Weekly outline

  • General

  • 13 January - 19 January

    Now that we are back from break, we will resume our study of Blacks in America History, with a look at the struggles faced by African-Americans in the 20th-century to gain equality in the United States. This is a study that should last about three weeks.

    To start, ponder the concept of "Separate but Equal" as laid down by the Plessy vs. Ferguson decision of 1896. So long as the appearance of equality was made, facilities could be provided to separate Black Americans from the white population. In short, it made segregation legal in America. However, and this is the journal question presented to you, Can separate truly be equal?

    Two reading assignments follow:

        1) "Black Migration to the North" - After reading three letters written to the editor of the Chicago Defender, answer the set of 10 questions that follow.

        2) "Three Visions for African-Americans" - As you read through the short biographies of Booker T. Washington,  W.E.B. Du Bois, and Marcus Garvey - three Black leaders of the early 20th century - write down 10 facts about each (that would be 30 total). Answering the two reading questions which follow is for extra credit.

    Finishing the week will be three workbook activities. Actually, only the first one is required; the other two may be done for extra credit.

        1) "African American Culture and Politics," pages 188-89. To complete this activity, you will need to refer to pages 310-15 of the textbook.

        2) "Lift Every Voice and Sing," pages 190-91. (E/C)

        3) "Knocking the Color Out of Colored,"pages 192-93. (E/C)

    Next week, we move into the era of the Civil Rights Movement.

  • 20 January - 26 January

    Image result for MLK Day   

    Since we have Monday off in his honor, and he happens to be at the heart of the Civil Rights movement (which we are currently studying), I felt it appropriate to offer you some extra credit by examining his famous "I Have A Dream" speech and answering some review questions. Both the text of the speech and the study guide for it can be found below. For Extra Credit, just print out the review and answer whatever questions you choose.

    When we return on Tuesday, we will read as a class, the article on Jackie Robinson, "Desegregation Begins With a Baseball." When done, or as we make our way through the piece, writw down 15 pieces of information about the man who broke the color barrier in professional baseball. This activity will be followed on Wednesday-Friday (if needed) with a viewing of the film "42."

    At the end of the end, and into next week will begin the Civil Rights Projects within your table groups. I will allot at least two periods over the next two weeks to working on this in class The instructions can be found below.              

  • 27 January - 2 February

    As we continue our examination of African American struggles in the 20th Century...

    There are a few workbook activities I want you to pay attention to this week. These include: 

    1. "The Movement Begins," pp. 364-65. (You will need to refer to pp. 552-559 to complete this acivity)
    2. "Challenging Segregation," pp. 370-71. (You will need to refer to pp. 560-568 to complete this activity)
    3. "New Civil Rights Issues," pp. 376-377. (You will need to refer to pp. 569-575 to complete this activity) 

    There will be a reading called "The Lunch Counter Sit-Ins." In reading the article, extract 15 facts/notes/pieces of information and then answer the five questions found in For Discussion and Writing. This represents one of the many ways Blacks engaged in civil protest to attain social equality.

    By the end of the week, the discussion becomes more political, as we examine the struggle which led up to the passage of the Voting Rights Act in 1965. As you read the assignment, "Race and Voting in the Segregated South,, extract 20 pieces of information from the article, and then answer the three questions found in For Discussion and Writing.

    In between all this, I will give you at least one class period to work on your projects. I am also scheduling a Saturday School on February 1 for anyone wanting to come in and work on their project.

    Note: Along with the three required workbook activities, there are six more you can do for extra credit. They are: 1) "Executive Order 10730: Desegregation of Central High School," pp. 366-67; 2) "Rosa Parks's Arrest Record," pp. 368-69; 3) "Letter from Robert Kennedy to President Kennedy," pp. 372-73; 4) "Speech by President Lyndon B. Johnson," pp. 374-75; 5) "Martin Luther King, Jr., Meets Malcolm X," pp. 378-79; and 6) "Report on the Watts Riots," pp. 380-81. You will get five points for each activity you do.

