how that event moved her closer to her decision to leave and then closer to her final destination.

You may record your findings in one of two formats:

*  A diary
*  A timeline
* Other ideas?

READ EXCERPT FROM WARMTH OF OTHER SUNS

Due Friday, April 14

Read excerpt about Ida Mae Brandon's decision to leave her Southern home.  Highlight and annotate the following elements of the reading:

Highlight and annotate what you learned about Ida Mae Brandon.  To get started look for information about what she was like, what key things happened to her, why do you think she wanted to leave her home, what might have kept her from leaving.

In class today we discussed the questions from "The Great Migration" and wrote a free write on the following:

Think of  a time in your life when made a big transition.  This could be when your family moved, or when you went to a different school, or made new friends and left others behind,  Describe why it happened, how you felt about it, and how you adjusted, how did you change if at all.  

We also drew analogies to better understand the Great Migration experience. If you were absent, see me about make-up.

READ "THE GREAT MIGRATION" AND ANSWER QUESTIONS

Due Wednesday, April 13th

Read "The Great Migration" and answer the questions that are linked below.

//docs.google.com/document/d/1yWqMc-fkuN8FAi58lhi2yFPXCQeSzJlFdqbmK_fY3bU/edit

FINISHING THE SOURCE PACKET

Due Monday, April 11

Read excerpts 5, 7, 8 , and 9 from the "Source Packet" and answer the corresponding questions from the "Source Packet Questions."

SOURCE PACKET

Due Wednesday, April 6th

Read sources 3, 4, and 6 from the "WWII Source Packet" and answer the corresponding questions in the "source packet questions."

NISEI DAUGHTER WRITING

Due Monday, April 4

Write a reflection about Monica's experiences, challenges and views as represented in Nisei Daughter.  The key is that you have ability to communicate with her and you are working really hard to understand what it was like growing up in the United States in the 1930's and 1940's as a Japanese American citizen with Issei parents.

You may either write a 1 page letter to Monica or write a dialogue between you and Monica.  The dialogue should be 1 1/2 pages long.  Use specific information from the reading and if appropriate from other class sources.

EXCERPT FROM NISEI DAUGHTER

Due Monday, April 4

Read Nisei Daughter and highlight and annotate the following:

* Monica's cultural identity and the conflict that arises
* Monica's background
* Monica's family experiences in the United States before internment
* The experiences resulting from the Executive Order 9066  (process of relocation and life in the camps)

SOURCES ON WWII

Due Thursday, March 31

Read excerpts #1 and #2 and answer the questions on the note-taking sheet.  The links are below:

/docs.google.com/document/d/1tsA5M4hJzt5I_mHVKMkX03go7O4DkLVsM-tjfTkV8SY/edit

Below is a link for the questions regarding the sources:

docs.google.com/document/d/1oQE2KAycOYS9xCvuGSXoC-ouUH1GIpa5oILekdTbM5U/edit

ocs.google.com/document/d/1oQE2KAycOYS9xCvuGSXoC-ouUH1GIpa5oILekdTbM5U/edit


Answer the following questions for these excerpts:

1.  Address the stereotypes and misperceptions that relate to the treatment of Japanese Americans after Pearl Harbor.


2.  Taking into consideration the whole excerpt, explain what Takaki argues is hypocritical about Roosevelt's message to Secretary of War Henry Stimson.

REPARATIONS COMMISSION

Due Monday, March 14

Imagine you are a member of the Tulsa Race Riots Reparations Commission.  Your task is to take a position on whether or not reparations should be made to the survivors and victims of the Tulsa race riots and their descendants.   Write a 3 paragraph position paper including the following:

1.  Statement of your position (thesis).
2.  A paragraph that presents an explanation of why you favor or oppose reparations.
3.  If you are in favor of reparations then the next two paragraphs should focus on what you believe is the most fair reparation plan. This would include the kind of reparations (money to individuals? money to the community?  something other than money?) and who would pay for them or who would be responsible for carrying out the reparations?
4.  You must support you plan with evidence and ideas from the sources available.  You may also use outside sources to find out what other countries have done to repay victims of other violence. (Please cite your sources.)

Definition of reparations:  The making of amends for a wrong that one has done by paying money to or otherwise helping those who have been wronged.

READING ON TULSA RIOTS

Due Tuesday, March 8

Read the article, "Survivors of Infamous 1921 Race Riot Still Hope for Justice."  As you read, please highlight and annotate the following:

* Two significant quotes
* Statistics, facts, and any other evidence related to the riots or lack of closure
* At the bottom of the article, write what you think is the author's main idea.

Here is a link to the article:

docs.google.com/document/d/1K2WDaSL93n2s3_kZ8fOvYiyNuEcn3kIu0r_nd1XsKXI/edit

Also, in case you missed the film,  The Night Tulsa Burned,   here is the link to the film:

www.youtube.com/watch?v=LD3aw4-RJpE&index=1&list=PLNZEh7zSqaDgUUxFBlmhAW4ldybzM2JYf

PEEL PARAGRAPH

Due Monday, Feb. 29

Below is a link to the instructions for the PEEL paragraph:

https://docs.google.com/document/d/1YD0tKoO2i7yFADpOm_GWVP48RuMcNHzIM4TO8QXB6Dw/edit

Please use the following chart to organize your paragraph before writing.
docs.google.com/document/d/1a9gwVG7bEek5WULP2C4bZ_55SgjSQkRt8k_U3HqU8e8/edit


The paragraph should be typed and double spaced.

