Civil+Rights+Enrichment+HW


 * Term 4: PROJECTS DUE MONDAY AND WED, JUNE 11 and 13!!! See posting below that has been here since we first reviewed project requirements May 15.**
 * Final Assessment: **

=
Due June 11-13. (We may be able to wait until the 13th if we have group projects that can all be done in a single class.) At least two groups have volunteered to go on June 11 for a little extra credit.====== ==**Start thinking of ideas and who you might want to work with if you would like to do this as a group project. You may work alone if you prefer. I expect that projects will show a minimum of about 2 hours of concentrated effort outside of class.**==

**Option 1:**
[|Link to article on MLK memorial] I showed part of one project today and will show another later this week.
 * **Read the 14 quotes on the Martin Luther King Jr. memorial. The MS Word file below has a document with the quotes only, follwoed by a link to a Wikipedia article with information on the memorial and the quotes. **
 * Students working individually or in pairs, may choose any **2** artistic media (music and video; poetry and music; collage and poem; comic strips and poetry; etc...) to convey the **theme** embodied in one of the quotations from the MLK monument. You may use more than one quote, but not more than two. Students must clear their quote with me so not all students use the same topic.
 * Students can create poem, rap or song with visual (original sketch, painting or collage); short story with illustration(s); writing showing contrasting points of view of different players in an actual event from the Civil Rights struggles; video or live performance; or other option cleared through teacher.
 * Project must show understanding of SOME FACTS learned about the Civil Rights movement; PLUS the student will show how student has adapted an idea or approach from an artist or writer we have studied to EFFECTIVELY convey the major themes/meanings behind the quotation(s) chosen from the MLK memorial. Do you present your information to reach THE HEAD; THE HEART: and SHOW YOU ARE AND EXPERT?
 * Final presentation will involve the student EXPLAINING why he/she chose the symbolic elements in the project and how the symbols connect to something they learned about Civil Rights (or the effect of a LACK of Civil Rights) from the course.

**Option 2: **

 * Option 2a: I have loaded an old fashioned file that gives you the text of Walter Dean Myers picture book poem called "Harlem". A project idea could be for YOU to illustrate at least 5 pages of it using images from on-line sources and/or original artwork. **


 * Option 2 b: You can always just take the actual BOOK out of the library and use that. It is titled //Harlem// and is a short children's picture book. After reading it, you can do the Project steps below. I have one copy that could be borrowed. **

**Project:** **After viewing, or eading the book //Harlem//, complete the following __4 steps__ **
2. Research and write a clear explanation of each reference (cite source)
 * 1. Choose and research __at least 4__ of the following allusions in the poem(an allusion is a reference to something in pop culture) **
 * //Jack Johnson, Joe Lewis and Sugar Ray//
 * //Mood Indigo and A train //
 * //Ring-o-leveo and stick ball //
 * //Marcus Garvey and Malcolm X //
 * //<span style="font-family: "cambria","serif"; font-size: 15px;">Minton’s in Harlem; The Cotton Club, The Apollo in Harlem //
 * //<span style="font-family: "cambria","serif"; font-size: 15px;">Rent Parties //
 * //<span style="font-family: "cambria","serif"; font-size: 15px;">Huddled masses //
 * //<span style="font-family: "cambria","serif"; font-size: 15px;">Goree Island //
 * //<span style="font-family: "cambria","serif"; font-size: 15px;">Lady Day //

3. Explain why you believe Myers included each allusion. What quality of Harlem or of the African American struggles or triumphs does the reference convey.

4. **Add a page (text and a picture)** to cover a significant aspect of what Harlem represents that Dean Myers did not include. This is the artistic part!!!
A link to an interview with the author is below. []

The video below is of "Lady Day." Myers makes a reference to the famous "Lady Day", the nickname for Blues singer Billie Holiday, who sings the song "Strange Fruit" that we reviewed in class. The recording was made of a performance from 1939 and shows the power of her style at conveying the sorrow and strain of living under Jim Crow conditions, half a century after the end of slavery.

media type="youtube" key="C63KaGAk1Is" height="236" width="386"


 * Due May 23: NO HW**
 * Did not get far enough to assign poetry/lyric worksheet. Bring to next class to work on in class.**
 * Make up quiz from last week if you missed May 17.**

You **will be able to use these notes on the quiz**-- you will NOT be able to use the reading.
 * Due May 17**
 * Students MUST finish reading the excerpt from //The Narrative Life of Frederick Douglas// that we began**
 * in class. THERE WILL BE A READING QUIZ on Thursday in class.** As you read, take notes to answer the questions on the **"The Narrative Life of Frederick Douglas" Active Reading assignment** sheet.

