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Read This Moving Letter Frederick Douglass Wrote to His Slave Master 10 Years After Escaping From Him

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Read This Moving Letter Frederick Douglass Wrote to His Slave Master 10 Years After Escaping From Him

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In September of 1848, Frederick Douglass wrote an open letter to Thomas Auld - the man who, until a decade previous, had been Douglas' slave master before he escaped. Douglas published his letter in North Star, an abolitionist newspaper that he had founded in 1847.

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1st Period Exam

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KOREAN AMERICAN DAY

Korean American Day on January 13th commemorates the arrival of the first Korean immigrants to the United States in 1903. The day also honors the Korean American's immense contributions to every aspect of society.

In 1882, the United States and Korea signed a treaty establishing a peaceful relationship, friendship, and commerce. While this led to Korean diplomats, students, politicians, and businessmen visiting the United States, few felt compelled to stay.

It wasn't until December of 1902 on the SS Gaelic that 102 Korean immigrants set sail for Honolulu, Hawaii. These families initiated the first wave of Korean immigration, resulting in over 7,500 immigrants over the next two years.

They served their communities and their country during World Wars I and II and the Korean War. During these times, more Koreans decided to emigrate from their homeland; some, as wives to U.S. servicemen, others were adopted as children.

Honoring a Few

Ahn Chang Ho - also known as Dosan, one of the earlier immigrants, Ho is credited with establishing the Willows Korean Aviation Corps in the United States, which later helped establish the Korean Airforce.

Sammy Lee - Olympic two-time gold medalist in diving (1948 - London) and (1952 - Helsinki).

Wendy Gramm - Served as U.S Commodity Futures Trading Commission chair under Presidents Reagan and Bush I.

Judge Herbert Y.C. Choy - First Asian American appointed to U.S. Federal Court (Court of Appeals Ninth District) in 1974.

David Hyun - Architect charged with revitalizing Little Tokyo in Los Angeles.

Sang Hyun Lee - First tenured Asian American professor at Princeton Theological Seminary

Hines Ward, Jr. - Professional football player for the Pittsburgh Steelers

HOW TO OBSERVE #KoreanAmericanDay

Learn more about Korean Americans then and now. Read books about their experiences or watch documentaries. We've provided two books:

Korean American Pioneer Aviators: The Willows Airmen by Edward T. Chang and Woo Sung Han

Korean-Americans: Past, Present, and Future by Ilpyong J. Kim

Memoir of a Cashier: Korean Americans, Racism, and Riots by Carol Park

You can also visit Korean American Story to hear their stories or document your own. Find out more or share your experience by using #KoreanAmericanDay on social media.

KOREAN AMERICAN DAY HISTORY

In 2003, President George W. Bush proclaimed a celebration of the 100th anniversary of the arrival of the first Korean immigrants. In 2005, the U.S. House and Senate passed simple resolutions in support of Korean American Day. Since then, states across the country have passed bills declaring January 13th as an annual celebration of Korean American Day.

There are over 1,500 national days. Don't miss a single one. Celebrate Every Day® with National Day Calendar ®!

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Korean American Day on January 13th commemorates the arrival of the first Korean immigrants to the United States in 1903. The day also honors the Korean American's immense contributions to every aspect of society. In 1882, the United States and Korea signed a treaty establishing a peaceful relationship, friendship, and commerce.

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Agenda
My Fail Lady Discussion
Policy Discussion

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NATIONAL CURRIED CHICKEN DAY

Each year on January 12th, curried chicken lovers enthusiastically celebrate National Curried Chicken Day. They fill their dishes with a variety of flavorful spices and serve them to their friends and family.

When making a true curried chicken, don't reach for the curry powder. Instead, stew the chicken in a sauce made from clarified butter (known as ghee) onions, garlic, and a medley of spices such as cumin, coriander, cinnamon, ginger, and turmeric. Other ingredients include chilies and tomatoes.

"Curries came into favor as an excellent way of using up cold meat." Lizzie Collingham Curry: A Tale of Cooks and Conquerors

Curry powder made its way into recipes by way of Britain. Their long-time presence in India left a desire for the flavors of the East on the palates of many of the English. Curry powder and recipes with it existed as early as the 1700s but curried chicken and other curried meat recipes gained popularity during the British Raj beginning in 1858.

In parts of the United States, curried chicken is a popular dish known as Country Captain Chicken, a stewed chicken dish that has been flavored with curry powder.

Country Captain

The following clip, originating from the Hobson-Jobson Dictionary, is regarding Country Captain:

"COUNTRY-CAPTAIN. This is in Bengal the name of a peculiar dry kind of curry, often served as a breakfast dish. We can only conjecture that it was a favourite dish at the table of the skippers of 'country ships,' who were themselves called 'country captains,' as in our first quotation. In Madras the term is applied to a spatchcock dressed with onions and curry stuff, which is probably the original form. [Riddell says: "Country-captain.-Cut a fowl in pieces; shred an onion small and fry it brown in butter; sprinkle the fowl with fine salt and curry powder and fry it brown; then put it into a stewpan with a pint of soup; stew it slowly down to a half and serve it with rice" (Ind. Dom. Econ. 176).]"

1792.-"But now, Sir, a Country Captain is not to be known from an ordinary man, or a Christian, by any certain mark whatever." Madras Courier, April 26.

c. 1825.-"The local name for their business was the 'Country Trade,' the ships were 'Country Ships,' and the masters of them 'Country Captains.' Some of my readers may recall a dish which was often placed before us when dining on board these vessels at Whampoa, viz. 'Country Captain.'"-The Fankwae at Canton (1882), p. 33. (Wikipedia)

-

"Country Captain was served to United States 32nd President, Franklin D. Roosevelt along with General George E. Patton in 1940 by Mrs. W.L. Bullard of Warm Springs, Georgia. Their strong liking of the dish brought its popularity to the Southern United States."

HOW TO OBSERVE #CurriedChickenDay

Invite guests to join you for this delicious dish. Any celebration is better when served to good company and joined with laughter. Try one of these recipes or share one of your own with us. We enjoy trying new recipes all the time. Another way to celebrate is by going to your favorite restaurant. Be sure to give them a shout-out with the hashtag, too! Spread the joy. It's the best way to #CelebrateEveryDay!
Curried Chicken Salad
Curried Chicken Thighs
Use #CurriedChickenDay to post on social media.

NATIONAL CURRIED CHICKEN DAY HISTORY

National Day Calendar continues researching the origins of this tasty food holiday.

Curried Chicken FAQ

Q. Is curried chicken spicy?
A. It doesn't have to be. However, the types of peppers used will develop the spice level more than almost any other ingredient.

Q. What other kinds of curried dishes are there?
A. The variety of curried dishes is quite broad. Consider these the next time you're ordering:

Tikka Masala

Red Curry

Green Curry

Vindaloo

Korma

Madras Curry

There are over 1,500 national days. Don't miss a single one. Celebrate Every Day® with National Day Calendar ® !

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NATIONAL CURRIED CHICKEN DAY - January 12

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Each year on January 12th, curried chicken lovers enthusiastically celebrate National Curried Chicken Day. They fill their dishes with a variety of flavorful spices and serve them to their friends and family. When making a true curried chicken, don't reach for the curry powder.

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National Human Trafficking Awareness Day

Agenda
Independent Reading
Textbook Return
My Fair Lady Quick Write
NoRedInk Test
Policy Assignment - Sample Argument

Attendance Question: Which was the most engaging lesson or activity this semester in AP Lang?

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NATIONAL HUMAN TRAFFICKING AWARENESS DAY

National Human Trafficking Awareness Day on January 11th brings attention to a crime that leaves a lasting toll on human life, families, and communities around the world.

Beginning in 2010, by Presidential Proclamation, each January has been designated National Slavery and Human Trafficking Prevention Month. Following the start of National Slavery and Human Trafficking Prevention Month, with the help of non-government organizations, National Human Trafficking Day began and is observed annually on January 11th.

Human trafficking is considered a modern form of slavery. This illegal act involves the use of force, fraud, or coercion to obtain labor or sex. Traffickers use violence, manipulation, or false promises to lure their victims into trafficking situations. Trafficking victims usually experience physical and/or psychological abuse. They might also endure sexual abuse, food and sleep deprivation, threats to family members, and isolation from the outside world. Family members of the victim may also get threatened.

The goal of the day is to bring greater awareness to the crime of sex trafficking. Each year, organizations around the globe provide support to communities, training to volunteers and educational events to increase awareness.

HOW TO OBSERVE #HumanTraffickingAwarenessDay

One way to get involved is through the 31:8 Project. The organization works to equip and challenge society to proactively address issues regarding human trafficking. Human Trafficking takes away the voice of its victims and Project 31:8 aims to speak for them - Proverbs 31:8 - speak up for those who cannot speak for themselves.

Their work is on track to reach over 25,000 people in 2019 through presentations, training, webinars, and community projects. Visit their website at www.318project.org to learn more.

Write or call your legislators and let them know your support policy that combats human trafficking.

Support events that improve awareness in your community, schools, and neighborhoods.

If you suspect someone is a victim of human trafficking, contact the National Human Tracking Hotline at 1-888-373-7888. You can also contact local law enforcement by calling 911.

Empower young people to make the decision to leave an unsafe or suspicious environment.

Use #HumanTraffickingAwarenessDay to post on social media.

Also, check out National Inner Beauty Day to discover more ways to be a part of the solution to ending human trafficking.

NATIONAL HUMAN TRAFFICKING AWARENESS DAY HISTORY

The United States Senate designated January 11th as National Human Trafficking Awareness Day in 2007.
January 11th Celebrated (and Not So Celebrated) History
1878

Brooklyn, New York, begins delivering milk in glass bottles.

1922

Doctors give insulin for the first time to treat a diabetes patient. Fourteen-year-old Leonard Thompson receives the life-saving injection developed by Dr. Frederick Banting and Dr. Charles Best. He had an initial allergic reaction likely caused by an impurity in the insulin. After delaying further injections, 12 days later a more pure form of insulin was given by Dr. James Collip, ultimately saving his life.

1935

Amelia Earhart flies solo from Hawaii to California becomes the first person to complete the transpacific flight.

1964
January 11th Celebrated (and Not So Celebrated) Birthdays
For the first time, smoking is publicly and officially recognized as a health hazard by U.S. Surgeon General Luther Terry. In a statement, he announced the results of a study ordered by President John F. Kennedy in 1962.

Alexander Hamilton - 1755

As a Founding Father of the United States, Hamilton served his country defending the U.S. Constitution on and off the battlefield. George Washington trusted him as the country's first Secretary of Treasury and in that role, Hamilton created enduring financial cornerstones. A rivalry between Hamilton and Aaron Burr dominates the history books, too.

Ezra Cornell - 1807

A man of many industries, Cornell founded the Western Union Telegraph Company, co-founded Cornell University, and established the first library in Ithaca.

Elisabeth Achelis -1880

Elisabeth Achelis advocated for a perpetual calendar that would replace the Gregorian calendar and in 1930 founded the World Calendar Association.

Calvin Blackman Bridges - 1889

The geneticist's observations of mutations in fruit flies led to a breakthrough understanding of heredity and the chromosome.

Mary J. Blige - 1971

The award-winning artist released her first solo album in 1992 with What's the 411?. Since then, Blige has also pursued an acting career that earned her an Oscar nod for Mudbound in 2017.

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NATIONAL HUMAN TRAFFICKING AWARENESS DAY - January 11

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National Human Trafficking Awareness Day on January 11th brings attention to a crime that leaves a lasting toll on human life, families, and communities around the world. Beginning in 2010, by Presidential Proclamation, each January has been designated National Slavery and Human Trafficking Prevention Month.

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National Cut Your Energy Cost Day
National Houseplant Appreciation Day

Independent Work Day

Attendance Question: Have you ever owned a house plant? If so, what kind(s)? If not, what kind would you like if you were to have them one?

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National Hobby Month, Teen Driving Awareness Month, National Mentoring Month, International Brain Teaser Month, Mental Awareness Month, Poverty Awareness Month, National Slavery and Human Trafficking Prevention Month

National Law Enforcement Appreciation Day
National Clean Off Your Desk Day

Agenda
My Fair Lady Text Prep

Independent Work
Portfolio Recap
Student Led Parent Conference
Policy Argument
NoRedInk Test Practice
AP Classroom Practice

Attendance Question: How often do you clean your phone screen?

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History of National Clean Your Desk Day

We scoured high and low to trace the founder of this day. It seems they were too busy getting things done and had no time to claim the credit. That's quite inspiring. Thanks to them, the world officially has one more reason to get organized.

The origin and history of National Clean Your Desk Day are unknown. We wish we knew who was the organized clean-enthusiast who started this celebration. Celebrated on the second Monday of January, it is likely that this holiday is the result of the cluttered desktops pre and post the Christmas season and New Year. Who knows? The holiday may have stemmed from a New Year's resolution!

