​5th Grade Entering 6th

6th Grade Entering 7th ​

​7th Grade Entering 8th

​Ms. Victor:
6th Grade: ​​​ ​​​​​​Complete and submit work on Google Classroom by the end of the day

Mr. Bruning:
7th Grade: ​
​Good Morning, Scholars!

I CAN: DESCRIBE THE GOALS FOR EACH SIDE (UNION AND CONFEDERACY) AT THE BEGINNING OF THE CIVIL WAR.

FOCUS QUESTION: THE CIVIL WAR STARTED AT THE VERY BEGINNING OF LINCOLN'S PRESIDENCY. HOW DO YOU THINK THAT AFFECTED HOW HE WAS ABLE TO GOVERN THE COUNTRY?

So far this week we have discussed the electing of Abraham Lincoln (1860) as President his desperate efforts to avoid war. Those efforts by President Lincoln were not successful and the Civil War began when the Confederacy attacked a U.S. military post at Fort Sumter, South Carolina, on April 12, 1861. Tragically, over 600,000 Americans would lose their lives in this conflict. Both sides (Union and Confederacy) had distinct strengths and weakness, in addition to different goals and reasons why they were fighting. The role of the "border states"-Delaware, Maryland, Kentucky and Missouri would prove to very important. The Union and Confederacy wanted the border states to remain loyal to their side. I look forward to examining and exploring these important issues with you today!

EXIT QUESTION: WHAT WERE THE POSSIBLE DANGERS FOR A BORDER STATE TO ALIGN THEMSELVES TO CLOSELY WITH EITHER THE UNION OR CONFEDERACY?

Mr. Dayan:​
8th Grade: ​
​I Can: Analyze the Voting Rights Act of 1965

Historical Background:

Key points of the Voting Rights Act of 1965:

No voting qualification, prerequisite to voting, or standard, practice or procedure shall be imposed…to deny or abridge the right of any citizen of the United States to vote on account of race or color.


The court will appoint federal examiners to enforce the guarantees of the 15th Amendment.


No “test” (e.g., literacy or civics) or “device” (e.g., grandfather clause) may be used as prerequisites for voting.


States that require special attention are those that most severely restricted voting rights before this 1965 law. The Voting Rights Act identified those states as those that used any “test or device” that limited voting based on race or color on November 1, 1964; or where less than 50 percent of people of voting age were registered to vote on November 1, 1964.


Whenever one of the states identified above wants to change voter qualifications or voting procedures, it needs court approval to do so.

Federal examiners will oversee voter registration in the states identified above.

Federal examiners may, at the request of the attorney general, observe at voting sites and vote counting sites.

Poll taxes are illegal.

Instructions:

1. Read and Annotate the Letter to the Editor by President Obama

2. Respond to the Guiding questions on the attached  "Voting Rights Act" worksheet using relevant textual evidence and keen analysis.

>Who do you think is the intended audience of President Obama’s letter?

>What is President Obama celebrating in the beginning of the letter?

>What problems has President Obama seen emerge in the 50 years since the signing of the Voting Rights Act?

https://docs.google.com/document/d/179IKsxETpsq1K4pqbtvnL4Z3dzgmXzQnC2Yl58QMSE4/edit?usp=sharing

​Ms. Victor:
6th Grade: ​​​ ​​​​​​Complete and submit work on Google Classroom by the end of the day

Mr. Bruning:
7th Grade: ​
​Good Morning, Scholars!

I CAN: DESCRIBE HOW THE ELECTION OF ABRAHAM LINCOLN (1860) LED TO THE START OF THE CIVIL WAR.
 
FOCUS QUESTION: WHY DO YOU THINK ABRAHAM LINCOLN DIDN'T LET THE SOUTHERN STATES JUST BREAK OFF FROM THE UNITED STATES AND FORM THEIR OWN COUNTRY?

Today we are going to examine how the election of Republican Abraham Lincoln led to the start of the Civil War. We are also going discuss why President Lincoln thought it was so important to keep the Southern states that seceded part of the United States. That determination by President Lincoln led to the Civil War.

EXIT QUESTION: WHAT WOULD BE THE IMPACT ON THE UNITED STATES IF A STATE(S) DECIDED TO LEAVE THE COUNTRY ANYTIME THEY WERE UPSET ABOUT AN ISSUE?

Mr. Dayan:​
8th Grade: 
Tuesday 6/9:
I Can: Evaluate the types of resistance used during the Civil Rights Movement.

Historical Background:
During the Civil Rights Movement, two distinct philosophies of resistance emerged. One was nonviolent resistance and the other was one of militant action.


There were many groups that embodied the Nonviolent Protest Movement such as The Southern Christian Leadership Conference (SCLC), the Student Nonviolent Coordinating Committee (SNCC), and the Congress of Racial Equality (CORE).


The Black Panther Party (BPP, originally the Black Panther Party for Self-Defense), Deacons for Defense and Justice, and the Nation of Islam (NOI) were groups that aligned more with black nationalism and were more militant in their policies to achieve the end of racial discrimination.


Both types of groups advocated and fought for the enfranchisement and equal rights of African Americans, yet both believed in different ways of achieving this goal.


Instructions:

1. Read and annotate the “Examples of Resisting Racism” text that was assigned to your class.

>Rice - Greensboro Lunch Counter Sit-In Text

>Brandies - March From Selma Text

>Caltech - Boycott Ready For McCrory’s, Woolworth Text

>Johns Hopkins - Freedom Rides Text

2. Respond to the guiding questions on the attached "Examples of Resisting Racism" worksheet by citing relevant evidence and displaying keen analysis.

https://docs.google.com/document/d/12nFN_t5uRnsbYBMs798pg6FEYKpHKTnfXLSjYJ22UIE/edit?usp=sharing

​Ms. Victor:
6th Grade: ​​​ ​​​​​​Complete and submit work on Google Classroom by the end of the day

Mr. Bruning:
7th Grade: ​
​Good Morning, Scholars.

