Think about and discuss answers to the following questions.
Write a paragraph answer to the question below. 1. In your opinion, what makes the song, "Strange Fruit" so powerful? INTRODUCE YOUR PARAGRAPH WITH A TOPIC SENTENCE DESCRIBING THE SONG, SINGER, and DATE it was written. (Provide some background) You should explain it first, and then give your opinion. | According to the Center for Constitutional Rights, between 1882 and 1968, mobs lynched 4,743 persons in the United States, over 70 percent of them African Americans. Billie Holiday was an African American jazz singer. Her song “Strange Fruit” was written in 1939 and quickly became the anthem for the anti-lynching movement. The haunting lyrics and melody made it impossible for white Americans and politicians to continue to ignore the Southern campaign of racist terror. |
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You may need to conduct research to help make a list of words for this activity. VISIT this page on Ducksters.com to read about more about Ruby and to conduct further research on the Civil Rights Movement.
RUBRIC
Your word associations need to be appropriate and reflect a knowledge of Ruby's life and or the Civil Rights Period. Your book or poster needs to be neatly written or typed. The letters you print or type should be easy to read and the entire project should be error free. On the morning of November 14, 1960, federal marshals drove Ruby and her mother five blocks to her new school. While in the car, one of the men explained that when they arrived at the school, two marshals would walk in front of Ruby and two would be behind her. The image of this small black girl being escorted to school by four large white men inspired Norman Rockwell to create the painting "The Problem We All Must Live With," which graced the cover of Look magazine in 1964. The painting is on loan to the Whitehouse and hangs on a wall outside the Oval Office. President Obama told Ruby, "I think it's fair to say that if it wasn't for you guys, I wouldn't be here today." Read more of the story here. https://www.whitehouse.gov/blog/2011/07/15/president-obama-meets-civil-rights-icon-ruby-bridges Observation and Reflection. Use the color photo at the top of this post. Use the handout given to you during class.
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5We completed our study of Jamestown andPlymouth. Your timeline project is due Friday 11/6. Use your flex block or bring home your work. There will be no additional classroom time provided for you to work on the timeline project. This week we will take a break from Early American History and study the Civil Rights period by watching a video about Ruby Bridges. This is a true story about a young black girl living in New Orleans, Louisiana. In 1960, when Ruby was in first grade, she became one of the first black students to attend an all white school. At that time in America, black and white neighborhoods and schools were segregated (separated). Ruby's story is one of courage and determination. RUBY BRIDGES DAY 1: Define the following words on Pg 57 of your notebook. Use collinsdictionary.com or learners dictionary.com for definitions that seem to make more sense. discrimination, segregation, integration, equality, boycott Answer the following questions in complete sentences. 1. Describe Ruby's first day at school. 2. The crowd chants "2,4,6,8, We don't want to integrate". What are they unhappy about? 3. Who is Ruby's teacher? How is she different from the other teachers? 4. How many other students are in Ruby's class? 5. Finish the quote from Ms. Spencer. "Around here, we don't _________them and our kids don't __________ with them." You will be asked to complete daily assignments and a culminating project as we watch the video over the next few days. We will also study the painting "The Problem We All Live With", by the famous illustrator, Norman Rockwell. Some of you did very poorly on the map quiz. STUDY and try again. Visit this online quiz at the following link: http://www.softschools.com/social_studies/13_colonies_map/
Keeping an organized notebook is an important skill and accounts for 1/3 of your overall grade. Obviously, I can score your History Notebook without your input. All I need to do is look at the "Rubric" and decide if you have met the expectations. You can also score yourself.
I believe there is a greater value in the score if I confer with you about the organization and contents of the notebook you have been asked to keep. Are you doing what is expected? Have you been keeping up with the assignments each day? Take some quiet time today to complete past notebook activities and review the pages of notes you have kept. I will be visiting each of you to have a view of your notebook and hold a discussion about your progress. Don't forget. You are allowed to use your notebook during the test. There's a lot going on this week. We will complete the text book lesson on Plymouth and the Pilgrims. You should spend some time completing your notebook activities and preparing if for a notebook check (rubric). You may use your notebook for the test, however, it will be of little use if it is not complete. You need to study the map of the 13 colonies. I will also be introducing a Timeline Project. Use pages 36 and 37 in your notebook to remind yourself of important events in the history of Jamestown and Plimoth. Your timeline needs to be measured to an accurate scale. We will begin with a "sloppy copy" or rough draft.
Your timeline should contain 10 significant events in the history of Jamestown and Plimoth colonies. Choose the events which you believe are the most important and vital to an understanding of the period. Select illustrations which are attractive, relevant, and appropriately sized. Your paragraphs should be thoughtful and written in complete sentences which include names of people involved, the actions that occurred and their significance.
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REMINDERS: Clean up your notebook and complete recent activities.
page 90. answer 7 questions about the Declaration of Independence. page 91. The front cover should include the Title, Author's Name, Date of Publication, and an illustration that reflects the theme of independence. (liberty, freedom, independence, self government, page 92. The back cover should contain a two or three sentence description of the author, and a short summary explaining why Paine's ideas made "Common Sense". Include the two main points of his booklet. page 93. blank page page 94. Sketch of the painting in landscape view. and . Describe the men on Washington's boat. how many? what are they doing? how are they dressed? who were they? is anyone other than Washington identified? (hint: one became a future president and another had "Prince" as his first name) page 95. Make a list of errors / inaccuracies found in the painting page 96 - 97. Define or identify 10 Key Vocabulary terms. |