A Wreath for Emmett Till Optional Assignment - 40 points

Task: to create a crown of sonnets focused around the theme/question, "where do we go from here?"

Due Date: March 21st - for 3rd Quarter.  By June 1st for it to count on 4th Quarter

Instructions

4A Homework due Monday!

Chapter 9.2

Take notes using ANY note taking strategy - see previous post for options other than main idea logs. 

Black History Presentation 3B

I am the Diamond Black: Ashley Peppers

1.      Explain the message of I am the Diamond Black, and cite a line to support your description.

W.E.B. Dubois: Danielle Audain

1.      How did Dubois and Washington differ in their views on the social divide and lack of advancement for African Americans?

2.      Explain one of the terms Dubois coined to define the social divide.

Zora Neale Hurston: Jalisa Fullwood

1.      How does Zora Neal Hurston respond to whites that remind her she is a descendent of slaves?

2.      “I have no _____________________________ feelings about being an American

____________________________ and____________________________, I am merely a

fragmentation of the___________________ soul that surges within the boundaries”

An Original Monologue: David Thomas

1.      What time periods does David’s monologue cover?

2.      Explain the message of David’s monologue, and cite an example.

Options other than Main Idea Logs for Taking Notes

Overview: Effective note-taking is a vital skill for students, but by no means a simple one to teach or to learn. From my experience, students have to be constantly reminded to take notes during a reading, a lecture or whilst watching a video documentary. They then either take such detailed, undiscriminating notes that they miss the ‘big picture’, or make such brief and unfocused points that they serve no useful purpose whatsoever

Note-Taking Methods suitable for both lectures and readings

Four Box Limit

Students should divide their paper into four sections. If the lesson is based around a text-reading, students have to identify the main points made in the piece and write these into each box. In this way students are limited in how much space they have to write their notes. This means that they avoid simply writing things down passively and verbatim and they are more motivated to transform their notes into something more useful after the lesson.

Concept Maps

This method encourages students to break the material down into key points, secondary points and substantiating evidence. This is best suggested to students as something that they will transform their initial notes into after the session. It thereby provides them with more focus during the initial note-taking phase.

Cornell Note-Taking Method

The Cornell Method involves dividing up  notes into 3 sections as shown below. Key points / questions are made in the left-hand column, and substantiating evidence / answers are provided on the right either during the lecture or directly afterwards. Following the lesson, a summary is written at the bottom of the sheet.

Methods suitable for reading based tasks

One Post-It Per Page

When students are taking notes from a book, provide each student with some Post-It notes. They can only make notes on these, and can only include one Post-It note on each page of the book to summarise its essential message (you can of course change this rule to one Post-It note per paragraph if this is more appropriate). These can simply be left in the reading if it is the students’ own copy; if they need to be removed then an appropriate citation should be written on the reverse of each note before they are removed and collated – they could even be stuck together with a ‘covering’ note to create a ‘miniature book’ entitled ‘A gnome’s guide to…’! These could certainly form the basis of an interesting display…

If this is the question, what is the answer?

In this method, students number each paragraph of the text. They then read each paragraph carefully and identify what question it appears to answer. Their notes then take the format of three columns: (a) The paragraph number; (b) The question this paragraph answers and (c) The answer to that question using the key evidence in that paragraph.

8.4 and 9.1 Notes Check - The Changing Workplace and The Market Revolution

Google Form 8.4
Google Form 9.1

due date: Monday 2/29 by 3:00 pm.

Students are allowed to take these quizzes as many times as they need to. Please only use your notes!

Reform Topics in the News ...

Pink Tax

The First Lady on Mental Health

Notes Transformation Options

Five-Finger Summary

Get students to trace the outline of their hand on a piece of paper. Across the palm, write the central question answered by the text. On each finger, provide a key point made in answer to that question. For further development, the ‘hand’ can be cut out and on the reverse side a key piece of evidence can be added to each finger as substantiating detail for the point made.

