>>Click here to contribute<<. Please stay on your own slide and feel free to create a new slide, if necessary. Be prepared to present your slide in class. DUE ???
Then please complete the second part of this assessment: the writing (see below).
Need to review the notes? Look below!
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https://padlet.com/boloss/questions-about-9-11-u32g24w5tbvyhy50
Remember why asking questions is one of our classroom norms:
Please fill out this debriefing document. Feel free to use your interpretation of the "Letter to my Father" video to inform your responses.
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If you missed the film, you can Watch it online: CLICK HERE.
Here is a link to the study guide as a Google Doc.
Last year I was able to meet Jess at a book-signing and share student interpretations with them. This year, I plan to connect again at a different photography event and share what you wrote.
Various images and videos I found in his place. Click image below:
DEBRIEF: click here
]]>Is America an empire? To help answer that unit question, we will analyze the following work of art:
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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:
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Please complete for our next class:
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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.
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:
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.
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:
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As the abolitionist movement gained momentum and garnered more attention, some Southerners tried to defend the Peculiar Institution in novel ways. In this assignment you will be tasked with analyzing the arguments in one such justification, and then countering or corroborating with examples from Douglass' text.
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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.
Click here for an editable Google doc or use the PDF below:
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If you missed the film or need to review it, please watch it here.
A transcript is available here.
>>CLICK HERE FOR ACCESS<< (don't click below)
If you need the notes, CLICK HERE!
]]>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.
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Please fill out the form below to let us know what you are considering for next year!
Here's a link to the course catalog:
