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Unit III

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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