Ms. Victor:
6th Grade: Complete and submit work on Google Classroom by the end of the day
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!
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!
| lesson_1-june_1_pages_430-31.pdf |
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
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
| individual_vs_institutional_oppression_text.pdf |
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