Click here to watch the video, if you missed class.
Is America an empire? To help answer that unit question, we will analyze the following work of art:
]]>
Click here to watch the video, if you missed class.
Think about the "bump back" mentioned in Ellison's Invisible Man. What then were the proximate causes of the legislative/policy changes enacted in and by the United States during the the mid-1960s? As you watch the film, Eyes on the Prize: "Ain't Scared of Your Jails" (linked below), fill in the study guide with specific details from each technique used by activists:
The following source may help you in describing what life was like inside of Mississippi State Penitentiary (MSP), also known as Parchman Farm.
And/or watch an 18-minute excerpt from American Experience: Freedom Riders by clicking the image below:
This is an semi-ANONYMOUS survey, so feel free to be as honest as possible. This will make more sense once you have seen the assessment for John Dolan, the young Freedom Rider working with CORE.
In order to better understand the ultimate factors (long-term causes) leading to civil rights, please watch the first episode of the legendary documentary, Eyes on the Prize and fill out the guide below.
]]>
Given the stakes, why not give it a try? Start with this NPR article. Click the image below for the original challenge put out by the New York Times:
And finally, here is an excerpt from my conversation with Google's AI bot.
Kerry James Marshall: Heirlooms and Accessories from Smart Museum of Art on Vimeo.
]]>
This is an excellent way to practice identifying the key parts of argumentative writing. Please fill out the form linked below:
How far were the abolitionists willing to go? Although Garrison, for example, was a radical pacifist, most like-minded reformers were willing to enlist in the army in order to fight in the Civil War for their ultimate goal: abolition.
Glory (1989), directed by New Trier graduate, Ed Zwick, was revolutionary not only in its subject matter, but also in its marketing. Consider this cover art:
You can watch the film (for a price) on Amazon, Fandango NOW, the YouTube, Google Play. OR, if you want to watch it for free, click HERE.
Why did Ed Zwick make this film? It might have been because of this man:
]]>
Click here for an editable Google doc or use the PDF below:
]]>
After viewing the PBS film, The Abolitionists (click to view), ask yourself how monolithic were the opponents of slavery (Stowe, Brown, Garrison, Grimke, etc.)? Click here for an editable Google doc version or use the PDF below, including a transcript of the video.
]]>
If you missed the film or need to review it, please watch it here.
A transcript is available here.
]]>
Think about how some of the following quotes might help or hurt Douglass' credibility on the institution of slavery:
Here are a few "categories of credibility". Take notes so you can use these examples later in your essay:
]]>
Please answer the first 10 questions responding with your opinion, only, NOT what you think is legally allowed. Why is the very 1st amendment of the Constitution the First Amendment? Meaning, why place these rights in the topmost position?
If you miss class or any answers, please watch the film here.
]]>
Please fill out this form to let us know what you are considering for next year!
How many individual edits are in this 5-minute video? MAKE YOUR GUESS BY CLICKING HERE.
]]>]]>
The in-class assessment:
Please read and annotate the first packet THEN read and annotate Captain Preston's testimony in the second packet below.
Please complete this worksheet using the slides below.
If you need to view the slides full-screen, check out the presentation below: