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Time for a Revolution

Bell Ring er. Time for a Revolution. What is a REVOLUTION ? What makes something REVOLUTIONARY ?. Housekeeping: New Semester!. Grade book starts over! Clean out your binder. Keep the following items: Syllabus Binder Organizers hand out

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Time for a Revolution

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  1. Bell Ringer Time for a Revolution What is a REVOLUTION? What makes something REVOLUTIONARY?

  2. Housekeeping: New Semester! • Grade book starts over! • Clean out your binder. Keep the following items: • Syllabus • Binder Organizers hand out • If you are missing any of the above items DOWNLOAD them from the school website. • FIRST BINDER CHECK IS FRIDAY! • Grade weights and distribution (REVIEW) • Projects, Presentations, and Essays: 30% • Classwork, Homework, Assessments: 20% • Daily points: Classwork (50pt), Homework (25pts) and Assessments (100pts)

  3. GRADE WEIGHTS AND CLARIFICATION • Grading Policies: • Formative Assessments (20%): Classwork, bell ringers, discussions, homework, portfolio (binder), Cornel notes, exit slips • Class Participation (20%): Binder/note checks, lecture notes, in-class participation, • Quizzes (10%) weekly content quizzes • Summative Assessments (20%): End-of-unit tests, 5 and 10 week exams, mid-terms, finals • Projects & Presentations (30%): Performance tasks, , essays/critiques/analysis writing

  4. Q3 Themes • Area of Interaction: • Environments • Essential Questions: • How do our choices impact environments? • How can human responsibilities and capabilities help or harm the environment?

  5. US History Q3 Topics • Reconstruction • Industrialization • Immigration and Urbanization • The Progressive Era

  6. US Q3 Performance Task • Lobby the Chicago Government to: • Present a solution to a contemporary environmental issue that the city is facing. • Analyze how this issue and your solution impact the city on a social, economic or technological level.

  7. Bell Ringer Time for a Revolution What is a REVOLUTION? What makes something REVOLUTIONARY?

  8. Revolution Revolutionary • a involving or causing a complete or dramatic change. • a person who works for or engages in political revolution. a forcible overthrow of a government or social order in favor of a new system

  9. Things that could cause a Revolution? Bad government decisions- unpopular, unfair… Unequal treatment- abuse, abuse of power, tyranny Gentrification Wealth distribution

  10. 1. What potential problems could develop when the gap between the rich and poor is too big?2. What kind of social environment does this large gap create?

  11. Wealth Distribution in America http://www.youtube.com/watch?v=f0ehzfQ4hAQ

  12. Exit Ticket • Reflect on the following in your journal: You will free write for four minutes straight. Put your pens down when I say stop. • How do our choices impact environments? • How can human responsibilities and capabilities help or harm the environment?

  13. Wealth and Revolution How could a large gap between the rich and poor cause or lead to a revolution? How would this “gap” impact the environments of both the wealthy and the poor?

  14. Reconstruction January 30, 2014

  15. Bell Ringer Take out your journal and writing utensil. On the next slide you will read the 13th Amendment to the Constitution and write a brief reflection about it.

  16. Thirteenth Amendment Reflection Questions: Observation: What freedoms are granted in the 13th Amendment? Inference: What problems might occur with the enactment of the 13th Amendment? Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.

  17. Objective • Today I will be able to… • Make observations about various primary sources and analyze them deeper by making inferences. • Homework: • Quiz tomorrow on today’s Reconstruction reading. • Don’t Forget: • Binder check tomorrow! • Clean out your binder of all materials from 1st semester.

  18. Reconstruction • Very turbulent time in American History • For all Americans, Reconstruction was a time of fundamental social, economic, and political change. • Many questions and issues present: • How should the nation be reunited? • What system of labor should replace slavery? • What would be the status of the former slaves?

  19. New Amendments • 14th Amendment: • All persons born or naturalized in the United States are citizens of the country. • Basis for later Civil Rights Act • 15th Amendment • No one can be kept from voting because of race, color, or previous condition of servitude.

  20. Reconstruction and Today • Events still relevant today • Role of Federal Government in protecting people’s rights • Racial Inequality

  21. Classwork • Take Cornell Notes or Outline Notes on the following sections and pages: Presidential Reconstruction comes to a standstill (p. 378) • Why did Congress refuse newly elected Southern legislators • Freedmen’s Bureau Civil Rights Act of 1866 (p. 379) • Black Codes – what was it • How did it restore restrictions of slavery? • Why did Johnson veto Freedmen’s Bureau and the Civil Rights Act? • You will have a quiz on this material tomorrow!!!

  22. Classwork • Take Cornell Notes or Outline Notes on the following sections and pages: Former Slaves Face Many Challenges (pages 387-389) • New-Won Freedoms • Education • Laws Against Segregation 40 Acres and a Mule (p. 390) • Who earned it? • Why did the land get reclaimed? Opposition to Reconstruction (pages 393-395) • KKK- what, why • Shifts in Political Power • You will have a quiz on this material tomorrow!!!

  23. Bell Ringer Chicago is notorious for being one of the most segregated cities in the United States. Although this segregation is not enforced by law, it commonly happens among different ethnic communities. Is segregation natural? Why do you think people naturally segregate? Do you think this natural segregation is a good or bad thing?

  24. Booker T. Washington • Southerner • One of the most famous black men in America between 1895 and 1915. • Considered the most influential black educator of the late 19th and early 20th century • Publically accepted disfranchisement and social segregation as long as whites would allow black economic progress, educational opportunity, and justice in courts. • To avoid “White Backlash”

  25. Reading Groups Only way to improve reading scores is by reading…. Student are placed into reading groups according to their reading score from their last EPAS test. All students will be assigned the same assignment within these reading groups but each group will have specified questions targeted at growing their individual reading score. Students are eligible to move out of their current reading groups by improving their reading score on in class or school wide administered tests.

  26. Reading Groups Period 7

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