Information Resource as a Means of Understanding Social ...
Information Resources as a Means of Understanding Social Justice
Unit III
Name:________________
DO NOW!!!
Define the following words.
|Vocabulary Word |Definition |Put definition in your own words |
|Right | | |
|Guarantee | | |
|Security | | |
|Privilege | | |
|Infringe | | |
|Civil Right | | |
|Human Right | | |
Comments:___________________________________________________________________________________________________________________________________________________________________________________________________
Focus Lesson 1: Using an Encyclopedia
|Encyclopedia: |
| |
Read this excerpt from an encyclopedia article on the Winter Olympics. Pay attention to the section heading and cross reference.
_____________________________________________________________________
Winter Olympics
Winter Olympics have been help since 1924. While many events make up the Winter Olympic Games, the events fall into only seven categories. These categories are bobsledding, luge, skating, ice hockey, curling, skiing, and biathlon.
__________________________Bobsledding
The first Olympic bobsledding race took place at the first Winter Olympics. The games were held in France in 1924. The first crews were made up of four people. In the 1932 Olympics in the U.S., races for two-person crews were added. Bobsled runs are at least 1,500 meters long (about 1,640 yards). They have 15-20 turns. The first in the U.S. was built near Lake Placid, New York, for the 1932 Winter Olympics.
See also Bobsledding (History); Lake Placid, New York
TIP: When you research a topic in an encyclopedia, use the section headings to find the exact information you want. Use cross-reference to find more information.
Bibliographic entries:
When citing an encyclopedia article, refer to the example below.
Practice!!!!
1. Cite the encyclopedia article on The Bill of Rights.
2. What are the entry words?
3. Name the different section headings.
4. If you want to find out additional information about The Bill of Rights where could you looks?
Essential Questions: What is a right? How are rights determined?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Getting It Straight: The Bill of Rights – A Brief History
1. What was one of the original flaws (problems) with the Constitution?
2. Why did the people of the United States want a Bill of Rights?
3. When did the first 10 amendments get added to the constitution?
4. What is the difference between democracy and liberty?
5. Which rights did the citizens of the United States believe were naturally theirs?
6. What were some of the problems with the Bill of Rights?
7. Why was Marbury vs. Madison important in determining how our rights are protected?
8. What are some of the main constitutional violations that were never protected by the courts even though they were illegal under the Bill of Rights?
9. Why do you think this was allowed to occur?
10. Which groups were formed to hold the government to the Bill of Rights?
Comprehension: Connecting with the text
1. Describe a time when you felt as if your personal rights were being abused?
2. Why do you think that it took so long for the Bill of Rights to be enforced?
3. Do you think that our rights are still being abused on a daily basis? Explain.
Academic Challenge:
Explain how the each of the five rights which citizens believed were naturally theirs is specifically protected?
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Listening |None of the time |Some of the time |Most of the time |All of the time | |
Total________
DO NOW!!! Journal
Our rights are constantly being abused everyday in multiple ways. How do you think that the abusers are able to get away with these crimes even though they are illegal under the Bill of Rights? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Do Next!!!
Practice citing the following encyclopedia articles.
Micha F. Lindemans wrote an article for the 2nd edition of the Encyclopedia Mythica entitled “The coming of Medicine.” The encyclopedia was published in 2000.
T. Sweitochowski wrote an article for the 1985 7th edition of the Columbia Encyclopedia entitled “History of Azerbaijan.”
Focus Lesson 2: Using a Newspaper Index, Ad, and Magazine
Newspaper Index:
A. B.
C. D.
E. F.
G. H.
Newspaper Ad:
Magazine:
When citing a Magazine or Newspaper article, refer to the example below.
Cooperative Group Work:
Using magazines and newspapers to understand the Civil Rights Act of 1964 and its repercussions on today’s society
The Civil Rights Act of 1964 is one of the strongest civil rights laws in the history of the United States. This law bans discrimination due to a person’s color, race, national origin, religion, or sex. It protects the rights of all people in seeking a job or home, voting, and in using hotels, parks, and other public places. It provides a system of government support against discrimination in employment or housing.
The act was proposed in 1963 by President John F. Kennedy and was a typical example of Kennedy’s political position on civil rights. Prior to his election to the presidency, Kennedy and his brother Robert were instrumental in securing the release of Martin Luther King, Jr., from jail after a peaceful sit-in. During the years of his administration Kennedy used the executive office to institute change little by little. He established Committees on Equal Employment Opportunity and Equal Opportunity in Housing. He also appointed African Americans to important government positions. The Kennedy administration responded to the marches and other demonstrations with a call to Congress to press onward for the passage of civil rights and voting legislation.
