End of Term 1:Wed Nov 20

Do Now: Make sure your grades are accurate by signing in to Schoolnet to check (http://philasd.org/login)

Classwork: Continue research and writing for your 1500 word essay on your NHD topic.

HW: Essay is due Fri Nov 22 (rough draft) and Mon Nov 25 (final draft)

Reminder: EXPLAIN your SOURCES!

YOUR 5 Page Explanation Paper Due on Google Doc: Thursday, November 14, 2013

• WRITE A 1 PAGE DESCRIPTION OF EACH OF YOUR STAGES [AT LEAST 1 page per stage]

• EACH STAGE PAPER SHOULD PROVIDE AN EXPLANATION OF THE PRIMARY SOURCES.

• USE CREDIBLE SOURCES and CITE ALL PRIMARY AND SECONDARY SOURCES USED.

• USE IN TEXT CITATIONS AND OR THE “DIRTY/WORKING” COPY DISCUSSED IN CLASS.

• TURN IN USING GOOGLE DOC---goldfrancine205@gmail.com and mirandagt2013@gmail.com

• USE 12 POINT FONT TIMES NEW ROMAN

Example of source analysis:

Stage 3 burning cross picture

Members of the Ku Klux Klan, wearing traditional white hoods and robes, stand back and watch with their arms crossed after burning a 15-foot cross at Tampa, Fla., Jan. 30, 1939. (AP Photo)

Retrieved from http://www.anorak.co.uk/342281/keyposts/the-story-of-the-klu-klux-klan-in-pictures-racism-civil-rights-and-murder.html/

I chose this image to represent the violence and terror that the KKK used to control black people throughout the South, throughout the 19th and 20th century. The burning cross is one of the most iconic images associated with the Klan, and I was surprised to discover that it originated from the film Birth of a Nation (1921). KKK members thought the cross represented their Protestant Christian values (as they were anti-Catholicism as well), and was reminiscent of the Scottish tradition of burning a Celtic cross as a call to war.

The photo also shows the other iconic image of the KKK- the white hoods. This also served to strike fear and protect its members through making it difficult to know who was a member and who was not.

Stages 4 and 5

Do Now: Sign into your Google Drive: http://drive.google.com

Classwork:

1. Begin researching primary sources for Stage 4 - Short Term Impact and Stage 5- Long Term Impact
2. Using the same layout and requirements as Stages 1-3, begin to design a Google presentation that uses primary sources to explain the short and long term impact of your topic. 
3. Make sure you copy the links/cite the sources for all information and primary documents. 

Fast finishers: Swap your project with a classmate (Share in Google docs or swap seats) and review/critique each other's work

HW: Continue working on your Stage 4 and 5 DUE THURS NOV 14

Stage 3 and Checking Primary Sources

DO NOW: Open your Stages paper on drive.google.com  and your sources in easybib.com

CLASSWORK: PROJECT MODIFICATION: Poster CAN BE a Google Drive Presentation instead, and ONLY Stages 1, 2, and 3 DUE THURS NOV 7.

1. Read and review the guidelines set up by Ms. GOld for this PROJECT: https://drive.google.com/file/d/0BxfoxCcxIWz-QmNRYU1ZekpLODA
2. Find at least TWO PRIMARY SOURCES for each stage. At least ONE MUST BE a document (Law, letter, newspaper article, diary, reflection, interview etc) from that time period. A photo or advertisement could be second source
3. Write a ONE PAGE DESCRIPTION of Stage 3 (Stages 1 & 2 were due Oct 28)
4. Begin working on finding sources for Stages 4 and 5

EXAMPLE OF DIGITAL PROJECT (Poster replacement): https://docs.google.com/presentation/d/18_jECV0o53uBkDYBQJD17ctIz-z-JBVjn-qM-GSXhV0

 HOMEWORK: Continue research and writing for your NHD paper/project. STAGES 1, 2, 3 sources and write ups due THURS NOV 7.

PERIOD 2: Remember that we are meeting with lawyers from GE and Ballard Spahr to review your resumes and complete mock interviews on THURS NOV 7 from 10:05-11:09. Please meet in lobby and dress to impress. 

Thurs 10/31: Stage 3 Rights and Responsibilities

Do Now: Open your drive.google.com and easybib.com

Classwork Periods 1, 5, 6 and 2(that completed resumes):

1. Find TWO primary sources about your RIGHT being fought for or taken away. This is the main idea, or turning point, in your project. For example, Executive Order 9066 is the turning point for Japanese Internment, as that was the moment rights were taken away. Passage of the 15th Amendment would be the moment the Right to Vote was given to African American men (though Jim Crow/Black codes continued to prohibit this right for many years). 
2. Analyze the sources using THIS WORKSHEET What do you learn about your topic from teh source? 
3. CITE and ANNOTATE the sources using easybib.com
4. Email mirandagt2013@gmail.com with questions and links to your sources. 
5. Begin writing up your Stage 3 and/or working on your poster due NOV 7.
6. Swap Stage 1 and 2 papers with a classmate to peer edit.

