The Warmth of the Suns Book discussion

Thursday, December 18, 2014

1. In groups of 4-5, discuss your character, using the Save the Last Word for Me.
2. Listen to audio of The Stirrings of Discontent.

Announcement

We will continue to work on our Great Migration History Projects on Tuesdays following break. 

Complete Historical Illustrations

Wednesday, December 17, 2014

1. Continue to work on illustration of historical content

Homework

1. Complete reading -- Part II
2. Complete poetry reflection

Songs of Change: Music of the Great Migration

Great Migration History Lesson

Tuesday and Wednesday, December 16-17th, 2014
In small groups:

The Question: How are the following things connected? 

1. 13, 14, 15th Amendments (Civil War Amendments)
2. Sharecropping
3. Jim Crow Laws
4. Ku Klux Klan
5. Poll Taxes
6. Literacy Clause
7. Grandfather Clause
8. "de facto" segregation
9. 24th Amendment

The Assignment: Create a visual that connects the above historical events. 

Suggested Process:

1. Divide events/concepts up between group members.
2. Research and gain an understanding of each one.
3. Share out what you learned.
4. Discuss connections among them.
5. Write a statement that answers the essential question.
6. Brainstorm a blueprint of your visual.
7. Create a visual.

Reminder:

You have 2 days to complete this process, so plan your time wisely. 

Poetry

Monday, December 15th's Agenda

• Reminder of reading schedule here & character paragraph
• Listen to The South and answer questions (Small Groups)
• Listen to One Way Ticket and answer questions (small groups)
• Listen to Harlem and answer question.

You can find all three poems HERE.

H.W. Write a reflection answering the following question: What do the poems suggest about the relationship African-Americans had with the South, and their experiences in the North, particularly Harlem. 

The standards being assessed are WM-T and WM-E, so please cite evidence from the poem that supports your answer. Due: Thursday, December 18th. 

Unit Descriptor

The Warmth of Other Suns

Thursday's Agenda

1. Hand out backs The Warmth of Other Suns
2. Listen to Part 1

HW - Choose character to follow and write a paragraph.

Reading Schedule

The Great Migration: Introductory Presentation

Agenda:

1. Introductory presentation on the Great Migration
2. Making Meaning protocol

HW: Please review the unit descriptor tonight and come in with questions!

The Great Migration: New Orleans Jazz

AGENDA:

GUEST LECTURER: Musician and musical historian, Tom Whitehead, discusses the influence of the New Orleans jazz tradition in shaping the jazz traditions of the northern and western United States.

FLIPPED CLASSROOM FOR TONIGHT: Please listen to THIS PODCAST tonight - take notes!

Muckraker Project

Peer Review, Round 2:

If you have a draft, pair up with a peer and...

1. Identify and assess their thesis statement.

2. Identify and assess their evidence & analysis - is it clearly stated? Does it support the thesis statement? Are quotes properly introduced and broken down?

3. Proofread for paragraph structure, as well as major grammatical issues - including awkward phrasing.

For help with citations (footnotes and bibliography), please reference THIS PAGE.

Muckraker Project

If you have a draft, pair up with a peer and...

1. Identify and assess their thesis statement.
2. Identify and assess their evidence & analysis - is it clearly stated? Does it support the thesis statement? Are quotes properly introduced and broken down?
3. Proofread for paragraph structure, as well as major grammatical issues - including awkward phrasing.

In-Class Essay on The Jungle

No agenda today, just an announcement and a reminder. 

Announcement: If you are interested in earning a little cash and recognition for your writing, check out a description of the Maine Humanities Council's Letters about Literature Contest HERE. The deadline for high school submissions in December 15, 2014.

Reminder: A rough draft of your Modern Muckraker Article is due on Monday!

Essay Outline

Today's Agenda

The Labor Movement: Modern Muckraker Project

Agenda:

1. Review editing and proofreading abbreviations & symbols
2. Research & write!

READING REMINDER: (obviously) You need to finish The Jungle by Thursday, November 20.

The Labor Movement: Modern Muckraker Project

Workshop Day Agenda:

1. Continue research notes & polish up your thesis statement (15 min)

2. Step one: Pair up with someone at your table. Step two: Read and assess your partner's thesis statement based on THIS GUIDE. Step three: Switch partners. Step four: Repeat step two. (30 min)

3. Revise your thesis based on feedback from your partners. (10 min)

READING REMINDER: (obviously) Finish The Jungle by this Thursday, November 20, 2014.

