Civil Rights, Day 10 - Class Recap

A few students had projects relating to animal abuse or the environment, which made me think about this picture I took in New Zealand in February. Herding sheep off the road in my rental car was pretty fun!

Dear class,

Thank you so much for your work with the activism project! From what I saw, students really seemed to know their stuff about their topic. Please remember to email me at luke_fritz@beaverton.k12.or.us if you need to turn in your works cited page!

Learning Targets Addressed:
SS.HS.KN.ALT.17: I can explain the process of change and continuity in a society, place or region.
SS.HS.KN.ALT.19: I can explain the role and impacts of social hierarchies.
SS.HS.CO.ALT.01: I can organize ideas in a logically sequenced manner and in a way that is appropriate to the content area.

Soundtrack: “Applause” by Lady Gaga. Selected for today because I was applauding your effort with the projects! Lyrics here.

AGENDA 4/10/14:
News Brief
Showcase Showdown
Activist Debrief
DBQ Introduction

Homework: Read the blog! Next news brief: Gabby.

News Brief: Brandon had the news brief today and chose this article to talk about: LATimes.com - Pennsylvania school stabbing: Authorities try to pin down a motive. A frightening story, to say the least. We related it in class to the possibility that bullying may have played a role. Be good to each other and yourselves, in every aspect of your lives, please.

Showcase Showdown: Finally, it was time to talk a little about your project with other students in the class! I handed out a paper that had a table with columns for names, activism topics, why it is important, and if you agreed. One side of the class went over to the other side to interview them, then the second side reversed it. I hope that you enjoyed learning about what everyone was interested in and their projects were interesting! I am excited to look more in depth at them.

Activist Debrief: After the sharing was done, I asked a few questions from the back of the interview sheet about the projects:

1) Which project do you think had the most powerful message? Why?
2) Which project do you think could be the most effective at eliciting change? Why?
3) Which project had the best presentation? Why?

DBQ Introduction: We are at the close of the Civil Rights unit, as of next class. For the final, you will be writing an in-class essay about social hierarchies and the best way to change in regards to equal rights. Today was a brainstorming day in class. If you missed class, then please bring everything from the Civil Rights unit (basically, anything since the Historical Investigation) to class, as it will help you. Basically, you are using 4 documents from the unit (there are 4 in the packet that I gave you as options in class). Those four documents (two have to be from the packet) should be used to construct a five paragraph essay, including a thesis statement in the introduction, three body paragraphs with topic sentences, and a conclusion that has the thesis statement restated again. This assignment will hit four different learning targets! Be prepared to write next class!

Have a great weekend!