PRIMARY SOURCE QUESTIONS

Due Feb. 24

Finish reading Primary Sources #2,#3 and #4. Answer the questions for each source on "Primary Source Question" sheet.

Below are the links to the sources:
docs.google.com/document/d/1A8EbnJ-a1uQvFB-4TksG3ADeTWchpw2pNhouIEPj_2Y/edit

https://docs.google.com/document/d/1fEbY7A0Yq3JIUkoI_AekrWA_Pjh7mtWd8TFCraXCrWY/edit


Below are the questions to answer about each source:




docs.google.com/document/d/1PV5Z9666nOrKarVJcctNAw0eVUak2yKJHZOXrH5C7sk/edit

BIRTH OF A NATION - "ART BY LIGHTNING FLASH"

Due Feb. 16th - Answers to questions on the reading "Art (and History) by Lightning Flash."  See link below for reading and questions:

docs.google.com/document/d/1VxsvIm5L06t6fqAgcY9lu5mio7cPSzXH040rbg2VHzE/edit#heading=h.q2vap1mkj7w4



Due Feb. 19th- Read Primary Source #1  (Jane Addams critique of "Birth of A Nation" and answer the questions about the source.

1 PAGE WRITING ON THEME

Due Wednesday, Feb. 10

Write a page  response to one or more of the themes that you focused on in your chart.  This would be a further exploration of your responses on the quote journal chart.  The one page should consist of your own interpretation and understanding of the theme based on ideas and information from the class resources.

Please be prepared to share a paragraph or a few lines from your writing in class.

RACE AND MEMBERSHIP - QUOTE JOURNAL

Due Monday, February 8th

Fill out the chart for the Quote Journal activity.  By Monday you should have chosen 3 themes, a quote for each theme, and your interpretation of the meaning of the quote and how it relates to the theme.  Below is a link to the instructions.
https://docs.google.com/document/d/1y6UfqHOiXlovsS_d95jv0EuVDYxuy2713DSWwTP0_iA/edit

On Monday, you will switch with a partner so you can fill out the entire chart.

During class we will start on the 1 page response and it will be due on Wednesday, February 10th.

In case you need another copy of the reading, there is a link below:https://docs.google.com/document/d/15OY0v5UQrxtzcvqUG3ZM0FCYG2P2LUGopmDAbXzmcHA/edit

FLINT WATER CRISIS

Below are the instructions for the research assignment:

docs.google.com/document/d/1FXrgaVVOUmISmkv8flmGGQdXCcWPAhSvHN_vkwK2glc/edit

 Media Outlets

• CNN
• Fox News
• MSNBC
• ABC, NBC, CBS
• BBC
• Huffington Post
• NPR
• Democracy Now

Newspapers

New York Times         

Boston Globe                

Detroit Free Press

The Nation

The New Republic

New Yorker

Washington Times

Los Angeles Times

Optional Articles

Use one of these if you have some difficulty:

As Water Problems Grew, Officials Belittled Complaints From Flint

By JULIE BOSMAN, MONICA DAVEY and MITCH SMITHJAN. 20, 2016

http://www.nytimes.com/2016/01/21/us/flint-michigan-lead-water-crisis.html?_r=0

 Outcry Over the Austerity Crisis in Flint Grows

http://www.thenation.com/article/outcry-over-austerity-crisis-in-flint-grows/

Michigan’s Great Stink

http://www.nytimes.com/2016/01/25/opinion/michigans-great-stink.html

Flint water crisis is classic case of environmental racism

https://docs.google.com/document/d/17GKp3QPso54leNwugIKVW0d-WRQIDLfXdM8L7AecPMA/edit#

Flint, Michigan: Did race and poverty factor into water crisis?

https://docs.google.com/document/d/17GKp3QPso54leNwugIKVW0d-WRQIDLfXdM8L7AecPMA/edit

Doctor says polluted Flint water worse for children than originally though

http://www.foxnews.com/health/2015/12/18/doctor-says-polluted-flint-water-worse-for-children-than-originally-thought.html

The EPA’s Silent, Guilty Role in the Flint Water Crisis

://newrepubhttpslic.com/article/128156/epas-silent-guilty-role-flint-water-crisis

A Question of Environmental Racism in Flint

http://www.nytimes.com/2016/01/22/us/a-question-of-environmental-racism-in-flint.html

REVIEW FOR FINAL

Below is the link to the instructions for the final exam:

docs.google.com/document/d/1u_Z6T7ui5eufAvWrtTpih79HSiDFBYrRBKemB-6xtt0/edit

Below are the charts that you should use to organize your evaluation of the History Alive Text:

docs.google.com/document/d/1k3MOp2J7CNNylqmu56lRYpivUIwxN-GomKsIGs3A3dQ/edit

RECONSTRUCTION: SECOND CIVIL WAR

View the film, "Reconstruction:  The Second Civil War.  Take notes on the following:

1.  The mindset of Southerners after the end of the war.
2.  African Americans view of freedom.
3.  United States government response to these views.  This means the policies and laws enacted to realize these freedoms.
4.  Successes as a result of the new laws and policies.
5.  Failures or shortcomings of these new laws and policies.

The film can be found on You Tube.

/www.youtube.com/watch?v=aOJch5C8aEg

RECONSTRUCTION QUESTIONS

Due Tuesday, January 12

Read the chapter on Reconstruction from the African American History text and answer the 8 questions distributed in class.

Here is a link to the questions:

docs.google.com/document/d/1wSm_YUUjn4WG7akG5uGEWySkXGnJO5OeMbgBOcpu3c4/edit