Thursday, 1/31: Freeman's Children Agenda

STARTER

• Compare the Overall grade for each school on page 7 to the Overall grade for each school on page 8. What do you notice about the demographics of the schools?

• What do you assume causes these disparities (inequalities)?

• What should Lake County Schools do about this achievement gap?

• Should this data influence college admissions officers looking at an applicant from Lake County High School (Leadville) compared to an applicant from Battle Mountain High School (Vail)? 

AGENDA
1.  Finish timelines and discuss as a class
2.  Reconstruction Skit Instructions  DOCUMENT 8 is OPTIONAL! 
3. Read introduction aloud as a class and introduce key terms
4. Time to read primary source documents
5. 2nd Block: Salad Bowl Game on yesterday's timeline events

Skits will take place next Tuesday! Tomorrow is the final quiz on TEWWG and Group Seminar prep time.

Thursday 1/31: UNICORNS' Agenda

Starter:
New Junior Class Applicants!  How do we decide who to admit?

Homework:

• Finish TEWWG by Friday

Due by Tuesday, 2/5 (bring these readings to class on Tuesday!)

• Read A People's History pages 184-210 (from chapter 9) or A Young People's History chapter 9 

AGENDA 

1.  Introduction to Reconstruction (1865-1876) Powerpoint

2. Timeline Digestion Options:

• Option 1: Find images that represent each event and make another column in the table to insert the images.  Share this google document with me.

• Option 2: Complete the “Scavenger Hunt” with Emancipation Timeline and share the document with me upon completion (use google docs to share it).

3. Salad Bowl Game to review timeline

4. Begin Reconstruction primary sources skit
Reconstruction Skit Instructions  DOCUMENT 8 is OPTIONAL! 

Wednesday, 1/30 Freeman Children Agenda

Starter:
New Junior Class Applicants!  How do we decide who to admit?

Homework:

• Finish TEWWG by Friday

Due by Tuesday, 2/5 (bring these readings to class on Tuesday!)

• Read A People's History pages 184-210 (from chapter 9) or A Young People's History chapter 9 

AGENDA 
1. Finish table discussions on chapters 12-18 of TEWWG

2.  Introduction to Reconstruction (1865-1876) Powerpoint

3. Timeline Digestion Options:

• Option 1: Find images that represent each event and make another column in the table to insert the images.  Share this google document with me.

• Option 2: Complete the “Scavenger Hunt” with Emancipation Timeline and share the document with me upon completion (use google docs to share it).

4. Salad Bowl game on Civil War/Reconstruction events

Unicorns- Wednesday Timed Essay

Starter
Read the rubric for the timed writing essay and write down the category you think you will need to most focus on.

Agenda

• Review the outline and instructions for the timed writing
• Timed Writing
• If done early, read TEWWG or begin reading the assigned Zinn chapter and pages (Zinn reading is due by next Monday)

Unicorns: Tuesday 1/29

Starter

• Jot down what you remember about the solutions we came up with at the end of yesterday's seminars.
• Is there anything else you'd like to put on the table for solutions?

Pre-Debate
Re-read the letter to Owen Lovejoy with the key terms defined.

Lincoln S.A.C
A.  Review your evidence (5 minutes)

B. Debate

The structure we will follow is below.  I will be providing exact times.  Please do not move on to the next step until I have called time!

1.    10 minutes to organize argument with partner- Come up with the overarching "theme" for your argument and one piece of evidence to support that theme.  

2.      Yes: Opening argument (3 min)

3.      No: Repeat back main points of argument (2 min)

4.      No: Opening argument (3 min)

5.      Yes: Repeat back main points of argument (2 min)

6.      Open Debate (10 min)

7.      Consensus Building + Thesis Writing (15 minutes)

8.      Debrief as a whole class (10 min)

C. TEWWG Discussion: Chapters 12-18 Reading Guide

Homework 

•        Finish TEWWG by Friday.  We will have a final quiz on chapters 6-20.
•        Read Zinn Chapter 9 by next Tuesday.  If you're reading A People's History instead of A Young People's History only read pages 184-210.