After Kennedy’s assassination, President Lyndon Johnson strongly supported civil rights legislation. The debate over the bill in the U.S. Senate was long and heated. It was finally passed and the enforcement of the act led to outbreaks of violence and demonstrations.
________________________________________________________________________
Among the rights and freedoms protected in the Civil Rights Act of 1964 were: equal employment; voting; the use of public places; school choice; religious choice; and equal opportunity regardless of sex, race, or national origin. The law was hailed as the most important piece of civil rights legislation since 1875.
_____________________________________________________________
Comprehension: Restate the terms of the Civil Rights Act of 1964 in your own words.
Connecting with the text: Of all the right protected by the Civil Rights Act of 1964, which do you feel is the most important, and why?
Academic Challenge:
For each of the freedoms and rights protected by the Civil Rights Act of 1964, describe the potential effects on one’s life.
A Hunt for Abused and Protected Rights: In a group of up to four students, search in newspapers and magazines to find modern evidence that the Civil Rights Act of 1964 is either still working or is being abused. CITE your sources below. Name the right that was being abused.
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Listening |None of the time |Some of the time |Most of the time |All of the time | |
Total________
Do Now!!! Define the following words.
Hate -
Conflict -
Power -
Journal: How do you think that hate and conflict are related to power?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Focus Lesson 3: Sections of a Book
1. Title Page
2. Preface
3. Table of Contents
4. Appendix
5. Glossary
6. Index
7. Bibliography
When citing a book, refer to the example below.
Practice!!!!
Cite one of the books properly. Refer to the example above.
Preparing to Take Action
On a daily basis, what makes you angry? What gets on your nerves, under your skin? What makes you scream when you see a movie, a commercial, or the news? Make a list on the back of this sheet.
Cooperative Group Work
Choose one of the two books and answer the questions below.
1. Write the title of the book below. Read the back cover. Predict what you think the book may be about.
2. Skim the preface/foreword. Why do you think the author wrote the book?
3. Look at the table of contents. Pick one chapter you think may be interesting. Read two to four pages aloud with your partner. Summarize the chapter.
4. Properly cite the book using the MLA format.
Connecting with the Text
Think about a time when you were affected by hate either through words or actions. Explain the situation and how it made you feel.
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Listening |None of the time |Some of the time |Most of the time |All of the time | |
Total________
Do Now!!! Complete the chart below for Malcolm X and Martin Luther King. Jr.
|What do you know about these men? |What do you want to know? |What did you learn from the discussion? |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
.
Connecting with the Movie: Malcolm X (1st 10-15 min.)
Make three observations. Jot below.
•
•
•
What were the major problems identified in the short clip in the struggle for civil rights in the United States?
Who was the intended audience of this movie?
“The Ballot or the Bullet” by Malcolm X
Read the title of the speech by Malcolm X. Predict the purpose or message of the speech.
Focus Lesson 4: TONE
Getting It Straight
What problems were identified by Malcolm X?
What were his solutions to the identified problems?
Who was his audience?
How was he trying to appeal to this specific audience?
What rights was he trying to protect or gain?
What was the tone of the speech?
Connecting with the Text
1. Would the methods of Malcolm X be more or less effective today?
2. Do you agree or disagree with his ideology?
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Group Work |None of the time |Some of the time |Most of the time |All of the time | |
Total________
DO NOW!!! Define the following words.
Injustice:
Superficial:
Alternative:
Sincere:
Yearn:
TONE
“I Have a Dream” by Martin Luther King Jr.
Jot observations below about the tone of the speech.
•
•
•
1. What was Martin Luther King Jr.’s vision of the United States?
2. Does the speech hint at King’s solution or methods for the problem?
3. Are there any major initial differences between the methods of Malcolm X and those of Martin Luther King Jr.?
Historical Background
Why was Martin Luther King Jr. jailed in 1963?
“Letter from Birmingham Jail” by Martin Luther King Jr.
Predict why MLK would write a letter from jail. What would be the purpose of the letter?
Getting It Straight
What problems were identified by Martin Luther King Jr.?
What were his solutions to the identified problems?
Who was his audience?
How was he trying to appeal to this specific audience?
What rights was he trying to protect or gain?
What was the tone of the speech?
Begin the Debate
| |Identified Problem |Solutions |
| | | |
| | | |
|Malcolm X | | |
| | | |
| | | |
| | | |
| | | |
|Martin Luther King Jr. | | |
| | | |
| | | |
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total_________
DO NOW!!!
Think about the contemporary issue that is driving you crazy and that you want to change. What did you learn from Malcolm X and Martin Luther King Jr. that you can use when you write your essay?
• How are you going to persuade your audience?
• What methods are you going to use to show your audience the importance of your ideas?
• Whose methods (Malcolm X or MLK) did you find most useful when thinking about your issue?
