Monthly Archives: September 2009

Great job those of you who read in Middle School meeting! You were GREAT–all the faculty is saying so. There will be other chances for the rest of you, so take that chance to shine in front of the whole Middle School!

NOTES:

Due Friday:

1. Read Bill Clinton and Mike Huckabee’s speeches given at the 40th Anniversary to commemorate the Little Rock Nine.  As you read annotate the speeches: underline or highlight the lines that are important, that you relate to, that you want to remember or connect to other ideas.  In the margins, please make a note about why you underlined that section or what it makes you think of.  You must have at least 4 annotations per speech.
2. Read the responses in the final section of the packet about how Brown Vs. Board of Education influenced today.  Annotate the section in the same way with at least four annotations.
3. Have your student rep speech ready for tomorrow’s election in Adolescent Issues.
4. Bring any materials that you may have to work on your Civil Rights / Human Rights project.  Tomorrow is a work day, you MUST get a significant amount of work done.

Due Tuesday:

1. Your Final FINAL Theme B poem typed and ready for display.

Due Wednesday:

1. Civil Rights / Human Rights project

Due Thursday:

1. Choose the Human/Civil Rights topic that you would like to do your project on.

2. Think of the creative concept of your project and begin to get materials for it.

3. Read the “Eighth Grade Core” packet of rules and expectations.  Sign and have your parent or guardian sign it, too.

4. Read over the Civil/Human Rights Action Art project rubric.  Know what it will take to get an A on this project. Bring any questions that you have to class tomorrow.

5. Bring in your Three Cups of Tea book for advisory.

Due Friday:

1. We will have a work day in class so you must bring in materials that you will need to do a significant amount of work on your project in class.  I will grade you in that class based on how much work you complete then.

2. Type and turn in a FINAL draft of your Theme B poems for your FINAl grade on that piece.

Due Wed:
1. Re-read Closing of American Book and make at least 6 notations on the text. Be prepared to discuss the ideas.
2. Complete 6 and 7 on he Civil rights and human rights questions sheet.
3. Re write your curriculum night letter

Due Monday:

1. Third and final draft of your “Theme for Core A and B” poem. Check with your partner. Make sure that they are doing their best work. Your grade is their grade. If any group is not up to their best work than I will give the poems back for a forth draft.

2. Read the NYTimes article, “The Closing of the American Book” (click link below).  Write notes on the sides of the article that show what you’re thinking about as you read it. What strikes you? What confuses you? Questions? Vocabulary? Then, discuss the article with an adult and ask them what they think.  Write their thoughts somewhere on the paper and get the adult’s signature to certify that you did this assignment!

The Closing of the American Book

Due Monday:

Theme B second draft.  Use the guidelines handout out today as your guide. Some of you may NOT need to write a third draft. Some of you will. Put effort into this draft and try to make this your last. Also remember that all of these poems will be displayed to the school in the main lobby so they must reflect your best work.

Due Monday:

Eighth grade information sheet. This is a sheet that gives me information about you. I am interested in learning more about you so that I can teach you to the best of my ability.  I also want to know the best ways to contact you if needed. Thanks.

Due Friday:
“Eyes on the Prize” article with questions answered on a separate sheet of paper.
Here are the questions. I am not able to attach the reading.  Please do what you can.

Due Monday:

Second Draft of the Theme B poem using some of the techniques that we discussed today.

Eighth Grade Core                Name______________________

Video Series
Eyes on the Prize: America’s Civil Rights Years 1954-1965
Segment 2: Fighting Back 1957-1962

Directions:
After reading the selection describing the background of the video, please answer the following questions thoughtfully on a separate sheet of paper.

1.    When Governor Faubus in Arkansas and Governor Barnett in Mississippi refused to comply with the desegregation decision, they claimed that the real issue was not segregation, but states’ rights versus federal authority.

a.    In your own words, and using the definitions from your handout on key terms, do your best to explain what they were claiming (you may ask for help, if needed!).

b.    Do you think the underlying reason for the governors not complying with the Supreme Court’s decision was states’ rights versus federal authority?  If yes, why?  If no, what do you think the underlying reason was?

2.    As you watched the real news clips of the Little Rock Nine and the events that unfolded around them, what came to your mind?  Record your reactions, using specific references to the film.

