Homework
Periods 1 and 2 English 9: If you have not finished your quote collector, lucky you! You have on more day. If you are ready to start outlining your first body paragraph please begin.
Period English 10: Catch up on any late or otherwise missing assignments. Tomorrow we start a process essay.
Periods 1 and 2 English 9: If you have not finished your quote collector, lucky you! You have on more day. If you are ready to start outlining your first body paragraph please begin.
Period English 10: Catch up on any late or otherwise missing assignments. Tomorrow we start a process essay.
In Class
English 9
Today, I provided an example of how students can organize their evidence to form an argument for or against the relevancy of I Know Why the Caged Bird Sings. Here is the evidence I shared with the students. It starts with a passage from Caged Bird that is evidence of a human rights issue Maya experienced in the 1930s and 1940s. The example I provide relates directly to Articles 1 and 2 of the UDHR. The second example is a NY Times Op Ed column from 2010 in which the author describes and provides evidence for what he believes to be racial profiling in New York City. This relates to Articles 1 and 2 of the UDHR as well as Articles 5, 7, 9, and 11. The third example is an interview of Michelle Alexander a law professor and former leader within the ACLU. We only watched the first 10 minutes or so of this interview. In this interview, Michelle Alexander explains why she believes racial prejudice still exists today and how it has evolved into a new system of Jim Crow Laws. This example relates to Articles 1 and 2 of the UDHR, Articles 5, 7, 9, and 11, as well as Article 13, 17, 21, 25, and 26. The final example is a TV show called What Would You Do? The TV show uses hidden cameras to document how people behave in social situations. This example relates to Articles 1 and 2 of the UDHR. Students were encouraged to agree or disagree with the examples and to pay attention to how an argument can be constructed by using Caged Bird and current events. Tomorrow, students will put their own evidence into an outline.
Example 1:
"The Black female is assaulted in her tender years by all those common forces of nature at the same time that she is caught in the tripartite crossfire of masculine prejudice, white illogical hate and Black lack of power." (Angelou 231)
Example 2:
Jim Crow Policing by Bob Herbet New York Times Op-Ed February 1, 2010
Example 3:
English 9
Today, I provided an example of how students can organize their evidence to form an argument for or against the relevancy of I Know Why the Caged Bird Sings. Here is the evidence I shared with the students. It starts with a passage from Caged Bird that is evidence of a human rights issue Maya experienced in the 1930s and 1940s. The example I provide relates directly to Articles 1 and 2 of the UDHR. The second example is a NY Times Op Ed column from 2010 in which the author describes and provides evidence for what he believes to be racial profiling in New York City. This relates to Articles 1 and 2 of the UDHR as well as Articles 5, 7, 9, and 11. The third example is an interview of Michelle Alexander a law professor and former leader within the ACLU. We only watched the first 10 minutes or so of this interview. In this interview, Michelle Alexander explains why she believes racial prejudice still exists today and how it has evolved into a new system of Jim Crow Laws. This example relates to Articles 1 and 2 of the UDHR, Articles 5, 7, 9, and 11, as well as Article 13, 17, 21, 25, and 26. The final example is a TV show called What Would You Do? The TV show uses hidden cameras to document how people behave in social situations. This example relates to Articles 1 and 2 of the UDHR. Students were encouraged to agree or disagree with the examples and to pay attention to how an argument can be constructed by using Caged Bird and current events. Tomorrow, students will put their own evidence into an outline.
Example 1:
"The Black female is assaulted in her tender years by all those common forces of nature at the same time that she is caught in the tripartite crossfire of masculine prejudice, white illogical hate and Black lack of power." (Angelou 231)
Example 2:
Jim Crow Policing by Bob Herbet New York Times Op-Ed February 1, 2010
Example 3:
Example 4:
English 10
Today, students received a brief introduction to the causes and motives for European expansion in the Age of Imperialism. We will finish looking at the PowerPoint in class tomorrow and then we will begin writing an essay that demonstrates student's understanding of this complex and formative period in the modern history of our world. Here is the PowerPoint:
Today, students received a brief introduction to the causes and motives for European expansion in the Age of Imperialism. We will finish looking at the PowerPoint in class tomorrow and then we will begin writing an essay that demonstrates student's understanding of this complex and formative period in the modern history of our world. Here is the PowerPoint:
age_of_imperialism_in_africa_notes1.pptx |