The Jungle Discussion

Today's Agenda

Speed Discussion

Initial Discussion -- 10 Minutes

1. Create a google document and share with group members and Taylor and Gilman
2. Someone reads the question to the group.
3. What does the question mean?
4. Discuss possible answers to the questions?
5. Do you evidence to support answers?

Writing down statement that answers the question -- 5 minutes.

1. Write a statement.

Writing Prompt Document

The Jungle Prompt

The Labor Movement: Modern Muckraker Project

Agenda:

1. MARVEL orientation (username: baxteracademy; password: innovation)
2. Continue Pre-Search phase of your project (see "research process" here)

The Labor Movement: Modern Muckraker Project

Agenda:

1. How do we identify a valid source and how do we use it in our research?

2. Review of research process & Note-Taking
3. Begin Pre-Search stage


READING REMINDER: Read to p. 203 by Wednesday, Nov. 12

The Labor Movement: Modern Muckraker Project

1. Fill out self-assessment form on our first discussion of The Jungle 

2. Review Modern Muckraker Project and answer clarifying and probing questions

3. How do we identify a valid source and how do we use it in our research?

The Labor Movement: Discussion on "The Jungle" & Introduction of "Modern Muckraker" Project

Agenda:

1. Finish discussion of The Jungle
2. Fill out self-assessment form on our first discussion of The Jungle
3. Review & ask questions on The "Modern Muckraker" Project 

(HW: If necessary, finish reading and generating questions on The "Modern Muckraker" Project  tonight)

READING REMINDER: Read to p. 203 by Wednesday, Nov. 12

THEMES identified in Upton Sinclair's The Jungle:

The Labor Movement: Discussion on "The Jungle"

Agenda:

1. Review discussion protocol (if you were absent today, make sure you select a passage from Chapter 1-7 that highlights a theme (or central idea) of the novel.

2. Discussion on Chapters 1-7 of Upton Sinclair's The Jungle

3. Fill out self-assessment form on video discussion from yesterday (topic: "Muckraker Video Discussion") & today's conversation (topic: "Discussion on Chapters 1-7 of The Jungle")
NOTE: fill it out twice!

4. Introduction to "Modern Muckraker" Project

HW: Read "Modern Muckraker" Project description and write down clarifying and probing questions (this will be linked by the end of the school day)

The Labor Movement: Progressive Era/Muckraker Wrap-Up

Agenda:

1. Fill out "Speaking and Listening: Active Participant" self-assessment for the "making meaning" discussion HERE

2. Discussion on videos (Progressive Era/Muckrakers): what did you learn about the gilded age, the progressive era, and the muckrakers? 

3. Song Analysis: Babies in the Mill (1960s, written by Dorsey Dixon)


WRITING REMINDER: "Making Meaning from Historical Photographs" reflection is due on Monday, Nov. 3 

READING REMINDER: Read to p. 69 by Thursday, Oct. 30 (be ready for a text-based discussion in class on Thursday)

The Labor Movement: Visual Analysis Reflection

Agenda:

1. Replace the Writing Prompt in your "making Meaning" doc with the following:

Using examples from the photograph you analyzed in your group, and one additional image from the "Labor Movement: Muckraker", explain the three methods of visual analysis, and how each contributes to a greater understanding of the historical photographs? From an historical perspective, what do these images tell us about this time period in US History?  

The Labor Movement: The Gilded Age and The Muckrakers, Day 4

AGENDA:

1. FairPoint Communications Strike (Article from PPH)
2. Visual analysis groups: finish protocol - analyze photograph on p. 13 of the "Labor Movement: the Muckrakers" document
3. Fill out "Speaking and Listening: Active Participant" self-assessment HERE
4. Video discussion: what did you learn about the gilded age, the progressive era, and the muckrakers?

WRITING REMINDER: "Making Meaning from Historical Photographs" reflection is due on Wednesday, Oct. 29 (select one additional photograph to use as an example)

READING REMINDER: Read to p. 69 by Thursday, Oct. 30 (be ready for a text-based discussion in class on Thursday)

The Labor Movement: The Gilded Age and The Muckrakers, Day 3

Agenda:

1. All students must fill out this BOOK NUMBER FORM before leaving class! If you are not on THIS LIST, then this means YOU!

2. Review Visual Analysis Protocol

3. Analyze Muckraker Images using the protocol. (Angie and I will assign each group 2-3 images)



HW: Flipped Classroom - For Monday, watch and take notes on The Progressive Era (up to 18:05),  Crash Course US History: The Progressive Era  (entire video) & The Emergence of Modern America: The Progressive Era (entire video) - 60 Min. Total


FOR NEXT THURSDAY: Read to the end of Chapter 7 (page 69) in The Jungle

The Labor Movement: The Gilded Age and The Muckrakers, Day 2

1. Review expectations, standards, and protocol for text-based discussions.
2. Text-based discussions on the assigned readings/photos.
3. Distribute copies of The Jungle
4. All students must fill out this BOOK NUMBER FORM before leaving class!

