Friday

We reviewed for the test on Tuesday for the first half of class then you worked on preparing your presentations for Wednesday.
Please see our example while preparing yours.

Don't forget to study for your test on Tuesday!

Civil Rights Movement Topics

Brown vs. Board of Education
Montgomery Bus Boycott
Little Rock Nine
Sit-Ins (Greensboro, NC)
Freedom Rides
March on Washington
Birmingham Project C
Freedom Summer (Mississippi)
Selma March
Malcolm X

Clarklisto - Civil Rights Movement Preview

Clarklisto - Final Project - Civil Rights Movement

Monday 6/1 - NYS Science Test

Tuesday 6/2 - Photos of the Civil Rights Movement

Wednesday 6/3 - Overview of Civil Rights Movement

Thursday 6/4 - Civil Rights Research

Friday 6/5 - Continue Civil Rights Research

Monday 6/8 - Choose Before/During/After Topics

                       Research Three Topics / Find Supporting Docs

Tuesday 6/9 - ELA Writing Activity - Civil Rights

Wednesday 6/10 - Finalize Presentation Prep

Thurs/Friday 6/11-6/12 - Presentations

Topic:  Major League Baseball is Desegregated

BEFORE:

DURING:

AFTER:

FRIDAY 5/15

Today is wrap up day. Projects should be done by Monday. Please consult this checklist to be sure you have it all done. When you present you will need to have access to your materials so share any digital work with Mrs. Carlisto (acarlisto@lakeplacidcsd.net) through Google drive and be sure to have any physical work in Mr. Clark's classroom.

Reading logs collected for the week of 5/14-5/21 next Thursday--record research time!

Thursday 5/14

Today we continued working on the projects encouraging thorough research before working on the final product.  The big idea rubric we discussed is attached here. Again, the point is to include accurate and plentiful history in your project.  Please consult the rubrics to help guide your work.

Overview rubric
Big idea one and Big idea 2 rubric

Tuesday 5/12

Today we worked on the first big idea project further.  Remember-Often less is more! You need to be sure your overview like the example we showed yesterday is ready to roll. We will use this rubric to grade your presentation.

HW: Record research time reading on your logs-they will be collected Thursday.
Continue Research for your BIG ideas

Monday 5/11

Today we spent the first 15 minutes explaining the timeline of the project and trying to make students recognize the hard work they need to put into this project.  We showed an example of the presentation all students will have to give in class before they present each of their 3 Big Idea projects. Students then began working on their first choice for the projects.  All students checked in on the "Status of the Class" sheet of paper before leaving class.

HW: Continue working on Project #.  Record reading time on reading log-150 minutes will be collected on Thursday.

Friday 5/8

Hand in completed Big idea handout. We will check these.

We will share example of one possible big idea example and talk you through expectations and your responsibility of getting creative and packing your presentation with history.

Research big idea in order to have enough information to complete your proposal.

Mr. Clark's example of big idea #1

Thursday 5/7

Review your 6 questions to make sure the answers are in your own words and developed well enough to show you have a solid understanding of your topic. Avoid the fluff--the five sentences should provide specific information.--Turn this in.


Work on the "Big Idea" worksheet. This is due tomorrow.

Due tomorrow:
BIG IDEA worksheet in full. Be sure to have it with you in class.

Wednesday 5/6

1. Continue to work on 5 THOROUGH responses to your 5 questions (5+ sentences for each)If you are not able to answer thoroughly--FIND ANOTHER ARTICLE (link it to your research document) Consider the links on the sides or military sites.

2.  Add points of interest from last night's inventory sheet to the google doc (remember this is the one that I shared with you). This should grow your 13 interesting ideas from 13-16.

3.  Highlight your top 6 choices off that list of 16.  DO not be arbitrary about this--what six really interest you? Be sure to choose a variety of options and ones you really can complete.

4.  Add a 6th question to your 5 question research document: What else do I need to know?  (Base this off your top 6 choices). What we mean by this is what additional information do you need to know to get these choices done?

5. Click on appropriate link below and fill out KN google doc  before you begin to research for the 6th question.

Carlisto Period 2

Clark Period 2

Carlisto Period 8

Carlisto period 9

6. Find an additional source (link it to the google doc) and read through that source--take notes, annotate, ask questions and fill in the answer to your 6th question.

