Sunday, April 3, 2016

What We're Learning This Week

Reading: (I Know Why the Caged Bird Sings)
Last week we started I Know Why the Caged Bird Sings by Maya Angelou. This beautiful novel depicts life in the south during the early days of the civil rights movement. We will do all reading together due to the sensitive nature of the themes. I encourage parents to read along with us so they are prepared for discussions at the dinner table. Last week we read the first few chapters and will continue at a pace 5 - 6 chapters per week.

These questions will be answered in class this week.
Chapter 3

  • How does Marguerite feel about the Store? Why? 
  • What does Marguerite think of Mr. Steward and his “act of kindness”?
Chapter 4
  • What is unique about Mr. McElroy? 
  • Describe the relationship between Bailey and Marguerite.
  • Describe the segregation in Stamps and how it influences Marguerite. 
Chapter 5
  • Compare and contrast the “customary laws” that Marguerite and her peers follow vs. those of the “powhitetrash children.” 
  • What is the “contest” between Momma and the girls, and how does Momma win? 
Chapter 6
  • How do Marguerite and Bailey feel about Reverend Howard Thomas? Why? 
  • What does Momma expect of Bailey and Marguerite in church? What happens during the Sister Monroe incident? 
Chapter 7
  • What are the main characteristics of Annie Henderson? 
  • What is the significance of the legend that involves Mrs. Henderson?
Chapter 8
  • Compare/contrast the conditions in the white and black communities. 
  • Explain why the Christmas presents have such an impact on Bailey and Marguerite. 
Chapter 9
  • Describe Bailey and Marguerite’s father and mother. 
  • Compare and contrast the reactions of Bailey and Marguerite to their parents. 
Chapter 10
  • Describe Grandmother Baxter and her family. 
  • Compare and contrast the educational experiences in St. Louis vs. Stamps for Bailey and Marguerite. 

History: (Civil Rights Movement)
Last week we began our study of Civil Rights by addressing segregation in schools. We will continue this week by talking about the Little Rock Nine.
Students will:
  • Explore how personal stories are written with political goals;
  • Identify how Daisy Bates uses her story to speak about the larger experiences of Southern African Americans living during the Jim Crow Era;
  • Locate passages in the text where Bates makes her life political;
  • Reflect on the resiliency of the African-American community; and
  • Determine how some black activists’ development was shaped by their childhood experiences.
  • Explore the diversity of opinions within a larger community as well as subgroups within that community;
  • Distinguish between conservative, moderate and liberal points of views;
  • Differentiate between objectivity and subjectivity; and
  • Analyze the ways the intersection of race, class, gender, and age shaped individual experiences with Jim Crow, as well as reactions to it.
  • Understand the role African-American children played in the civil rights movement;
  • Analyze the impact the Little Rock Crisis had on American society;
  • Recognize the power that youth possess in society; and
  • Connect the experiences of the Little Rock Nine to their own experience
Writing: (Night of the Notables)
Students will: 
  • Take notes from a variety of resources
  • Create key word outlines, choosing the most appropriate details, for education and adulthood
  • Create the rough draft for the timeline (20 total events, 10 from their notable person, 5 world events, and 5 personal events)
  • In art on Thursday, create the first draft of the portrait

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