Unit 7: Fear & Freedom

NORTH CAROLINA ESSENTIAL STANDARDS:

8.H.1.1: Construct charts, graphs, and historical narratives to explain particular events or issues.

8.H.1.2: Summarize the literal meaning of historical documents in order to establish context.

8.H.1.3: Use primary and secondary sources to interpret various historical perspectives.

8.H.1.4: Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence).

8.H.2.2: Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the United States.

8.H.2.3: Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.

8.H.3.2: Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices).

8.H.3.3: Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.

8.H.3.4: Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States.

8.C.1.3: Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African Americans, and European immigrants).

8.H.C&G.1.1: Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights).

8.C&G.1.2: Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).

8.C&G.1.3: Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).

8.C&G.2.1: Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying).

8.C&G.2.2: Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to education, housing and employment).

8.C&G.2.3: Explain the impact of human and civil rights issues throughout North Carolina and United States history.

GENERALIZATIONS:

  1. CONFLICT; COOPERATION: Assess how the Cold War conflict led to long-term international cooperation among the Super Powers.
  2. CONFLICT; COOPERATION: Analyze the role of international conflict in creating international cooperation at the beginning of the Cold War.
  3. INDIVIDUALS/GROUPS; CHANGE: Evaluate the effectiveness of individuals and groups in creating political and societal change during social movements in the second half of the twentieth century.
  4. SOCIETAL CHANGE; CITIZEN PARTICIPATION: Analyze the role of the Civil Rights Movement and American activism in societal change and citizen participation.

LEARNING TARGETS:

  1. I can trace Cold War events and evaluate how they impacted American foreign policy from 1945 to 1990.
  2. I can identify specific economic decisions that were shaped by the foreign policy of the Cold War.
  3. I can analyze how the politics of the Cold War influenced the development of new technologies in the second half of the 20th century.
  4. I can evaluate how the Civil Rights movement changed American society and government.
  5. I can evaluate the role of youth in American activist movements in the latter 20th Century.
  6. I can compare and contrast the successes and failures of social activist movements in from 1950 to present day.
  7. I can analyze the role of the media and its influence on individuals and groups to be active in political and societal change in the late 20th Century.
  8. I can classify the platforms of modern political parties based on criteria related to: economic values, political ideals, personal freedoms and religious/social beliefs.
  9. I can analyze the growth of the evangelical movement in America in the 1980s and its influence on American culture and societal change.
  10. I can evaluate the impact of WWII on American foreign policy through 1963.
  11. I can categorize the differences between communism and democracy, focusing on how competition for power impacted American policy international affairs.
  12. I can explain how the desire for international superiority led to communism versus democracy.

CRITERIA FOR SUCCESS:

  1. I can create a chart that illustrates the relationship between events of the Cold War and their impact on American foreign policy, economic decisions, and development of technology.
  2. I can analyze excerpts of U.S. foreign policy documents (ex. the Marshall Plan, Containment Policy, Truman Doctrine) and create a chart showing the evolution of American policy goals.

VOCABULARY:

United States:

  • Nuclear
  • Communism
  • Capitalism
  • Democracy
  • Marshal Plan
  • Containment
  • American Society
  • Red Scare
  • McCarthyism
  • Sputnik
  • Apollo 11
  • Hydrogen bomb
  • Star Wars
  • Little Rock Nine
  • March on Washington
  • Alabama: Birmingham, Montgomery, Selma
  • Freedom Summer (voter registration)
  • Freedom Riders
  • Domino Theory
  • Berlin Airlift
  • “Iron Curtain”
  • Cold War
  • NATO
  • Warsaw Pact
  • Satellite States
  • Stalin
  • Truman Doctrine
  • Eisenhower Doctrine
  • Korean War
  • Cuba: Bay of Pigs, Cuban Missile Crisis
  • Impact of Cold War
  • Jim Crow Laws
  • Plessy v. Ferguson
  • Separate but Equal
  • Brown v. Board of Education
  • Women’s Movement (ERA)
  • Hispanic (Migrant Worker) Movement
  • Native American Movement
  • Civil Disobedience
  • Boycotts
  • Marches
  • Non-violent Protests
  • Civil Rights Act of 1964
  • Voting Rights Act of 1965
  • Containment
  • Vietnam
  • Gulf of Tonkin Resolution
  • Counterculture Movement
  • Anti-war Protests
  • Kent State
  • Woodstock
  • Watergate
  • Iran-Contra Affair
  • Berlin Wall
  • Soviet Union
  • Refocus of Military Resources
  • Nuclear Non-Proliferation 

