UPDATE!!!UPDATE!!!UPDATE!!!

The Project Grade will now be calculated as follows:

30% - Submission of all steps of the project (Folder)
35% - Quality of the Essay
35% - Presentation

Social Justice Organizations

Link to sample presentation

https://prezi.com/view/yisKwgTq6XTzoVQcPqa9/

Labor Matters

Working in groups you will read one of the 5 articles posted below. You will then answer the questions provided and then be prepared to share with the class.

American Labor Movement

Mother Jones

Samuel Gompers

Fair Labor Standards Act

Seattle General Strike Laundry Workers

Triangle Factory Fire

Triangle Shirtwaist Factory Fire


https://drive.google.com/file/d/0B1574a3meSN4VVplbmZpMFIteXM/view?usp=sharing

Martin Luther King and Malcolm X DBQ

Below is a link to the DBQ book.  Friendly reminder the 5 paragraph essay is due Monday May 15th!

MLK & Malcolm DBQ

"History is a Weapon"

Below is a link to the article we used the week I was out on paternity leave.


History is a Weapon


http://www.historyisaweapon.com/defcon1/lakeylivrev.html

Quarter 3 Survey

Please take a moment to fill out this survey.  Your participation is greatly appreciated!


https://goo.gl/forms/KyMDk3r0IurmKuL32

Title IX Background

Title IX

Eleanor Jane

Hey everyone,

I hope that you enjoyed your break - I know I did!  I would like to introduce you to the newest member of the Pearson Family - Eleanor Jane Pearson.  She was born on Friday April 14th at 8:35pm. She came in weighing at 7lbs with a length of 20 inches.  Ellie and her Mom are doing an amazing job.  She sleeps for about 3 hours at a time and is a very good eater.  My wife is doing her photo shoot today and I can't wait to share those pictures with you.  Have a great week!  Get those packets done!  I will see you all on Monday May 1st!

-Pearson

#########DUE MARCH 10TH##########

Civil Rights Activist Project

This project will provide you the opportunity to become familiar with one major civil rights activist, learning about the individuals’ background, their role(s) in the modern civil rights movement, and what they did after the heights of the civil rights movement in the 1960s.  You will be working mostly in pairs, and each pair will be assigned one of the following civil rights activists:

Stokely Carmichael	Angela Davis
James Meredith	Amiri Baraka (LeRoi Jones)
Jesse Jackson	John Lewis
Bobby Seale	Diane Nash
Fred Shuttlesworth	Bayard Rustin
Ella Baker	Medgar Evers
W.E.B. Du Bois	Ida B. Wells

Step 1:  Research.  Gather as much information as you can about the background and history of your individual.  Be sure to find out the roll that they played during the civil rights movement and what happened to them in later years.  For each source you use, you must record all relevant bibliographic information. 

Your paper will be broken down into 3 parts:

1.        A paragraph biography of your activist, focusing on relevant experiences (family, area of the country, education, jobs, etc.)

2.       A 2-paragraph summary of what your candidate did during the civil rights movement (what he/she is known for).  This part should include at least two “quotations” from the individuals themselves.

3.       A paragraph that explains what he/she did and what happened to him/her after the height of the civil rights movement.  This part should include your thoughts on what your person should be most remembered for.

Step 2:  Create a visual aid (PowerPoint, Prezi, Adobe Spark, etc.) that allows you to introduce your individual to the class.

Step 3:  In a 3-5 minute presentation that should be practiced ahead of time, each pair will introduce their activists to the class.

Step 4:  Each member of the group will write a one paragraph analysis of the project, including what you learned about the civil rights movement, what you found frustrating in doing this project, and how well you worked with your partner.  After you conclude the paragraph, give your partner a grade (one that you honestly think is fair) for the work each of you did.  Please also write a brief explanation of how you came up with the grade.

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Visual Example

MLK Example

Written portion should done on Google Docs and shared with me.

richard.pearson@providenceschools.org

Intro to Civil Rights Movement

Intro to Civil Rights Movement PowerPoint

Freedom Riders

Now that we have discussed and watched the PBS documentary "Freedom Riders" it is your turn to do some research.  You will choose one of the Freedom Riders and do a brief biography of them.  Using Google Slides, please include:

• Name and photo
• Where and when they were born 
• Where they lived 
• How old they were during the Freedom Rides
• Where they attended college
• 3 other facts that you learned 
• A quote from them 

Below is a link to the one that I did.

Stokely Carmichael

Some links to use:

http://www.pbs.org/wgbh/americanexperience/freedomriders/people

http://www.biography.com/

http://www.notablebiographies.com/

Biographies should be shared with me at richard.pearson@providenceschools.org by Friday 2/24.  The biographies will be put together and shared with the class.