I read the first page and a bit to explain the basic topic Douglas is writing about and show how to understand the basic ideas without understanding every single word. This SHOULD be challenging reading, so don't give up. Use a dictionary here and there if you feel you could not paraphrase the main ideas and events in each paragraph. This reading is on the list of readings the State of Massachusetts recommends for grade 7--so even though it is challenging --it is not impossible. You should be amazed that a slave who taught himself to read and write has a better vocabulary and more complex way of expressing himself than those of us who have NOT had to fight obstacles to get an education.

__**Copy of the Active Reading questions**__ is in file below, if you were absent or "misplaced" yours. **As I reminded you in class, there are few grades in this course, so do not blow this chance to do well.** //Frederick Douglas// excerpt

The **text for //Uncle Tom's Cabin// that students read is in the file below for homework due May 11.**
====**1. Finish reading the Excerpt from //Uncle Tom's Cabin// that we began in class.** **Complete the worksheet directions for marking up the piece as you read. We already did questions 1 and two in class. After reading, fill in the table with character informatin. DO NOT do number 7 for homework. We will complete that in class after discussion.**====
 * May 9: Due May 11**
 * You will not understand every word but you should be able to follow the main events. DO NOT read the Narrative Life of Fredrick Douglas piece yet.**
 * Files with the reading and the worksheet are below if you forgot your handouts. The worksheet is rearranged from what you received in class to make it easier to follow but has the same items as the hard copy you received.**

We reviewed the song Strange Fruit to show how poetry AND music can work together to make a point, share information, and create deep feeling in the reader/listerner. Below is a file with the text of the song. YouTube would likely have a recording, but I have not checked sites to be sure any videos are suitable for your age group. If you want to find this, work with a parent/guardian. Otherwise, just review the lyrics.
 * April 23 : no new homework**
 * Mar 26: Homework--due Mar 28**
 * Read "Theme for English B" . Add 2 columns in the margin next to the text. In one column, __paraphrase__ (bullet points in your own words) what is happening in the poem . Then, in the other column, write what you believe the meaning is BEHIND the literal meaning of the lines of each stanza of the poem. A copy of the handout is in the file below. I will give some time for this during the ELA classes that meet after MCAS, so have it with you if you don't want homework.**
 * Read "Theme for English B" . Add 2 columns in the margin next to the text. In one column, __paraphrase__ (bullet points in your own words) what is happening in the poem . Then, in the other column, write what you believe the meaning is BEHIND the literal meaning of the lines of each stanza of the poem. A copy of the handout is in the file below. I will give some time for this during the ELA classes that meet after MCAS, so have it with you if you don't want homework.**
 * Mar 22 notes**

We also looked at a couple of web tools that combine visuals and text ( and one adds music too!) that you could use to present one of the topics below for your final class project. ions and links. []
 * <span style="font-family: "Cambria","serif"; font-size: 15px;">Technical options I showed in class today; The program create a pop-up book is called ZOOBURST . The slide show program is called Photo Peach **
 * <span style="font-family: "Cambria","serif"; font-size: 15px;">below are links to these free programs. They take a while to figure out, but are fun. You may be mucb better at working with these than an old lady who struggles with texting. If you use either of these, it is as part of one of the 2 options listed above. They require you to express yourself artistically in 2 ways--choosing music, pictures AND text to make a point. The samples I developed have NOTHING to do with Civil Rights--so don't get confused. These are only to show what the technology does. **

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Due FEb 29: click on file beolow for the handouts we used in class. Finish observations in graphic organizer for BOTH pictures.

Link to radio story and pictures on the Emancipation Proclamationmedia type="custom" key="13216298"