 

FRIDAY, MARCH 15

SOTD #12 NORTH CAROLINA  – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

**BATHROOM SIGN OUT SHEET***  

DO NOT SUBMIT FORM UNTIL YOU FILL OUT TIME RETURNED FROM BATHROOM

BOOKMARK BATHROOM SIGN OUT SHEET BEFORE YOU FIRST FILL IT OUT SO YOU CAN FIND IT EASILY!

WRITING ASSIGNMENT – QUOTE: ROSA PARKS

DIRECTIONS:  Read the following quote and write it down. In a short paragraph, explain what you think the speaker is saying. How does it relate to history? What was the speaker’s purpose in speaking the words? What lesson can we infer from the speaker’s words? Be sure to answer ALL of these questions. Restate the question in your responses. 

QUOTE: “I would like to be remembered as a person who wanted to be free… so other people would be also free.” – Rosa Parks

IMAGE CONNECTION: WOOLWORTH LUNCH COUNTER, GREENSBORO, NC 

Image #1: Woolworth Lunch Counter Sit-In

woolworth sit-in

IMAGE #2: WOOLWORTH LUNCH COUNTER SIT-IN

WOOLWORTH LUNCH COUNTER SIT IN #2

IMAGE #3: WOOLWORTH LUNCH COUNTER SIT-IN

WOOLWORTH LUNCH COUNTER 3 SIT-IN

IMAGE CONNECTION: Woolworth’s Lunch Counter #1,2, and 3 RESPOND: As you look at each of the three images, what do you see? Can you describe to feelings and emotions of the people in all three photos? What do you know about the Greensboro Woolworth’s Lunch Counter Sit-In’s?

**BATHROOM SIGN OUT SHEET***

DO NOT SUBMIT FORM UNTIL YOU FILL OUT TIME RETURNED FROM BATHROOM

BOOKMARK BATHROOM SIGN OUT SHEET BEFORE YOU FIRST FILL IT OUT SO YOU CAN FIND IT EASILY!

    1. VIDEO: HISTORY OF THE CIVIL RIGHTS MOVEMENT
    2. VIDEO: CIVIL RIGHTS and the 1950s [CRASH COURSE U.S. HISTORY]
    3. VIDEO: GREENSBORO FOUR EDUCATIONAL VIDEO – FIRST PERSON: SITTING IN AT THE LUNCH COUNTER
    4. VIDEO: HOW A LUNCH COUNTER SIT-IN BECAME AN ICONIC CIVIL RIGHTS MOVEMENT 
    5. READING: CHARLES MOORE – CIVIL RIGHTS PHOTOGRAPHER [NPR]
    6. READING: THE GREENSBORO SIT-IN       
    7. ACTIVITY: 3-2-1 SUMMARIZER: As you watch the videos, write down three things you learned about the Civil Rights Movement that you did not know; 2 things you want to know more about; and 1 question that you still have. Be prepared to share with your teacher and/or the entire class.
    8. BRAINPOP ASSIGNMENT: CIVIL RIGHTS . 
    9. INTRODUCE Vocabulary Unit 7- Fear and Freedom – UNIT 7 QUIZLET

 

MONDAY, MARCH 18

SOTD # 13 RHODE ISLAND – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

**BATHROOM SIGN OUT SHEET***

IMAGE CONNECTION: IS RACISM LEARNED BEHAVIOR?

