How+Marginalized+Groups+Have+Tried+to+Move+to+the+Center+of+American+Social+Life


 * Thursday 3/17- Go to the next unit (Unit Four- Economic History) for lessons**

Focus: How did the War on Drugs create a subtext for a new system of racialized social control?
 * Class 29: Tuesday 3/15 (Green) Wednesday 3/16 (Purple)**

Activities: 1. Green only: watch Michelle Alexander's clip- see below class for clip 2. View Statistics 3. Discussion- New Jim Crow

Homework: Read and annotate the attached article Hamilton not Jefferson

How does the history of civil rights support arguments for Affirmative Action? How did the War on Drugs create a subtext for a new system of racialized social control?
 * Class 28: Monday 3/14**
 * Focus:**

Activities: 1. Debrief Affirmative Action Purple Only: Watch below youtube clip on Michelle Alexander- New Jim Crow media type="youtube" key="P75cbEdNo2U" width="420" height="315"

2. Begin de-briefing Michelle Alexander New Jim Crow discussion

Homework: Read and answer questions Richard's White - Born Modern 1. How equal are America's educational opportunities? 2. How does the history of civil rights support arguments for Affirmative Action? 3. How did the War on Drugs create a subtext for a new system of racialized social control?
 * Class 27: Thursday 3/10 (Green) Friday 3/11 (Purple)**
 * Focus:**

Activities: 1. Affirmative Action 2. Divide- Looking at above document compare arguments for and against affirmative action 3. Statistics of Mass incarceration 4. Begin discussion

Homework: Read and answer the questions to Richard White's- Born Modern

Focus: How has the government attempted to remedy the de fact and de jure school segregation?
 * Class 26: Wednesday 3/9 (Both Classes)**

Activities: 1. Read Brown v. Board of Edu

Kenneth Clark Doll Experiment  The Supreme Court cited Clark’s 1950 paper in its Brown decision and acknowledged it implicitly in the following passage: “To separate [African-American children] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone.” Dr. Kenneth Clark was dismayed that the court failed to cite two other conclusions he had reached: that racism was an inherently American institution, and that school segregation inhibited the development of white children, too.- Taken from NAACP "Brown at 60" media type="youtube" key="WG7U1QsUd1g" width="420" height="315" 2. Watch 28- end of video- Have a discussion about Boston Busing 3. Using video guide have an in-class discussion on Boston Busing

Homework: None- other than be sure to be prepared for mass incarceration discussion next class

Examine how Boston addressed its de facto school segregation.
 * Class 25: Tuesday 3/8 (Both Classes)**
 * Focus:**

Activities: 1. Work for 30 minutes in your pre-assigned griz groups to complete the attached griz sheet. Remember you can use the presentations listed below for assistance. 2. After you have completed the griz- use the attached video guide and watch from the beginning to 31:05 of the Eyes on the Prize- Boston Busing Segment. 

Watch the below clip from the beginning to 31:05- must finish for homework whatever is not complete in class!
media type="youtube" key="psPEOo78CGk" width="420" height="315"

Complete the video segment just until 31:05 and thoroughly complete the video guide
 * Homework: **

Final evaluation of how various marginalized groups have moved closer to power.
 * Class 24: Friday 3/4 (Green) Monday 3/7**
 * Focus:**

Activities: 1. Finish Presentations 2. Purple Block Presentations: Irish Americans Women Native Americans Chinese Americans Mexican Americans

Griz

Work in groups to complete griz- Green Block Presentations:

Women Irish Americans Cuban Americans Chinese Americans Italian Americans Native Americans

Homework: Read the attached article and ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- **It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)**

Focus: How did various marginalized groups move closer to power?
 * Class 23: Thursday 3/3 (Both sections)**

Activities: 1. Presentations

Homework: Read that attached article and ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- **It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)**



Focus: How did marginalized groups move closer to power?
 * Class 22: Monday 2/29 (Green) Tuesday 3/1 (Purple)**

Activities: 1. Use class time to present presentation - take notes for Griz that will be on Friday 3/4 (Green) Monday3/7 (Purple)

Homework: Read that attached article and ONLY ANSWER the attached discussion question. YOU do not need to annotate.This article and questions is due for both classes next Tuesday 3/8- **It is long so use the time I am giving you to divide up the reading! We will be participating in a socratic seminar (Graded)**


 * Class 20+21 (Green and Purple) Thursday 2/25 and Friday 2/2**

Activities: 1. Peer review of detailed outlines 2. Use class time the remaining class and next class (Friday) to complete the group portion of the project.

