African American History MP1

1. African American History MP1

2. Day 1 Bellringer • On a sheet of paper, write five things in each of the following historical categories: • 5 things in history before you were born • 5 things in history since your birth (these need to be historical, not personal) • 5 things in YOUR history (these need to be personal, not historical)

3. The Point • Why are you in this class?

4. Things you need to know about me • My background • My family • My duties/responsibilities here • My focus • My passion • My goal for THIS class

5. Key info • Class website http://www.desotohs.desotoisd.org/?PageName=TeacherPage&Page=16&StaffID=204755&iSection=Teachers&CorrespondingID=204755 • Grading Philosophy • Writing expectations (more on this later) • Parent Contact

6. Syllabus • What we are studying • HOW we are going to study it • Daily and Test Grades • Extra Credit • The End game

7. What do YOU want to know? • As a closing activity, we will go around the room. You will stand, tell me something you want me to know about you, and ask me something you want to know about me.

8. Day 2 Bellringer • Rewrite the following in your own words: • examine the role of diverse communities in the context of the selected topic.[1D] • When you are finished, go to www.turnitin.com on your device

9. Paperwork stuff • For the school, by Friday if you don’t have today: (this is for your first period teacher) • First day packet (four sheets) • Medical Card • Utility Bill or Leasing/Mortgage • For me, Friday if not today: • Parent Contact Form printed or emailed • Your email with name • Reminders/Basics: • Objectives on wall; supplies in shelf; restroom procedure; supplies you need; start of period • Check the website for assignments and expectations

10. www.Turnitin.com • Get into the system…my classes are as follows: • 1stUSHist: 6822613 • 2nd AAH: 6822619 • 3rd AAH: 6822627 • 5th Bible Lit: 6822645 • 7th AAH: 6822635 • The password for each is mrurquhart

11. Writing Assignment • You are going to write one paragraph about African American history. This can be about a person or event, or why you want to take this class, or what you hope to get out of this class. • The main point is to practice using the site, but I will give a grade based on you completing the assignment, and correcting it on Friday. • This should be original, but I want everyone to include the following statement: Coach Urquhart is the best teacher in all of DeSoto.

12. Examples • Important Civil Rights people/events • How the slave trade developed • Something you want to know about AAH • How AAH is important for you in your life

13. GROUP GRADE!!!! • On a sheet of paper, write all 4 group members’ names and number 1-10. • You will be looking for things, and coach will sign his name on your sheet when you SHOW him on the website the information you are looking for.

14. Curriculum website • http://slic.njstatelib.org/new_jersey_information/digital_collections/the_new_jersey_african_american_history_curriculum_guide • This is the website we will use most often. You are going to find the following items in the website. • This will be a grade as a group – the first gets a 100, after they finish, every minute that passes takes two points off until you finish (so if you finish 10 minutes after the first group, you get an 80).

15. Website scavenger hunt 1 What is the 6th unit called? 2 Show Coach U a passage by Marcus Garvey 3 What is the first bold print in unit 14? 4 What group produced this website? 5 Who wrote the Forward? 6 What is activity 2 in unit 4? 7 Who is Richard Allen 8 Show Coach U Prime’s Petition 9 Where did the term Jim Crow start? 10 How long should the Unit 8 activities take?