Honors Announcements    

•  Second Semester book club choices (see the email I sent yesterday)
•  Honors Lunch meeting on Friday to draft proposals and review deadlines

Friday, January 25th

Starter- Table Discussions
From Lincoln's letter to Miss Mary Speed (Document C)
"...and yet amid all these distressing circumstances, as we would think they were the most cheerful and apparently happy creatures on board.  One whose offense for which he had been sold was an over-fondness for his wife, played the fiddle almost continually, and others danced, sang, cracked jokes, and played various games with cards from day to day.  How true it is that 'God tempers the wind to the shorn lamb'"

• What do you think about Lincoln's description of these slaves?
• What does Lincoln mean by the last line, "God tempers...."
• Does this letter serve as a justification for or condemnation of slavery?

"Though he loved Caesar less than Rome...under his wise and beneficent rule we saw ourselves gradually lifted from the depths of slavery to the heights of liberty and manhood"

• What does Frederick Douglas mean by this?

Announcements

• On the in-class essay,  you'll be able to access the documents for further evidence as well as use any notes you have generated.
• Additional research:  If one of the primary source documents references an historical event, you may do outside research to understand that reference (i.e. Fremont's Emancipation Proclamation) but must cite the source you pull from in the debate and essay.

Agenda

1.  Prepare for the Lincoln SAC
2. Discussion on chapters 9-11 of TEWWG

Homework
Semester 1 Honors:  DP Update and Reflection is due Monday
Semester 2 Honors: Begin reading Gatsby 

All students:  Read to page 167 (Chapter 19) by Monday in TEWWG

Thursday, January 24th

Starter

•What do you know about Abraham Lincoln?

•What questions do you have about Lincoln and his presidency?

Agenda
1.  Ashley's ppt introduction to the Lincoln SAC + historical context overview

2.  Begin reading and planning for the SAC

Resources


Lincoln SAC Folder of Documents

Wednesday, January 23rd

Starter:

1. Is physiognomy legit?  Do you think that one's facial features determines or reflects his/her character?
2. Does the way people perceive you change the way you perceive yourself?

Physiognomy and Creditworthiness: Economist Article
What is Prosper.com?  What is Mechanical Turk?
What was the research study's methodology, goals and results?
Is physiognomy bad? How does it compare to racism, sexism, ageism, lookism, etc....?
Which physical features do you think might label someone as trustworthy/untrustworthy?

Key Terms from the Economist Article

Phrenology: Greek roots phren= mind, ology= study of  (logos= knowledge). It was a pseudoscience based around measuring the size of one's head to determine brain size and capacity.  It entailed mapping characteristics onto the head/mind based on the size and shape of one's head.

Eugenics: Field of science that advocates for the use of practices aimed at improving the genetic composition of a population by promoting the reproduction of more desired people and traits and the reduction of reproduction of less desired people and traits (through segregation, forced abortions, sterilization, etc...)

Agenda:
1.  Junior Deadlines calendar overview
2.  Announcements and homework for the week
3. Table discussions on chapters 6-8 in TEWWG
4. Whole class recap of table discussions
5. Ashley's ppt on historical context surrounding Abraham Lincoln's election and our SAC

Homework

• Read through chapter 18 by Monday, 1/28
• Finish the novel by Friday, 2/1
• Semester 1 Honors: Email Ashley your artist statement and works cited before midnight; bring in your project for Ashley to hang up; DP reflection/update is due Monday, 1/28Class Resources

Friday 1/18

Starter
Spend the next 10 minutes reviewing chapters 1-5 for the quiz.

Agenda
1. Quiz
2. Unicorns: PPT on Zora Neale Hurston and Historical Context for Eyes
3. Discussion on chapters 1-5 of Eyes
4. Time to read Eyes or work on Honors DP Update + Reflection OR Freeman Children go watch Jessica's freshman perform Shakespeare! 

Announcements

• Power Lunch next Thursday
• Honors- email me your artist statement w/ works cited page, turn in your projects and documentation binders on the table in the far corner.
• Honors Enrollment Application form is due Monday night.  

