Friday, May 30, 2014

Thursday/Friday 29/30 May

Students finished watching A Time for Justice. Class discussed how there was evidence of Non-violence in the struggles depicted.

Next students worked in groups to identify violent resistance to the peaceful change that was sought by Civil Rights Activists. Students studied the deaths of 40 who were killed as a result of the Civil Rights movement.

Students created a chart of: Who was killed; their age and race; who killed them; why they were killed? After creating the chart students searched for and identified patterns.

Finally students wrote an inscription that could be part of a monument to those who died for Civil Rights.

Tuesday, May 27, 2014

Tuesday / Wednesday 27/28 May

Class began with an indepth study of the principals of non-violent action including the six principals.

We looked at documents from SNCC and Core; we discussed the implications of the rules and procedures outlined for non-violent protest.

Addional resources inlcude Core Rules for Action and Workshops in Nonviolence--Why?

We finished viewing A Time for Justice while paying particular attention to the lens of non-violence.

The events presented as a time line of the Civil Rights Movement in the film are:
Murder of Emett Till
Montgomery Bust Boycott
Integration of Little Rock Central High School
Lunch-Counter Sit Ins
Freedom Riders
Birmingham Alabama
Voting Rights

Thursday/ Friday 22/23

We continuted looking at Civil Rights History.

We studied a time line of the Civil Rights Movement. Students shold get this timeline from a classmate.

We began viewing A Time for Justice.

Thursday, May 22, 2014

Monday-Wednesday 19-21 May

Sorry for the delay in posting, I mis posted this on my other blog.

Classes proceeded at different paces through the following material this week.

Discussion of the ruling creating marriage equality in Oregon.

We added the vocabulary words Equality; Equity, and Achievement Gap

We studied Brown vs. Board of Education

We learned a bit about the "Little Rock Nine."

We watched and discussed a news story on the retreat from the progress made after Brown v. Board of Ed.

We listened to Michelle Obama talk about the dangers of the resurgence of segregated schools.

Friday, May 16, 2014

Thursday / Friday 15/ 16 May

Class begain with a discussion of Civil Rights and the role of protections of Civil Rights.

The class watched the this video and discussed the difference between what is a good thing and what is civil rights .

The class then viewed the video The Shadow of Hate . Studying the documentary students created a "T" chart showing who were victims of intolerance and who perpetrated it.

Students considered the question, "What is the cause of intolerance and discrimination?"

Tuesday, May 13, 2014

Tuesday / Wednesday 13/14 May

Class picked up on the NPR news story on racism in the Ozarks.

The class wrote about and discussed the story.

Class continued discussing issues related to civil rights and Mr. Zartler talked about the Southern Poverty Law Center; IDEA: Individuals with Disabilities Education Act; and Title IX.

The class viewed this video of students with disabilities visiting Abbie's Closet.  The class discussed the difference between civil rights and good deeds.  The class learned that at some points in time some individuals with disabilities were made infertile without their consent.


Monday, May 12, 2014

Monday, May 12th

Reconstruction Narratives were due today. Students completed these self evaluation questions:

Full name? Date? Period?
What aspect(s) of the failure of Reconstruction did you write about?
Use a highlighter to mark passages where you show your knowledge of this (if you wrote about multiple aspects of the failure use different colored highlighters for each).
The assignment calls for including dialogue and setting description in the narrative, how well did you meet these requirements?
Mr. Zartler hoped to encourage empathy through this assignment; empathy is being able to connect with the feelings of others. Did you experience empathy while working on this assignment? Is there evidence of that experience in your story?
What general comments do you have about your success on this assignment?

What grade would you assign to this paper, why?
Students who did not have their papers wrote the following:
Why my paper isn't in:
My specific plan with concrete (and realistic) dates / timeline.
Next the class listened to this story from NPR's Morning Edition. Students made marginal notes and wrote a response:
For Two Ozarks Communities, A Stark Contrast In Culture
by FRANK MORRIS National Public Radio All Things Considered
May 12, 2014 4:21 AM ET First of a two-part report.
            The neo-Nazi charged with killing three people at Jewish centers outside Kansas City last month drove there from his home in the Ozarks, a hilly, rural, largely conservative part of southern Missouri and northern Arkansas with a history of attracting white supremacists.
            The Kansas murders sparked a painful discussion in the shooter's community in Marionville, Mo., where bigotry is an especially divisive subject.
            "I am not blind to the shortcomings of this area, and I will tell you, as a native, we are still mired in the past," says Nancy Allen, a professor and author in nearby Springfield, Mo.
            Allen says most black residents fled Springfield after three black men were lynched on the town square in 1906. That left it a largely white city in a very white region endowed with a fiercely independent and insular culture. Allen calls it the "code of the hills."
            Recently, the former mayor of Marionville was pressured to resign days after delivering this sound bite on TV: "Things going on in this country that's destroying us. We've got a false economy, and some of those corporations are run by Jews."
            Visiting his town, you can see why he might be looking for someone to blame for its decline. Marionville has lost its university and factories that once employed hundreds. Downtown is boarded up.
            The neo-Nazi accused of the shootings in suburban Kansas City — a man known here as Frazier Glenn Miller — bought a house nearby more than 20 years ago and made some friends.
            "Yes sir, I knew him, real nice guy. He'd help somebody. He helped me quite a few times. Real nice guy," says Jason Click as he sits behind the wheel of a big old pickup with a rebel flag on the ceiling. He says bigotry — Miller's or the former mayor's — doesn't faze him.
            "To each their own, I reckon. If that's how you feel, then that's how you feel. You shouldn't be mad because their opinion's different than yours," Click says.
            But the former mayor's comments split this friendly town in half.