It is essential to have a proper workspace for anyone to be productive. Your workstation is your work zone and, if it is not functional, it can impede creativity, the completion of tasks, and workflow. Think about it, don't we all just hate it when we can't find a pen or when an important document is buried under the clutter on our desks? It is proven again and again that a well-organized space boosts productivity and allows workers to better focus on work. It's quite therapeutic, really.

The word 'desk' was coined in the 14th century but only became widely used in the 18th century. Desks were mostly used by legal professionals and clergymen but, today, they are found almost everywhere. After the Industrial Revolution, work shifted from intense physical labor to desktops. Before computers became mainstream and most work went digital, drawers (a lot of them) were the way to go for organizing workspaces. After computers became the norm, unnecessary paperwork was gradually disposed of, but with the many USBs and plugins required for maintaining data digitally, we still end up with messy desks!

Students and creative people such as artists, writers, makeup artists, etc., are among those with the messiest desks! Given how important it is to be focused and achieve our work goals, it is wise to spend some time cleaning and organizing our desks, rather than waste hours searching for missing items.

But here's why we should do a thorough job of it today. The average work desk can be 400 times filthier than a toilet. As gross and dramatic as those statistics might be, they're unfortunately true. Most germs thrive on computers and keyboards. Today's a good day to give your laptop a thorough cleaning.

What's more, people who work in cluttered environments often suffer from unrecognized stress. Random items, documents, and scraps of paper can slowly pile up on our desks. They're not just unappealing to look at but extremely stress-inducing. Cluttered desks are just plain inefficient. Where's the notepad when I need it? I could've sworn that file was right here. It's the stuff of nightmares, especially when you're pressed for time.

Modern lifestyles are synonymous with stress. The good news is that we can alleviate much of it through small actions. Working in clean and bright spaces has been proven to reduce stress. Tidy desks first thing each morning can instantly uplift moods. Want to take it one step further? Adorn your desk with indoor plants or seasonal flowers. Prop up a favorite piece of art or pictures of your loved ones. Clean, aesthetically pleasing desks can do wonders for motivation and productivity levels.

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We scoured high and low to trace the founder of this day. It seems they were too busy getting things done and had no time to claim the credit. That's quite inspiring. Thanks to them, the world officially has one more reason to get organized.

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National Technology Day

National Hobby Month, Teen Driving Awareness Month, National Mentoring Month, International Brain Teaser Month, Mental Awareness Month, Poverty Awareness Month, National Slavery and Human Trafficking Prevention Month

You will need: Chrome Book, Film Text Prep

Agenda:
Independent Reading
Portfolio
Quick Write: 14-Sentence Synthesis
My Fair Lady Text Prep

Independent Practice
Mentor Text Annotations
AOW: Try Harder
NoRedInk Practice

Attendance Question: January is National Hobby Month. What is a hobby you have or would be interested in developing?

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National Hobby Month, Teen Driving Awareness Month, National Mentoring Month, International Brain Teaser Month, Mental Awareness Month, Poverty Awareness Month, National Slavery and Human Trafficking Prevention Month
National Bird Day

You will need: Chrome Book, Film Text Prep

Agenda:
Independent Reading
Quick Write: Anticipation Guide Argument Paragraph
My Fair Lady Text Prep

Independent Practice
Mentor Text Annotations
AOW: Try Harder
14-Sentence Synthesis
Portfolio
NoRedInk Practice

Attendance Question: What is your favorite bird?

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National Hobby Month, Teen Driving Awareness Month, National Mentoring Month, International Brain Teaser Month, Mental Awareness Month, Poverty Awareness Month, National Slavery and Human Trafficking Prevention Month
National Trivia Day

You will need: Chrome Book, Film Text Prep, NoRedInk Tab

Agenda:
Independent Reading
NoRedInk Practice
My Fair Lady Text Prep

Attendance Question: What is a trivia question you know the answer to?

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Break

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Donate or Volunteer Safely with Food Banks and Pantries - Visit or to find an organization near you.

Deliver Meals and Groceries to Vulnerable Seniors - Help out someone you know or contact your local to learn ways to volunteer.

Donate Medical Supplies and Equipment - If you have donations email, FEMA's National Business Emergency Operations Center at .

Stay in Touch - Check on your neighbors, friends, and family, especially those who are older or maybe alone. A phone call, text, or a conversation through the door could brighten their day.

Serve in Your Community - Visit your State Service Commission's website for details.

Learn about Dr. King's legacy

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MLK Day of Service | U.S. Department of the Interior

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On January 18 the Department of the Interior joins the Nation in paying homage to the life and legacy of one of the greatest civil rights leaders in America's history, Reverend Dr. Martin Luther King, Jr., with a National Day of Service.

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The final date to turn in Canvas assignments will be Thursday Jan 12 at 11:59pm.  Teachers will have access to grade them until Jan 20.

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NoRedInk Test Practice
Political Cartoon Analysis (ungraded - formative)

Gwinnett County Interview

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25 Best Quotes About Boredom To Reaffirm Your Laziness

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Agenda
Independent Reading (10-15 minutes)
Attendance Question (5 minutes)
Improv Games (45-60 min)
NoRedInk Punctuation Practice (Test Jan 10)
Portfolio: Add 360 Survey Letter and Three Choice Reflections

Attendance Question: Which of the quotes resonate with you? I explain your answer.

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Browsing around for quotes about boredom? Being bored isn't always a bad thing. Here are some being bored quotes to either get you moving or just celebrated your boredom.

These quotes about boredom might just resonate with all of us. If you're bored from time to time, these quotes may mean something to you!

I remember growing up that my parents would say that only boring people get bored, but the reality is we all tend to get bored from time to time. That doesn't mean we're boring, but I suppose one could argue that you're simply not creative enough to find a new way to enjoy the time you have. Either way, today I wanted to feature my 25 quotes about boredom with you, just for fun.

25 Quotes About Boredom

"Being bored is boring."

"Boredom: the desire of desire." -Leo Tolstoy

"He who seeks rest finds boredom. He who seeks work finds rest." -Dylan Thomas

"It's better to be absolutely ridiculous than be absolutely boring." -Marilyn Monroe

"Facebook is like the fridge. If you're bored, keep opening it."

"Boredom is a pattern, not a reality."

"Boredom always precedes a period of great creativity."

"Boredom is simply the absence of an interesting perspective." -Brandon A. Trean

"Only boring people are bored."

"The price of being a sheep is boredom."

"Nobody is bored when he is trying to make something that is beautiful or to discover something that is true." -William Inge

"The cure for boredom is curiosity." -Dorothy Parker

"Being bored is an insult to oneself."

"Normal is so boring."

"I think it's necessary to let kids be bored once in a while, that's how they learn to be creative." -Kim Raver

"I tried to be good but then I got bored."

"Boredom hits everyone from time to time."

"Remember, perfect is boring."

"A life without challenges is boring."

"Isn't history ultimately the result of our fear of boredom?" -Emile M. Cioran

"In order to live free and happily, you must sacrifice boredom. It is not always an easy sacrifice." -Richard Bach

"Boredom is the reverse side of fascination: both depend on being outside of a situation, and one leads to the other."

"Are you bored with life? Then throw yourself into some work you believe in with all your heart."

"A little boredom can be a dangerous thing."

"I would rather die of passion than of boredom." -Vincent Van Gogh

These quotes about boredom were fun to share with you. I hope that you'll consider a social share of these quotes about boredom today.
RELATED:
Browsing around for quotes about boredom? Being bored isn't always a bad thing. Here are some being bored quotes to either get you moving or just celebrated your boredom.

These quotes about boredom might just resonate with all of us. If you're bored from time to time, these quotes may mean something to you!

I remember growing up that my parents would say that only boring people get bored, but the reality is we all tend to get bored from time to time. That doesn't mean we're boring, but I suppose one could argue that you're simply not creative enough to find a new way to enjoy the time you have. Either way, today I wanted to feature my 25 quotes about boredom with you, just for fun.

25 Quotes About Boredom

"Being bored is boring."

"Boredom: the desire of desire." -Leo Tolstoy

"He who seeks rest finds boredom. He who seeks work finds rest." -Dylan Thomas

"It's better to be absolutely ridiculous than be absolutely boring." -Marilyn Monroe

"Facebook is like the fridge. If you're bored, keep opening it."

"Boredom is a pattern, not a reality."

"Boredom always precedes a period of great creativity."

"Boredom is simply the absence of an interesting perspective." -Brandon A. Trean

"Only boring people are bored."

"The price of being a sheep is boredom."

"Nobody is bored when he is trying to make something that is beautiful or to discover something that is true." -William Inge

"The cure for boredom is curiosity." -Dorothy Parker

"Being bored is an insult to oneself."

"Normal is so boring."

"I think it's necessary to let kids be bored once in a while, that's how they learn to be creative." -Kim Raver

"I tried to be good but then I got bored."

"Boredom hits everyone from time to time."

"Remember, perfect is boring."

"A life without challenges is boring."

"Isn't history ultimately the result of our fear of boredom?" -Emile M. Cioran

"In order to live free and happily, you must sacrifice boredom. It is not always an easy sacrifice." -Richard Bach

"Boredom is the reverse side of fascination: both depend on being outside of a situation, and one leads to the other."

"Are you bored with life? Then throw yourself into some work you believe in with all your heart."

"A little boredom can be a dangerous thing."

"I would rather die of passion than of boredom." -Vincent Van Gogh

These quotes about boredom were fun to share with you. I hope that you'll consider a social share of these quotes about boredom today.
RELATED:
My name is JD. A lot has happened in my life in a few short years. I love writing about things that are important to me. I write about the daily challenges of being a working mom and a military spouse. I receive inspiration from my family, friends, and the amazing adventures I'm able to go on.

Read More

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25 Best Quotes About Boredom To Reaffirm Your Laziness

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Browsing around for quotes about boredom? Being bored isn't always a bad thing. Here are some being bored quotes to either get you moving or just celebrated your boredom. These quotes about boredom might just resonate with all of us. If you're bored from time to time, these quotes may mean something to you!

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Universal Human Rights Month

National Learn a Foreign Language Month

You will need: notebook, writing utensil, Chromebook

Agenda
Independent Reading
Panel Reflection Discussion
Progressive Essay
Portfolio Update

Attendance Question: Read and respond to the quote from Trevor Noah.

"As we live in a society where we increasingly introduce ourselves to things that separate us, we forget that real friendships come from the similarities, and then the disagreements are how we polish each other as human beings."
Trevor Noah

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TMCF | McDonald's Black and Positively Golden Scholarship

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TMCF | McDonald's Black and Positively Golden Scholarship

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Scholarship Overview The Thurgood Marshall College Fund (TMCF) and McDonald's are proud to offer financial assistance to outstanding students attending Historically Black Colleges and Universities (HBCUs).

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The CCD District Locator was created to enable the public to find the correct name, address, telephone number, NCES ID number, urbanicity (rural, large city, etc.), and other student and teacher information for school districts as reported to NCES by state education officials in each state.

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Panel Reflections
Progressive Essay

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"As we live in a society where we increasingly introduce ourselves to things that separate us, we forget that real friendships come from the similarities, and then the disagreements are how we polish each other as human beings."
Trevor Noah

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Panel Reflection
Concise Language Exercises (Textbook)
Progressive Essay (formative)
Article of the Week
360 Survey Letter

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Agenda

Peer Reviews

Panel Reflection

Independent Reading

Progressive Essay

White Elephant

Attendance Question: How have you been impacted by the Pygmalion Effect?

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Lumosity Brain Training: Challenge & Improve Your Mind

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Agenda
Independent Reading
Panel Discussions
Q&A
Lumosity Brain Work

Attendance Question: What is your favorite holiday movie?

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Researching the efficacy of Lumosity

What we did

Lumos Labs conducted a randomized study of Lumosity brain training and published the results in a peer-reviewed research journal.

In it, half of the 4,715 participants who completed the study trained five days per week, for fifteen minutes each day on Lumosity while the other half did online crossword puzzles as an active control.

What we found

After 10 weeks, Lumosity users improved more than the control group on our assessments of working memory, short term memory, processing speed, problem solving, fluid reasoning, and overall cognitive function.

These results are promising, but more research is needed to determine the connection between improved assessment scores and everyday tasks in participants' lives.

Next questions

Future research should address the risk of inadvertent experimenter bias and the risk of attrition bias in this study, as both the Lumosity and crossword groups had approximately 50% attrition rate. As with all scientific research, there is also a risk of publication bias.

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Lumosity Brain Training: Challenge & Improve Your Mind

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Challenge your mind with Lumosity, the #1 app with 50+ brain games for memory, math, vocabulary, and more. Start training today!

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Agenda
Independent Reading
Panel Presentations
Quick Write: Reflect on your work in this class.
360 Survey Letter

Attendance Question: What do you think about what the quiz revealed about your mindset?