Homework: Group project due Monday Feb 29th

Submit Annotate Bib Course selection Day one Group portion
 * Class 19: Tuesday 2/23 (Green) Wednesday 2/24 (Purple)**
 * Focus:**

Activities: 1. Mrs. B went over course options for next year 2. Day one- Group Project- see below sheet for group description- Begins on page 3

Homework: Detailed Outline due next class!! Green and Purple- Thursday 2/25


 * Class 18: Monday 2/22- Both Sections**
 * Focus: Annotated Bib**

Activities: 1. Format for Annotated Bibliography and Detailed Outline was taught in class today. 2. Had class time on computers to begin work on Annotated bib Homework: Annotated Bib- Tuesday 2/23 (Green) Wednesday 2/24 (Purple) Detailed Outline due Thursday 2/25 (Both Sections)

This day was focused on working on the independent portion of the research process. Attached below is an outline of the topics covered on the day.
 * Class 16: Thursday 2/11 (Green) Friday 2/12 (Purple)**
 * If you want to get a jump start on the detailed outline follow the below format**

In class workday Notecard check Topic check
 * Class 15: Wednesday 2/10 (Both Classes)**

Homework:


 * Class 14: Tuesday 2/9 (Both Sections)**
 * Focus:**

Activities: 1. Hand in 10 Notecards 1. Finish de briefing "Time for Justice" 2. Notes on the Movement 3. Go over the different groups of the Civil Rights Movement

Homework: 50 Notecards due.

Focus: How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
 * Class 13: Monday 2/1 (Green) Tuesday 2/3 (Purple)**

Activities: 1. Finish House We Live In 2. Get out Civil Rights Packet 3. Watch A Time for Justice and answer questions- Video guide in above packet

Homework: Read your assigned article in Civil Rights Movement Packet Bring in three sources and blank notecards due Wednesday 1- Journal article from JSTOR 1- Book or e-book 1- Source of your choice.. must be scholarly if website (.edu/.gov/.

Focus: How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
 * Class 12: Friday 1/29**

Activities: 1. Get new project sheet 2. Watch "Race Power of Illusion"- The House we Live In- Watch and answer video guide

Homework: Get three required sources due Wednesday 2/3 1- Journal from JSTOR 1- Book source 1- of your choosing

Go over and get groups for the Equality and Hierarchy Other Marginalized Groups Project How did the 1950's policies and the GI Bill contribute to the disparity in wealth between whites and black citizens?
 * Class 11: Thursday 1/28 (Both Classes)**
 * Focus:**

Activities: 1. Go over Equality and Hierarchy Project - Go over project - Pick groups and topics

Homework: Due Next Wednesday 2/3 (Both Classes) Bring three sources (One must be a journal, one must book, other of your choosing) Due tomorrow - Read article "A Critical Look at the GI Bill's Impact" and write 2-3 bullet-points identifying the impact of the GI BIll


 * Class 10 : Monday 1/25 (Green) Tuesday 1/26 (Purple)**
 * Test**

Focus: Compare the experiences of African Americans in the North and South during Jim Crow? Were the ideals of democracy - that were given as rationale to enter both World Wars- extended to African Americans?
 * Class 9: Friday 1/22 (Both Classes)**

Activities: 1. Go over Chicago Race Riots 2. WWI/ WWII Conversation

Homework: Test Green- Monday 1/25 Purple Tuesday 1/26 Review Guide

Focus: Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
 * Class 8: Wednesday 1/20 (Green) Thursday 1/21 (Purple)**

Compare experiences of African Americans in the North and South during Jim Crow.

