Do Now | Color.
Project Day 1 | Research and AnalysisStep 1: Select a Person Poets Langston Hughes ● Claude McKay ● Arna Wendell Bontemps ● Marcus Garvey ● Countee Cullen ● James Weldon Johnson ● Georgia Douglas Johnson ● Sterling Brown ● Gwendolyn Brooks ● Angelina Weld ● Gwendolyn B. Bennett Visual Artists Aaron Douglas ● Lois Mailou Jones ● Laura Wheeler Waring ● Charles Alston ● Meta Fuller ● Archibald Motley ● Augusta Savage ● Jacob Lawrence ● Palmer C. Hayden ● William Johnson ● James Van Der Zee Musicians Fletcher Henderson ● Earl "Fatha" Hines ● Cab Calloway ● James P. Johnson ● Dizzy Gillespie ● Thelonious Monk ● Count Basie ● "Jelly Roll" Morton ● King Oliver ● Charlie Parker ● Art Tatum ● Fats Waller Writers Alain LeRoy Locke ● Zora Neale Hurston ● Arna Bontemps ● Dorothy West ● Rudolph Fisher ● W.E.B. Du Bois ● Georgia Douglas Johnson ● Nella Larsen ● Jessie Redmon Fauset ● James Weldon Johnson ● Jean Toomer ● James Baldwin ● Countee Cullen ● Jessie Redmon Fauset ● George Schuyler ● Gwendolyn B. Bennett ● Langston Hughes ● Walter White ● A. Philip Randolph ● Wallace Thurman ● Chandler Owen Singers Ella Fitzgerald ● Adelaide Hall ● Lottie Gee ● Cab Calloway ● Ethel Waters ● Avon Long ● Aida Ward ● Edith Wilson ● Ma Rainey ● Bessie Smith ● Louis Armstrong ● Paul Robeson ● Josephine Baker ● Fats Waller ● Billie Holiday ● Lena Horne Dancers Josephine Baker ● Bill "Bo jangles" Robinson ● George Snowden ● Herbert White ● Earl "Snakehips" Tucker ● Mildred Dixon ● Florence Mills ● The Nicholas Brothers ● Stepin Fetchit ● Butterbeans and Suzy ● Evelyn Welch Step 2: Research your person
Step 3: Analyze Pieces of Art
Ticket OutWhat was the most interesting thing you learned about your person today?
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Do Now | Finalize PresentationSign up for a slot to present (on the white board). You have 10 minutes to complete your presentation slide.
PresentationsAs an audience member you should be documenting at least 1 take-away from your peers' presentations. Please document these on page 31 of your workbooks. ReflectionsOn page 32 of your workbooks, please complete the reflection. Be thoughtful and in depth. 1920's Continued | Harlem RenaissanceRead the two poems (right after page 33).
See | What words stand out to you in the poems? Think | What emotions do these poems emit? What are the themes of the poems? What do you think the author's purpose of the poems and the word choice mean? Connect | How do the poems connect to the image from above? What story do these poems tell you about the life of African Americans in Harlem? Do Now | Share OutCircle Up in the back. Standing. Be ready to share out something from your research yesterday. Project Day 1 | ResearchCheck in | Fist to 4: How many sources have you explored and documented so far? Set Goal: What is your next step for your research? **By the end of the day today you should have all 4 of your research slides completed.** On Monday you will have 20 minutes to put together a presentation slide at the beginning of class. Then, we will be presenting. Please come to class on Monday prepared! Ticket OutWhat was the most interesting thing you found today?
Do Now | See. Think. Wonder.Intro Culture of the 1920'sCrash Course | Connect. Extend. Challenge. | Page 30 - How do the concepts in the video connect to your throughline topic? How do they connect with life today? - What did you learn from the film? - What were the challenges faced during this period? Throughline Project | Research Day 1Using the throughline and slideshow from earlier in the semester, you will research your topic in the 1920s.
Ticket OutWhat is something interesting or important that you found in your research today?
Do Now | Finish the ReadingTake the first 30 minutes of class to finish the reading from yesterday.
Circle Up: Share out a change or concept that you documented in your 4Cs routine. Do Now | FINISH YOUR ARTICLE15 minutes. and GO! Please, please, please use this time to write your article. TL;DROpen this Jam Board. Write a TL;DR (Too long; didn't read) statement about your region on the appropriate board. This statement should be interesting, accurate, and provide enough information to the reader without overwhelming them with the facts. Check out the examples on page 1 if you are stuck. Connect. Extend. Challenge.In your workbooks on page 19 there is a Connect. Extend. Challenge.
Studio Time | WWI Readings and Questions/ 4cs
**We will have time to finish this tomorrow** Ticket OutSomething that stood out to you from the TL;DR statements
Do Now | Set a GoalFirst Steps for Studio Time:
Imperialism Project | Day 2Today is a writing day! You will complete a newspaper article about your imperialistic event. You may choose to complete an editorial/opinion piece or an informative news story/feature piece.
Ticket OutOn this Jam Board, write a TL;DR statement about your region and write it on the appropriate board.
Do Now | Image AnalysisOn a scratch sheet of paper, complete a See. Think. Wonder about this image. Crash CourseWatch the Crash Course | Imperialism
Imperialism ProjectOpen to page 18 for the project directions. You will be completing a newspaper article (news feature or editorial) about one of the regions listed. Today, you will research your topic
Tomorrow, you will write your article. Ticket OutBased on what you have read so far, was the US right to get involved in this area/region?
Do Now | Gallery Walk
Reading | Section 2Read the second section of text: pages 8-15
Progressive ReflectionComplete the Progressive Reflection on page 16.
Ticket OutWhat is something you learned from today's reading?
Do Now | Quick Jot
Reading | Section 1
Person Research
Ticket OutWho did you research and what was something you found interesting about them?
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Course DescriptionThis is an Social Studies course that seeks to understand US history and the various perspectives that encompasses.
Course UnitsStandardsCST1: Scholars analyze significant historical periods and their implications to past, present, and future of the US
CST2: Scholars construct arguments using multiple primary and secondary sources CST3: Scholars use evidence from multiple sources to support a claim. CST4: Scholars evaluate how different groups and individuals contributed to the events or cause. CST5: Scholars professionally share their work CST6: Scholars reflect on their product and process Categories |