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Have you ever wondered whether you have a fixed mindset or a growth mindset ? We've put together a fun, simple fixed mindset vs. growth mindset quiz to help you determine your current mindset. At the end of this post, we've also included some helpful tips for cultivating a growth mindset.

Your mindset impacts your relationships , learning, and overall well-being and success. It helps you achieve your full potential or holds you back from reaching it. And if you want to foster a growth mindset in children, it's essential to have a growth mindset yourself.

People with a fixed mindset believe talent, intelligence, and other qualities are innate and unchangeable. On the other hand, people with a growth mindset believe effort and practice over time make a meaningful difference. A fixed mindset contributes to limiting beliefs; a growth mindset empowers beliefs.

Before you continue, we thought you might like to download our FREE Your Words Matter Volume 2 Kit. With these 10 one-page parenting guides, you will know exactly how to speak to your child to help them stand up for themselves, be more confident, and develop a growth mindset.

Our fixed mindset vs. growth mindset quiz, created for adults and teens, consists of 15 questions. Simply choose the answer that corresponds with how you feel about the statement.

No matter what mindset you have, the good news is you have the power to change it! Here are some actionable tips for shifting to a growth mindset.

Read about how the brain works.

If you're a growth mindset skeptic, it's helpful to understand neuroscience supports this idea. Your mindset shift may come more easily if you read up on concepts like neuroplasticity , which explains that the neural pathways in the brain are constantly changing in response to our experiences. The brain is like a muscle--the more you practice, the stronger the brain becomes, and the more automatic the process.

Become aware of your fixed mindset triggers.

Many of us have a fixed mindset in some areas and a growth mindset in others. Or we may have specific fixed mindset triggers. These could include criticism, setbacks, or comparing ourselves to the success of others. Practice becoming aware of you have fixed mindset thoughts (don't judge yourself for having them; simply notice the thought.). Awareness is the first step to making a change.

Replace the fixed mindset thought with a growth mindset thought.

As you begin noticing your fixed mindset thoughts (and their triggers), try replacing them with a growth mindset thought. For example, if you think, "This is too hard," consider, "This challenge is a great learning opportunity." Or if you notice yourself thinking, "I'll never be as successful as her," shift to, "I'm not as successful as I'd like to be ." If you have a difficult time fully making these shifts, start by simply questioning your fixed mindset thoughts: "What if that's not true?"

Take action.

Since the brain learns and grows through experience, train your brain by taking growth mindset actions. Push yourself to try new things, take on challenges, and persist through failure and setbacks. Ask yourself, "What's the worst that could happen? And if the worst thing happens, how can I respond?" Generally, this practice shows you that even the worst-case scenario isn't so bad after all.

Focus on the process.

Instead of focusing solely on outcomes, celebrate the process too. Small steps toward a big goal matter. Incremental positive change makes a difference. Embracing the process helps you build confidence and develop a growth mindset.

If you need some tips on how to encourage a growth mindset in your child, don't forget to download our FREE Your Words Matter Volume 2 Kit.

Ask yourself what you can learn from your mistakes.

Mistakes are inevitable. If you aren't making mistakes, you aren't taking risks or challenging yourself. Look into the backstory of just about every successful person and you'll find examples of major mistakes and failures. Yet because they didn't quit, and they used these mistakes as learning opportunities, they became extremely successful. Next time you make a mistake, ask yourself, "What can I learn from this?" Begin reframing "mistakes" as "learning," and you'll cultivate a growth mindset that propels you toward success.

Looking for additional resources? Make growth mindset a family affair by using our Big Life Journal with your children. Developing a growth mindset is a process, so give yourself grace along the way, and enjoy the journey!

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Have you ever wondered whether you have a fixed mindset or a growth mindset? We've put together a fun, simple fixed mindset vs. growth mindset quiz to help you determine your current mindset.

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Universal Human Rights Month

National Learn a Foreign Language Month

You will need: notebook, writing utensil, Chromebook

Agenda
Independent Reading

Attendance Question

Panel Groups

Independent Work
Cover Letter
AOW
Conferences (1st period only)

Essential Questions:

How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:

Demonstrate an understanding of an audience’s beliefs, values, or needs.

Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: What is your dream job?

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How to talk about charts and graphs in English (advanced English lessons)

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You will need: Notebook, Writing Utensil

Agenda

Independent Reading

Mini-Lesson: Scientific Studies Parady

Panel Research: Slide Design: Death by PowerPoint TEDx

"Death By PowerPoint" Discussion Pose Replies: Find commonalities among the videos and reply to a classmate.  Which strategies will you use moving forward?  Reply to that post.

Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Owl Purdue Writing Center

Mapping Your Research Ideas

Formulating a Research Question

Evaluating Sources to Find Quality Research

How to Evaluate Sources

Checking Your Sources (Carl Azuz)

Attendance Question: What is a news story that intrigues or infuriates you? Why is that?

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How to talk about charts and graphs in English (advanced English lessons)

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Universal Human Rights Month
National Learn a Foreign Language Month

You will need: notebook, writing utensil, Chromebook

Agenda
Attendance Question
Panel Groups
Q&A
Concise Language Exercise (pg 1164-1165)

Essential Questions:

How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:

Demonstrate an understanding of an audience’s beliefs, values, or needs.

Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: What this chart say about early investments? What conclusion can you draw from this statement?

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You will need: Notebook, Writing Utensil

Agenda

Independent Reading

Lenses Jamboard

Mini-Lesson: "How to Write a Persuasive Cover Letter"

Panel Research:  Watch "How to Use Clustering to Organize Ideas"

Resource: Checking Your Sources (Carl Azuz)

Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: What is a news story that intrigues or infuriates you? Why is that?

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How To Use Clustering To Organize Ideas | Essay Writing

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The publication in 1845 of the Narrative of the Life of Frederick Douglass was a passport to prominence for a twenty-seven-year-old Negro. Up to that year most of his life had been spent in obscurity. Born on the Eastern Shore of Maryland, Douglass escaped from slavery in 1838, going to New Bedford, Massachusetts. Here for four years he turned his hand to odd jobs, his early hardships as a free man being lessened by the thriftiness of his wife. In August 1841, while attending an abolitionist meeting at Nantucket, he was prevailed upon to talk about his recollections of slavery. His sentences were halting but he spoke with feeling, whereupon the Massachusetts Anti-Slavery Society lost no time in engaging him as a full-time lecturer. For the following four years the young ex-slave was one of the prize speakers of the Society, often traveling the reform circuit in company with the high priests of New England abolitionism, William Lloyd Garrison and Wendell Phillips.

The publication of the Narrative brought to Douglass widespread publicity in America and in the British Isles. This was all he needed; henceforth his own considerable abilities and the temper of the times would fully suffice to keep him in the limelight. His was among the most eventful of American personal histories.

Favorably endowed in physique, Douglass had the initial advantage of looking like a person destined for prominence. There was a dramatic quality in his very appearance-his imposing figure, his deep-set, flashing eyes and well-formed nose, and the mass of hair crowning his head. An exceptional platform speaker, he had a voice created for public address in premicrophone America. In speaking he was capable of various degrees of light and shade, his powerful tones hinting at a readiness to overcome faulty acoustics. His rich baritone gave an emotional vitality to every sentence. "In listening to him," wrote a contemporary, "your whole soul is fired, every nerve strung-every faculty you possess ready to perform at a moment's bidding." Douglass' famed oratorical powers account in part for the large crowds that gathered to hear him over the span of half a century.

If nature equipped Douglass for a historic role, nineteenth-century America furnished an appropriate setting. Douglass came to manhood in a reform-conscious age, from which he was not slow to take his cue. Following the publication of his Narrative he went to the British Isles. There for two years he denounced American slavery before large and sympathetic audiences. The visits of Douglass and other ex-slaves contributed much to the anti-Confederate sentiment of the British masses during the Civil War.

Returning to America in 1847 Douglass moved to Rochester, where he launched an abolitionist weekly which he published for sixteen years, a longevity most unusual in abolitionist journalism. Douglass' printing establishment cost nearly $1,000 and was the first in America owned by a Negro. Douglass was a careful editor, insisting on high standards from office assistants and the contributors of weekly newsletters.

In addition to speaking and writing, Douglass took part in another of the organized forms of action against slavery-the underground railroad. Himself a runaway, he was strongly in sympathy with those who made the dash for freedom. Once, in a heated controversy over the wisdom of giving the Bible to slaves, he asserted that it would be "infinitely better to send them a pocket compass and a pistol." The fees from many of his lectures went to aid fugitives; at abolitionist meetings he passed the hat for funds to assist runaways to "get Canada under their feet." He was superintendent of the Rochester terminus of the underground railroad; his house was its headquarters. One of his newspaper employees related that it was no unusual thing for him, as he came to work early in the morning, to find fugitives sitting on the steps of the printing shop, waiting for Douglass.

To aid further in the destruction of slavery, Douglass in 1850 became a political abolitionist. Hitherto he had been a moral-suasionist, shunning political action. But after three years in Rochester among the voting abolitionists, Douglass announced himself ready to employ "the terse rhetoric of the ballot box," and his weekly became the official organ of the Liberty party. The fitful career of this party was then almost run, most of its followers having gone over to the Free Soil group. When in 1856 the small remnant of Liberty party diehards decided to merge into the Radical Abolitionist party, Douglass was one of the signers of the call. In 1860 he was again one of the policy-makers of the Radical Abolitionists. The insignificant vote polled by that party in the national election is unrecorded, but by 1860 the abolitionists were nearer to their goal than they could discern.

Douglass was a confidant of the man who became the North's Civil War martyr, John Brown. In November 1848, eleven years before Harpers Ferry, Douglass visited Brown at Springfield at his invitation. The two reformers were friends from that time on. Ten years later, in February 1858, Brown was a house guest for three weeks at Douglass' home; here it was that Brown drafted his blueprint for America, a "Provisional Constitution and Ordinances for the People of the United States." When Brown was arrested on October 16, 1859, for attempting to seize the government arsenal at Harpers Ferry, Douglass sped to Canada lest he be taken into custody as an accomplice.

The coming of the war had a bracing effect on Douglass; to him the conflict was a crusade for freedom. Because in his thinking the purpose of the war was the emancipation of the slaves, he was anxious that the Negro himself strike a blow. When President Lincoln called for volunteers immediately after the firing on Fort Sumter, Douglass urged colored men to form militia companies. He advised the President "How to End the War": "Let the slaves and the free colored people be called into service and formed into a liberating army, to march into the South and raise the banner of Emancipation among the slaves."

When it became clear that Lincoln could not be rushed, Douglass' criticisms became severe. His tone grew less impatient, however, when "the slow coach at Washington" finally began to move. Lincoln's signing of the Emancipation Proclamation somewhat mollified Douglass, and he was nearly won over after exposure to Lincoln's charm at two White House visits.

Too old to bear arms himself, he served as a recruiting agent, traveling through the North exhorting Negroes to sign up. His first enrollee was his son Charles; another son soon followed suit. Douglass' success as a recruiting agent led him to expect a military commission as an assistant adjutant general under General Lorenzo Thomas. Douglass had talked with Secretary of War Stanton and had gone away believing the commission had been promised. But it never came.

After the war Douglass became a staunch supporter of the Republican party. His quadrennial delivery of the Negro vote did not go unrewarded; three G.O.P. presidents had political plums for him: Marshal of the District of Columbia, Recorder of Deeds for the District, and Minister to Haiti.

During these last twenty years of Douglass' life he was the figure to whom the mass of Negroes chiefly looked for leadership. Booker T. Washington and W. E. B. Du Bois were ready in the wings, but neither was prepared to step to the center of the stage until 1895, the year Douglass died. In the seventies and eighties the colored people looked to Douglass for counsel on the correct line to take on such matters as the annexation of Santo Domingo and the Negro exodus from the South. He had no choice but to assume such responsibilities as commending Clara Barton for opening an establishment in Washington to give employment to Negro women, explaining the causes for the mounting number of lynchings, and urging Negroes not to take too literally the Biblical injunction to refrain from laying up treasures on earth.

The championing of the cause of the downtrodden points toward Douglass' major contribution to American democracy-that of holding a mirror up to it. He gave us no new political ideas; his were borrowed from Rousseau and Jefferson. But America had no more vigilant critic, and none more loving. "The Star Spangled Banner" was one of the airs he often played on his violin; he envisioned the freedom-possessed America of patriotic song and story. Until it emerged, there would always be work to do: "In a word, until truth and humanity shall cease to be living ideas, this struggle will go on."

Douglass was a prolific writer; speeches, personal letters, formal lectures, editorials, and magazine articles literally poured from his pen. Most of this output has been brought together in a massive four-volume work by Philip Foner, The Life and Writings of Frederick Douglass (New York, 1950-55). Not included in Foner's collection, because of their length, are Douglass' most sustained literary efforts, his three autobiographies. The Narrative in 1845 was the first of these; we may note its distribution, reserving for a moment comment on its general nature and its influence.