Activities: 1. Complete notes in t-chart on examples of "Hierarchy" and "Agency" 2. Read the section on the Great Migration from WWI/WWII packet- see attachment for homework on class 7 for reading 3. Intro- Chicago Race Riots Chicago Race Riots 1919 4. Begin reading through Chicago Race Riots articles

Homework: Read/annotate and answer questions to attached reading- Due Friday 1/22- Both Classes
 * Test on Monday- Green 1/25**
 * Tuesday Purple 1/26**

Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
 * Class 7: Tuesday 1/19 (Both Classes)**
 * Focus:**

Activities: 1. Power Pie- 2. Rotate Power Pies- Write what you agree and disagree and add two changes 3. List -chart- Agency and Hierarchy based on presentations

Homework: Read attached packet and answer questions on page one. Discussion for both classes is on Friday 1/22

Test on African Americans Equality and Hierarchy Monday 1/25- Green Tuesday 1/26- Purple

Focus: Evaluate the status of African Americans in terms of Equality and Hierarchy during the Jim Crow Era.
 * Class 6: Friday 1/15 (Both Classes)**

Activities: Purple only- Debrief findings on Abolitionists Green only- Finish watching Douglass 4th of July speech

Both Green and Purple 1. Assign Power Pie assignment 2. Watch Facing History "The World the War Made" and answer questions on attached video guide The World the War Made

Video Guide

Homework: Due next class: Read pages 2-5 and complete the questions on page 1 of the attached packet. You do NOT need to annotate and you do NOT need to address the "Evaluation" question at the bottom of p. 1 Test on African Americans Equality and Hierarchy Monday 1/25- Green Tuesday 1/26- Purple

Focus: Who were the abolitionist and what tactics were employed to end slavery?
 * Purple ONLY Thursday 1/14**

Activities: 1. Watch last four minutes of Douglass's speech 2. Abolitionist assignment 3. Go to computer lab to conduct research

Homework: Due Friday 1/15 Read and in the margin mark up examples of "hierarchy" and "agency"

Test on African Americans Equality and Hierarchy Monday 1/25- Green Tuesday 1/26- Purple

Focus: Why does the abolition of slavery become such a divisive issue?
 * Class 5: Tuesday 1/12 (Purple) Wednesday 1/13 (Green)**

PURPLE Activities: 1. Go over homework from last night- Abolition Packet 1-4 2. Frederick Douglass Speech "The Meaning of July 4th for the Negro media type="youtube" key="mb_sqh577Zw" width="420" height="315" 3. Reconstruction The World the War Made

Video Guide:

Green Block: 1. Read through justifications for slavery and go over homework from last night 2. Frederick Douglass speech

Homework: Due Friday 1/15 Read and in the margin mark up examples of "hierarchy" and "agency"

Focus: Understand the historical context of the Abolitionist Movement? Why does the abolition of slavery become such a divisive issue?
 * Class 4: Monday 1/11 (Purple) Tuesday Green 1/12**

Activities:

1. Finish watching "Race Power of Illusion" 2. Define Equality and Hierarchy Words 3. Conduct Story of Freedom discussion Homework- Same as purple- see below
 * Green Only**-

Activities: **(Purple)** Abolitionist Movement- see attached packet for class and for homework 1. Read the justification for slavery- Take notes on findings 2. Watch "American Experience - The Abolitionists" and answer attached questions- pages 5+6 of Abolitionist Movement Packet (attached above) media type="youtube" key="MILN_17KH6M" width="560" height="315"

In Abolition Movement Packet Read pages 1-2 and take 2-3 bullet-point notes on reflections Read page 3 and answer questions on page 4
 * Homework:**

Focus: Understanding basic vocabulary with unit. What is race? How was race used to justify the creation of social hierarchy?
 * ClassThree:** Thursday 1/6 (Purple) Friday 1/7 (Green)

Activities: 1. Finish going over chart 2. Watch Episode Two: The Story We Tell- Scenes 1-4 (Time 1-9:04)- Purple Only media type="youtube" key="VcOgNBTjJRg" width="420" height="315" 3. Go over Vocabulary- attached is defined words

Homework: No Homework- Be safe

Focus: What are the forces that pushed marginalized groups to the periphery?
 * Class Two:** Tuesday 1/5 (Purple) Thursday 1/6 (Green)

Activities: 1. Meet back in groups- Share out boxes for chart

Homework: Due Thursday (Purple Only) Due Friday (Green Only)

Focus: Introduction to Equality and Hierarchy
 * Class One:** Monday 1/4 (Purple) Tuesday 1/5 (Green)

Activities: 1. Finish Presentation for Timeline 2. Equality and Hierarchy Jigsaw- Documents

3. Vocabulary

Homework: Due Thursday January 7th (Purple) Due Friday January 8th (Green)