16. PBIS Lesson plans Fall 2013 E: Everyone in dress code A: Avoid Profanity and Loitering G: Get to Class on Time L: Lower Your Voices E: Exercise Control and Courtesy • E: Everyone in dress code • Ask students to use their phones, Ipad, or other technology to search the district website and find the dress code. You can split the students up in groups and have each group find a different section such as shirts, belts, pants, jackets, etc. Have them write the key points about their garment on the board. • Review the dress code from the district website and then host a fashion show. Have students model what it looks like to be in dress code and what it looks like not to be in dress code. • A Avoid Profanity and Loitering • Have students make up a cafeteria or hallway scene in which some kids are hanging out and using foul language around others. Their skit should show the effects of the actions and how it makes being in the halls and schools a negative place to be. The students can then act out their stick. • Use corkboard or everypoll, the online applications we used during teacher training, and ask kids questions about their thoughts on loitering between classes and using foul language. Discuss with them how this activity can create negativity within the culture of the school. • G: Get to Class on Time • Ask students to use their phones, Ipad, or other technology to search the district website and find the attendance policy. Discuss what they find. • Create math problems that show how much time a student wastes in a day if he/she is five, ten or more minutes late to each class during the day. Ask them to add them up over the course of the year and have them discuss the effects of missing that much time. • L: Lower your voices • Have students work on an activity together and designate two or three students to be observers. As students work , turn up the music in your class and have the observers make note of the effects of the louder music. Discuss the effects with your class and explain that both in the classroom and in the hallway the loud voices can be a severe distraction. • Allow students to talk about whatever they please, school appropriate of school. While they are talking whisper something into a student’s ear and have them whisper into another students ear and so on around the room until it gets back to you. Have the last student tell the class what he/she heard and then tell the students what you said originally. Make sure all of the students are talking during the activity. Once you are finished have the students discuss why they may not have received the correct message and then discuss how this can affect their learning in the classroom and their hearing of messages over the PA in the hallway. • E: Exercise control and courtesy • Have students make up a cafeteria/hallway/classroom/online scene in which some kids are bullying another student. Their skit should show both the actions and the effects of the actions and how it makes being in the halls and schools a negative place to be. Discuss why it is important the we conduct ourselves with control and courtesy. • In groups, have students create their perfect school. Make up characteristics of the school such as academically strong, athletically strong, positive and uplifting, nice décor, safety. Have the students rate which characteristics are the most important and have them explain why. Discuss ways that Desoto could be more like the school they desire.

17. Day 3 Bellringer • Which of the following pictures shows civilization, why? • When finished, open turnitin.com on your device and pull up our class.

18. www.turnitin.com • Pull up your submission and/or your report from turnitin • Take out the copied phrase, change any mistakes listed (spelling and grammar) and resubmit.

19. When does “African American History” begin?

20. Objectives: Section 2: The Foundations of Civilization • What three main characteristics are shared by civilizations? • What two other characteristics may be shared by civilizations? • What other characteristics and achievements marked the first river valley civilizations?

21. Characteristics of a Civilization Section 2: The Foundations of Civilization • Surplus food and irrigation • Cities and government • Division of labor – artisans, merchants, traders

22. Other Characteristics Section 2: The Foundations of Civilization • Developing a calendar • Inventing writing – around 3000 B.C.

23. The River Valley Civilizations Section 2: The Foundations of Civilization • The use of metals – copper, tin, bronze, iron • Family and religion

24. African Civilizations There are two main types of early African civilizations… -you will be looking at one of the passages in Unit One with your group. As a group, write a summary sentence explaining your section. (You will get a grade for this sentence)

25. Which is more trill? • Elaborate, centralized, advanced technology • Stateless, less advanced • You and the person sitting next to you are going to spend 10 minutes using the website info and any other internet source to build a defense for “your side.” You will later debate the other side concerning which type of African civilization is more trill…

26. Day 4 Bellringer • Read this passage and summarize with one sentence: • Much of what has survived originated in an African past. Survivals include family patterns and attitudes, songs, dance, religious practices, superstitions, ways of walking, verbal expressions, orientation toward recreation and pleasure, epicurean traditions, sex-related role expectations, music, given names for children, and traditional foods. Black American culture has its roots in the parallel institutions that evolved and crystallized social relationships among the members of the black community.

27. Debate between Civilizations • Take two minutes with your partner to refresh why your side was better from the other day. • I will facilitate a class debate between the two sides. Having good points can add to grades you have already received so far (including the parent forms many of you didn’t do as well as the scavenger hunt many of you didn’t complete).

28. What do the following terms mean?Use the Blackwell excerpt at the bottom of Unit 1 to answer • African Survival - • Cultural elements of early African cultures “surviving” through the various harsh elements of African history • Africanism – • A feature of language or culture regarded as characteristically African

29. African Survivals • Based on the excerpt from James E. Blackwell's The Black Community: Diversity and Unity, as well as other online resources, you will be researching and presenting two examples of African survivals in an assigned category. • Food • Dancing • Art • Language • Religion • Music • Literature

30. Group Quiz– No Phones, Notes are OK • What are the three things that every civilization must have? • What are the two types of early African civilizations? • What are three examples of African survivals? • What were the two main exports/trade items of the early African civilizations?