I CAN: DESCRIBE HOW THE KANSAS-NEBRASKA ACT (1854) INCREASED TENSION BETWEEN THE NORTH AND SOUTH.

FOCUS QUESTION: BASED ON THE LONG-STANDING TENSION BETWEEN THE NORTH AND SOUTH, DO YOU THINK IT WAS INEVITABLE (UNAVOIDABLE) THAT IT WOULD LEAD TO WAR?

Yesterday we discussed how the Compromise of 1850 led to increased bitterness between the North and the South. Today, we will describe how the passing of the Kansas-Nebraska Act (1854) only further increased the conflict with the Northern and Southern states over the issue of slavery. As the nation expanded westward, the North and South fought bitterly over whether slavery should exist in these new territories. Remember to closely analyze the text material for today. Cite details and write in complete sentences.

EXIT QUESTION: PRETEND YOU ARE THE EDITOR OF A NEWSPAPER IN 1856. WHAT WOULD YOU CHOOSE AS A HEADLINE (TITLE) FOR YOUR STORY ABOUT THE CONFLICT IN KANSAS? WHY? 

Keep working hard--I'm proud of you! Mr. Bruning

Mr. Dayan:​
8th Grade: ​
​All Classes will engage in a Google Meet at their Regularly Scheduled Time:
I will post the meet link 5 minutes prior to your scheduled class time.
Rice: 9:00-9:30

Brandeis: 9:40-10:10

Caltech: 10:20-10:50

Johns Hopkins: 11:00-11:30

I Can: Analyze the experiences of the Little Rock Nine.
Historical Background:
>The Supreme Court Case, Brown v. Board of Education (1955), declared that “separate but equal” facilities were unconstitutional. 

>Little Rock, Arkansas, moved toward integration of the public school system. This process, however, would be executed slowly.

>Arkansas Governor Orval Faubus mobilized the Arkansas National Guard to prevent the black students from entering the school in defiance of the Supreme Court and federal authority.

>A federal judge ruled this action illegal, and Faubus removed the troops.

>On September 24th, when the Little Rock Nine tried to enter school again, angry white crowds stormed the school grounds. 

>The events were captured by the media and were broadcast and seen throughout the nation and world. 

>President Eisenhower sent in federal troops to personally escort the students to the school.

>Each student had a personal guard assigned to him or her throughout the year.

Instructions:

Little Rock Nine~Text Reflection:

1. Read, Analyze, and Annotate the attached President Eisenhower & Arkansas Governor Faubus Speeches.

2. Compare and Contrast the Following Speeches by Responding to the prompts on the attached Little Rock Nine Text Reflection Worksheet

https://docs.google.com/document/d/1KE2iPmo6KyVVfQUCDLPyHUjYVsiobASgDQ856M80FYY/edit?usp=sharing

​Ms. Victor:
6th Grade: ​​​ ​​​​​​Complete and submit work on Google Classroom by the end of the day

Mr. Bruning:
7th Grade: ​
Good morning, Scholars! I hope you all had a restful and enjoyable weekend!

I CAN: DESCRIBE THE IMPORTANCE OF THE COMPROMISE OF 1850.

FOCUS QUESTION: STATE YOUR OPINION: WAS IT A MISTAKE FOR THE NORTH TO EVER TRY TO FIND COMPROMISES WITH THE SOUTH OVER THE ISSUE OF SLAVERY?

Last week, we focused on the Women's movement of the 1800s. Leaders such as Susan B. Anthony, Lucretia Mott and Elizabeth Cady Stanton sought to gain equal rights for women and faced stiff resistance. The Seneca Falls Convention was an important moment for the movement, including the drafting of the Declaration of Sentiments and Resolutions. Despite these heroic efforts, all American women did not gain the right to vote until 1920 when the 19th Amendment to the Constitution was ratified.

This week, we will focus once again on the increasing tension between Northern and Southern states over the issue of slavery.

Rising tensions between the North and South over the issue of slavery led to attempts by the two regions to find compromise. These compromises would only delay the eventual conflict the two sides would fight--the Civil War.

Today we will focus on the Compromise of 1850.

Read the text carefully! Good luck!
​

Mr. Dayan:​
8th Grade: ​
I Can: Foster an understanding of segregation in America during the 1960s

Historical Background:
Break down the word prejudice and notice the similarity to the word prejudge. 
It means preconceived notions about a person or group that are not based on accurate information. 
Throughout American history, various groups have struggled as victims of prejudice.


Key Concepts/Definitions:

• Institutional oppression: policies, laws, and rules coming from organizations or social associations that provide advantages for some groups of people, while disadvantaging others

• Individual oppression: actions and attitudes that reflect individual prejudice against a member or members of a group

Instructions:
Scholars will analyze primary source documents to gain an understanding of the social and cultural dynamics of different minority groups and their experiences in America in the 1960s.
1. Read and annotate the primary source documents to gain an understanding of the social and cultural dynamics of different minority groups (African American, Latino American, Women) and their experiences in America in the 1960s. 

2. Use the documents provided to complete the "Individual vs. Institutional Oppression" Worksheet.

3. Exit Ticket - “Which do you think is more dangerous to a society—individual or institutional oppression? Explain?

https://docs.google.com/document/d/1n-Dpx35CDmnMQ2s9hsNI068mKXUGGKtdulDhOPdCwvU/edit?usp=sharing