DIRECTIONS: Study these images. Write a short paragraph (4 to 6 sentences minimum) about what you see.What are the details that you notice? Do you think hate and racism is a learned behavior? Why or why not. Be able to defend your answer.

IMAGE 1: 1948 KKK INITIATION CEREMONY in ATLANTA, GEORGIA  (Photo: Library of Congress) Grand Master Dr. Samuel Green ... is listed (or ranked) 1 on the list Unsettling Photos of Innocent Children Born Into KKK Families

IMAGE 2:  MOTHER & SON in HOODS (CREDIT: Photo: San Diego History Center)

KKK mother and son

  1. VIDEO: THE GIRL WHO DIDN’T TURN AWAY: JOAN MULLHOLLAND
  2. READING: NC TEXTBOOK – Chapter 23 introduction – “The Civil Rights Era” p. 510 & Timeline p. 511; NC TEXT SECT. 23.1: “Origins of the Civil Rights Movement” p. 513-517
  3. VIDEO: HISTORY OF THE KKK and Article [History.com]
  4. ASSIGN: NC TEXT SECT. 23.1 STUDY GUIDE
  5. ASSIGN: SECT. 23.1 REVIEW P. 517 – Create Vocabulary Maps for the (6) terms on and answer questions #1-4. Restate the question in your answer. Write your answers as COMPLETE SENTENCES. Be sure to SUPPORT your answers with SPECIFIC FACTS & DETAILS from the reading to help you clearly explain your answers.
  6. BRAINPOP: CIVIL RIGHTS ASSIGNMENT
  7. SUITE 360 MARCH LESSONS
  8. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

TUESDAY, MARCH 19

SOTD #14 VERMONT – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

  1. ACTIVITY: TWO COLUMN NOTES for NC TEXT SECT.23.1 ORIGINS OF THE CIVIL RIGHTS MOVEMENT . Use this reading:  NC TEXT SECT. 23.1: “Origins of the Civil Rights Movement” p. 513-517. 
  2. BRAINPOP: CIVIL RIGHTS MOVEMENT ASSIGNMENT
  3. SUITE 360 MARCH LESSONS
  4. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

WEDNESDAY, MARCH 20

SOTD #15 KENTUCKY – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

  1. VIDEO: THE LITTLE ROCK NINE  [9:43]
  2. VIDEO: THE LITTLE ROCK NINE FIFTY YEARS LATER  [14:13]
  3. VIDEO: AMERICAN FREEDOM STORIES: MONTGOMERY BUS BOYCOTT  [3:51]
  4. VIDEO: ROSA PARKS & THE MONTGOMERY BUS BOYCOTT: 60 YEARS LATER [2:00]
  5. VIDEO 3-2-1 SUMMARIZER: As you watch the videos, write down three things you learned about the Civil Rights Movement that you did not know; 2 things you want to know more about; and 1 question that you still have. Be prepared to share with your teacher and/or the entire class.
  6. READING: CALL TO FREEDOM – CTF p. 832-837 The Early Civil Rights Movement
  7. ASSIGN: CTF Section Review p. 837 – Answer questions #1-3. Restate the question in your answer. Write your answers as COMPLETE SENTENCES. Be sure to SUPPORT your answers with SPECIFIC FACTS & DETAILS from the reading to help you clearly explain your answers.
  8. BRAINPOP: BROWN VS. BOARD OF EDUCATION ASSIGNMENT
  9. BRAINPOP: CIVIL RIGHTS MOVEMENT ASSIGNMENT
  10. SUITE 360 MARCH LESSONS
  11. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