Focus Lesson 5: The Internet Search
When citing an internet site, refer to the example below.
Roots of Hate
Stereotypes:
Prejudice:
|African Americans |Caucasians |Middle Eastern |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Connecting with the Activity
Do the stereotypes represent all individuals who are African Americans, Caucasian, or Middle Eastern?
How can adjectives that describe stereotypes be unfair or hurtful?
The Quest
1. Look up the words stereotype and prejudice in three online dictionaries. What are some of the similarities and differences in the definitions?
2. Answer the following questions. Cite your evidence on the back of page 15.
Are stereotypes related to racism and prejudice? If so, how?
On what basis are individuals stereotyped? Gender? Ethnicity? Age? Other?
What is the role of the media in promoting stereotypes?
Why are stereotypes damaging?
3. Go to and complete the hidden bias survey to see if you have any hidden biases. Ask for help when you get to this question.
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total_________
DO NOW!!! Define the following words.
Suffrage
Dilemma
Grievance
Writer’s Workshop
Finding Evidence:
Types of Evidence:
1. Personal Experience: Evidence from your daily life
2. Anecdotes: Stories you’ve heard that illustrate your point
3. Statistics/Facts
4. Examples from novels, magazines, TV, movies
5. Other_______________________________
Evidence: Prove your point.
•
•
•
•
•
•
After listing your examples of evidence, dig deeper into your issue. Ask yourself the following question. “Why does my issue continue to exist or be important?”
Introductions:
Questions
Quote
Dialogue/Anecdote
Wake-Up Call
Practice: Read the following four introductions. Underline the topic sentence. Also think about what evidence the student must provide in order to prove the thesis statement.
1. Do you remember that cartoon with a mighty Black prince who looked like Denzel Washington? Remember? He rescued the lovely Black princess who looked like Halle Barry? Remember how the evil white wizard, an Arnold Schwarzenegger look-alike, got chased by an angry mob of bees? Me neither. Perhaps that’s because African Americans aren’t cast as heroes in cartoons.
2. “Give us a week, and we’ll take off the weight.” “Keep the muscle, lose the fat!” scream TV and magazine commercials. Who wouldn’t want to be thin in the 1990’s? Even animated cartoons are filled with lessons for both young and old. Look at Porky Pig, Wimpy from Popeye, Baloo the Bear from The Jungle Book – all fat, stupid and for the most part, the losers in society.
3. When I was in the fourth grade, my goal in life was to go to Harvard and become that first woman president. In the eight grade, all I wanted was a boyfriend. How is it that my life could take such a drastic change? Instead of reading Discover magazine, they invest in Teen or Vogue.
4. Fish with no eyes, fish with skin deformities, fish with deteriorated fine and bones are being caught in the Columbia River. Soon these mutated fish will pop up all over the Western United States. No joke. The government stated a program to store nuclear waste on reservation lands volunteered by Native-American tribal councils.
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total________________
DO NOW!!! Define the following words.
Allege
Possess
Endow
Affirm
Deprive
Do Next!!! Write one meaningful sentence per vocabulary word on the back of this sheet.
Women’s Suffrage Movement
Pretend that you are a man during the woman’s suffrage movement. What would be your concerns with allowing women the right to vote?
Iron Jawed Angels – Movie Review
IRON JAWED ANGELS recounts for a contemporary audience a key chapter in U.S. history: in this case, the struggle of suffragists who fought for the passage of the 19th Amendment. Focusing on the two defiant women, Alice Paul (Hilary Swank) and Lucy Burns (Frances O'Connor), the film shows how these activists broke from the mainstream women's-rights movement and created a more radical wing, daring to push the boundaries of political protest to secure women's voting rights in 1920.
Make observations below. What do you notice?
•
•
•
1. How do the men react to the parade?
2. What do the police do during the parade? Do they protect the women?
3. How does the President react to the women’s demand?
Is it a Crime for a Citizen of the United States to Vote? - by Susan B. Anthony
Background: After her arrest on charges of voting illegally in the 1872 federal election, Susan B. Anthony undertook an exhaustive speaking tour of all twenty-nine of the towns and villages of Monroe County, and twenty-one towns Ontario county. The title for her lecture was "Is it a Crime for a Citizen of the United States to Vote?" Her speaking tour was effective enough in winning support for her position that the prosecution sought and obtained an order transferring her trial to the United States Circuit Court at Canandaigua, where it was believed fewer potential jurors would be prejudiced in her favor.
Getting It Straight
What problems were identified by Susan B. Anthony?
What were her solutions to the identified problems?
Who was her audience?
How was she trying to appeal to this specific audience?
What rights was she trying to protect or gain?
What was the tone of the speech?