Classwork Period 2: For those of you who did NOT finish the resume, please use the packets from Ballard Spahr to complete your resume (in my desk). I have received resumes from Heavenly, Jamal, Dajah, Thyreea, Ciani, Eric, Saniyyah, and Jazmarie. ALL other students must email mirandagt2013@gmail.com with completed resume TODAY. 

Classwork Period 4 (Yearbook): See http://conhighyrbk.blogspot.com

Monday 10/28 Stage 1 & 2

Do Now: Review presentation HOW TO WRITE A THESIS

Classwork:

1. Continue working on your Stage 1 and Stage 2 paper, due by MIDNIGHT tonight.
2. Email completed paper to mirandagt2013@gmail.com and goldfrancine2015@gmail.com
3. If complete, swap/share with a friend to get their feedback/notes on your paper
4. Begin working on Stage 3 research and writing (bulk of your topic)
5. Continue to work on your CITATIONS AND ANNOTATIONS.  

HW: Email the completed Stage 1 and 2 paper  to mirandagt2013@gmail.com and goldfrancine2015@gmail.com

NHD Stage 1 and 2 and Anti-Bullying

Tuesday Oct 22:

Do Now: Check out this anti-bullying photo essay- Brave People Show Their Insecurities

Classwork:

1. Find at least 3 primary sources on the ORIGIN (very beginning) of your topic. 
2. Add these sources to Easybib.com (including brief annotation- summary and quality of the source)
3. Write about your ORIGIN- at least 2 paragraphs. WHO was INFLUENTIAL to the beginning of your right? WHERE did protests/actions/meetings occur? WHAT did supporters and opponents do? WHAT led people to demand this right? WHY is it important?

HW: Continue reading, research and writing on Stage 1 and 2- Origin and Development

Reminder: Support the cheerleaders at their bake sale today at lunch

Examples of 5 Stage Papers

Do Now: Check out these papers from last year's freshmen on the 5 Stages NHD
 https://docs.google.com/file/d/0Bwa2nCu9wdAIWWw4TGp0ZVFndGc
 https://docs.google.com/file/d/1pRY37prkb3WHMNhKRF4MdjPARIncgpskF2_WjkEHbUB0Rb-jC3BzDdt_MmnY

Classwork:
Please open your Google Doc with your NHD Research, and your Easybib. Continue to research and write about your NHD topic's ORIGIN. How did the right/responsibility start? Who was supportive of rights? Who was against rights? What events and people impacted the beginning of your topic?

HW: Tomorrow (FRI OCT 18) is Philly Photo Day. Take a picture tomorrow of something that represents Philly to you, and upload it to be part of a city wide crowdsourced photo arts show. Details here: http://www.philaphotoarts.org/event/philly-photo-day/

ALSO, Your first two stages (ORIGIN and DEVELOPMENT) are due by FRIDAY OCT 25.

Free Philadelphia Orchestra Concert!

FREE Neighborhood Concert
Wednesday, November 6 6:30 PM
Temple Performing Arts Center
1837 N. Broad St., Philadelphia, PA 19122

Yannick Nézet-Séguin Conductor

Bernstein Overture to Candide
Britten Young Person's Guide to the Orchestra*
Tchaikovsky Romeo and Juliet
Ravel Bolero
This Neighborhood Concert is free and seating is on a first come, first served basis. Tickets, however, are required and can be reserved online. Please note the concert will begin at 6:30 PM.

Tues. Oct 15- NHD 5 stages and Primary Sources

Do Now: EMAIL (or share via Google Drive) mirandagt2013@gmail.com your

1. NHD 5 Stages paper
2. Annotated bibliography/Sources
3. ANY NHD Notes 
4. If you are missing any of the above email me an explanation why (Changed topic, given extension from Ms Gold, dog ate your HW, etc)

Classwork: Finding and Evaluating PRIMARY SOURCES

• Getting Started with Primary Sources: http://www.archives.gov/education/research/ 
• Primary Source Directory: http://www.archives.gov/education/research/primary-sources.html 
• Primary Source Websites: http://lib1.bmcc.cuny.edu/help/sources.html#websites

Fast Finishers: Check out an excellent NHD website from last year:
http://46218289.nhd.weebly.com/reaction.html


HW: Continue reading and research on NHD topic and writing and annotating sources.