THURSDAY, MARCH 21

SOTD #16 TENNESSEE – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

  1. VIDEO: NO MORE – THE CHILDREN OF BIRMINGHAM 1963 & THE TURNING POINT OF THE CIVIL RIGHTS MOVEMENT   [10:00] Complete a 3-2-1 Summarizer as you watch the video. [3 things you learned; 2 things you want to know more about; 1 question that you still have] Also, answer these questions: 1.) What is a patriot? 2.) Would you consider the Civil Rights protesters patriots? Why or why not? Explain. 3.) Would you consider kids to be patriots? Why or why not? 
  2. READING  – CALL TO FREEDOM – CTF p. 855-859 The Civil Rights Movement
  3. ASSIGN: CTF Section Review p. 859 – Answer question #1-4. Restate the question in your answer. Write your answers as COMPLETE SENTENCES. Be sure to SUPPORT your answers with SPECIFIC FACTS & DETAILS from the reading to help you clearly explain your answers. FINISH FOR HOMEWORK IF NECESSARY.
  4. BRAINPOP: BROWN VS. BOARD OF EDUCATION ASSIGNMENT
  5. BRAINPOP: CIVIL RIGHTS MOVEMENT ASSIGNMENT
  6. READING – COMMONLIT: Your choice of CIVIL RIGHTS readings
  7. SUITE 360 MARCH LESSONS
  8. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

FRIDAY, MARCH 22

SOTD #17 OHIO   – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

QUOTE OF THE DAY

DIRECTIONS:  Read the following quote and write it down. In a short paragraph, explain what you think the speaker is saying. How does it relate to history? What was the speaker’s purpose in speaking the words? What lesson can we infer from the speaker’s words?

QUOTE: “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character.” -Martin Luther King, Jr.

  1. VIDEO: MARTIN LUTHER KING JR. by The Kid  President   [3:26]
  2. VIDEO: MARTIN LUTHER KING JR., BIO  [4:47]
  3. VIDEO: REV. DR. MARTIN LUTHER KING JR. “WHAT IS YOUR LIFE’S BLUEPRINT?”    [20:38]
  4. READING: “I’VE BEEN TO THE MOUNTAINTOP” SPEECH BACKGROUND
  5. VIDEO: REV. DR. MARTIN LUTHER KING JR. SPEECH – “I’VE BEEN TO THE MOUNTAINTOP”  [2:37]   [Text of this speech] **NOTE: This was the last speech given by Dr. King. He was assassinated the following day.
  6. VIDEO: ROBERT KENNEDY SPEECH RE: ASSASSINATION OF MARTIN LUTHER KING JR.  [5:02]
  7. READING: ROBERT KENNEDY – THE GREATEST LEADERSHIP SPEECH EVER MADE?
  8. VIDEO FOLLOW-UP: Complete a 3-2-1 Summarizer as you watch the video. [3 things you learned; 2 things you want to know more about; 1 question that you still have]
  9. READING: “I HAVE A DREAM” (speech) – Martin Luther King Jr.  
  10. SPEECH TRANSCRIPT – “I HAVE A DREAM” (As we listen to the speech follow along on the transcript of the speech – written copy – click on link above).  [17:28]
  11. ASSIGNMENT: Independently, you will answer the “I HAVE A DREAM” SPEECH QUESTIONS that accompany MLK’s historic speech. You will have 20 minutes to answer the questions on your own. Next, working with a partner, discuss and check your answers. Make sure you are in agreement on what the CORRECT answer is. If you have a question in which you disagree, fine at least THREE specific pieces of evidence in the speech that help you JUSTIFY your answer.
  12. BRAINPOP: MARTIN LUTHER KING JR. ASSIGNMENT
  13. BRAINPOP: MALCOM X ASSIGNMENT
  14. BRAINPOP: BROWN VS. BOARD OF EDUCATION ASSIGNMENT
  15. BRAINPOP: CIVIL RIGHTS MOVEMENT ASSIGNMENT
  16. READING – COMMONLIT: Your choice of CIVIL RIGHTS readings
  17. SUITE 360 MARCH LESSONS
  18. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