The Narrative's initial edition of 5,000 copies was sold in four months. Within a year four more editions of 2,000 copies each were brought out. An additional republication occurred in 1848 and another in 1849. In the British Isles five editions appeared, two in Ireland in 1846 and three in England in 1846 and 1847. Four of these Irish-English printings were editions of 2,000 and one was of 5,000 copies. By 1850 a total of some 30,000 copies of the Narrative had been published in America and the British Isles. To these may be added an 1848 French edition, paperbound, translated by S. K. Parkes. The present text reproduces exactly that of the first edition, published in Boston in 1845.

The sales of the Narrative were boosted by good press notices. The book could count on laudatory statements from the reformist sheets, but it also got a column-and-a-half front-page review in the New York Tribune, lavish in its praise: "Considered merely as narrative, we have never read one more simple, true, coherent and warm with genuine feeling" (June 10, 1845). Across the Atlantic the response was likewise encouraging. The influential Chambers' Edinburgh Journal praised the Narrative: it "bears all the appearance of truth, and must, we conceive, help considerably to disseminate correct ideas respecting slavery and its attendant evils" (January 24, 1846). An American periodical, Littell's Living Age, pointing out that the autobiography had received many notices in the public press abroad, gave an estimate of its reach: "Taking all together, not less than one million of persons in Great Britain and Ireland have been excited by the book and its commentators" (April, May, June 1846).

In 1855 Douglass published his second autobiography, My Bondage and My Freedom. In this work of 462 pages, well over three times the length of the Narrative, Douglass expands on his life as a freeman, and includes a fifty-eight page appendix comprising extracts from his speeches. My Bondage was reprinted in 1856 and again in 1857, its total publication running to 18,000 copies. In 1860 it was translated into German by Ottilie Assing, who subsequently became a treasured friend of the Negro reformer.

The final autobiagraphy, Life and Times of Frederick Douglass, was published in 1881. In it Douglass had to reduce the space given to his slavery experiences in order to narrate his Civil War and postwar activities. As in My Bondage, however, he included excerpts from his speeches. Life and Times did not sell well. On July 19, 1889, its publishers regretfully informed Douglass that although they had "pushed and repushed" the book, it had become evident that "interest in the days of slavery was not as great as we expected." Another Boston publisher brought out the autobiography in 1892, hoping that Douglass' appointment as Haitian minister had made the reading public eager to take a fresh look at his career. A revised edition was issued in 1893, but its sale was "a disappointment to us," wrote DeWolfe, Fiske and Company on March 9, 1896, to Douglass' widow.

Life and Times was published in England in 1882 with an introductian by the well-known John Bright. A year later a French edition was brought out by the house of E. Plon and Company, and in 1895 at Stockholm a Swedish edition was issued. To these may be added a twentieth-century printing; in 1941 the Pathway Press republished Life and Times "in preparatian for the one hundredth anniversary af Douglass' first appearance in the cause af emancipatian."

"Most of the narratives were overdrawn in incident and bitterly indignant in tone, but these very excesses made for greater sales."

Neither Life and Times nor My Bondage equaled the Narrative in sales or in influence. The last named had many advantages over its successors. As its title suggests, it was more storytelling in tone. It was cohesive whereas the others were not. Moreover, the Narrative was confined to slavery experiences, and lent itself very well to abolitionist propaganda. A closer look at this slim volume may suggest the sources of its influence.

To begin with, it belongs to the "heroic fugitive" school of American literature. Slave narratives enjoyed a great popularity in the ante-bellum North. "Romantic and thrilling, they interested by the sheer horror of their revelations, and they satisfied in the reading public a craving for the sensational," writes John Herbert Nelson. Most of the narratives were overdrawn in incident and bitterly indignant in tone, but these very excesses made for greater sales.

Among the hundred or more of these slave-told stories, Douglass' has special points of merit. The title page of the Narrative carries the words, "Written By Himself." So it was. "Mr. Douglass has very properly chosen to write his own Narrative," said Garrison in the Preface, "rather than to employ some one else." The Douglass volume is therefore unusual among slave autobiographies, most of which were ghostwritten by abolitionist hacks. The Narrative has a freshness and a forcefulness that come only when a document written in the first person has in fact been written by that person.

Except for the length of a few sentences and paragraphs, the Douglass autobiography would come out well in any modern readability analysis. It is written in simple and direct prose, free of literary allusions, and is almost without quoted passages, except for a stanza from "the slave's poet, Whittier," two lines from Hamlet, and one from Cowper. The details are always concrete, an element of style established in the opening line.

The Narrative is absorbing in its sensitive descriptions of persons and places; even an unsympathetic reader must be stirred by its vividness if he is unmoved by its passion. It is not easy to make real people come to life, and the Narrative is too brief and episodic to develop any character in the round. But it presents a series of sharply etched portraits, and in slave-breaker Edward Covey we have one of the more believable prototypes of Simon Legree.

Contributing to the literary effectiveness of the Narrative is its pathos. Douglass scorned pity, but his pages are evocative of sympathy, as he meant them to be. Deeply affecting is the paragraph on his nearest of kin, creating its mood with the opening sentence: "I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration, and at night."

Perhaps the most striking quality of the Narrative is Douglass' ability to mingle incident with argument. He writes as a partisan, but his indignation is always under control. One of the most moving passages in the book is that in which he tells about the slaves who were selected to go to the home plantation to get the monthly food allowance for the slaves on their farm. Douglass describes the manner in which these black journeyers sang on the way, and tells us what those "rude and incoherent" songs really meant. He concludes, "If anyone wishes to be impressed with the soul-killing effects of slavery, let him go to Colonel Lloyd's plantatlon, and, on allowance-day, place himself in the deep pine woods, and there let him, in silence, analyze the sounds that shall pass through the chambers of his soul,-and if he is not thus impressed, it will only be because 'there is no flesh in his obdurate heart.'"

Aside from its literary merit, Douglass' autobiography was in many respects symbolic of the Negro's role in American life. Its central theme is struggle. The Narrative is a clear and passionate utterance both of the Negro's protest and of his aspiration. The book was written, as Douglass states in the closing sentence, in the hope that it would do something toward "hastening the glad day of deliverance to the millions of my brethren in bonds."

The Narrative marked its author as the personification not only of struggle but of performance. "I can't write to much advantage, having never had a day's schooling in my life," stated Douglass in 1842 ( The Liberator, November 18, 1842). Yet three years later this unschooled person had penned his autobiography. Such an achievement furnished an object lesson; it hinted at the infinite potentialities of man in whatever station of life, suggesting powers to be elicited.

The Narrative stamped Douglass as the foremost Negro in American reform. With the publication of this autobiographical work he became the first colored man who could command an audience that extended beyond local boundaries or racial ties. From the day his volume saw print Douglass became a folk hero, a figure in whom Negroes had pride. His writings took on a scriptural significance as his accomplishments came to be shared imaginatively by his fellows.

"Douglass did not dislike whites-his close association with reformers in the abolitionist and woman's rights movements, his many friends across the color line, and the choice he made for his second wife indicate that he was without a trace of anti-Caucasianism. The point is worth stressing."

But if Douglass emerged as the leading Negro among Negroes, this is not to say that the man was himself a racist, or that he glorified all things black. Never given to blinking unpleasant facts, Douglass did not hesitate to mention the frailties of the Negroes, as in the case of the quarrels between the slaves of Colonel Lloyd and those of Jacob Jepson over the importance of their respective masters. Douglass did not dislike whites-his close association with reformers in the abolitionist and woman's rights movements, his many friends across the color line, and the choice he made for his second wife indicate that he was without a trace of anti-Caucasianism. The point is worth stressing. For Douglass addressed his appeal less to Negroes than to whites-it was the latter he sought to influence. He did not propose to speak to Negroes exclusively; he wanted all America, if not all the world, for his sounding board.

A product of its age, the Narrative is an American book in theme, in tone, and in spirit. Pre-Civil-War America was characterized by reformist movements-woman's rights, peace, temperance, prison improvements, among others. In the front rank of these programs for human betterment stood the abolitionist cause. During the middle decades of the nineteenth century, antislavery sentiment was widespread in the Western world, but in the United States more distinctively than anywhere else the abolitionists took the role of championing civil liberties. Thus they identified themselves with the great American tradition of freedom which they proposed to translate into a universal American birthright. Moreover, the abolitionist movement shaped this country's history as did no other reform. It was destined to overshadow all other contemporary crusades, halting their progress almost completely for four years while the American people engaged in a civil war caused in large part by sectional animosities involving slavery.

The Narrative swept Douglass into the mainstream of the antislavery movement. It was a noteworthy addition to the campaign literature of abolitionism; a forceful book by an ex-slave was a weapon of no small caliber. Naturally the Narrative was a bitter indictment of slavery. The abolitionists did not think much of the technique of friendly persuasion; it was not light that was needed, said Douglass on one occasion, but fire. The Garrison-Phillips wing did not subscribe to a policy of soft words, and Douglass' volume indicated that he had not been a slow learner.

Naturally the Narrative does not bother to take up the difficulties inherent in abolishing slavery. These Douglass would have dismissed with a wave of the hand. Similarly the Narrative recognizes no claim other than that of the slave. To Douglass the problems of social adjustment if the slaves were freed were nothing, the property rights of the masters were nothing, states' rights were nothing. He simply refused to discuss these matters. As he viewed it, his function was to shake people out of their lethargy and goad them into action, not to discover reasons for sitting on the fence.

A final reason for the influence of the Narrative is its credibility. The book is soundly buttressed with specific data on persons and places, not a single one of them fictitious. Indeed, one reason that Douglass produced an autobiography was to refute the charge that he was an impostor, that he had never been a slave. No one seems ever to have questioned the existence of any person mentioned in the Narrative.

Actually Douglass took pains to be as accurate as his memory and his knowledge permitted. His first master, Captain Aaron Anthony, can easily be identified, since he was the general overseer for Colonel Edward Lloyd, the fifth Edward of a distinguished Eastern Shore family, the Lloyds of Wye. Anthony's responsible position in the management of the Lloyd plantations is clearly indicated in the Lloyd papers at the Maryland Historical Society in Baltimore. Douglass' figures on the extent of the Lloyd holdings could, of course, be only surmise on his part. For example, Douglass states that Colonel Lloyd owned twenty farms, whereas, as the family papers show, he had thirteen. Douglass states that there were "from three to four hundred slaves" on the Home House plantation; actually for the time of which Douglass spoke there were 167 slaves on that farm, as is shown in the Lloyd inventory entitled, "1822 Jan...y Return Book-A List of Negroes Stock and Farming Utensils-Corn Crop and Wheat Stocked on the Estate of Colonel Edward Lloyd."

Every white person mentioned at St. Michael's in the Narrative is identifiable in some one of the county record books located at the Easton Court House: Talbot County Wills, 1832-1848; Land Index, 1818-1832 and 1833-1850; and Marriage Records for 1794-1825 and 1825-1840. Included among the nineteen St. Michael's whites are five for whom Douglass could supply only last names. Sometimes, as in the case of Sheriff Joseph Graham, the occupation listed in the official records is the same as that given in the Narrative. Douglass had not always caught the name clearly: the man he called William Hamilton was undoubtedly William Hambleton; the Garrison West of the Narrative was Garretson West, and the clergyman Douglass called Mr. Ewery was very likely the Reverend John Emory.

For the Baltimore years the Douglass book mentions six whites. Of these city people five are listed either in Matchett's Baltimore Director for 1835-6 or Matchett's Baltimore Director for 1837. Only one, a Mr. Butler, owner of a "ship-yard near the drawbridge," is not readily identifiable.

For the incidents related in the Narrative we have of course only Douglass' word, but in one instance there is a coincidence worth noting. Douglass states that on one of the Lloyd plantations an overseer, Austin Gore, shot in cold blood a slave named Demby. The "Return Book" for January 1, 1822, carries in the Davis Farm inventory the name of a "Bill Demby," aged twenty. The "Return Book" for the next year, 1823, carries the notation, "Bill Demby dead."

While Douglass' facts, by and large, can be trusted, can the same be said for his points of view? Did he tend to overstate his case? It must be admitted that Douglass was not charitable to the slave-owning class, and that he did not do justice to master Thomas Auld's good intentions. Let it be said, too, that if slavery had a sunny side, it will not be found in the pages of the Narrative. It may also be argued that the bondage that Douglass knew in Maryland was relatively benign. For a slave, Douglass' "lot was not especially a hard one," as Garrison pointed out in his Preface.

Slavery differed from place to place and elicited differing responses (surface responses particularly) from different slaves. Hence Douglass' treatment of slavery in the Narrative may be almost as much the revelation of a personality as it is the description of an institution. But, as the Narrative strongly testifies, slavery was not to be measured by the question whether the black workers on Colonel Lloyd's plantation were better off or worse off than the laboring poor of other places; slavery was to be measured by its blighting effect on the human spirit.