Space Race

In anticipation of our field trip to see "Hidden Figures", here is a powerpoint on the background of the Space Race....enjoy!

Space Race

Mexico and Providence

Mexico and Providence

Guatemala Providence Notes

Guatemala Providence Notes

Interview Questions for Immigration/Migration Narrative

Whole Class Questions

Period 2

1.       Where and when were you born?  What was it like growing up? 2.       Why and how did you come to America? 3.       Who made the decision to immigrate (migrate)? 4.       What are your feelings about America? 5.       What are your dreams and visions for your future?

Period 3

1.       Where and when were you born?  What was it like growing up? 2.       What are your dreams and visions for your future? 3.       Who made the decision to immigrate (migrate)? 4.       Why and how did you come to America? 5.       Did you find a job immediately or was there a job here waiting for you?

Period 5

1.       Where and when were you born?  What was it like growing up? 2.       Who made the decision to immigrate/migrate? 3.       Did they experience any racial discrimination? 4.       Why and how did they come to America? 5.       What was your neighborhood like?  Both here and there.

Period 1

1.       Where and when were you born?  What was it like growing up? 2.       How do you identify yourself?  What do you see as your identity? 3.       How/why did you come to America/Rhode Island? 4.       Where did you arrive when you came to America? 5.       Who made the decision to immigrate/migrate?  How was the decision made?

Alternative Assessment

The debates we did last week were not the best thing we did in class.  Some of you excelled and presented an awesome argument - others didn't even get up to participate.  With that being said, you will have the chance to either boost your grade or for some of you get a grade by creating a 5 paragraph essay on one of the ten immigration topics we looked at for the debates (you do not have to use the topic you were assigned originally).  Below is a list of the topics and a break down of what I expect in the essay.  All essays should be typed in GOOGLE DOCS and shared with me by Friday 1/13/17.

TOPICS:

1. There are too many immigrants coming to the United States.
2. The U.S. government should put more Immigration and Naturalization Service border patrol agents on the border with Mexico.
3. Illegal immigrants take away jobs from U.S. citizens.
4. U.S. immigration policy has been fair to all groups entering the U.S.
5. If a country is having economic problems, the U.S. should allow its residents to come here for a better life.
6. Immigration has helped the United States.
7. Having a variety of cultures and languages in America benefits everyone.
8. Most immigrants come to the U.S. just to get on welfare.
9. Everyone who comes to the U.S. should be required to learn English.
10. If a country is having political problems, the U.S. should allow persecuted citizens from this country to seek asylum here.

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The basic five-paragraph essay structure, which you have probably used many times by this point, works extremely well for an opinion essay. It’s a starting point, and when you get to university your profs will expect a more complex approach to essay writing. If you feel confident about your essay-writing skills, you can certainly branch out into longer and more complex essays. But this basic five-paragraph outline is a good starting point, especially if you feel uncertain of your ability.

An opinion essay exists to prove your main point – your thesis. This should be clearly stated in your opening paragraph. Don’t leave the reader to guess what your position is on the issue – make a clear stand!

Next, develop your argument in the body of your essay. Each paragraph should contain a single, clear idea that support your point of view. You can use examples and illustration, cause-and-effect reasoning, comparison/contrast or other methods of development to support your argument.

Research: Any statements you make that would cause a reader to say, “Wait, how do you know that’s true?” need to be backed up with documentation from outside sources (“I saw something on TV about it one time” would not be considered adequate documentation). 

Remember that a paragraph is three to five sentences that develop a single, clear idea.  A good paragraph often begins with a topic sentence that sums up your main idea.

·         Paragraph One -- The introduction.  Here you state the main idea of your entire essay -- the point you are trying to make or prove.  This paragraph should include your thesis statement plus three reasons why you believe this statement to be true.

·         Paragraphs Two, Three and Four.  These are the body of your essay.  Remember back in Paragraph One, you gave three reasons for your opinion? Three reasons, three body paragraphs.  Each of the body paragraphs should take one of your reasons and explain it in more detail, citing sources where necessary.

·         Paragraph Five -- The conclusion.  Former Newfoundland premier Joey Smallwood once said about giving speeches: "First I tell them what I'm going to tell them, then I tell them, then I tell them what I told them."  That's how you write an essay.  In the conclusion, tell them what you told them.  Sum up your argument by restating your thesis statement and reminding the reader what your three reasons were.  In an argumentative essay, you can finish with a "call to action" -- tell the reader what you would like them to do as a result.