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
| map_of_the_mediterranean_region.docx |
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?
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?
| lesson_3-_june_10_pages_452-54.pdf |
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
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
| civil_rights_voting_rights_act_obama_letter.pdf |
| civil_rights_resisting_racism_examples_text.pdf |
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