It is always easy to stir up sympathy for people in bondage, and perhaps Douglass seemed to protest too much in making slavery out as a "soul-killing" institution. But the first-hand evidence he submitted and the moving prose in which he couched his findings and observations combine to make his Narrative one of the most arresting autobiographical statements in the entire catalogue of American reform.

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narrative of the life of frederick douglass

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social science: ethnic studies: african-american studies

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Narrative of the Life of Frederick Douglass, Revisited

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The publication in 1845 of the Narrative of the Life of Frederick Douglass was a passport to prominence for a twenty-seven-year-old Negro. Up to that year most of his life had been spent in obscurity. Born on the Eastern Shore of Maryland, Douglass escaped from slavery in 1838, going to New Bedford, Massachusetts.

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Author Visit Reflection
Research Question Google Form
Select NonFiction Text
"Check Yourself with Lateral Reading" Notes
AOW: "Laptops Away" (SQ3R Method)
Slide Design Discussion Post - "Death by PowerPoint"
GADS "How to Argue a Position"
"How to Write a Cover Letter"

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TYFA Ch. 8-11
Rainbow Revisions
Rhetoric in Writing and Speaking
GADS: Annotate a Text
GADS: Evaluate Credibility of Online Sources
Analytical Commentary Discussion Posts (4)
Analytical Questions
Author Visit Question

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You will need: Notebook, Writing Utensil

Agenda

Independent Reading

Mini-Lesson: GADS: "How to Argue a Position"

Panel Research: Topic Browser Planner

Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: Where is your strongest piece of research from?

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Argue a Position on a Public Policy Issue

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Choose a public policy issue to research and argue your position in a presentation using Google Slides.

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You will need: a copy of Thank You For Arguing, Author Questions, a writing utensil

Agenda
Announcements
Class Photo
How to Avoid a Fight

Author Visit

Panel Research

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: What was your argument topic for your TYFA quick write last week?

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You will need: Notebook, Writing Utensil

Agenda
Announcements

Nonfiction - Independent Reading

Author Visit Reflection

Research Question (Canvas)

Mini-Lesson: Check Yourself with Lateral Reading (Crash Course) Notes

Panel Research

Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Owl Purdue Writing Center

Mapping Your Research Ideas

Formulating a Research Question

Evaluating Sources to Find Quality Research

How to Evaluate Sources

Checking Your Sources (Carl Azuz)

Attendance Question: Skim the article.  Do you think parents should have to take parenting classes? Explain your answer.

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Reading the Situation: Coming soon!

Writing the Situation: Here's a checklist to give you the Who, What, When, Where, and How.

Rhetorical Choices

Rhetorical Choices Analysis: How should you describe choices? Hint: use verbs.

Claims and Evidence

Claims: The Because of every argument.

Evidence: Oh, yeah? Prove it!

Reading Claims and Evidence: An example to help you nail this thing.

Writing Claims and Evidence: 7 steps to writing glory.

Line of Reasoning: Get ready for the enthymeme. It works better than it spells.

Reading the Reasoning: You're a detective. Look for these 7 clues.

Writing the Reasoning: The 8 things you want to do during the test. Panic-free.

Thesis: How to write a great thesis sentence.

The Datum Fallacy: From the blog, a big problem with facts.

Fallacy Quiz: Test your knowledge of these logical screw-ups!

Organization

4 types of outlines, from the Ciceronian to the Comet (including the one you should use on the test).

Style

Comparisons: Coming soon!

Figures: They're where the word magic happens.

Syntax: Coming soon!

Word Choice: Coming soon!

Spot the Magic in These Quotations quiz: See the real meaning behind figures and tropes.

Writing

Rewriting: The very best, most delightful form of torture.

Writing (and Speaking!) to Rule the World: Or even better? To change it.

How to Become a Writer: A blog post on remapping your brain.

Write the Perfect College Admissions Essay: From the blog, a special kind of persuasive essay.

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Reading the Situation: Coming soon! Writing the Situation : Here's a checklist to give you the Who, What, When, Where, and How. Rhetorical Choices Analysis : How should you describe choices? Hint: use verbs. Claims : The Because of every argument. Evidence : Oh, yeah? Prove it!

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You will need: Notebook, Writing Utensil

Agenda

Independent Reading - Media Center Text Check Out

Mini-Lesson: "How to Frame Your Sister"

AOW: "Laptops Away" using SQ3R Method

Panel Research: Slide Design Notes

Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: What is a news story that intrigues or infuriates you? Why is that?

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Politics and the English Language | The Orwell Foundation

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Politics and the English Language | The Orwell Foundation

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This material remains under copyright in the US and is reproduced here with the kind assistance of the Orwell Estate. The Orwell Foundation is a registered charity dedicated to perpetuating George Orwell's legacy, whether through the prestigious Orwell Prizes, The Orwell Youth Prize educational programme, cultural events and debates, or resources like this one.

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Agenda
Announcements
TYFA Ch. 10
How Do You Point Out a Fallacy?
Author Visit Questions Due
Class Discussion
Panel Research - Research Question
Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

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Agenda
TYFA Ch. 8
Video: "Do This in an Interview"
Mini-Lesson: Rhetoric in Writing and Speaking
Panel Research
Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: Who are you grateful for (one person)?

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You will need: Notebook, TYFA, Writing Utensil

Agenda

TYFA Ch. 7

Mini-Lesson: TYFA Video

AOW: Annotate Text in Google Docs

Use "POLITICS AND THE ENGLISH LANGUAGE"

Panel Research

Rainbow Revisions Due

Conferences

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: What are you grateful for today?

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You will need: a textbook, TYFA, notebook, writing utensil

Agenda
TYFA Ch. 9
Video: "Be a Leader in Meetings"
Mini-Lesson: Evaluate Credibility of Online Sources
Expert Groups discussion post due tomorrow

Essential Questions:
How does the context of a problem or issue affect how it is interpreted or presented?

What strategies will help me comprehend a text?

What keywords should I use to search for information about this topic?

Learning Objectives:
Demonstrate an understanding of an audience’s beliefs, values, or needs.
Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

Attendance Question: What are you grateful that you have today?

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The questions which are asked in this section contain two or more statements and these statements are followed by two or more conclusions. You have to find out which of the conclusions logically follow from the given statements. The statements have to be taken true even if they seem to be at variance from the commonly known facts.

For such questions, you can take the help of Venn Diagrams. On the basis of the given statements, you should draw all the possible diagrams, and then derive the solution from each of these diagrams separately. Finally, the answer common to the all the diagrams is taken.
Example 1: Statements:

1. All dogs are asses.

2. All asses are bulls.

Conclusions:

1. Some dogs are not bulls.

2. Some bulls are dogs.

3. All bulls are dogs.

4. All dogs are bulls.

Solution:
On the basis of both statements, the following one diagram is possible.

From the diagram it is clear that (2) and (4) conclusions logically follow.
Example 2: Statements:

1. Some dogs are asses.

2. Some asses are bulls.

Conclusions:

1. Some asses are not dogs.

2. Some dogs are bulls.

Solution:
From these given statements the following diagrams are possible:

From the diagram neither (1) nor (2) conclusions follow.

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The questions which are asked in this section contain two or more statements and these statements are followed by two or more conclusions. You have to find out which of the conclusions logically follow from the given statements. The statements have to be taken true even if they seem to be at variance from the commonly known facts.

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AP English Language: The Rhetorical Situation

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AP Classroom: Skill 4A

AP Classroom: Skill 4C Absolute Claims

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AP English Language: The Rhetorical Situation

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Attendance Question: Answer the would you rather question.

Agenda
TYFA Ch. 6
TYFA Video 1 and Video 2
Mini-Lesson: Controlling Your Argument (Take Notes)
Panel Research
Constructing Effective Searches
Rainbow Revisions: Argument Example Essay

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Conditional statements and deductive reasoning

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You will need: Chromebook, Writing Utensil

Agenda
Announcements

TYFA Chapter 5 Most Powerful Persuasion Tool

TYFA Chapter 5

How to Write a Research Question

Panel Group Names

Example Panel Discussion

Student Panel Example

Revise Q2 Essay

Conferences

Optional:

Watch quotation video

Review Line of Reasoning

Review Syllogisms and Logical Fallacies

Re-Watch Syllogism Video

AP Classroom Practice

Essential Questions

What patterns or trends can be identified among the arguments about this issue?

What strategies will help me comprehend a text?

How does the context of a problem or issue affect how it is interpreted or presented?

Attendance Question: What are you particularly grateful for today?

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Conditional statements and deductive reasoning

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Rainbow Revisions

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AP LANG Color Coded Rhetorical Analysis of Letter from Birmingham Jail.docx

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TYFA Ch. 5-6
Rainbow Annotations
TYFA Notes
Mini Lesson Notes
Conference Portfolio Pre Assessment

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Take The Happiness Quiz Today! How Happy are you?

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You will need: Chromebook, Film Text Prep, Writing Utensil

Agenda

Text Check In

Panel Group Slides

Portfolio: Photo, Panel Bio (Home page), Epiphanic Essay, Reading Log, Course Expectation Letter (Written Works), (Choice Reflections)

Cesar Chavez Film Text Prep

**Education Webquest due

Optional: AP Classroom Practice

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?

Attendance Question: Take the happiness quiz. What do you think is the key to happiness?

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Take The Happiness Quiz Today! How Happy are you?

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How Happy Are You? The Happiness Quiz Measures Your Personal Happiness, Based On Recent Scientific Studies. Find Out How You Can Improve Today!

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DISC personality test | take this free DISC profile assessment at 123test.com

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Agenda

Announcements

Group Slides: Topic - Research questions

Research Topic Selection

AOW: Asylum Seekers

Read Ch. 1 and 2 "Appeal a Bad Grade" (Take notes)

Watch Ch. 1 video

Attendance question: Which of the four is your dominant type? How can you use this information as a group member?

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This free DISC personality test lets you assess your DISC type and profile quickly. Find out how the DISC factors, Dominance, Influence, Steadiness and Compliance explain your behavior towards others and everyday things you do.

This DISC assessment is designed to test personality by calculating your personal DISC profile based on your everyday typical behavior. Simply fill out the inventory like you would with other online personality tests. It's quick and without any obligations. The DISC test is, together with a MBTI test, career test and Big Five personality test, one of the most well known personality tests.

In the detailed report you will find a graph depicting your DISC type and a concise textual characterization of your personality profile. Additionally you can even upgrade to an extended report if you like.

DISC assessment instruction

This assessment contains 28 groups of four statements. Answer honestly and spontaneously. It should take you only 5 to 10 minutes to complete.

Study all the descriptions in each group of four

Select the one description that you consider most like you ()

Study the remaining three choices in the same group

Select the one description you consider least like you ()

For each group of four descriptions you should have one most like you and only one least like you.

Sometimes it may be difficult to decide which description to select. Remember there are no right or wrong answers in this DISC personality test, so just make the best decision you can.

Frequently asked questions

What is DISC?

The DISC Personality Test is a behavioral assessment tool designed to help individuals gain insight into their natural behavior preferences and tendencies. It's based on the DISC theory developed by psychologist William Marston, which categorizes behavior into four primary personality traits: Dominance (D), Influence (I), Steadiness (S), and Compliance (C).

What is a DISC assessment?

A DISC assessment is a self-assessment tool or questionnaire designed to evaluate an individual's behavioral tendencies and personality traits. It typically includes a series of questions or statements that respondents answer based on their preferences and reactions to various scenarios. The assessment results are used to create a DISC profile.

What is a DISC profile?

A DISC profile is a personalized report or summary that is generated after taking the DISC personality test. It outlines an individual's specific personality traits, indicating their dominant traits and any secondary characteristics. These profiles provide valuable insights into a person's communication style, work preferences, and behavior in various situations.

What DISC personality types are there?

The DISC model identifies four primary personality types, each associated with its own set of characteristics:

Dominance (D): Individuals with dominant traits tend to be assertive, decisive, and results-oriented. They are often seen as confident and competitive.

Influence (I): People with influential traits are typically sociable, outgoing, and enthusiastic. They excel in interpersonal relationships and communication.

Steadiness (S): Steadiness traits are associated with a calm, patient, and cooperative nature. Individuals with these traits value stability and are excellent team players.

Compliance (C): Those with Compliance traits are detail-oriented, systematic, and methodical. They focus on precision and quality in their work.

Most people have a combination of these traits, with one or two being more dominant in their personality.

Can I take a free DISC personality test?

Many websites offer free or limited versions of the DISC personality test. These free tests can provide a basic understanding of your personality type. However, for more comprehensive and accurate results, it's often recommended to invest in a professional DISC assessment. Paid assessments usually come with more in-depth analysis and personalized feedback. Remember that DISC assessments are a valuable tool for self-awareness and personal development, and they can also be useful in team building and organizational development.

