Wednesday, April 16, 2014

Habit 6

Explain what you think this quote means: "Alone we can do so little, together we can do so much."

What is "synergy"?

Give two examples of how you could use "synergy" in school.

Give two examples  of how you could use synergy at home?

What is "diversity"?

List three examples of diversity within RVHS?

List three examples of diversity in this classroom.

What is a "shunner"?

What is a "tolerator"?

What is a "celebrator"?

How are we all a minority of one?

What does it mean to celebrate your own diversity?

What are three roadblocks to celebrating differences?

What is the five-step process to get to synergy (Getting to Synergy Action Plan)?

"Map Your Recipe"

Map Your Recipe

Who Grows What

History of the Harvest

Interactive: The Shirt on Your Back

The Guardian Interactive:The Shirt on Your Back

Thursday, April 10, 2014

"Half the Sky" Assignment

“Half the Sky: Turning Oppression into Opportunity for Women Worldwide”

Watch the film then answer the questions below. Visit the website for additional information if needed.

What is the mission of the Half the Sky movement?

Why focus on girls and women?

Which countries were highlighted in the film?

Which issues were addressed in the film?

Which story or issue resonated most deeply with you? Why?

Briefly discuss the role education played in each issue covered in the film.

What actions do you think you can take as an individual or a group to make a difference in addressing one or more of the issues in the film?


to affect or appeal to someone in a personal or emotional way

Wednesday, April 9, 2014

Room 167: The Century America's Time: Homefront

Room 167: The Century America's Time: Homefront: 1. Japan bombed Pearl Harbor on December 7, 1941.  Why did Japan bomb Pearl  Harbor?  2. How did the American people react to the b...

The Century America’s Time: Homefront

1.Japan bombed Pearl Harbor on December 7, 1941.  Why did Japan bomb Pearl Harbor? 

2. How did the American people react to the bombing of Pearl Harbor? 

3. What is a citizen soldier?  Why does the United States have a particular history of citizen soldiers? 

4. Discuss the transition from a peacetime economy to wartime economy that occurred
 in the United States during World War II. 

5. Women workers increased dramatically during the war.  Why was there resistance at first to women working in war plants? 

6. Why were women accepted in the defense industries after some initial reservations
 and resistance? 

7. World War II was not fought on American soil.
 Nevertheless, the impact of the war was tremendous. How did World War II alter the American homefront? 

8. How did the United States use propaganda to unify the American people behind the
 war effort? 

9. Why were Japanese-Americans banished to internment camps? Why weren’t
 German-Americans or Italian-Americans interned? Why is this one of the greatest civil rights violations in American history? 

10. Discuss the impact of D-Day on the course of the war.

11. Discuss the impact of FDR’s death.

Tuesday, April 8, 2014

Civil Rights History Course (Unit III)


De facto
De jure
Equal Protection Clause
Fourteenth Amendment
Freedom of Assembly

Assignment #1


Who were the "Players" in the fight for desegragation of America's schools?

Little Rock Central: 50 Years Later:

Segregation today:
Investigation on Resegregation in America

What is the state of racial integration today (in Wisconsin)?

Wisconsin: Realize the Dream (Education and Opportunity)

Milwaukee Area Tops Segregation Study

What are the benefits of desegregated schools?

Answer the following questions. Use the resources above to help answer the questions.

What is the difference between de facto and de jure segregation?

What type of segregation did Brown v. Board prohibit?

Briefly discuss the reaction of the South to the Brown decision.

Who were the Little Rock 9?

Briefly discuss the resistance in Arkansas to integration of Central High School.

Briefly discuss the challenges faced by the Little Rock 9.

Briefly discuss Central High School 50 years after Little Rock 9. How have things changed?

In general, would you say schools today are more segregated by race or income? Justify your answer.

Briefly discuss the issue of segregation in Wisconsin.  Include specific examples/facts/statistics in your response.

Desegregated schools are beneficial for all students, both white and black. What are the beneficial effects of desegregated schools? Cite your source.

Civil Rights History (Unit II)



Equal Protection Clause
Footnote #11
Fourteenth Amendment
Judicial Review
"Separate but Equal"
"With all deliberate speed"

Assignment #1
After watching the first episode of Eyes on the Prize, "Awakenings" or  reading chapters 1-3 from Eyes on the Prize:America's Civil Rights Years 1954-1965, answer the following questions:
1. What decision did Brown V. Board of Education overturn?
2. What was the legal rationale for overturning the doctrine of separate but equal?
3. Why was Brown v. Board of Education a controversial decision?
4. Give an example of southern backlash against the Brown decision.
5. Who was Emmett Till?
6. Briefly discuss the outcome of the trial and explain why Till's mother thought it was a "farce."
7. What is a boycott?
8. What elements need to be present for a boycott to be successful?
9. Have you ever participated in a boycott? If so, what did you boycott and why?