31. Day 5 Bellringer • Look at the map, write two things you can learn from the routes of slave voyages.

33. Crash Course • While watching the video, write 5 things you learned about the slave trade from Africa • http://www.youtube.com/watch?v=dnV_MTFEGIY • Next, your group will have one of several activities to gain better understanding about the origins and effects of the slave trade. The presentations will be a test grade.

34. D. Jordan's White Over Black: American Attitudes Toward the Negro, 1550-1812 – describe Jordan’s theories in the excerpt • Eric Williams'sCapitalism and Slavery – describe Williams’s theories in the excerpt • Assume the role of a chief/king that has to decide whether to enslave a neighboring group – include reasons on both sides • Rodney's How Europe Underdeveloped Africa –tell if Africa was helped or hurt by slave trade • Curtin's The Atlantic Slave Trade: A Census –tell if Africa was helped or hurt by slave trade • Rawley'sThe Trans- Atlantic Slave Trade: A History –discuss the nature of the Middle Passage

35. Day 6 Bellringer • How does where you live affect your life? • List at least three ways.

36. Slavery in America • Very first slaves were indentured servants • Soon turned into lifetime slavery • Some Indians were used, but there were issues with them as slaves • Some early colonists renounced slavery – like the Quakers

37. North vs South -Using Unit 3 Information, complete a Venn Diagram comparing slavery in the North/South http://slic.njstatelib.org/new_jersey_information/digital_collections/unit_3_african_american_slavery_in_the_colonial_era_1619

38. Runaway Slaves • You will read one of the runaway notices and discuss with your group. • What are some things you notice about the slave • What are ways they differentiated slaves • How accurate do you think this notice is likely to be

39. Test • On the next slide, there are 12 questions. Each person at your table will answer 3, you work together to divide, and can work together to come up with answers, but each group member will turn in a sheet with three answers. • For each question, write 2-3 sentences. • Each group member will have the same grade.

40. 1 – Explain what is needed to be a civilization. 2 – What are the two types of African civs? 3 – What was the first outside influence in Africa? 4 – How did slavery develop in Africa? 5 – Describe slaves’ travels to America. 6 – Why were mainly Africans used as slaves? 7 – Describe similarities in slavery in North/South. 8 – Describe differences in slavery in North/South. 9 – Why were Indians not used much as slaves? 10 – Defend: Less development is a better example of civilization. 11 – Defend: More development is a better example. 12 – Why might runaway notices be inaccurate?

41. Day 7 Bellringer • Why might runaway slave notices be inaccurate?

42. You will see your grade from the test. They were not great to say the least. We will look at strong and weak answers. For this test, you may do the timelines to bring grades all the way to 100. 2-3 sentences per event!!! • Tips for next time: • Work as a group. Don’t just assign questions and hope for the best. • Take better notes to be better prepared. • Make sure you meet the basic requirements!!! • Talk about the questions before you answer them.

43. Compare these answers from the test. Question about what is needed for civilization: • First you need people, then you need the same race of people to be compatible as one. Then they need to all have the same culture. • In order to be a civilization, there has to be division of labor, some form of government, and some irrigation or food system. As long as there is a combination of these three, any number of people can be considered a civilization. • Surplus of food, cities and government, division of labor

44. Compare these answers from the test. Question about Indians in slavery: • The Indians knew were strong like the Africans, but were a risky investment. They knew the land well, so they had a greater chance of a successful escape. They also had nearby tribes once they escaped. • The Indians would run away to a village or tribe that was close or where they were familiar with. And they would hide out. • Indians were not used as slaves because they really exchanged slaves. They weren’t exported like slaves where they were native.

45. 2nd period

46. 3rd

47. 7th

48. What would YOU Do? • In your group, you are going to use the Unit 4 Information to write a short play (3-4 minutes) where you are deciding which side to support in the Revolutionary War. • You may be slave or free • You should have one person representing an officer from one side or the other • Your script should outline reasons in support of both sides, regardless of which side you pick • We will present these before the end of class, and this is a test grade.

49. Day 8 Bellringer • What was one reason to join the British? • What was one reason to join the colonists? • Today, we are going to continue looking at African Americans in the Rev. War. First, we will analyze positive and negative effects of the war.

50. Effects of the War Positive Effects Negative Effects -5 things -5 things