FreedomMrs. Demos

OMMS2012-2013

Drill May 6• Homework: Evaluate an advertisement for pathos,

logos, ethos• Objective: Students will evaluate the specific claims

in a text, assessing whether the reasoning is sound.• Drill: Paraphrase the following quote.

– “He who has overcome his fears will truly be free.” ― Aristotle

Drill 5/7• Period 4 and 7 take out ad evaluation.• Homework: Finish poster if not done in class.• Objective: Students will determine the meaning of

words and phrases as they are used in a text.• Drill: : Paraphrase the following quote.

– “If freedom of speech is taken away, then dumb and silent we may be led, like sheep to the slaughter.” ― George Washington

Drill 5/8• Homework: Review the definitions of rhetoric, pathos, logos,

and ethos. (Pop quiz on Friday)• Objective: Students will cite the evidence that most strongly

supports an analysis of what the text says explicitly as well as inferences drawn from the text.

• Drill: Paraphrase the following quote.– “Those who expect to reap the blessings of freedom, must,

like men, undergo the fatigues of supporting it.” ― Thomas Paine

1960’s• Take out a piece of paper and

number 1-5.• As you watch the video list five

things you think were really important that happened in the 1960’s.

• Be prepared to answer this questionWhat is the overall mood in America during the 1960’s?

:1960's video

Music• Music of the 1960’s

• http://www.youtube.com/watch?v=VjAZBbQW2Tg

Drill 5/9• Homework/Exit ticket: Answer in sentences.• If you were an African American in the 1950’s would

you have tried to vote? Explain your answer• Objective: Students will apply information about

US history in order to determine the significance of individual freedoms.

• Drill: Paraphrase the following quote.– “Voting is the foundation stone for political

action.”• Dr. Martin Luther King Jr.

Thomas Jefferson—The Declaration of Independence.

Who is equal?-1776-White men with property

-1812-1860 All white men-1861-1865 Civil War (1863 Emancipation Proclamation)-1868 Men can vote (Fourteenth Amendment)-1870 Non-white men (Fifteenth Amendment)-1920 All Women (Nineteenth Amendment)-1924 Native Americans-1961 Residents of Washington D.C. (for president)-1964 Poor --no poll tax-- (Twenty-fourth Amendment)-1965 Racial Minorities (Voting Rights Act)-1971 Adults age 18 (Twenty-Sixth Amendment)

The Rise and Fall of Jim Crow• Short review of Jim Crow

– Series of written and unwritten laws designed to keep whites and blacks separate.

• Voting in America

• In 1776 Thomas Jefferson wrote that all men are created equal. It is not until 1964 that African-Americans are allowed to vote in this country.

Drill 5/10• Homework: Answer the question.

• Objective: Students will engage effectively in a range of collaborative discussions with diverse partners building on others’ ideas and expressing their own clearly.

• Drill: Paraphrase this quote:– “The first duty of a man is to think for himself”

― José Martí

Who is Socrates?• born circa 470 BC, in Athens,

Greece• students Plato and Xenophon• Socratic method• sentenced to death by hemlock

poisoning in 399 BC

Socratic Seminar• I am the wisest man alive, for I

know one thing, and that is that I know nothing.---Socrates

• Socrates believed that gathering knowledge involved questioning and discussion.

Ground Rules• Speak to the center of the circle, not to the leader• Speak so that all can hear you, including the

outer circle• Do not raise hands• Listen closely• Refer to the text• Use each other’s names• Ask for clarification• Invite and allow others to speak• Consider all viewpoints and ideas

Seminar question• Answers must be based on this

week’s class activities including all of the quotes.

• 1. What is freedom?• 2. How are freedom and

responsibility connected?

Drill 5/13• Homework: Any missing or late work due no later

than Thursday, May 16.

• Objective: Students will determine a theme of a text and analyze its development over the course of the text.

• • Drill: Paraphrase the following quote:

– “Better to die fighting for freedom then be a prisoner all the days of your life.” ― Bob Marley

I Have A Dream….• August 28, 1963-

– When was the Voting Rights Act? – When was the Civil Rights Act?

• March on Washington for Jobs and Freedom.– 200,000 demonstrators– Pressure President Kennedy to focus on

Civil Rights in Congress– 1863 Emancipation Proclamation

Diverse Supporters•

The diversity of those in attendance was reflected in the event’s speakers and performers.– singers Marian Anderson, Odetta, Joan Baez, and Bob Dylan– Little Rock civil rights veteran Daisy Lee Bates– actors Ossie Davis and Ruby Dee;

American Jewish Congress president Rabbi Joachim Prinz Randolph

– UAW president Walter Reuther– march organizer Bayard Rustin– NAACP president Roy Wilkins– National Urban League president Whitney Young– SNCC leader John Lewis.

March Images

King Speech• History.com on March on Washington For Jobs

and Freedom (3:10)• What is the American dream?• How does the King speech relate to the idea of

the American dream?• We are going to listen to and follow along with

the speech.• While listening and reading make parts of the

speech that use to Pathos, Logos, or Ethos appeals.

• Dr. King Speech March 28, 1963

Results• After the march, King and other civil rights

leaders met with President Kennedy and Vice President Lyndon B. Johnson at the White House, where they discussed the need for bipartisan support of civil rights legislation. Though they were passed after Kennedy’s death, the provisions of the Civil Rights Act of 1964 and Voting Rights Act of 1965 reflect the demands of the march.

Drill 5/14• Homework: All late or missing work Thursday,

May 16.• Objective: Students will determine a theme of

a text and analyze its development over the course of the text.

• Drill: Paraphrase this quote:– “Let us not seek to satisfy our thirst for freedom by

drinking from the cup of bitterness and hatred.”• Dr. Martin Luther King Jr.• http://www.youtube.com/watch?v=smEqnnklfY

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Drill 5/20• Homework: King Speech Questions due

Thursday, May 23• Objective: Students will determine the

meaning of words and phrases as they are used in a text.

• Category A• Drill: Take out your copy of the “Dream”

speech. Begin answering the questions on the handout.

Drill 5/21• Homework: King Speech Questions due

Thursday, May 23• Objective: Students will determine the

meaning of words and phrases as they are used in a text.

• Category A• Drill: Take out your copy of the “Dream”

speech and your stations packet. Continue answering the questions on the handout or checking over your stations responses.

Drill 5/22• Homework: King Speech Questions due

Thursday, May 23• Objective: Students will compare and contrast

the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

• Category A• Drill: Read and annotate the “Dream” poem.• What is the theme of this poem?

Drill 5/23• Take out the “Dream” speech questions.• Homework: Make sure all responses on the

stations packet are complete. Due 5/24.• Objective: Students will pose questions that connect the

ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

• Drill: Take out all your materials from the stations, “I Have a Dream” speech and the “Dream” poem. Review all notes and reread both texts.

Drill 5/24• Take out the stations packet.• Homework: Complete writing prompt if not

done in class. Due 5/29.• Objective: Students will produce clear and

coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• Category A• Drill: Read over the prompt. Use CUCC to

help understand the directions.