MONDAY, MARCH 25

SOTD #18 LOUISIANA  – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

**ANNOUNCE NEXT TEST – THE CIVIL RIGHTS MOVEMENT***  MONDAY, APRIL 01**

  1. VIDEO: THE 1960S IN AMERICA [CRASH COURSE U.S. HISTORY]
  2. VIDEO: CESAR CHAVEZ AMERICAN CIVIL RIGHTS ACTIVIST [HISTOR.COM]
  3. VIDEO 3-2-1 SUMMARIZER: As you watch the videos, write down 3 things you learned about other groups quest for civil rights that you did not know; 2 things you want to know more about; and 1 question that you still have. Be prepared to share with your teacher and/or the entire class.
  4. READING – COMMONLIT: EMMETT TILL
  5. BRAINPOP: DR. MARTIN LUTHER KING JR. ASSIGNMENT
  6. BRAINPOP: MALCOM X ASSIGNMENT
  7. BRAINPOP: BROWN VS. BOARD OF EDUCATION ASSIGNMENT
  8. BRAINPOP: CIVIL RIGHTS MOVEMENT ASSIGNMENT
  9. READING – COMMONLIT: Your choice of CIVIL RIGHTS readings
  10. SUITE 360 MARCH LESSONS
  11. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

TUESDAY, MARCH 26

SOTD #19 INDIANA  – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

  1. READING: NC TEXTBOOK – SECT. 23.2: THE CIVIL RIGHTS MOVEMENT EXPANDS p. 518-522
  2. ASSIGN: STUDY GUIDE for SECT. 23.2: THE CIVIL RIGHTS MOVEMENT EXPANDS
  3. ASSIGN: Create Frayer Model Vocabulary Maps for the (6) terms on p. 522 and answer questions #1-4. Restate the question in your answer. Write your answers as COMPLETE SENTENCES. Be sure to SUPPORT your answers with SPECIFIC FACTS & DETAILS from the reading to help you clearly explain your answers.
  4. READING – COMMONLIT: EMMETT TILL
  5. READING – COMMONLIT: Your choice of CIVIL RIGHTS readings
  6. BRAINPOP: Work on any unfinished Civil Rights activities.
  7. SUITE 360 MARCH LESSONS
  8. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

WEDNESDAY, MARCH 27

SOTD #20 MISSISSIPPI – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

**ANNOUNCE NEXT TEST – THE CIVIL RIGHTS MOVEMENT***  MONDAY, APRIL 01**

  1. READING: NC TEXTBOOK – SECT. 23.3: CIVIL RIGHTS IN NORTH CAROLINA p. 523-527
  2. ASSIGN: STUDY GUIDE for SECT. 23.3: CIVIL RIGHTS IN NORTH CAROLINA
  3. ASSIGN: Create Frayer Model Vocabulary Maps for the (2) terms on p. 527 and answer questions #1-5. Restate the question in your answer. Write your answers as COMPLETE SENTENCES. Be sure to SUPPORT your answers with SPECIFIC FACTS & DETAILS from the reading to help you clearly explain your answers.
  4. READING – COMMONLIT: EMMETT TILL . [FINISH THIS TODAY!!!]
  5. BRAINPOP: CESAR CHAVEZ ASSIGNMENT . (Hispanic Americans’ Rights)
  6. BRAINPOP: ELEANOR ROOSEVELT (Women’s Rights)
  7. BRAINPOP: Complete any of the unfinished Civil Rights Movement related BrainPop Assignments.
  8. READING – COMMONLIT: Your choice of CIVIL RIGHTS readings
  9. SUITE 360 MARCH LESSONS
  10. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

