Homework

Review for your final exam using the terms and key questions below. The exam will follow the same format as your mid-term.
 * Due Date:**
 * __December 14, 2009__

Ids** Little Rock school desegregation crisis African Americans role in WWII Niagra Movement Great Migration NAACP Harlem Renaissance Atlanta Compromise Emmett Till Brown v. Board W.E.B. DuBois Booker T. Washington SNCC

-cultural experience of African Americans from 1900-1950s (art, literature, music, etc.) -impact of segregation on the lives of African Americans -causes of the Civil Rights Movement -lessons learned from taking this course
 * Essays**

__**December 2, 2009**__ Create a cause and effect chart that examines the causes of the the Civil Rights Movement. You should have 5 causes and effects. Use what knowledge you have about the Civil Rights Movement to complete the effects. It may be more difficult than completing the causes.

In two well-written paragraphs, please respond to the following prompt.
 * __November 30, 2009__**

"Explain how African Americans' involvement in WWII laid the ground work for the Civil Rights Movement."

Remember to use: -complete sentences -topic sentences for each paragraph -concluding sentences that wrap up your thoughts -details and support for your reasoning

DO NOT EMAIL THIS TO ME. HAVE IT PRINTED OR NEATLY HANDWRITTEN, READY TO TURN IN DURING CLASS. WE WILL BE USING THEM AS PART OF OUR CLASSWORK.

Email your completed SAS assignment and speech. I should have it no later than Tuesday, November 24 at 9:00AM.
 * __November 24, 2009__**

Complete your newsletter on the Great Migration's effects on African American society.
 * __November 23, 2009__**

Here's my email... No excuses for not submitting homework. leah.shore@craven.k12.nc.us

__**November 18, 2009**__ You should have chosen one of the three pictures you wrote about in class on Monday. Using that single picture, please select one of the figures (man, woman, child) to write a one-page journal from their point-of-view. The journal should be about the image you see. You may use factual information you collected from the Library of Congress site. Create a story that tells the viewer what is going on in the image, how your figure feels, what this image means for African Americans of the 30s/40s, etc. It should be about the image, from the perspective of the figure.

Requirements: one-page typed double spaced one inch margins

You have no homework for tomorrow. I have decided to cover the material together and assign a project for the next week. Please be ready to work and learn tomorrow.
 * __November 16, 2009__**

__**October 21, 2009**__ 1. Visit the following website: [|**http://www.americanwriters.org/writers/washington.asp**] 2. Using the info on W.E.B. Du Bois and Booker T. Washington, write a page reflection discussing the differences between each individual's ideology and philosophy of the place of African Americans in society.

__**October 19, 2009**__  I. You find the following information and be ready to present it after fall break. -What is the event -When did it take place -Where does it have an impact -Who does it impact -Importance...why should we learn and discuss this event in an African American Studies class? -Complete an image that represents the above information.

2. Complete an additional task of your choice (a t-shirt design, bumper sticker, song, poem, rap, movie poster,etc.) that would explain, represent or describe your event.

__**October 7, 2009**__ 1. Visit the timeline: [|**http://www.pbs.org/wnet/jimcrow/segregation2.html**] 2. Take notes about the following events: -Tuskeegee Institute -Civil Rights Act Declared Unconstitutional -Atlanta Compromise -The Wilmington Riot -The Blues

3. Read the poem "Keep A-pluggin' Away" by Paul Lawrence Dunbar ([]) 4. Answer the following using the poem: Begin your search with the PBS timeline you used in class. > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > __**September 30, 2009**__ > Part I [] __**September 28, 2009**__ [] [|National Gallery of Art]
 * the connection between this poem and the African-American struggle against Jim Crow
 * the message that Paul Lawrence Dunbar was trying to make to his African-American “brothers and sisters”
 * 1) Brainstorm a list of new and intensifying problems African Americans in the South faced after Reconstruction. Use what you know about conditions during Reconstruction and racial attitudes in the region to develop ideas.
 * 2) Record your ideas on a piece of paper.
 * 3) Study the [|Timeline of African American History] in African American Perspectives, 1818-1907.
 * 4) Use the Timeline and your own ideas to develop a list of three to five important problems facing African Americans in the South after Reconstruction.
 * __September 23, 2009__**
 * Why does Lowell say "their monument sticks like a fishbone in the city's throat"?
 * Why do you think Shaw's father wanted no monument "except the ditch, where his son's body was thrown"?
 * What is Lowell's attitude toward the "stone statues of the abstract Union Soldier"?
 * Lowell altered the inscription on the Shaw Memorial that reads "Omnia Reliquit Servare Rem Publicam" ("He leaves all behind to serve the Republic") to his epigraph "Relinquunt Omnia Servare Rem Publicam" ("They give up everything to serve the Republic"). How is the inscription typical of attitudes in 1897, when the memorial was dedicated? How is the epigraph, written in 1960, different, and what does that say about Lowell's attitude toward these soldiers?
 * a journal entry of a member of the U.S. Colored Troops
 * a letter from a U.S. Colored Troops soldier to a son who wants to enlist
 * an account of the role of black soldiers for either an abolitionist or Confederate newspaper
 * an interior monologue of the wife of a soldier in the U.S. Colored Troops reflecting on the circumstances of her family during his absence.

//**Reading:**// //The Liberator// //Uncle Tom's Cabin// //**Reading:**// [] [] [] [] [] //Uncle Tom's Cabin// [] //-Uncle Tom's Cabin// [] [] //The Liberator// [] [] [] Reading:** [] [] [] a.What impact do you think slavery had on white people who didn't own slaves? b.On those who did own slaves? c. Why might someone who wasn't a slaveowner support slavery? d. Why might someone be opposed to the spread of slavery, but not opposed to slavery itself? e.Who was involved in the abolitionist movement? f. In what ways do you think abolitionists differed on the strategies and goals of their movement? Why do you think they disagreed? //Reading://** [|Africans in America] //**Project:**//
 * __September 16, 2009__**
 * __September 9, 2009__**
 * //Assignment://**
 * Terms to know (identify):**
 * Essay Topics:**
 * __September 2, 2009__**
 * //Assignment://**
 * __September 1, 2009__**
 * //Reading://**
 * //Assignment://**
 * __August 31, 2009__
 * Assignment:**
 * __August 26, 2009__