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DISC Personality Test. Free DISC Assessment for Everyone

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The 123test DISC personality test determines your personality profile, based on the DISC types. Find out how you score on dominance, influence, steadiness and compliance by taking the free DISC test at https://www.123test.com/disc-personality-test/. If you enjoy your result, you can upgrade to an extended report afterwards.

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Agenda
Announcement

Quick Write: Goals

Pre-Portfolio Assessment Conferences

Watch Ch. 2 Video 1 and Video 2

Read Ch. 3

Photo of the Week

Panel Research Lenses

Independent Reading

Attendance Question: Ikigai in one culture is the key to finding your true purpose. Which section of this diagram are you neglecting in the search for purpose (even unintentionally)?

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Agenda

Attendance Question

Independent Reading

Ch. 3 Video

Read Ch. 4

Panel Research

Pre-Portfolio Assessment Conferences

Attendance Question: What are some ways that you practice self care (or would like to)?

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Agenda
Announcements

Attendance Question

Independent Reading

Watch Ch. 4 Video

Panel Research

Pre-Portfolio Assessment Conferences

Optional: ArgueLab Quizzes (click attachement)
AP Classroom: Skill 4A
AP Classroom: Skill 4C Absolute Claims

Attendance Question: What are your grateful for today?

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Test your logical acumen by seeing what's wrong with each statement. Find explanations for each answer here.

Scroll down for more...

Spot the Magic!

Take a look at what makes great quote tick. Immortal expressions use a combination of tricks to make words go viral. They're all based on "memory keepers": parts of the human brain that store memories by sounds, pictures, or associations (relating one thing to another). In my book, Word Hero, I call this collection of memory keepers-Sounds, Pictures, and Associations-the "SPA treatment."

How good are you at spotting them? Hint: If a quote isn't literally true, it's probably some sort of trope-words that associate someone or something with something else. Want to make lasting quotes? See this site for 43 tools that make your words stick in people's heads.

Oh, and don't freak out about your score on this test. Instead, look at the explanations on the answer page. I'm hoping they'll help you write, and read, better. - Jay

Want more? We'll be putting up more quizzes soon. To see them right away, Subscribe!

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Test your logical acumen by seeing what's wrong with each statement. Find explanations for each answer here. Take a look at what makes great quote tick. Immortal expressions use a combination of tricks to make words go viral. They're all based on "memory keepers": parts of the human brain that store memories by sounds, pictures, or associations (relating one thing to another).

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Photo of the Week
Article of the Week
Panel Research
Ch. 1-4 How to Argue
Ch. 1-4 How to Argue Videos
Optional: AP Classroom Practice

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Historical Context

For the following question, imagine you are an American in 1845. This year alone, the United States voted to allow Texas and Florida into our country, a huge fire destroyed large parts of Pittsburgh, and people started to suggest that American cities might be unsafe, while Mexico is starting to threaten us with war over the fact that Texas left Mexico and has joined us. However, many of us Americans are really focused on slavery. Pennsylvania tried passing a law saying people in the state, including runaway slaves, are automatically free, but just three years ago, the Supreme Court said that slave states have a right to reclaim their “property” and struck down that Pennsylvania law. Several states in the north have been passing laws saying that state officials and governments won’t help slave owners find runaway slaves, and the Southern states are complaining that their property is being stolen and the North is refusing to uphold the law. They say the North is trying to tell them how to run their states, and that they have a right to their own laws and their own beliefs. The Methodist church actually splits into two churches over the issue of slavery. And this year, 1845, Fredrick Douglass publishes this narrative.

James Polk: the eleventh president of the United States. Raised in North Carolina and Tennessee, he took office in 1845. He inherited 8000 acres of land and twenty slaves. He never sold a slave, and in his will it said his slaves would go free after he and his wife had both passed away, but he did buy slaves and run his plantation, even when he was president.

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Frederick Douglass: Crash Course Black American History #17

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Narrative of the Life of Frederick Douglass Infographic | Course Hero

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No School

Prep for Douglass Summative

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Narrative of the Life of Frederick Douglass Infographic | Course Hero

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Frederick Douglass's Narrative of the Life of Frederick Douglass Infographic to help you understand everything about the book. Visually learn all about the characters, themes, and Frederick Douglass.

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Reading Thank You for Arguing? Here Are Videos for the Chapters - ArgueLab

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Agenda

DBQ Thesis

Film Text Prep

DBP Peer Review

DBQ Revision

Webquest
Exemplar
Read Ch. 1 (How to Argue)
Optional: AP Classroom Synthesis Review Video

Attendance Question: What are you thankful for today?

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Reading Thank You for Arguing? Here Are Videos for the Chapters - ArgueLab

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While you won't find a video for each chapter (yet!), you might just want to click on the vid titles that sound good. Personally, my favorites are The Natalie Portman Technique , because it smells nice; and Pepsi Decorum , because it has good taste.

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‘What To The Slave Is The Fourth Of July?’: Descendants Read Frederick Douglass' Speech  | NPR

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You will need: Thank You for Arguing, folder, writing utensil, Douglass Text, Douglass Text Prep, DBQ Exemplar Essay Sheet

Agenda
Announcements
Book Check Out
DBQ Thesis
Douglass Summative
Film Text Prep
DBP Peer Review
DBQ Revision

Attendance Question: What are you thankful for today?

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‘What To The Slave Is The Fourth Of July?’: Descendants Read Frederick Douglass' Speech  | NPR

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No School

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Douglass Summative
Cesar Chavez Film Text Prep
Webquest

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You will need: DGP, writing utensil, notebook

Agenda
Appendix / Douglass “My Escape From Slavery” Text
Audio
Lit Circle Presentations
Ch. 11 CommonLit Questions
DBQ Due
Book Check Out

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?
How does insight strengthen an argument?
Why is reflection significant to growth?
What is the argument’s main idea and what reasoning does the author use to develop it?
What line of reasoning and evidence would best support my argument?
To what extent is my reasoning logical?
How can I explain contradictions within or between arguments?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question:

What are you most thankful for today?

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The African American Odyssey: A Quest for Full Citizenship Free Blacks in the Antebellum Period

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You will need: DGP, writing utensil, notebook

Agenda
Announcement
Douglass Ch. 11
DBQ Outline due

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?
How does insight strengthen an argument?
Why is reflection significant to growth?
What is the argument’s main idea and what reasoning does the author use to develop it?
What line of reasoning and evidence would best support my argument?
To what extent is my reasoning logical?
How can I explain contradictions within or between arguments?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question:

What are you thankful for today? Think small.

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Free Blacks in the Antebellum Period - The African American Odyssey: A Quest for Full Citizenship | Exhibitions (Library of Congress)

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Free blacks in the antebellum period were quite outspoken about the injustice of slavery.

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You will need: DGP, writing utensil, notebook

Agenda
Ch. 10
Lit Circle Presentations
DBQ Thesis and Outline

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?
How does insight strengthen an argument?
Why is reflection significant to growth?
What is the argument’s main idea and what reasoning does the author use to develop it?
What line of reasoning and evidence would best support my argument?
To what extent is my reasoning logical?
How can I explain contradictions within or between arguments?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question:

What are you most thankful for?

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You will need: DGP, writing utensil, notebook

Agenda
Announcements
Finish Ch. 10

DBQ Outline

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?
How does insight strengthen an argument?
Why is reflection significant to growth?
What is the argument’s main idea and what reasoning does the author use to develop it?
What line of reasoning and evidence would best support my argument?
To what extent is my reasoning logical?
How can I explain contradictions within or between arguments?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question:

What are you most thankful for?

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You will need: DGP, writing utensil, notebook

Agenda
Announcements
CommonLit Douglass Questions
NoRedInk Diagnostic
Read Ch. 10

Read and annotate DBQ documents

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?
How does insight strengthen an argument?
Why is reflection significant to growth?
What is the argument’s main idea and what reasoning does the author use to develop it?
What line of reasoning and evidence would best support my argument?
To what extent is my reasoning logical?
How can I explain contradictions within or between arguments?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question:

Would you rather live in a zoo or a theme park?

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Literature Circle Presenation
Document Based Question (Major Summative)

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Frederick Douglass autobiography - Vocabulary List | Vocabulary.com

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Frederick Douglass autobiography - Vocabulary List | Vocabulary.com

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A vocabulary list featuring Frederick Douglass autobiography.

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From Courage to Freedom: Frederick Douglass’s 1845 Autobiography

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From Courage to Freedom: Frederick Douglass’s 1845 Autobiography

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In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. As the title suggests, Douglass wished not only to highlight the irony that a land founded on freedom would permit slav…

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Frederick Douglass Project: In the Classroom: Songs of Slavery | RBSCP

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Written by: Linda Caprio

Content Area: In this lesson, students will analyze primary source documents related to slavery in the United States. The predominant content area addressed is American history.

Grade Level: Although this lesson was originally designed for use in an eleventh grade classroom, it can easily be adapted for use with seventh grade students as well by extending the suggested time allotment.

Suggested Time Allotment: 2 class periods

Essential Question(s): How did slaves express forbidden feelings and desires, such as anger, resentment, or a longing for freedom?

Purpose/Goals: Slave songs are an especially important resource for studying the "lived experience" of slavery. As one of the only emotional and spiritual outlets available to slaves, these songs contain the hopes and dreams, frustrations and fears, of generations of African Americans. In this lesson, students will work together in groups to decipher the songs and analyze what they reveal about the deeper thoughts and feelings of enslaved Americans. They will then write their own songs -- of protest, mourning, etc. -- to experience the empowering and sustaining effect that this form of creative expression can have. This lesson concludes with a class discussion on the significance of music and coded language in the slave community.
Objectives for Student Learning:

Students will improve their abilities to critically analyze primary source documents.

Students will understand that slaves used music and coded language to express forbidden feelings and desires and to communicate information they wished to keep secret from the white community.

Students will understand that music served as one of the only emotional and spiritual outlets available to slaves and that it provided them with a sense of comfort and community.

Students will write their own protest songs to experience the empowering and sustaining effect that this form of creative expression can have.

Students will improve their abilities to work productively with their peers.

NCSS Standards:

I.a. Culture: Students will analyze and explain the ways cultures address human needs and concerns.

I.b. Culture: Students will predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames of reference.

I.g. Culture: Students will construct reasoned judgments about specific cultural responses to persistent human issues.

X.d. Civic Ideals and Practices: Students will practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.

Student Assessment: Student learning will be assessed during the two class discussions. They will be evaluated in terms of three criteria: the depth of their understanding of the slave songs, their abilities to support their assertions with evidence from the texts as well as with knowledge gained during prior class periods, and their abilities to draw connections between their protest songs and the slave songs. The criteria used to assess the students' contributions to the class discussions will help teachers to determine what skills the students need to continue building, what concepts they already understand, and what ideas they need to spend more time working on.

1. Student journals

2. Activity sheets (one per student). See Procedure for distribution details.

Warm-up activity: Please answer the following questions in your journals: How important is music in your life? What purposes do you use it for?

1. Remind students to complete the warm-up activity.

2. Ask a few volunteers to share their answers with the class. Spend a minute or two discussing the various ways that people use music (as a form of entertainment, relaxation, social commentary, protest, etc.)

3. [Transition] As you know, we can learn a lot about a group of people by examining the type of music that they like to listen to and create. With this premise in mind, we will spend the next two days trying to learn more about the lived experience of slavery by analyzing several songs that were created by actual slaves.

4. Pass out activity sheets and ask for a few volunteers to read the introduction out loud to the class.

5. Give students a few minutes to read the translation of the first song and to work with a partner to answer the corresponding questions. Discuss their answers together as a class.

6. Divide the class into mixed-ability groups of three or four. Give groups twenty minutes to analyze the remaining songs and to answer the corresponding questions. While students are working, move from group to group answering any questions and helping students who appear stuck.

7. Ask groups to share their interpretations of the songs. Place particular emphasis on the following questions:

1. Why do you think the composers created these songs? What purpose might they have served in the slave community?

2. What knowledge do people need in order to understand these songs?

3. Why do you think the composers used the type of language that they did?

4. How do you think slaves would have felt while singing or listening to these songs?

5. What do these songs reveal about slaves feelings and desires?

1. [Transition] In order to understand how slaves might have felt while listening to or singing the songs we studied yesterday, we will create our own protest songs.

2. Ask students to turn to the last page of their activity sheet and to read the directions under the "Your Turn" section.

3. Give students twenty-thirty minutes to work on their songs.

4. Use the remaining class period for group presentations. After each group presents, ask students in the audience to answer the following questions:

1. Why do you think the composers created this song? What community is it intended to serve?

2. What knowledge do people need in order to understand this song?

3. Why do you think the composers used the type of language that they did?

4. How did you feel while listening to this song?

5. What does this song reveal about the composers' feelings and desires?

6. Then ask the presenters to offer their own answers to these questions.

7. Make sure that students connect the feelings that their songs produce to how slaves might have felt while listening to or singing their own protest songs.