  • 3 February - 9 February

    This week, we bring to a close our study of the African-American struggle throughout the 20th century.

    With your projects due on Friday, you will be given all of Thursday to put the finishing touchesw on your work. Anyone who wants to present their's to the class for extra credit, may do so on Friday.

    In the meantime, we will take our study of race relations to the end of the 20th century. There are two reading assignments for this:

    1) Group reading - "A Crisis of Shattered Dreams." Everyone in the group read a section of the article (there are four, so groups may need to re-align). Each individual is to write five of what he/she deems to be the most important items from each section and then put them together so that everyone ends up with 20 items each.

    2) Individual reading - "The Greening of America's Black Middle Class." After reading this article, assume a pro or con stance and write a 4-5 paragraph essay, arguing the benefits of or detriments caused by affirmative action. In writing your essay, I want you to reference the article at least three times by quoting or paraphrasing it. Note: This may have to be a homework assignment, due in by week's end.

    Test: Since this is the end of the unit, there will be a taske-home test handed to everyone on Friday. This test, which will be a short-answer exam, will be due back to me by next Friday, 2/14 to hand it in. However, if all work is caught up and turned in by Friday, there will be no test. UPDATE: There will be no take-home test. The project is enough for a culmination grade. However, you can still do the extra credit test below. Follow the directions below and turn in by 2/14 for credit.

    Extra Credit: If you have managed to hold on to all of your notes going back to the beginning of the unit on Minorities in America, you may use them to take another test. This would have been the final for the first semester, had we been able to get through the African American section last semester. Just print out the exam found below, fill in what you can, and turn it in by week's end (2/7). You'll get one point for everfy question you get right. 

  • 10 February - 16 February

    Image result for lincoln's birthday

    Shortened week to celebrate the birth of our 16th president.

    At long last, we start a new unit of study this week, Economics in American History.

    To start things off, you will be working your way through a miltiple-page work packet centrering on the era of the Industrial Revolution. We will go over and review each page from day-to-day until it is complete.

    In the meantime, we will begin the first of at least four lectures to be given ove the duration of this unit. This one, called "Industrialization in America," can be found in its Word format below.

  • 17 February - 23 February

    As our examination of Industrialization in America continues, this week we take a close look at notorious industrialists like John D. Rockefeller, Andrew Carnegie, Cornelius Vanderbilt, and J.P. Morgan. After learning about who they were and what they did, the question will be posed as to whether such men were benefactors of society or parasites, growing rich at the expense of the common man?


    Assignments for this week are simple.
    1) Continue working on the "Growth of Industry packets
    2) You need to have all the lecture notes for Industrialization in America completed.

    Notebooks will be collected at the end of the week.


  • This week

    24 February - 1 March

    As our examination of Industrialization in America continues, this week we take a close look at notorious industrialists like John D. Rockefeller, Andrew Carnegie, Cornelius Vanderbilt, and J.P. Morgan, and the control they wielded over the political spectrum. The question will be posed as to whether such men were benefactors of society or parasites, growing rich at the expense of the common man?

    From there, we will move into the era of unionization, when industrial workers began to unite and strike against their employers for better pay, shorter hours, and safer working conditions.

    By weeks end, completed work should include:

    1) The "Growth of Inmdustry" packets

    2) Notes on "Bosses of the Senate" (found below)

    To supplement your activities, we will be watching segments of the docu-drama series, The Men Who Built America.



  • 2 March - 8 March

    Our examination of Economics in American History continues this week with a look at the labor movement that spread throughout the country in the early years of the 20th century.

    Work for this week will be as follows:

    1) Conclude working on the notes for the "Bosses of the Senate." 

    2) Labor Union x-word

    3) The Labor Movement, a combined note and activity assignment. I want you to highlight all the information areas. 

    4) Reading: One Big Union - One Big Strike: The Story of the Wobblies. The instructions for this activity are on the article (found below) in yellow highlight.