The Labor Movement: Introduction to the Gilded Age and The Muckrakers

1. Work on Blog Post #1
2. Introduction to the Gilded Age & The Muckrakers
3. In table groups, divide up and read these sources on the Gilded Age and the Muckrakers - take notes! As a group, review the photos of Jacob Riis and Lewis Hine.
4. In table groups, share your notes on the Gilded Age and the Muckrakers - prepare for large group discussions tomorrow.

Labor Movement: Concert debrief & blog setup

1. Review unit descriptor (questions?)
2. Set up blogs:

• 1. Go to blogger using this link > BLOGGER
• Sign in using your Baxter Academy google account (if you have yet to join google+, please do so when prompted)
• Click the "Create Blog" button (upper left corner I believe)
• A pop-up window will appear. Complete the following three steps in the pop-up window:
• Step 1: name your blog using the following format - "[your name]'s Humanities Blog"
• Step 2: enter your blog's address using the following format - "BAhumanities10-[firstnamelastname]" - if you have any spaces in the address, or if it's too long, blogger will tell you that the address is already taken - just take a few letters off your last name and it should work; 
• Step 3: select the "simple" template and click the "create blog" button at the bottom of the pop-up window.
• Congrats! You now have a blog! However, you still have one more VERY IMPORTANT step - click "view blog" at the top of the page (this will take you to your actual blog page); next, copy your url and email it to me with the following subject line: "blog url Hum 10B/10C/10D"
• Ok now you're really done...except that now you need to publish your first blog entry...

3. Debrief of concert & review of The Preacher & The Slave
4. Please write and publish your first blog post using the prompt below:

Based on your experience at Friday's concert and your interpretation and analysis of the song, "The Preacher and The Slave," please reflect on and answer the following questions:

What is/was the role of music in the labor movement? How does Joe Hill's song, "The Preacher and the Slave" illustrate that role? Use evidence from the lyrics of the song, as well as your own experiences at Friday's concert, to answer these questions. There is no length requirement, but you will be assessed based on THIS WRITING RUBRIC.

Introduction to the Labor Movement, Day 2

Agenda:

1. Labor Movement Unit Descriptor (read and generate questions for Monday)
2. Debrief videos in pairs/table groups - generate additional themes and questions
3. Share out
4. Answer the question: "What is a labor union and what does it do?"
5. Song Analysis: The Songs of Joe Hill
6. Questions for the Panel


“Once upon a time, wasn't singing a part of everyday life? As much as talking, physical exercise, and religion. Our distant ancestors, wherever they were in this world, sang while pounding grain, paddling canoes or walking long journeys. Can we begin to make our lives, once more, all of a piece? Finding the right songs and singing them over and over is a way to start…. And when one person taps out a beat while another leads into the melody. Or when three people discovery a harmony they never knew existed or a crowd joins in on a chorus as though to raise the ceiling a few feet higher then they also know there is hope for the world.“                                                 
-Pete Seeger


Reminder: We will leave the building at 12:30 tomorrow. Please MAKE SURE you are in the Great Room at 12:25 sharp!

HW: Read the Unit Descriptor and generate clarifying and probing questions for Monday!

The Labor Movement

1. Introduction: Labor Movement Unit (Unit Descriptor by Thursday)
2. KWL (the "K" part) and essential questions
3. Share out in table groups
4. Explore the cartoons and photos your LABOR MOVEMENT READER and come up with at least two observations and two questions (share with table group)



HW for Thursday: Flipped classroom - watch Labor's Turning Point from 0:36 to 19:42 and The Wobblies from 5:36 to 38:00 and take notes (link should start you at 5:36). Here are some guiding questions for your notes: What were some of the social and economic changes that led to the rise of labor unions in the 19th century? What were the strikers fighting for? What role did music play? What was the mission of the I.W.W.? What connections can you make to the Suffrage Movement?

Tactics/strategies

Class Agenda:
1. Debrief movements -- What tactics do groups use to overcome challenges?
2. Thesis statements
3. CC Essay
4. Purdue Owl Writing Lab (Conclusion guide from OWL)

And here is the infamous funnel:

"One Woman, One Vote"

Class Agenda:

1. Go over HW for tonight. 

2. Go over essay prompt and discuss paper organization. 

3. Text Based discussion focusing on the question, "Why were women prevented from voting (who gained)? How did the women defeat them?"