8. Draw students into a quick wrap-up discussion to answer the essential question: How did slaves express forbidden feelings and desires, such as anger, resentment, or a longing for freedom?

ACTIVITY: SONGS OF SLAVERY

How did slaves express forbidden feelings and desires, such as anger, resentment, or a longing for freedom? One way was through music and the use of coded language. Like many people throughout history, slaves often sang songs to pass the time as they worked from dawn till dusk. These songs relied heavily on African musical traditions, incorporating rhythm, call-and-response patterns, drumbeats (since most plantation owners prohibited slaves from using actual drums, many learned to make similar sounds with their feet), and banjos. Because slaves were almost always in the presence of their white masters or overseers, they learned to disguise the true meaning of their songs, hiding politically challenging content behind seemingly innocuous words. Scratch beneath the surface of many of these songs and you will find coded messages about plans to escape, directions for how to head north on the Underground Railroad, derisive comments about white people, and soulful lamentations about life under slavery. As one of the only emotional and spiritual outlets available to slaves, these songs contain the hopes and dreams, frustrations and fears, of generations of African Americans. Taken together, they form an especially rich resource for studying the lived experience of slavery.

We will work on deciphering the first song together as a class. After that, you will work in groups of three or four to analyze the following songs and answer the corresponding questions. Be prepared to discuss your conclusions with your classmates.

"Follow the Drinking Gourd"

This song is often attributed to a man known as "Peg Leg Joe," a former sailor who lost part of his leg in an accident at sea. While working as an itinerant carpenter and handyman, he often spent his winters in the South, traveling from plantation to plantation and teaching slaves this song. Unfortunately, we know nothing more about the mysterious Peg Leg Joe.

Scholars believe that the words, "When the sun comes back," refers to the transition from winter to spring. Quail are migratory birds that fly south for the winter and north for the summer. The drinking gourd is the Big Dipper and the old man is Peg Leg Joe.

Despite white southerners' best efforts, most slaves knew that they could obtain their freedom by escaping to the North. From the time they were old enough to understand, many slave children were taught to use the stars of the Big Dipper to locate the North Star, which lies almost directly north in the sky. Slaves referred to the Big Dipper as the Drinking Gourd because they used hollowed-out gourds to scoop water from buckets rather than metal dippers. This verse taught slaves to leave their homes in winter and to follow the North Star north. Eventually, they would meet a guide who would escort them on the rest of their journey.

Abolitionists connected to the Underground Railroad knew that most slaves would have to cross the Ohio River before they could successfully reach the North. After several disastrous attempts, they eventually concluded that the river was too wide and swift for most people to swim across. As a result, they began to advise fugitive slaves to cross it during the winter months when it was frozen.

This verse taught listeners to follow the bank of the Tombigbee River out of Alabama. They were to look for dead trees that were marked with drawings of a left foot and a peg foot, which would help them distinguish the Tombigbee from the other north-south rivers that flow into it (thus preventing them from walking in circles and heading back into Southern territory).
Where the great big river meets the little river,
Follow the Drinking Gourd.
For the old man is waiting to carry you to freedom,
If you follow the Drinking Gourd.
This verse informed slaves that the Tennessee River eventually joins the "great" Ohio River. After crossing the Ohio, they would meet a guide from the Underground Railroad who would accompany them on the rest of their journey.

1. What is this song about? How do you know?

2. What knowledge does the listener or reader need in order to understand this song?

3. Why do you think the composer created this song?

4. If you were a slave, how do you think you would feel while listening to or singing this song? What would you think if you were a white Southerner?

5. What genre does this song belong to?

"Canaan"

O Canaan, sweet Canaan,
I am bound for the land of Canaan,
O Canaan, it is my happy home,
I am bound for the land of Canaan!

[Untitled Song]

Source: Douglass, Frederick. My bondage and my freedom (New York: Miller, Orton, & Mulligan, 1855).
Hush-a-bye, don't you cry, go to sleep my little baby,
When you wake, you shall have, all the pretty little horses,
Blacks and bays, dapples and grays, all the pretty little horses.
Way down yonder, in the meadow, lies my poor little lambie,
With bees and butterflies peckin' out its eyes,
The poor little thing crying Mammy.

1. According to Frederick Douglass, these songs had double meanings for slaves. What do you think they are about? How do you know?

2. What knowledge does the listener or reader need in order to understand these songs?

3. What kind of language is used in these songs? Why do you think the composers chose to use this language?

4. How are various groups of people portrayed in these songs?

5. Why do you suppose slaves sang these songs? How do you think they made them feel?

"All the Pretty Little Horses"
[Note: The key to understanding this song is that there are two babies.]
When Israel was in Egypt's Land,
Let my people go,
Oppressed so hard they could not stand,
Let my people go. Your Turn

1. What is this song about? How do you know?

2. What knowledge does the listener or reader need in order to understand this song?

3. Why do you think the composer created this song?

4. How are various groups of people portrayed in this song? Whose perspective is privileged? Whose perspective is excluded?

5. If you were a slave, how do you think you would feel while listening to or singing this song? What would you think if you were a white Southerner?

"Let My People Go"

What is this song about? How do you know?

1. What knowledge does the listener or reader need in order to understand this song?

2. What kind of language is used in this song? Why do you think the composer chose to use this language?

3. How are various groups of people portrayed in this song? Whose perspective is privileged? Whose perspective is excluded?

4. If you were a slave, how do you think you would feel while listening to or singing this song? What would you think if you were a white Southerner?

Now it's your turn. Compose a song with at least three verses and a chorus. It can be about anything you want (war, the use of sweatshop labor, religious freedom, school, your parents, etc.), as long as it is something that matters to you and you feel you have something important to say about it. Since this is a protest song, you will want to disguise your lyrics somewhat so that outsiders (or maybe just the subjects of your song) won't be able to understand what you are talking about. You may work in groups of up to four people and use any musical style you'd like. Be prepared to present and explain your song to your classmates. You must turn in a "translation" of your song at the end of the class period.
Additional Resources:

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Frederick Douglass Project: In the Classroom: Songs of Slavery | RBSCP

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Written by: Linda Caprio Content Area : In this lesson, students will analyze primary source documents related to slavery in the United States. The predominant content area addressed is American history. Grade Level : Although this lesson was originally designed for use in an eleventh grade classroom, it can easily be adapted for use with seventh grade students as well by extending the suggested time allotment.

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Q: Google Applied Digital Skills does not work for me from home.
A: Email Andy Highsmith and get directions to troubleshoot this. In the meantime, access the site from your phone.

Q: Can I retake the NoRedInk Essay Quiz?
A: No, but you may do Quiz corrections in the form of justifications. Use the template from English II Honors.

Q: Which assignments will be graded in quarter two?
A: The Lit Circle Presentations, Question Two Essay Revisions and the Document Based Question essay

Q: Which assignments should I prioritize?
A: Prioritize the most current assignments. Major Summative assignments have the largest weight.

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Group Quiz (Secondary Q2)
Debate Prep (Secondary Q2)
Socratic Seminar Prep (Secondary Q2)
Panel Bio (Portfolio Q2)
Argumentative Paragraph (formative)

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You will need: writing utensil, notebook

Agenda

Douglass Ch. 10
Douglass Presentations
Announcements

Independent Work
Panel Bio
NoRedInk Diagnostic
SAC Discussion Prep

Essential Questions

What patterns or trends can be identified among the arguments about this issue?

How do public figures craft stories to appeal to the American people?

What biases may the author have that influence his or her perspective?

What strategies will help me comprehend a text?

How does the context of a problem or issue affect how it is interpreted or presented?

How does insight strengthen an argument?

Why is reflection significant to growth?

How does grammar usage and mechanics assist with clarity?

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question: Answer one of the essential questions.

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You will need: DGP, writing utensil, notebook

Agenda
Announcements
Douglass Ch. 8
Lit Circle Discussion
Socratic Seminar

Independent Work
DBQ
NoRedInk Diagnostic
Debate Prep

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
How do public figures craft stories to appeal to the American people?
What biases may the author have that influence his or her perspective?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?
How does insight strengthen an argument?
Why is reflection significant to growth?
How does grammar usage and mechanics assist with clarity?
What are some effective ways to connect claims and evidence?
What is the argument’s main idea and what reasoning does the author use to develop it?
What line of reasoning and evidence would best support my argument?
To what extent is my reasoning logical?
How can I explain contradictions within or between arguments?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question: Read and respond to one of the annotations to the Declaration of Independence.

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Project Literacy: Alphabet of Illiteracy

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You will need: DGP, writing utensil, notebook

Agenda
Douglass Ch. 6 & 7 Text Prep Notes
Power Verbs Notes (Video)

Quick Write: Write an argumentative paragraph using power verbs.

Lit Circle Discussion
Group Quiz
Announcements

Independent Work
DBQ
NoRedInk Diagnostic
Socratic Prep

Essential Questions
What patterns or trends can be identified among the arguments about this issue?
How do public figures craft stories to appeal to the American people?
What biases may the author have that influence his or her perspective?
What strategies will help me comprehend a text?
How does the context of a problem or issue affect how it is interpreted or presented?
How does insight strengthen an argument?
Why is reflection significant to growth?
How does grammar usage and mechanics assist with clarity?
What are some effective ways to connect claims and evidence?
What is the argument’s main idea and what reasoning does the author use to develop it?
What line of reasoning and evidence would best support my argument?
To what extent is my reasoning logical?
How can I explain contradictions within or between arguments?
How do I connect and analyze the evidence in order to develop an argument and support a conclusion?
What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance question: Describe a rhetorical choice from the video and comment on its effectiveness.

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Project Literacy: Alphabet of Illiteracy

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The Alphabet of Illiteracy represents a body of evidence suggesting that illiteracy is the root cause of almost every major problem humanity faces. Using the building blocks of reading and writing, each letter has been assigned an issue, and each issue has been sponsored by one of twenty-six partners. Through real-life case studies, they show why literacy should be at the heart of the solution, helping to reduce the spread of disease, lift people out of poverty, decrease gender inequality and ultimately give people a better chance to contribute to human society. Click on each letter to learn more about how illiteracy is linked to each issue represented.
Find out more about how you can help make a difference to those living with illiteracy at www.projectliteracy.com/abc

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You will need: DGP, writing utensil, notebook

Agenda

Debate Continued
Douglass Ch. 10

Lit Circle Discussion
Panel Bio

Essential Questions

What patterns or trends can be identified among the arguments about this issue?

How do public figures craft stories to appeal to the American people?

What biases may the author have that influence his or her perspective?

What strategies will help me comprehend a text?

How does the context of a problem or issue affect how it is interpreted or presented?

How does insight strengthen an argument?

Why is reflection significant to growth?

How does grammar usage and mechanics assist with clarity?

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance Question: Share a time when you reacted poorly. Which of these statements would have been helpful?

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You will need: DGP, writing utensil, notebook

Agenda
AP Student Agreement Link

Douglass Ch. 9

Lit Circle Discussion

Debate:
The virtual classroom will replace the traditional classroom.
Debate Questions
Debate Reflection

Essential Questions

What patterns or trends can be identified among the arguments about this issue?

How do public figures craft stories to appeal to the American people?

What biases may the author have that influence his or her perspective?

What strategies will help me comprehend a text?

How does the context of a problem or issue affect how it is interpreted or presented?

How does insight strengthen an argument?

Why is reflection significant to growth?

How does grammar usage and mechanics assist with clarity?

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

What is the best way to acknowledge and attribute the work of others that was used to support my argument?

Attendance Question: Find a few differences.

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Essential Questions
How does grammar usage and mechanics assist with clarity?

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

Agenda:

Douglass Ch. 4 & 5

Attendance Question

Presentations Cont.

QFT Reflection

Announcements / Survey (2nd Period Only)

Document Based Question: Doc A

Attendance Question: Read the letter from Frederick Douglass to Harriet Tubman.  What is one level two or three question you have after reading the letter?

Factual questions (level one) can be answered explicitly by facts contained in the text.

Inferential questions (level two) can be answered through analysis and interpretation of specific parts of the text.

Universal questions (level three) are open-ended questions that are raised by ideas in the text. They are intended to provoke a discussion of an abstract idea or issue.

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(1868) Letter from Frederick Douglass to Harriet Tubman

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Essential Questions
How does grammar usage and mechanics assist with clarity?

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

Agenda:

Attendance Question

QFT Continued

Douglass Ch. 2 & 3

Lit Circle Group Presentation 1

Independent Work
NoRedInk Essay Parts Practice
Article of the Week
Google Applied Digital Skills: "How to Build a Portfolio in Google Sites"

Attendance Question: Which of the your QFT questions from yesterday get answered in this article?

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Essential Questions
How does grammar usage and mechanics assist with clarity?

