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Unit III

Unit III. Civil War and Social Change In what ways does the struggle for freedom change with history?. Essential Question. In what ways does the struggle for freedom change with history?. Slavery/Discrimination/Rights. Read pages 284-286 and Outline the text with Summary and Timeline

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Unit III

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  1. Unit III Civil War and Social Change In what ways does the struggle for freedom change with history?

  2. Essential Question • In what ways does the struggle for freedom change with history?

  3. Slavery/Discrimination/Rights • Read pages 284-286 and Outline the text with Summary and Timeline • Freedom/Struggle Word Tree • Read “The Zigzag Road to Rights” Essay p. 278 • Annotations: 2?s, 2!s, 2*s • Summary p. 280 • Quick Write p. 281

  4. from “What to the Slave is the Fourth of July?” • Vocabulary p. 288 (6) • https://www.youtube.com/watch?v=H-cVwuMmylA • Audio Reading of Speech • Highlight key phrases/sentences/words • Reflection after each section (1-2 sentences) • Comprehension Check p. 293 #1-4 • Create a 7 entry dialectical journal as you read • Analyze the Text p. 294 #1-5

  5. Narrative of the Life of Frederick Douglass, an American Slave • Readfrom Narrative of the Life of Frederick Douglass • 1 paragraph summary of each excerpt (2) • Choose 1 quote from each excerpt and explain its significance (2) • Choose 2 Vocabulary Words from each excerpt and define (4) • Complete the chart for your assigned readings • Present your responses

  6. from “My Bondage and My Freedom” • Read from “My Bondage and My Freedom” (non-fiction) Frederick Douglass • Create a 7 entry dialectical journal as you read • Quote, paragraph #, Question, Connection, Opinion

  7. Abolishing Slavery in America • Video Clip: Overview • http://video.pbs.org/video/2291360172/: Childhood • http://video.pbs.org/video/2292086226/ : Adult • http://video.pbs.org/video/2319979061/ : The End

  8. Slavery: Justifications • Biblical Justification: Admonitions to servants to obey their masters (it’s in the Bible) • Historical Justification: The preexistence of slavery in great civilizations (i.e. Rome, Greece, Egypt ) • Legal Justification: US Constitution’s refusal to forbid slavery and states’ rights (9th and 10th amendments) • Pseudoscientific Justification: “Black deficiency”, “barbaric” and “inherently inferior” (better off as slaves) • Sociological Justification: Feared end of slavery would result in chaos, loss of “Beautiful Country”

  9. Slave Narrative Essay • Twilight Zone Assignment--Write a letter to Douglass indicating your reactions to his slave narrative, but crisscross between the past and the present. • Paragraphs outline as follows: • (1) Introduce yourself • (2) Tell about three scenes from the Narrative that horrified you • (3) Tell about three things that you admired about Douglass • (4) Describe a modern problem that is similar to something in the Narrative • (5) Ask for advice about the problem, imagining what you think Douglass's advice would be, and expressing a desire to know if your ideas are correct.

  10. Second Inaugural Address-Abraham Lincoln • Vocabulary p. 300 (6) • Read pages 301-303 • Complete the Close Read • Comprehension Check p. 303 #1-5 • Analyze the Text p. 304 #1-5

  11. Civil Rights Documentary • Notes

  12. Brown v. Board of Education • Highlight Vocabulary Words • Complete Vocabulary Assignment • Read pages 361-366 • Summarize each paragraph in 1 sentence • Highlight major points dealing with the following: • Fourteenth Amendment • Plessy v. Ferguson • Importance of education/Consequences of desegregation • Conclusions reached by the court • Comprehension Check #1-4 page 366 • Chart page 368: Quotes from text/Summary

  13. Vocabulary: Definition Part of Speech Sentence/Picture bigotry civil disobedience civil rights color-blind de facto de jure integration citizen segregation Civil Rights Act 1964 Voting Rights Act 1965 hero

  14. MLK “I Have a Dream Speech” Tasks • https://www.youtube.com/watch?v=bOEkRwJETN8/https://www.youtube.com/watch?v=smEqnnklfYs • Read MLK’s “I Have a Dream Speech” and create a dialectical journal with 7 entries • Quote/Stanza #/Connection, Question, Opinion • Circle 10 words you don’t know • Create vocabulary cards for at least 10 words of your choice • As you listen to the speech, jot down what images/thoughts come to mind. What makes it so engaging? 10 Examples. • Evidence Log: What is the meaning of freedom? • Word Tree • See MLK power point for additional assignments

  15. Final: Argument Essay • What is freedom, how is it preserved, and how has it changed over time in American history?

  16. Mark Twain • Mark Twain Video with Notes https://www.youtube.com/watch?v=klFx8x4CbC0 • https://www.youtube.com/watch?v=b0WioOn8Tkw • Read pages 560-563 and take 15 notes • Create vocabulary cards p. 563 (8) • Read from Life on the Mississippi p. 565 and complete the review and assess questions • Read The Notorious Jumping Frog of Calaveras County p. 569 and complete the review and assess questions

  17. Twain Journal Video Clips • https://www.youtube.com/watch?v=UHQMN1Ch6lU • https://www.youtube.com/watch?v=VhvKxXV9eT4 • https://www.youtube.com/watch?v=t4Y5iAlMxEQ

  18. Adventures of Huckleberry Finn-Mark Twain • Class Novel

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