Homework

• Read chapters 6-11 (51-109) in Eyes by Wednesday.
• Honors: Complete the reflection and update by Monday, January 28th

Small Group Discussion

1. How do characters’ perspectives on the legacy of slavery and current race relations between whites and blacks differ? Find two quotes by different characters that answer this question and compare the two perspective.  How are they similar/different? What would Wise and/or Steele say in response to these characters? Does it matter that this novel takes place in 1937 as opposed to the 21^st century when Steele and Wise are writing?

2. Pages 16-20: Break into partners and read the scene out loud – taking turns.  Summarize this scene in your own words and choose one quote from this monologue that  best captures Nanny’s past experiences and why she is so protective of Janie?  Defend your choice.

Thursday, 1/17

Starter
Does the way people perceive you change the way you perceive yourself? Is physiognomy legit?

Agenda
 Physiognomy and Creditworthiness: Economist Article

Phrenology: Greek roots phren= mind, ology= study of  (logos= knowledge). It was a pseudoscience based around measuring the size of one's head to determine brain size and capacity. It differed from craniology because it entailed mapping characteristics onto the head/mind based on the size and shape of one's head.

Eugenics:  Applied science of the bio-social movement that advocates for the use of practices aimed at improving the genetic composition of a population by promoting the reproductive of more desired people and traits and the reduction of reproduction of less desired people and traits (through segregation, forced abortions, sterilization, etc...)

Honors

• Print Artist statement and mount onto construction paper
• Print documentation binder
• Wrap up any last minute pieces for your project
• Finish works cited page

Non-Honors: 

1. Finish Amistad

2. Time to read Eyes 

Announcements

•             Fill out intent to enroll in Honors Sem 2 form  (see below)
•       Honors Exhibition tonight!  Come support your classmates. 5:30 at the Student Union lobby of FLC.
•       Quiz on chapters 1-5 of Eyes tomorrow.

Wednesday 1/16

STARTER
Read the follow excerpt from the Book of Genesis (the first book of the Bible).  Why is Ham punished and not his two brothers?

Ham, along with his father and brothers, blessed by God
Genesis 9:1 And God blessed Noah and his sons, and said unto them, Be fruitful, and multiply, and replenish the earth.

Canaan cursed by Noah
Genesis 9:20 And Noah began to be an husbandman, and he planted a vineyard:
²¹ And he drank of the wine, and was drunken; and he was uncovered within his tent.
²² And Ham, the father of Canaan, saw the nakedness of his father, and told his two brethren without.
²³ And Shem and Japheth took a garment, and laid it upon both their shoulders, and went backward, and covered the nakedness of their father; and their faces were backward, and they saw not their father’s nakedness.
²⁴ And Noah awoke from his wine, and knew what his younger son had done unto him.
²⁵ And he said, Cursed be Canaan; a servant of servants shall he be unto his brethren.
²⁶ And he said, Blessed be the LORD God of Shem; and Canaan shall be his servant.
²⁷ God shall enlarge Japheth, and he shall dwell in the tents of Shem; and Canaan shall be his servant.

AGENDA
1.  Ashley's ppt on the Evolution of Racism

2.  Honors Work Time

• Artist Statement- print and place on construction paper
• Fill out form for exhibition
• Print documentation binder

3.  Non-Honors:

•  Film: Amistad

Tuesday, 1/15

Today's Essential Question
What is the evolution of racism in U.S. history? Is racism natural?

Starter
Do you think racism is innate or learned through socialization? Why?

Agenda

A. This Week's In-Class Schedule and Assignments


Amygdala:  A part of the brain proven to perform a primary role in the processing of memory and emotional reactions

B. Atlantic_RacismNotNatural

Read the article and discuss these questions with your table:

1. What does the graph at the top of the article mean?
2. What are the actual findings of the paper by Eva Telzer of UCLA?
3. What does the author of this article claim Telzer's research "proves" about the origins of racism?
4. What does the following quote mean?  "the correlation between peer group diversity and dampened amygdala response doesn't mean the former causes the latter; it could work the other way around: maybe people with a mild response to racial difference wind up with more diverse peer"
5. Do you agree with the author's claim that "Evolution seems to have inclined us to readily define whole groups of people as the enemy, after which we can find their suffering, even death, very easy to countenance and even facilitate"?
6. What connection do you see between this article and the primary source documents about the Southern Colonies in British America?