*******#'s 1 -6 are due for Thursday.  Every student MUST hand in hard copy of the SIX Questions with SIX answers (name Research)***********

READING LOGS COLLECTED TOO

________________________________________________

7.  Work on completing the "BIG IDEA" handout. Refer to our model if you are uncertain of how to complete this.

Tuesday 5/5

1.  Hand in hard copy of inventory sheet

2.  Work on 5 questions. THOROUGH responses are necessary--(5+ sentences)If you are not able to answer thoroughly--FIND ANOTHER ARTICLE (link it to your research document) Consider the links on the sides or military sites.

3.  Add points of interest from last night's inventory sheet to the google doc. This should grow your 13 interesting ideas from 13-16.

4.  Highlight your top 6 choices off that list of 16.  DO not be arbitrary about this--what six really interest you? Be sure to choose a variety of options and ones you really can complete.

5.  Add a 6th question to your 5 question research document: What else do I need to know?  (Base this off your top 6 choices). What we mean by this is what additional information do you need to know to get these choices done?

Monday, May 4th

Homework:

BLOCK A:
1. Finish the Letter/Inventory Sheet (Hard Copy and Shared with Teachers)
BLOCK B:
1. Finish the Letter/Inventory Sheet (Hard Copy and Shared with Teachers)
2. Start answering your 5 questions with THOROUGHNESS!

Resources for Understanding WWII

Use this timeline to place your letter in the context of the war.

BEFORE answering your 5 questions fill this sheet out-make a copy, print it AND share it via google docs.

Friday 5/1

Today will be a research day.

• First be sure to name your shared 5 question research doc as : lastname research  (example: Smith research)
• Begin researching your topic in the books on the shelf--record title of book on your research document you shared with us
• Use the internet to further research your topicif necessary--place links to your resources on your research document share with us.

HOMEWORK:      Watch John Green's (the man who wote The Fault in Our Stars) Crash Course on WWII from Monday, April 27.  Answer 10 TRUE/FALSE questions as you view the video.
IN addition--Have at least one good article in hand or linked to your document.  And keep reading your IR books-logs collected Thursday.

Thursday, April 30th

Today, we will continue to work with our letters and our topic surrounding the letters.

* Go from 10 to 13 ideas regarding topics from letter.
* 4th Column - 5 Questions to Answer!
      Teacher initial with "All set" or concerns next to problematic questions.  Once You have the all set you will copy and paste the 5 Questions to a Google Document and share it with teachers.  You will then find article(s) that will help you answer those questions.  Research! 

By Friday you will need to have completed:
1. 13 ideas
2. 5 Questions marked "all set"
3. 1 Google Doc with five approved questions shared 

Clarklisto WWII Tuesday, April 28th

Today we will start with our letters and hone in on what this WWII assignment entails:
* Take out your 2-3 letters.  You have hopefully read these letters closely and possibly more than once.
* Let's go back to the first letter from Iwo Jima (Show Mr. Clark's and Mrs. Carlisto's examples)
* Choose the letter you are committed to.
* Highlight/underline/annotate your letter - ask questions (if this is a personal letter do this on a separate piece of paper.
* Let's come up with 20-30 ideas stemming from the Iwo Jima letter.  (groups of 5 / 1 computer each)
* Now look at your letter and try to come up with 10-15 ideas to start.


Homework:
1. Finish 10 options on the google doc spreadsheet (under the Iwo Jima letters)
2. Watch "Civilians at War" from 39:30 to end (Skip 49:55-55:38 & Skip 102:00-end) 16 minutes of  total video

Answer the following questions from that 27 minutes of video. (Use a separate sheet of paper.  Complete sentences)

1. What happened on Saipen that showed that the Japanese civilians were convinced the American soldiers were brutal? 
(2 points)
2. What was a kamikaze flight? (2 points)
3. How did Japanese children on Okinawa destroy tanks? (2 points)
4.What was fascinating about the surrender of Tomika Higa on Okinawa? (at least 5 sentences-5 points)
5. Describe the bombing of Tokyo?  What effect did have on Tokyo? (4 points)
6. Describe the effects of the atom bomb on Hiroshima? 
(5 sentences - 5 points)

Letter ideas example

Here is the document for you to record your ideas. Be creative.

BLOCK A Shared Doc

Block B Shared Doc

Clarklisto WWII - Monday, April 27th

Today we are going to cover major aspects of WWII.

Tonight's Homework:
Read Section 4, Chapter 27 page 790

Wiki with links

http://wwiiletters.wikispaces.com/home  This wiki has some links that may prove useful.  Be sure to double check the website is reliable!

This website lists Army enlisted men http://aad.archives.gov/aad/series-description.jsp?s=3360&cat=GP23&bc=,sl​

http://nnyln.org  Here"s a great database of newspapers of Northern New York.

