This is an 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.
This is an 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.
We will go over this packet during class. Click here to see the sources in a larger format.
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Please fill out the following note-taking guide thoroughly as you may be asked to annotate a specific set of slides after we complete the presentation:
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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:
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.
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Kerry James Marshall: Heirlooms and Accessories from Smart Museum of Art on Vimeo.
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If you missed class or need to review the video, please click here.
The Civil War in 4.5 Minutes:
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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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Click here for an editable Google doc or use the PDF below:
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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.
Here is a link to the form to guess the total number of edits in the video below.
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If you missed the film or need to review it, please watch it here.
A transcript is available here.
Please answer the first 10 questions responding with your opinion, only, NOT what you think is legally allowed.
>>CLICK HERE FOR ACCESS<< (don't click below)
If you need the notes, CLICK HERE!
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Be prepared to answer a question from either video at the beginning of our next class. Feel free to use the captions function and the 1.25x speed.
Part I:
Part II:
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Please read and annotate the first packet THEN read and annotate Captain Preston's testimony in the second packet below.
Due next class:
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Please complete this worksheet using the slides below.
If you need to view the slides full-screen, check out the presentation below:
Please watch the video by clicking here if you missed class or need to review.
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Can your notes "beat the Teach'?"