C.  Discussion on primary source documents on "The Southern Colonies in British America"

D.  Introduction to Their Eyes Were Watching God  +

Homework:
Read chapters 1-5 of Eyes by Friday (51 pages)
We will have a quiz and class discussion on Friday.

*I will not be evaluating annotations for Eyes.  You will be assessed on the two quizzes and a seminar + seminar prep write-up.  I'm moving away from checking your annotations on reading to prepare you for transition to senior year and college where the reading is merely a tool to help you prepare for class discussions and exams/essays.

Honors Announcements:

• No lunch meeting.  Fill out the form below instead.
• Be at the Student Union lobby no later than 5pm to set-up.  We'll all help with clean-up. Should be straightforward.
• Artists Statements due Sunday pm BUT I'd encourage having it at exhibition (on construction paper)
• Propping things up on the table?
• String- Molly?
• Easels- Shannon?
• Documentation binder: Print it!

Monday, 1/14

Agenda
Rachael Sands will be leading LINK during Humanities today.

Due Tuesday:Copies of both the book and article are on my desk!

• Read the Forward of Their Eyes Were Watching God by Tuesday.  

• Read the Major Problems in American History excerpts by Tuesday (8 pages total:  Intro + Document #s 4, 5 and 6).  For this reading, you can choose to either show me your annotations OR you can write a bullet list of notes that summarizes and reacts briefly to each document.

Resources to help with homework

• Ashley's Powerpoint "Big Ideas from Steele and Wise Articles"

• Crash Film reflection and seminar-prep

Announcements

• Please turn in the seminar prep/reflection write-up if  you missed Friday's seminar OR if you are opting to be graded on that instead of your seminar participation.  This should be typed and printed.   If you were absent on Thursday AND Friday, please come see me at lunch or immediately after school.
• This Week's In-Class Schedule and Assignments

• Honors
•  Lunch meeting  TOMORROW so that I can make sure I have everything prepared for our Exhibition that you'll need for your project.
• Any volunteers to make a poster for our exhibition entrance? At this last minute notice= 10 E.C. points
• Check the email I sent you last week regarding Artist Statements and Bibliography
• Wednesday and Thursday: You will have almost all of class time for honors work time.  
• Conferences today:
• Helen 8:30-8:50
• Zhanna 8:50-9:10
• _____ 9:10-9:30

• Lacey 11:30-11:50
• Elliot         11:50-12:10
• Hanna 12:10-12:30

Friday, January 11th

STARTER:

• Review your classmates' comments on edmodo. Respond to one. 
• Get out your notes to seminar prep for me to check over. 

ANNOUNCEMENTS
Let me know at the end of seminar if you want me to grade you on seminar prep write-up instead.  That is due MONDAY! Typed and printed.

AGENDA:

• Seminar
• Work time:
• Honors project work time
• Read and annotate the MPAH assignment 
• Read the Forward to Their Eyes Were Watching God

Homework

• Read the Forward of Their Eyes Were Watching God by Tuesday.

• Read the Major Problems in American History excerpts by Tuesday (8 pages total:  Intro + Document #s 4, 5 and 6).  For this reading, you can choose to either show me your annotations OR you can write a bullet list of notes that summarizes and reacts briefly to each document.

• Complete the seminar prep if you are doing that for a grade. Due Monday.

Thursday, January 10th

AGENDA:

1. Finish Crash

2. Discuss Steele and Wise's articles:  Ashley's Powerpoint "Big Ideas from Steele and Wise Articles"

3. Film reflection and seminar-prep

ANNOUNCEMENTS:

• A Note On Grades for this Seminar: You can choose to either be graded on your seminar prep OR on your seminar participation. Please let me know if you would prefer I grade you on the prep rather than the seminar.
• Seminar Groups
• 1 hour free work period tomorrow while not in Seminar.  Choose to begin next Tuesday's reading assignment or for honors, work on honors project.

HOMEWORK:

• Finish seminar prep for tomorrow's seminar.  If you are choosing to be graded on the seminar prep, your final write-up is due MONDAY.  Also, if you miss Seminar tomorrow, you need to do the complete write-up as "make-up".