THURSDAY, MARCH 28

SOTD #21 ILLINOIS – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

**ANNOUNCE NEXT TEST – THE CIVIL RIGHTS MOVEMENT***  MONDAY, APRIL 01**

  1. VIDEO: LEGACY OF THE GREENSBORO FOUR  [CBS News]  [3:13]
  2. VIDEO: WOOLWORTH LUNCH COUNTER   [6:11]
  3. VIDEO 3-2-1 SUMMARIZER: As you watch the videos, write down three things you learned about the GREENSBORO SIT-IN’S that you did not know; 2 things you want to know more about; and 1 question that you still have. Be prepared to share with your teacher and/or the entire class.
  4. VIDEO/FILM: SELMA – THE BRIDGE TO THE BALLOT  [43:21]
  5. ASSIGN: SELMA THE BRIDGE TO THE BALLOT QUESTIONS
  6. READING – COMMONLIT: Your choice of CIVIL RIGHTS readings
  7. SUITE 360 MARCH LESSONS
  8. HOMEWORK: STUDY UNIT 7 QUIZLET VOCABULARY 

 

FRIDAY, MARCH 29 – NO SCHOOL/TEACHER WORKDAY

MONDAY, APRIL 01

SOTD #21 ILLINOIS – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

SOTD #22 ALABAMA  – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

  1. TEST REVIEW – KAHOOT – CIVIL RIGHTS MOVEMENT 
  2. QUIZLET LIVE TEST REVIEW – UNIT 7 VOCABULARY – FEAR & FREEDOM
  3. SCHOOLNET TEST – CIVIL RIGHTS MOVEMENT
  4. FINISH COMMONLIT EMMETT TILL ARTICLE
  5. BRAINPOP: CESAR CHAVEZ ASSIGNMENT . (Hispanic American’s Rights)
  6. BRAINPOP: ELEANOR ROOSEVELT (Women’s Rights)
  7. BRAINPOP: Complete any of the unfinished Civil Rights Movement related BrainPop Assignments.
  8. READING – COMMONLIT: Your choice of CIVIL RIGHTS readings
  9. SUITE 360 MARCH LESSONS
  10. BEGIN FILM: “HIDDEN FIGURES” & STUDY GUIDE

 

TUESDAY, APRIL 02

SOTD #23 MAINE – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

BENCHMARK MAKE-UP’S: SOCIAL STUDIES – ALL CLASS PERIODS

  1. ANSWER THESE QUESTIONS: 1.) What was the “Race to Space”? 2.) What was the “Cold War” with Russia – 1947-1991?
  2. READING: NASA’s REAL HIDDEN FIGURES [Space.com article]
  3. VIDEO: THE AFRICAN AMERICAN WOMEN BEHIND NASA’S ROCKET LAUNCHES [CBS Good Morning]
  4. FILM: “HIDDEN FIGURES” & STUDY GUIDE
  5. SUITE 360 MARCH LESSONS

WEDNESDAY, APRIL 03

SOTD #24 MISSOURI – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

FILM: “HIDDEN FIGURES” & Hidden Figures Study Guide

SUITE 360 MARCH LESSONS

THURSDAY, APRIL 04

SOTD #25 ARKANSAS– Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

FILM: “HIDDEN FIGURES” & Hidden Figures Study Guide

COMMONLIT: You may ready any CIVIL RIGHTS MOVEMENT related article. DO NOT read articles that are not related to Civil Rights. When in doubt – ASK!

SUITE 360 MARCH LESSONS

 

FRIDAY, APRIL 05

SOTD #26 MICHIGAN  – Google Spreadsheet, FACT MONSTER – FIFTY STATES, and U.S. Map

  1. FILM: “HIDDEN FIGURES” & Hidden Figures Study Guide
  2. COMMONLIT: “THE WOMEN OF HIDDEN FIGURES”
  3. COMMONLIT: EMMETT TILL – LAST CHANCE TO COMPLETE THIS ASSIGNMENT. IF YOU HAVE NOT COMPLETED THIS BY THE END OF THE DAY YOUR GRADE WILL BE “0” . IN POWERSCHOOL
  4. SUITE 360 MARCH LESSONS – (Teacher will check you off when finished.)
  5. COMMONLIT: You may ready any CIVIL RIGHTS MOVEMENT related article. DO NOT read articles that are not related to Civil Rights. When in doubt – ASK!

 

**TRANSITION TO UNIT 5 – Put the Pedal to the Metal**