6-Step Story

Tell students before the note-taking starts that their objective after making their notes will be to select what they consider to be the six key points that were made. Each one of these will then be summarised as the title of a separate box (a simple table of 3X2 will suffice). Underneath each title, preferably in a different colour, the substantiating evidence for the point should be included. As a final visual step, each box could then be given an associated image which can be overlaid over the box to create an ‘open-me’ display piece.

3B Classwork - Monday 2/15, Due Tuesday 2/16

You should have finished the Main Idea logs for 8.2 (Slavery and Abolition). Using these notes AND the textbook, complete the one pager assignment. The first page of the link are the instructions, the second page is an example.

Peer Evaluation Forms - 3B and 4A only

Please fill out one evaluation form for each group member

Peer Evaluation Form

20 point extra credit opportunity

Film and Discussion: Pardons of Innocence: The Wilmington Ten

Sunday, February 7, 2–5 p.m.

Not rated; run time: 120 min.

Cash Michaels, Wilmington Journal, and Benjamin F. Chavis Jr., President/CEO, National Newspaper Publishers Association

The Wilmington Ten: eight black students, a white female community organizer, and civil rights activist Chavis—convicted of firebombing and burning down a grocery store as well as a variety of shootings during 1971 protests for equal education in New Hanover County. This is the story of battles to clear their names that lasted for three decades. Staff writer Michaels will lead a panel discussion featuring Rev. Dr. Chavis after the film.

Jamming with Melvin Parker: Life on the Road with James Brown 

Thursday, February 11, 6 p.m.

Melvin Parker, Drummer

Parker, a native of Kinston, started playing with singer—and founding father of funk—James Brown during the 1960s. Among the music Parker will perform in this special one-hour jam session are “Out of Sight”; “Papa’s Got a Brand New Bag”; and “I Got You/I Feel Good”—all recorded in 1964 and 1965. 

African American History Highlights Tours

Saturday, February 13 or 27, 1:30–2:30 p.m.

These docent-led tours visit exhibits throughout the museum to highlight some of the contributions made by African Americans to North Carolina history. 

Music of the Carolinas: Amythyst Kiah 

Sunday, February 14, 3 p.m.
Free tickets for this concert are distributed while they last beginning at 2 p.m.

Kiah is an alternative-country blues singer and songwriter who fuses traditional old-time music with R&B and country sounds from the 1950s, ’60s, and ’70s to create a contemporary style that leaves the original song’s integrity but results in a new powerful, soulful rendition. 

Film Screening: Rosenwald

Sunday, February 28, 3 p.m.
Not rated; run time: 90 min.

Julius Rosenwald never finished high school, but he became president of Sears, Roebuck & Company and gave away $62 million in his lifetime. Much of his philanthropy went to communities across the South to build African American schools during Jim Crow. A discussion with alumni from some Triangle-area Rosenwald schools will follow the screening.

Exhibit Closing: Hey America!: Eastern North Carolina and the Birth of Funk

Sunday, February 28, 5 p.m.

See the roles that some African American musicians from eastern North Carolina played in the creation of funk—a genre of highly danceable music that helped integrate dance floors across America during the middle and late 1960s. The lobby case exhibit closes at the end of the day. Visit the webpage for Hey America!

To earn credit: students must come back with evidence that they went to the event and participate in a reflection with Mr. Beller

Black Future Month - CNN STUDENT NEWS SUBSTITUTE (Week 2)

Introducing Black Future Month (1A/4A, 3B, 4B) - Historical Thinking Skill: Analyzing Motives

Black Youth Leadership in the Community  (1A/4B) - Historical Thinking Skill: Synthesizing

Finding Main Ideas - 21st Century Issues from the Back of the Book (1A/4A)

What would the World look like without Black People? (1A, 4A, 3B, 4B) - Summarizing

Forming Opinions - Rise Rashid and "Miseducated" (1A, 4A, 3B, 4B).

Analyzing Issues - 4B (Apple iPhone and FBI)

Song Analysis (3B and 4B - "Strange Fruit")

Song Analysis 2 (1A and 4A - "Lift Every Voice and Sing")

Honors Reform in American Presentations - Sources

Here are some sources that might be helpful

Prisons

Temperance

Womens Rights

Education

Tips for a Good Presentation - PowerPoint