            "People don't want to have the brand of being racist, backwards bigots, and when the mayor made his comments, that's exactly what we are portrayed as," says John Horner, who lives with his partner in a prominent house in Marionville.
            Horner finds this town very accepting but uncomfortable about addressing its differences over racism. "It's like poking at an open wound. They don't want to talk about the issue because the popular sentiment is if we don't talk about it, it will go away," he says.
And that holds for many here, even at the Hillbilly Gas Mart. Flora Walker knows that some of her longtime customers don't come around anymore because they don't want to be in the same room with those offended by the former mayor's comments.
            "I liked and cared about everybody involved. They were all my friends. I care about what happens to them. I don't hate anybody, and it's sad that some of them now hate one another," Walker says.
Cultures Coexist
            Just 60 miles south of Marionville, there's a town similar in heritage but culturally on a different planet. One of the most infamous anti-Semites in American history, Gerald L.K. Smith, retired to Eureka Springs, Ark., 50 years ago, erected a gigantic seven-story statue of Jesus and established an outdoor theatrical extravaganza depicting Christ's last days.
            Now, the great Passion Play is scrubbed of its original anti-Semitic message. And the big Jesus gazes over a town Smith would probably hate. Longtime resident Michael Walsh says you just can't miss the gay culture here.
            "There are rainbow flags outside of a lot of the gay-owned shops. A lot of us are movers and shakers in town," Walsh says.
            The town boasts three gay pride weekends annually and a vibrant tourist economy. It's about the same size as Marionville and just about as white, but Walsh says in Eureka Springs, old ways and new culture coexist.
            "That statue and the great Passion Play [don't] by any means represent the town. It's just part of the great mosaic in this little town — so it has its place in this community, as do rainbow flags," Walsh says.
            Parts of the Ozarks seem to be coming to terms with modern American culture in ways that might shock earlier generations. But it's not happening quickly or evenly or without a fight from people who want to preserve a white homeland where the so-called code of the hills still holds sway.


Thursday, May 8, 2014

Thursday/Friday 8/9 May

Class continued looking at African-American contributions to the culture of the United States inlcuding blues music, Gee's Bend Quilters, the visual art of Jacob Lawerence, and the art of Faith Ringgold.

Students then wrote to the prompts: What are Civil Rights? Why are they important? Are they important to me? Why?

Part of class was devoted to conferencing and revising the Reconstruction Narrative assignments.

Mr. Zartler is looking for narratives that:
A) demonstrate knowledge of at least one way in which reconstruciton failed
B) demonstrate awareness of how the failure of reconstruction was caused or affected different groups attitudes
C) contains dialogue and setting description as narrative elements.

Wednesday, May 7, 2014

Tuesday/ Wednesday 6/7 May.

Class began looking at the role of African-Americans to the Arts

New vocabulary word: Harlem Renaissance

We read The Negro Speaks of Rivers by Langston Hughes.

We watched a documentary biography of Thomas Day, a free black cabinet maker in North Carolina in the 1840s and 1850s.

We also viewed various clips and images relating to the Harlem Renaissance, the Cotton Club, and Duke Elington.

Students should bring their Reconstruction narrative rough draft to the next class. The final version of these stories is due next Monday.

Monday, May 5, 2014

Monday, 5 May

In class today students had a chance to continue drafting and revising their Reconstruciton narratives.

Mr. Zartler has the following deadlines: Thursday/ Friday 8/9 May a rough draft brought to class for conferencing.

Monday, 11 May final narrative turned in.

Students who did not earn a combined 70% on the two parts of the Foriegn Policy test are to come to tutorial on Tuesday, 6 May to receive the alternative assesment assignment.