3.    The white woman who helped Elizabeth Eckford get to the bus and to safety represents an interesting figure in the drama.  This woman was present at a protest against integration, meaning we might be able to assume she did not want it to go forward (although perhaps she was there as an observer).  In the midst of the mob’s threatening behavior, she stepped up to shield Elizabeth, help her get on the bus, ride home with her, and therefore probably saved her life.

How do you explain this woman’s actions?  Should she be considered a hero?  Why/why not?  What might we learn from her?

(Also: Is there anything in Warriors Don’t Cry that tells us more about her?  If you think so, please locate the passage and share it with us!)

4.    What questions do you have?  What does the video make you wonder about?

OPTIONAL BONUS QUESTION:
How does the conflict between states’ rights and federal authority connect to slavery and the Civil War?

Due Thursday:

1. Complete handout below reflecting on the film “A Simple Justice” (pasted in below)
2. Bring your copy of Three Cups of Tea
3. Get your “Acceptable Use” and “Permission to Leave and Reenter the School Building After Dismissal” forms signed
4. Book Talks: Practice if you are giving yours tomorrow!
5. If I spoke to you about this, please have your trip cards filled in and return tomorrow!

Eighth Grade Core                        Name________________

Film: “A Simple Justice”
The Story of Brown v. Board of Education
Directions: On a separate piece of paper, answer the following questions in complete sentences using your most thoughtful and specific writing.

Part I: Tracing the Development of Someone Who Chooses to Participate
The theme for eighth grade Core that runs throughout the curriculum is “Choosing to Participate.”  Throughout the year, we’ll be looking at individuals and groups who chose to stand up and make a difference, against the odds and in the face disagreement, danger, and even death.  Thurgood Marshall is one of those people who chose to jump in and take on the Supreme Court of the United States of America.  He did not, however, know he was going to do this.

Trace Thurgood Marshall’s development in the film from when we first meet him playing craps and being smart-mouthed on the first day of class to the last scene when he is celebrating the victory of Brown v Board of Education and takes the phone call from opposing counsel.

Questions to address as you write about his development:
a.    How did he become someone who did what he did?
b.    What three things had the most impact on him in the film and how do you think they affected him?
c.    How did he deal with obstacles and barriers?
d.    How would you describe the man he became by the end, and why would you say so?
e.    What can you take away from his journey and apply to yourself or your life?
Part II: React
Record your reaction to the film.  You may want to write about the casting, scenery, the plot, and/or the history itself.  It may help you to think about what you think was most memorable about the historical facts and/or about the film itself. Be sure to use specifics to explain your thinking.

Part III: Imagine
Choose a scene that you found particularly striking from the film.  Imagine that you are one of the characters in it.  In writing, record what were you thinking as this character.  What interior dialogue were you having?  Write down your thoughts, feelings and observations about the events in the scene.

Tuesday, September 15

WOW! What an exciting day to see the President twice yesterday! Thank you for enjoying that amazing moment with me and as a community!

Due Wednesday, September 15:

1. Typed first draft of your “Theme” poem. Be prepared to share.
2. “Eyes on the Prize” Preparation Worksheet. define the vocabulary that relates to our study of Melba and the Little Rock Nine (below)

Eighth Grade Core Name_____________

Key Terms for Eyes on the Prize

I know one thing we did right was the day we started to fight.

Keep your eyes on the prize hold on, hold on.

-From a Traditional Civil Rights Song

We will be viewing a portion of the video series Eyes on the Prize, which examines the Civil Rights Era in the United States. The segment we will see deals specifically with the desegregation of southern schools. During this period in American history, more legislation was passed, more court decisions made, and more social change decided in the name of civil rights than ever before.

The video mentions some of the following key terms that will be important for the rest of the year. Using the Constitution, a dictionary, the encyclopedia, the internet, and your own knowledge, write definitions to the terms below. You may use note form and you may work with a partner, but you each must write the answers separately so each have them in your binders.

1. Emancipation Proclamation
2. Federal Authority
3. States’ Rights
4. A Moderate
5. A Radical
6. Integration
7. Anti-segregationist
8. Gradualism
9. Mob rule
10. “Dixie”
11. 11. “With all deliberate speed” (term from Brown v. Board of Education. You may not find this term online; try to figure out what it means or how it was used in the Court’s decision. If you can not find it, take a guess!).
12. “Equal treatment under the law
13. Dwight D. Eisenhower
14. The NAACP