Wednesday 4/22 Class:

Today in class the Major Goal will be to Find your WWII Letter:
        * Block A try and find at least one letter by Friday
        * Block B - We will spend the day searching for letters

Homework -->  2-day assignment. We will collect on Friday either after test or before the field trip.
     1. Read Section 3, Chapter 27, Page 784
     2. Watch the video "Homefront." Using what you learned from the video and Section 3 of the text answer the questions on the worksheet. (You may print from link below or stop into Mr. Clark's room and grab one)
  Worksheet Linked Here:  

(The Century - "Homefront")

44 Minutes 

Tuesday 4/21 Class

The Power of a Letter - Amazing Story

(Iwo Jima Today)

Today's Objective - Search and Find a Letter Home from a World War II Veteran.

Today's Class:

* 3-4 Students share a provocative discovery (Mr. Clark)

* Finish 5-Letter Discussion (Ms. Carlisto)

* Students need to sign up with CONFIRMED information by Thursday

* Find 2-3 letters to choose from - Ready by Thursday.

* Homework - Read Section 2 in WWII Chapter, page 778

Monday Class 4/20- Clarklisto WWII

Plan of Attack:

(Students sign up throughout the day - Pin-up as well)

 - 5-7 students share weekend findings

-  Watch Ken Burns' Intro to WWII  (5 Provocative Aspects)

 - Read Iwo Jima Letter as a Class (10 Minutes)

- 16:30 Video (The Big Idea of our WWII Project)

- Assign 5 Short Letters - Group Assignment. 

 - Discuss Iwo Jima Letter and Military Censorship 

-HW: Read chapter 27 section 1 page 774.  Watch the Iwo Jima Clip & Post One Comment on what you felt was PROVOCATIVE about the clip. Also get your permission slips signed for the trip to BOCES Friday afternoon.

Introduction to Clarklisto WWII Project: (16:30)

Introduction to WWII:

Ken Burns 5:35

Myron Fox is a past vice president of the Military Postal History Society, a group that studies the mail that is sent to and from soldiers. He is an expert on United States military and civilian censorship in World War I and World War II. In this interview, conducted in 2000, he describes how wartime letters were censored.

When were the first soldiers' letters censored in the United States?
The first heavy censorship of U.S. soldiers took place during World War I.

What were the censors looking for?
The censors were looking out for two things in World War I and World War II. They didn't want the soldier to say anything that would be of value to the enemy, such as where they were. They always wanted to camouflage how strong the troops were. "Loose lips sink ships" was the phrase that was very prevalent in WW II and that was the theory in WW I as well.

Did censoring influence the quality of the letters written?
In WW II, it's common for a soldier to write, 'I can't say much or the censors will cut it out.' Early in World War II, the soldiers couldn't say where they were. People back home didn't know if they were in the Pacific or the Atlantic. You'll see letters where the soldier will say where he is -- it's cut out -- and how many people are in the building -- and that's cut out too. 

The censors returned very few soldiers' letters. They confiscated them; they didn't send them back. They didn't necessarily give the word back to the soldier that his or her letter was withheld. It depended where it was stopped and how fast the troops were moving.

From the soldier's perspective, you often didn't know if it was going to get through. The soldiers were all given guidance on what they could say, so you would think they would know how to avoid getting their mail intercepted, but not all did.

What happened to you if your letter was censored?
You might be talked to, because it's important. I don't know of any soldiers who were severely punished for what they wrote in a letter. It wasn't considered an overt act of sabotage; it was considered carelessness.

Why did censorship end after World War II?
It took a lot of time and effort to censor mail and the military probably just figured that it just wasn't worth it. 

Clarklisto - WWII Project (Weekend Assignment)

On Monday, we will start our study of World War II.  Your assignment for Monday is to discuss WWII with your parent(s)/guardian(s).  What we are hoping is through this discussion you find some family connection to WWII.  Did your great uncle fight in the war?  Did your great grandfather fight in the war?  Did your great grandmother work in factory building planes?  What effect did the war have on your family during that time?

If your parents/guardians do not know maybe they can connect you with somebody in your family who does have some connection with the war.  What we are hoping for is that you can find somebody in your family that has a connection with WWII.  If not from your family then a friend of the family will do.

At this point we don't want you to investigate details of any person's involvement.  Those conversations may be difficult and are sensitive.  If those conversations are possible then we will pursue them a little later.

HOMEWORK -->  Reply to this post by explaining how your conversation or conversations went.  Then, explain a connection you found to WWII in your family.  Good Luck!

Clip on Iwo Jima Tuesday night's HW

(Clip on Iwo Jima - 11:39 in Length
Source Ken Burns)