4. Updated version of Suffrage K-W-L (COPY AND PASTE this into the K-W-L that was shared with you, or simply use it as a guide when filling out the "topics" column)

Songs of the Suffrage Movement, Part 2

1. FLIPPED CLASSROOM: Watch the first 43 minutes of "One Woman, One Vote" tonight!
2. Song Analysis: Keep Woman in her Sphere (Sung to Auld Lang Syne); performed by Elizabeth Knight  (Modern version: Spooky Q's); Hallelujah Song (Lyrics: L. May Wheeler; Music: "John Brown's Body"); The Taxation Tyranny (Based on lyrics by General E. Estabrook; Music: "The Red, White, and Blue")
3. Review text-based discussion protocol
4. Text-based discussion 

Bonus (for home viewing): John Green's Crash Course US History: Women's Suffrage

Songs of the Suffrage Movement

Class Agenda:

1. Kate Driver: PSAT presentation
2. Finish viewing Musical Activism in the American Women's Suffrage Movement, 1900-1920
3. Song Analysis: Keep Woman in her Sphere (Sung to Auld Lang Syne); performed by Elizabeth Knight  (Modern version: Spooky Q's)
4. Text-based discussion


Bonus (for home viewing): John Green's Crash Course US History: Women's Suffrage

Primary Source Analysis & Discussion, Day 3

Class Agenda:

1. Continue SOAPST 

• Small Groups (SG) -- break out into small groups and tackle one of the "Declaration of Rights" articles.
• Big Groups (BG) -- Share out notes.
• HW: Read Wilson's article and fill out the final section.

Primary Sources: The Enfranchisement of Women (1846), The Seneca Falls Declaration on Women's Rights (1848), Declaration of Rights for Women (1876), Woodrow Wilson's Address to the National American Women Suffrage Association (NAWSA) Convention (1916)

2. Musical activism in the US Suffrage Movement youtube primer

Primary Source Analysis & Discussion, Day 2

Class Agenda:

• Review SOAPST reading organizer
• On your Own (OYO) -- read "The Enfranchisement of Women" and fill out the graphic organizer.
• Small Groups (SG) -- break out into small groups and tackle one of the "Declaration of Rights" articles.
• Big Groups (BG) -- Share out notes.
• HW: Read Wilson's article and fill out the final section.

Primary Sources: The Enfranchisement of Women (1846), The Seneca Falls Declaration on Women's Rights (1848), Declaration of Rights for Women (1876), Woodrow Wilson's Address to the National American Women Suffrage Association (NAWSA) Convention (1916)

Primary Source Analysis

Class Agenda:

1. Finish group/class discussion following the Making Meaning Protocol
2. Reading Primary Sources: read and take notes on The Enfranchisement of Women (1846), The Seneca Falls Declaration on Women's Rights (1848), Declaration of Rights for Women (1876), Woodrow Wilson's Address to the National American Women Suffrage Association (NAWSA) Convention (1916)

Breaking Down "Iron Jawed Angels"

Agenda:

1. Watch Original Footage of Suffragists
2. Review Discussion Protocol & Expectations
3. Class Discussion

Iron Jawed Angels, Day 1

Class #4 Agenda:

1. Summer Reading Update: Just share it!
2. Review and discussion of Iron-Jawed Angels questions
3. View Iron-Jawed Angels

Why Vote?

Class #3 Agenda:

1. Summer Reading Assignment
2. Launch of Unit #1, "Why Vote? The Struggle for Suffrage in the United States"
3. Suffrage Movement KWL 

Every Song Tells a Story...

Class #2 Agenda:

1. Finish establishing class norms
- tuning
- vote

2. Every Song Tells a Story
- introduction: personal significance to historical commentary
- review protocol for text-based discussion
- text-based discussion on "Little Boxes" and "The Times They Are a-Changin' " 

3. If there is time, we will set up student blogs - otherwise, we will handle it first thing tomorrow!

Welcome to 10th Grade Humanities!

Class #1 Agenda:

1. Review course descriptor * & The "Songs of Change" Project
2. Establish class norms
3. Set up student blogs: 

• Go to your blogger dashboard
• click on "new blog" (this will open a pop-up window)
• fill in the title using the following template: "[your name]'s Humanities Blog"
• fill in the address using the following template: baxteracademy-Hum10-yourname
• select design template (we suggest "simple")
• click "create blog"
• click "view blog"
• open an email and write "Blog url HUM [10B, 10C, or 10D]" in the subject field
• copy & paste url into email to adam.gilman@baxter-academy.org

* Please Note: all hyperlinks in your daily agendas will be highlighted