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

Agenda:

Attendance Question

Announcements

Document Based Question - Outlining Strategies

Douglass Ch. 1

Question Formulation Technique

Question Focus

Produce and Number Your Questions

Improve Your Questions (Open Ended/Closed)

Prioritize Your Questions

Share and Discuss Next Steps

Reflect

Independent Work
Google Applied Digital Skills Portfolio Videos
Individual Goals

Attendance Question:
Click on this link
Links to an external site. to read the Universal Declaration of Human Rights.  After reading over the rights listed, please complete the questions below.

1. Which right that was listed was most surprising to you? Why?

2. Of the rights listed in the declaration, which TWO do you think are the most important and why (list the specific declaration # and state the right and explain why)?

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Essential Questions
How does grammar usage and mechanics assist with clarity?

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

Agenda:

Attendance Question

Announcements

Douglass Preface

Lit Circle Discussions

Document Based Question

Attendance Question: Which immigration myth from the article of the week is most surprising?

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Debunk the misinformation students bring to school-and help them think for themselves.

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Essential Questions

What are some effective ways to connect claims and evidence?

What is the argument’s main idea and what reasoning does the author use to develop it?

What line of reasoning and evidence would best support my argument?

To what extent is my reasoning logical?

How can I explain contradictions within or between arguments?

How do I connect and analyze the evidence in order to develop an argument and support a conclusion?

Agenda:

Attendance Question

Announcements (2nd Period only)

Survey (2nd Period only)

Harriet Film Text Prep

Article of the Week

Douglass Anticipation Guide

Douglass Preface

Extension

Harriet TedEd

Portfolio

Individual Goals/Data Sheet

Attendance Question: Refer to your goals on your expectations letter.  How successful have you been with your goals?

Agenda

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Week Six

This week, we will discuss argument, line of reasoning, and mechanics.

Due this week:

NoRedInk MLA Quiz

Daily Grammar Practice: Integrity (Secondary Summative Grade)

Webquest

Q2 Rhetorical Analysis Timed Writing Peer Review

DBQ Essay

Here are some general notes of feedback from last week's writing:

Prioritize clarity over style.

Answer the prompt with a clear arguable thesis.

Structure writing with organization in mind (consider sectioning, modes of discourse, and transitions).

Avoid run on sentences by putting no more than two coordinating conjunctions in a sentence.

Avoid the passive voice, colloquialisms, informal wording, contractions, overuse of personal pronouns, symbols, and abbreviations in formal writing.
Take care to think about format, structure, style, clarity, and balance.
Careless mistakes like not capitalizing the personal pronoun 'I' or not capitalizing the first word in a sentence is evidence that the piece has not been proofread.

Olayinka Bazemore

AP Language and Composition

English II

Model UN Advisor

Computer Club Advisor

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This week, we will discuss argument, line of reasoning, and mechanics. Due this week: NoRedInk MLA Quiz Daily Grammar Practice: Integrity (Secondary Summative Grade) Webquest Q2 Rhetorical Analysis Timed Writing Peer Review DBQ Essay Here are some general notes of feedback from last week's writing: Prioritize clarity over style.

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NoRedInk Essay Quiz
Question Formulation Technique Reflection
Lit Circle Presentations
Reading Log

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Webquest
Practice Exam
Film Analysis Text Prep (Major Summative)

Free the Slaves Letter (Secondary Summative)

Independent Work

Vocabulary Assignment (Secondary Summative)

Article of the Week (Formative)

SQ3R (ungraded - Formative)

Weekly Check In

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You will need: Textbook, Chromebook, notebook, writing utensil

Essential Questions:

In what ways are images texts?

How do graphics and text features add to or detract from informational text?

Learning Objectives:

Analyze and evaluate the rhetorical use of images, graphics, video, film, and design components of print- and web-based texts.

Agenda:

Attendance Question
Slavery in Brazil

Attendance Question:

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You will need: Textbook, Chromebook, notebook, writing utensil

Essential Questions:

In what ways are images texts?

How do graphics and text features add to or detract from informational text?
Why is reflection significant to growth?

Learning Objectives:

Analyze and evaluate the rhetorical use of images, graphics, video, film, and design components of print- and web-based texts.

Agenda:

Attendance Question
Announcements
Article of the Week
Modern Slavery Video

Independent Work
Free the Slaves Letter
Webquest
NoRedInk Retakes
Vocabulary Assignment
Q2 Revision

Attendance Question: Look at the AntiSlavery International website.  Investigate the source and explain whether or not this is a credible source for obtaining information about how to fight slavery today.

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You will need: Textbook, Chromebook, notebook, writing utensil

Essential Questions:

In what ways are images texts?

How do graphics and text features add to or detract from informational text?

Learning Objectives:

Analyze and evaluate the rhetorical use of images, graphics, video, film, and design components of print- and web-based texts.

Agenda:

Attendance Question
Independent Reading
Practice Exam Recap
Native American Video
SQ3R
Article of the Week
Modern Slavery Video

Independent Work
Policy Letter
Webquest
NoRedInk Retakes
Vocabulary Assignment
Q2 Revision

Attendance Question: Interpret the Graph.

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How the US stole thousands of Native American children | At its peak the US had more than 350 government-funded, and often church-run, Native American boarding schools.

The schools weren’t just a tool for... | By Vox | Facebook

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You will need: Textbook, Chromebook, notebook, writing utensil

Essential Questions:

In what ways are images texts?

How do graphics and text features add to or detract from informational text?

Learning Objectives:

Analyze and evaluate the rhetorical use of images, graphics, video, film, and design components of print- and web-based texts.

Agenda:

Attendance Question
Announcements

Practice Exam (pg. 1203 and AP Classroom)

No Attendance Question

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How the US stole thousands of Native American children | At its peak the US had more than 350 government-funded, and often church-run, Native American boarding schools.

The schools weren’t just a tool for... | By Vox | Facebook

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1.1M views, 6.4K likes, 267 loves, 2.2K comments, 28K shares, Facebook Watch Videos from Vox: At its peak the US had more than 350 government-funded, and often church-run, Native American boarding...

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You will need: Textbook,  DBQ Handout, Chromebook, notebook, writing utensil

Essential Questions
What patterns or trends can be identified among the arguments about this issue?

How do public figures craft stories to appeal to the American people?

What strategies will help me comprehend a text?

How does the context of a problem or issue affect how it is interpreted or presented?

How does insight strengthen an argument?

What is the best way to acknowledge and attribute the work of others that was used to support my argument?

How do graphics and text features add to or detract from informational text?

Learning Objectives:

Analyze and evaluate the rhetorical use of images, graphics, video, film, and design components of print- and web-based texts.

Agenda:

Attendance Question
Announcements
Graph of the Week
Weekly Check In
Document Based Question

Attendance Question: Interpret one graph from the "Key Findings about U.S. immigrants." Copy the graph into the Graph of the Week handout.
To guide you with your response, start with some observations.

What is the topic?

What quantities are being compared? (If there are x- and y- axes, what do they represent?)

What are some observations that you can make?

What do you foresee happening in the next 10 years?

➢ Is there an upward or downward trend? ➢ Are there any sudden spikes in the graph? ➢ What is being compared in the graph? ➢ What prediction can I make for the future? ➢ What inferences can I make about the graph?

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NoRedInk MLA Quiz

Daily Grammar Practice: Integrity (Secondary Summative Grade)

Q2 Rhetorical Analysis Timed Writing Peer Review
Q2 Revision
Philosophical Chairs Reflection

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North Carolina Reading Association - Young Authors'

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● All entries must be original creations.

● Only 1 writing entry per author may be submitted. (*NOTE: Authors may also choose to submit for the

art contest, but again, may only submit one piece of writing and one piece of art, total).

● Authors may write in their first language and submit along with an English translation

● All entries must have participated in a local level judging before being submitted for the state

● Please remember that these pieces will be published in a book for authors in kindergarten through

adulthood, and that all entries (art and writing) should be appropriate for a wide audience that

includes young children. If an entry is deemed too mature for young audiences, it may not be

included in the book, so please carefully consider the topic you choose before submitting.

● All entries to the state judging level must be submitted by a member of NCRA by December 1, 2023.

All entries should:

● Use 10 point, "Times New Roman" font, single spaced, for the body of the piece.

● Include an original title, typed in bold, 12 point type, with only the first letter of each major word in

the title capitalized.

● Include author information after the body of the piece. Skip two lines and then center the following information in 10 point:

Author's First and Last Name, Grade ______ (numerical) or Forever Young

Teacher: Name (Teacher's First and Last Name)

School Name

Local Council Name

ENTRY LENGTH LIMITS

It is easy to check word count by using the Tools button in Google Docs. Be sure to check all entries to ensure they meet entry requirements BEFORE submitting for state judging. Any entry submitted to the state level will be disqualified if it exceeds the word limit (by more than 5 words).

SUBMISSIONS of Local Council Winners

You will submit your entries by uploading your local winners as google doc files into your local council writing folder.

When you upload each entry, please name it as follows: the child's grade level (PK, 00 for kindergarten, 01 for first, and so on through grade 12 (Forever Young entries will be labeled 13), then the author's last name and first name, then the local council name. You may use initials for your local council. However, Tar River and Twin Rivers will need to type out their names to avoid confusion.

GradeLevel_LastNameFirstName_CouncilName

EXAMPLES- PLEASE FOLLOW EXACTLY:

Kindergarten:

00_willemsmo_MCRA

Fifth Grade:

05__dicamillokate_RWRC

Forever Young:

13__golightlyemily_CCRC

NUMBER OF LOCAL COUNCIL ENTRIES

● In order to create a more equitable and balanced collection of Young Author entries from across the state, the YA Committee has revised the criteria in order to provide smaller and developing councils with increased opportunities. A baseline of 40 entries is in place with increasing entries based on membership levels.

MEMBERSHIP LEVEL NUMBER OF YA ENTRIES

STATE JUDGING:

● Will take place during the first week of January and be done remotely; local councils may choose to meet in person for their judging assignment

● Each writing entry will be judged twice using the State YA Rubric

● Each writing entry will be judged by members of a different local council than the submitting council

● Art entries will be judged by the state YA Committee and/or the Executive Council

● Information regarding deadlines and other details will be provided by State YA Chair

FOREVER YOUNG

● Forever Young entries do not count toward the number of entries noted above. Note: FY entries that EXCEED the maximum word count (500) will not be published.

● FY entries should first be judged at the local council level and will be judged at the state level using criteria from state rubric.

● Forever Young Authors must be members of NCRA.

COUNCIL CHOICE ENTRIES

● Each council may choose two entries as Council Choices. Council choice entries may be selected based on

various criteria including student growth in writing, students with challenges due to language or disabilities, etc.

These will bypass the judging, BUT will be read by at least two members of the EC. The content and language must be deemed appropriate. These entries will add two (2) to the numbers above. If there is a question regarding publication of the council choice entry, the local YA chair will be contacted.

● The Council Choice entries must be clearly marked (X) in the "Council Choice" column on the YA ENTRY

SPREADSHEET located in each council's entry folder JUDGES' CHOICE

● Judges' Choice is determined when an entry receives a perfect score from both judges. This will be

noted by the Young Authors Committee. This is not determined by the local council.

ART ENTRIES

● The designs must be original ideas and clearly connect with the theme. Art must be vertical top to bottom

● Guidelines for the Cover Art Design may be accessed on the NCRA website in the YA Google Drive Folder, Young Authors Art Design Criteria

● Each Local Council may submit up to 10 Art Entries.

● Scan and submit as a jpeg file

● Each physical entry must be accompanied by a Young Author's Entry Form. Suggested deadline for local

submissions is November 1, 2023.

● You will submit your digital entries using the Young Authors Entry Form no later than December 1, 2023.

UPLOAD council entries to the Council Art Folder as JPEG files (not pdf files).

● The scanned JPEG should be saved as follows:

NumericalGradeLevel__LastNameFirstName_CouncilName/Initials

(example: 02_RiveraStephanie_BRRC)

● The designs will be judged by the YA Committee who will select finalists.

● The President may select the cover design or request a vote from the Executive Committee

● The State YA Chair will notify local YA Chair of art winners by JANUARY 14, 2024

● WINNING Physical art entries need to be MAILED to state YA Chair Denise Owens:

Denise Owens, 4109 Treetops Circle Winterville, NC 28590

Please mail physical copies of the winning art entries by JANUARY 20, 2024.

Please contact your local council Young Authors Chair for questions or concerns. Please visit the NCRA website www.ncreading.org for a list of local councils and contact information.

Contact Information for State YA Chair, Denise Owens: mdeniseowens@gmail.com

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North Carolina Reading Association - Young Authors'

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You will need: Chromebook, notebook, writing utensil

Essential Questions:

What is the relationship of the individual to the community? How are young people affected by adult decisions?

Learning Objectives:

Explain how grammar and mechanics contribute to the clarity and effectiveness of an argument.

Agenda:

Independent Reading

Attendance Question

Daily Grammar Practice: Integrity
Philosophical Chairs
Webquest
Conferences
Announcements

Attendance Question: Respond to the cartoon.