Assignment #2
"Argument Wars: Brown v. Board of Education"
Background options:
* Teacher lead discussion of Brown v. Board of Education
* Lecture notes
* Video

Play the game: (Choose Brown v. Board of Education)
 Write a three paragraph summary outlining the arguments you used to persuade the judge that segregated schools were unconstitutional. 

Civil Rights History (Unit 1)

Unit 1: Roots of the Struggle


Civil Disobedience
Civil War Amendments (13, 14, 15)
Equal Protection Clause
Grass roots
Jim Crow
Literacy Tests

Assignment #1: Teaching about "Unsung Heroes"

This lesson was adapted from a lesson from Rethinking Our Classrooms: Teaching for Equity and Justice, Volume II.


Part I (20 points):

Unsung Heroes:
Elaine Brown, Constance Baker Motley, Marcus Garvey, Malcolm X, Maxine Waters, Rosa Parks, Eleanor Roosevelt, Ida b. Wells, Melba Patilla Beals, Thurgood Marshall, Howard Zinn, Henry David Thoreau, William Lloyd Garrison, John Lewis, Fannie Lou Hamer, Bernice Reagon, Angela Davis, Frederick Douglass, Kenneth Clark, Sojourner Truth, Archibald Cox, Charles Sherrod

From the list the list above:
1. Find one person who stood up against slavery.
2. Find one person who resisted the unequal treatment of women and African Americans.
3. Find one person who used non-violent civil disobedience as a form of resistance.
4. Find one person who was willing to use force if necessary to achieve the goals of their cause.
5. Find one person who thought the best method of bringing about change was to change laws.
6. Find one person who thought the most effective way of bringing about change was to organize people at the grassroots level.
7. Find one female civil rights activist.
8. Find one person who had done something in their life you can personally relate to.
9. Find one person you have never heard of.
10. Find one person you would like to learn more about.

Use the "Eyes on the Prize Profiles" link and the "African American Profiles" links to find information about most of the people listed above.

Part II: Choose one individual to explore more fully. 
1. Who did you choose to research?
2. What was this person most known for? (What were they trying to accomplish?)
3. What methods did this person use to bring about change?
4. Why did you select this person?
5. What do you have in common with this person?

Assignment #2
Respond to "Remembering Jim Crow"

After listening to "Remembering Jim Crow," answer the following questions.
1. What was Jim Crow?
2. What was the purpose behind Jim Crow?
3. List five examples of Jim Crow laws (in education, housing, marriage, etc.)
4. What strategies did many African Americans utilize in an effort to physically and psychologically survive in the Jim Crow south?

Assignment #3

Visit the pbs link below.
Click on "Go to the Maps."
Next, click on "Lynchings and Race Riots." Select lynchings.
Click on Wisconsin. How many black and how many white lynchings took place in Wisconsin?
Click on Minnesota, Iowa, Illiniois, and Michigan. Were there any black or white lynchings in those states? If so, how many?
Click on states in other regions of the United States. Where do you see the most lynchings (both white and black)? Briefly speculate why the number of lynchings vary depending on region in the United States.
Now select "Race Riots." Did any race riots occur in Wisconsin? Were there any race riots in the Midwest? If so, where and when?
Click on states in other regions of the United States. Do you notice a pattern regarding race riots? Explain.
Now select "Jim Crow Laws." Choose a topic (such as education, hospitals and prisons, etc.) Slide your cursor over Wisconsin to see if we had any Jim Crow Laws in each of the areas listed. Did Wisconsin have any such laws?
Now visit some other Midwestern states. Did any of these states have Jim Crow laws? If so, list some examples.
Click on states in other regions of the country. List several specific examples of Jim Crow laws you discovered in your investigation? Of the laws you read about, which law did you find particularly shocking? Why?

Responding to "Without Sanctuary"
1. What is backlash?
2. Give some examples of backlash used against southern blacks from the  "Without Sanctuary" movie and NPR story.
3. What does the noose represent in American history?
4. Do you think a noose can be a "hate symbol"? Why or why not?
5. What is a "noose-related" incident? What are the societal impacts of "noose-related incidents"?
6. Are there any hate groups in Wisconsin? If so, how many?

Assignment #5 
Twitter Assignment
If you do not have a twitter account, create one. Follow authors, journalists, activists, and educators writing about Civil Rights issues. Retweet and respond to tweets relating to topics we are learning about in class. Participate in tweet chats relating to civil rights issues. Search civil rights-related hashtags. Retweet and/or reply to relevant tweets.

Extra Credit:
Complete the "Race Sorting Activity"

Civil Rights History Course

Course Description:
In this course, we will trace the struggle for African American freedom and equality throughout our nation's history. Our primary focus will be on the Twentieth century. We will study the people, places and events that were pivotal in the struggle for civil rights. We will examine a number of historical resources including personal narratives, speeches, legal documents and photographs.