• Post a comment on edmodo regarding Crash

Wednesday, January 9th

Starter:  Read the quiz questions.  What are your honest reactions to these questions?
Are racist jokes funny? At whose expense? At what cost?

Agenda:  Watch Crash and complete this Viewing Guide

Homework:

 Read TWO articles by THURSDAY and be prepared to draw on them for our seminar:

• "BORN to Belonging" from White Like Me by Tim Wise (hardcopy handed out in class).
• "I'm Black, You're White, Who's Innocent" by Shelby Steele (online copy. Click the article title for the link)
• By FRIDAY: Post your most interesting point(s) or additional questions to Edmodo.  Comment on each other’s posts.  

Tuesday, January 8th

Starter:  

1. What assumptions do people have about you? How do these assumptions either help or inhibit you? 

                                                                           OR

What assumptions do you make about other people on a daily basis?  Are these helpful or hurtful?

2. Is it OK to make these assumptions? When do assumptions become potentially problematic?

Follow-up: How do you avoid acting on assumptions? 

Turn in opt out forms for the film

Agenda:

1. Read "Space Traders" article and answer Q's

2. Discuss "Space Traders"

3. In table groups, analyze statistics and media clips on race/racism in U.S. society:

• Distribute the packet of materials among your group

• Individually, read and annotate (if needed) your assigned handout and answer these two questions:
• Is there a "race problem" in the U.S. today?
• What is the strongest piece of evidence to support your claim?

• Each group member: Summarize your handout to your group and share your claim and selected evidence.

• As a group, discuss these questions:
• What are the most significant problems that standout to your group about race in our society?
• What stereotypes do these facts/figures/antidotes confirm?
• What assumptions do you have about why these problems/statistics exist? In other words, what causes these problems?

4. Project Overview Drop + go over different types of oppression (12 Types of Oppression)

5. Time to do homework reading OR if time, watch and discuss Mark Elliott Ted Talk (20 minutes)

Homework:

 Read TWO articles by THURSDAY and be prepared to draw on them for our seminar:

• "BORN to Belonging" from White Like Me by Tim Wise (hardcopy handed out in class).
• "I'm Black, You're White, Who's Innocent" by Shelby Steele (online copy. Click the article title for the link)

Monday, January 7th

Welcome Back!  

Starter:  How was your winter break?  Share a highlight or significant moment from break.

Announcements:
1.  Honors meeting on Wednesday? Mandatory!
2.  Sign-up for a conference with me for honors help
3.  Edmodo! Don't forget about it.
4.  Semester 2 Honors will begin after the exhibition and will be open to anyone who received an 90% or higher in my class or an 85% or higher in the Honors section.
5. Korematsu DP Update/Reflection  You can submit by tomorrow for 10% credit. Then 50% by Wed.  Email me once you have updated your DP with your correct DP Link so that I know.
6.  ACT prep class starts TODAY during SIG in Nick's room. See Kristi if you still want to sign up.
7. A note on grades this semester

• No notebook check at the end of the semester
• You will be able to see your notes/process work for the mid-term exam and Civil Rights Project
• Participation grade still stands

8. Crash permission form
9. Handout reading assignment(s)
10. Humanities Semester 1 Evaluation Form- please complete!  See embedded form below.

Agenda:

Freeman's Children
8:15-8:50:  Welcome back + Announcements
8:50-9:50: Rachael Sands, LINK
9:50-10:20:  Jeannie Bennett from LPEA speaking on Youth Leadership Opportunities for Juniors at AHS

Spicy Unicorns
10:25-10:55:  Jeannie Bennett
10:55-11:25:  Welcome Back + Announcements
11:30-12:30:  Rachael Sands, LINK

Homework:
1.  Take the Crash permission slip home. Due Tuesday (tomorrow)
2.  Read TWO articles by THURSDAY and be prepared to draw on them for our seminar:

• "BORN to Belonging" from White Like Me by Tim Wise (hardcopy handed out in class).
• "I'm Black, You're White, Who's Innocent" by Shelby Steele (online copy. Click the article title for the link)