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
| rome_as_a_republic.docx |
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?
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?
| lesson_2-june_9_pages_441-43.pdf |
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
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
| civil_rights_voting_rights_act_obama_letter.pdf |
| civil_rights_resisting_racism_examples_text.pdf |
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