Course Expectations:
Preparation and participation are essential to your success in this course. The bulk of your grade will rest on this. It is easy to slip behind in an online or blended learning course. Do not make this mistake.

Course Outline:
I. Roots of the Struggle
II. Awakenings
III. Fighting Back
IV. No Easy Walk
V. Toward the Promised Land
VI. Back to the Movement
VII. Where are we now?

Unit I:
Unit II:

Monday, April 7, 2014

"Lean on Me" Video Guide/Discussion Questions

“Lean on Me” Video Guide

Briefly describe the setting (time and place) of the film.

Students attending Eastside High face a number of challenges. List five.

Look for examples of how Eastside students overcome the difficult challenges they face. Briefly describe a challenge an Eastside student faces and how he/she overcame the challenge.

What methods did Principal Clark use to repair Eastside High School? (List five specific things he did to reform the school.)

Do you agree or disagree with his methods? Explain.

Was he successful? Explain why or why not.

As you already know, the film is based on a true story. Research the story. What in the film is inaccurate? Where did you find your information?

The Century: America's Time - 1941-1945: Civilians At War

Monday, March 31, 2014

Tuesdays with Morrie- The Curriculum

Tuesdays with Morrie
“The Curriculum”

Who is Morrie Schwartz?

Briefly describe Morrie’s physical appearance:

Briefly describe the last “class” of Morrie’s life.



What (what was the content of the "course"?):


Course Expectations:


What gift does Mitch give Morrie?

What does Morrie say to Mitch after receiving the gift?

Tuesdays with Morrie- The Syllabus

Tuesdays with Morrie
“The Syllabus”

What kind of music did Morrie like?

Who was Morrie’s favorite dancing partner?

Why did Morrie give up dancing?

When did Morrie realize something more serious than “old age” was wrong?

In August 1994, Morrie found out what was wrong with him. What was it?

Was there a cure for Morrie’s illness/disease?

Describe Morrie’s illness/disease.

What profound decision did Morrie make the day he left his doctor’s office? 

What is a “living funeral”? Why did Morrie decide to have one?

Room 167: The Century America's Time: Over the Edge

Room 167: The Century America's Time: Over the Edge: 1. Germany hosted the 1936 Summer Olympics.  How did Hitler use the 1936 Olympics  to promote his Nazi Party?  2. American Jesse Ow...

Monday, March 10, 2014

Child Marriage Lesson

Read in class:
Divorced Before Puberty, By Nicholas Kristof

The answers to the questions below can be found in the following links:
Council on Foreign Relations Child Marriage

Girls Not Brides

Girls not Brides (What is the impact?)

Girls not Brides Infographic


Questions: 1.How many girls will marry before adulthood before the end of this decade?
2. Name the three regions of the world where the problem of child marriage most frequently persists?
3. In terms of numbers, 40% of all child marriages occur in what country?
4. True or False? Girls from urban areas are more likely to be child brides than girls from rural areas.
5. True or False? Most child brides are from poor families.
6. True or False? Mexico is listed in the top ten countries for child brides.
7. True or False? Child brides are more likely to describe their first sexual experience as forced.
8. True or False? Girls who give birth are 5 times more likely to die in childbirth than women in their 20s.
9. True or False? Improving girls’ access to quality schooling will increase girls’ chances of gaining a secondary education and helps to delay marriage. When a girl in the developing world receives seven or more years of education, she marries on average four years later.
10. List three economic reasons families marry off their young daughters.
11.What are two common health problems for girls who marry young?
12.What effect does child marriage have on a girl's education?
13. How does child marriage contribute to the cycle of poverty?
14. Can social media be used to help solve this problem? Explain.
15. List two solutions you found in the resources linked above.

Additional Resources:

Too Young to Wed (National Geographic Main Article)
Too Young to Wed Photogallery

Do you want to learn more about this issue? Do you want to help?
Half the Sky Movement
Play the Game:
Half the Sky Facebook Game


Tuesday, March 4, 2014

Room 167: The Century America's Time: Shell Shock

Room 167: The Century America's Time: Shell Shock: Assignment: Each student is responsible for two questions from the list below.  1. Why is this episode called Shell Shock?  What does...

Sunday, March 2, 2014

English 509 & 510 13 Reasons Why -Final Project

Design a bulletin board focusing on the topics of teen depression and suicide.

Group 1: Statistics (find 10)
Group 2: Facts (find 10)
Group 3: Famous people (find 10-actors, musicians, artists, athletes, authors, etc.)
Group 4: Quotes (find 10-from the book and/or from other sources)
Group 5: Books (find 10-other books about teen depression and/or suicide)
Group 6: Border
Group 7: Foldable cards (make 20)
Group 8: Title