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Wednesday- Self and peer-editing checklist

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Wednesday- Self and peer-editing checklist

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Analyze the 1st photo

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When Mississippi schools wouldn't integrate, Freedom Schools opened doors

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In the summer of 1964, hundreds of out-of-state volunteers joined local activists in Mississippi to increase voter registration among disenfranchised African Americans in the state. Many of the volunteers worked in the dozens of newly created Freedom Schools. Herbert Randall, a 28-year-old photographer, devoted his summer to documenting the historic movement.

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GO TO PG. 9 TO VIEW THE APPLICATION AND IT WILL HELP ANSWER THE QUESTIONS

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Packet 1: Freedom Summer Background & Answer Questions http://amhistory.si.edu/docs/freedom_summer_close_reading.pdf

● After reading the close read of pages 3-6, students will answer questions on 1-7.
1. Which organizations were involved with the Mississippi Freedom Summer Project?
2. Why do you think Mississippi was targeted for change?
3. What types of professionals did SNCC representatives recruit to serve during Freedom Summer?
4. According to the announcement, which programs did SNCC envision creating as part of Freedom Summer?
5. The pamphlet specifically talks about requesting help from law students. Why is this? Why not ask attorneys to help rather than students?
6. Which of the projects of Freedom Summer do you feel you most passionate about?
7. In your opinion, which project had the potential to make the greatest impact? Why?

Packet 2: Complete Application for Freedom Summer answer the following questions:
**Using inference here more than finding literal in-the-text answers!
1. Why were applicants asked to identify their college major?
2. Why is it important for Freedom Summer organizers to know the types of activities  applicants were involved with before Freedom Summer?
3. Why do you believe Freedom Summer organizers wanted to know local newspapers  in applicant’s hometowns? Why would this be important?
4. Why is it important to know about the type of “social” and “political”  organizations applicants were involved with?
5. Why were applicants asked to identify their race?
6. There was a question about whether or not applicants can drive. Based on what you  know about the project, why were driving abilities important?
7. Why were applicants asked to list the names of persons who could provide bond?  Why was this important?

Packet 3:  Look at Profiles of Freedom Summer volunteer’s on page 10 and answer  the questions after they have reviewed each profile.

Based on the profiles featured above, please answer the following questions:
*Remember to use pg. 10 on the packet link to the left!!**
1. What do these applicants have in common?
2. What differences exist?
3. Do you believe the volunteers’ ages and educational backgrounds impacted their decision to join the movement? If so, how? If not, why not?

Packet 4: Analyze/read the black and white photo from the following photo essay and

have groups describe what is occurring in the photo and what they perceive happened

prior to the photo.  What type of relationship do you see between the two women?

http://www.pbs.org/newshour/updates/freedom-schools-photo-essay/ (use the first

photo)

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When you hear the word democracy, what comes to mind? What terms or emotions are related to this word?

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In his letter from the Birmingham jail, Dr. Martin Luther King, Jr. stated, "Anyone who lives inside the United States can never be considered an outsider."

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Resources to help with Summarizing vs. Paraphrasing

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Resources to help with Summarizing vs. Paraphrasing

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List 2 things you put on your Venn diagram when comparing and contrasting the book and the movie on Friday. It needs to be something dealing with a literary element, such as characterization, plot, setting, figurative language, etc.

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Resources to help with Summarizing vs. Paraphrasing

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Resources to help with Summarizing vs. Paraphrasing

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A brief restatement, in your own words, of the content of a passage, focusing on the central idea(s). (The central idea of a passage is often found in the topic sentence of a paragraph or in the thesis statement of an essay.)

A precise restatement, in your own words, of the written or spoken words of someone else. A paraphrase can also be thought of as a "clarification" of a "translation" of a complex or difficult passage.

A (Poor) Example Original Passage:
The cowbird, as well as other species of birds, lays its eggs in another bird's nest and thus avoids hatching and raising its own young.
Summary:
Cowbirds do not hatch or raise their own young.
Paraphrase:
Certain birds, including the cowbird, do not hatch and raise their own offspring but rather pass on these responsibilities by laying their eggs in other birds' nests.

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A brief restatement, in your own words, of the content of a passage, focusing on the central idea(s). (The central idea of a passage is often found in the topic sentence of a paragraph or in the thesis statement of an essay.) A precise restatement, in your own words, of the written or spoken words of someone else.

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Visit to Dazu Rock Carvings Site The Dazu Rock Carvings Site features 75 sites of protected rock carvings which include more than 50,000 statues and 100,000 inscriptions found on several hills in the area.

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Discussion/Critical Thinking Questions

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Letter from a Birmingham jail discussion questions