Connecting With the Text
Pretend that you are a woman during the suffrage movement. Put yourself in the shoes of one of the women activists.
Write a letter to your husband explaining why you want to vote.
a. Describe your feelings about not being able to vote.
b. Write in first person point of view.
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total__________________
Journal!!!
Re-read your introduction and make revisions. Re-write it below. Underline your thesis/topic sentence. Does it clearly state the point of your essay?
Introductions!!!
Re-write your introduction using two different methods. Write below.
Body of Essay!!!!
1. Choose 3 of strong reasons/evidence
2. Each reason is one paragraph
3. Write a topic sentence for each paragraph
4. Brainstorm 3 reasons for each piece of evidence
Practice writing your body!!!! Brainstorm 3 piece of evidence and reasons.
1.
2.
3.
Conclusion!!!!
According to a Chinese proverb, “The beginning and the end reach out hands to each other.”
Summation
Discussion of Potential Solution
Answering Questions
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total_____________
DO NOW!!! Define the following words.
Dignify
Defy
Segregation
The Long Walk Home - Movie Review
Predict how Martin Luther King Jr. would suggest that African Americans address the segregated bus system of Birmingham, Alabama.
Connecting with the Movie
The Long Walk Home is a recreation of a troubled era in American history. The time is 1955; the place, Montgomery, Alabama. When Rosa Parks, an African American woman, is arrested for refusing to give up her bus seat to a white man, it is the first volley in the great Bus Boycott, organized by Dr. Martin Luther King in order to desegregate the Birmingham transportation system.
Make observations below. What do you notice?
•
•
•
1. Why do you think it was important for Odessa Cotter to honor the 1955 Montgomery, Alabama bus boycott?
2. How did Odessa Cotter and Miriam Thompson help MLK’s efforts?
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total___________
DO NOW!!! Define the following words.
Fasting
Impel
Apparent
Coercive
Indefinite
Conclusion!!!!
Choose one method, and write your conclusion below.
Internet Research!!!
Brainstorm key words below before you begin searching. What research do you need?
1. Quotes
2. Stories
3. Facts/Statistics
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total___________________
Journal!!! Describe examples of injustice that you would be compelled to act. What could you do to help the situation?
Mahatma Gandhi
• Background
• Philosophy
Gandhi (1982) – Movie Review
Gandhi is the biography of the lawyer who became the famed leader of the Indian revolts against the British through his philosophy of non-violent protest.
Make observations below. What do you notice?
•
•
•
1. What did Gandhi do to persuade the government and fighting people to listen?
2. How is the philosophy and actions of Gandhi similar to that of Martin Luther King Jr.?
Analyzing Quotes
"Gandhi was inevitable. If humanity is to progress,
Gandhi is inescapable.
He lived, thought and acted,
inspired by the vision of humanity evolving toward
a world of peace and harmony.
We may ignore Gandhi at our own risk."
Dr. Martin Luther King Jr.
1. Summarize the words of Martin Luther King Jr. below. What is his message about Gandhi?
2. What is the tone of this quote?
Speech on the Eve of the Last Fast – Mahatma GandhiA
Getting It Straight
What problems were identified by Gandhi?
What were his solutions to the identified problems?
Who was his audience?
How was he trying to appeal to this specific audience?
What rights was he trying to protect or gain?
What was the tone of the speech?
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total__________________
DO NOW!!! Define the following words.
Eradicate
Devastate
Indivisible
Divisive
Disparity
The History of Apartheid in South Africa
South Africa was colonized by the English and Dutch in the seventeenth century. Apartheid was invented as a way maintain white power in South Africa and control the economic and social system. Starting in the 60's, a plan of ``Grand Apartheid'' was executed, focusing on separating the land and police repression.
With the enactment of apartheid laws in 1948, racial discrimination was institutionalized. Race laws touched every aspect of social life, including a outlawing of marriage between non-whites and whites, and ``white-only'' jobs. In 1950, it required that all South Africans be racially classified into one of three categories: white, black (African), or colored (of mixed decent). The colored category included major subgroups of Indians and Asians. Classification into these categories was based on appearance, social acceptance, and descent. For example, a white person was defined as ``in appearance obviously a white person or generally accepted as a white person.'' A person could not be considered white if one of his or her parents were non-white. Not following the race laws were dealt with harshly. All blacks were required to carry ``pass books'' containing fingerprints, photo and information on access to non-black areas.
In 1951, the Bantu Authorities Act established a basis for ethnic government in African reserves, known as ``homelands.'' These homelands were independent states to which each African was assigned by the government. All political rights, including voting, held by an African were restricted to the designated homeland. From 1976 to 1981, four of these homelands were created, denationalizing nine million South Africans. The homeland administrations refused independence, maintaining pressure for political rights within the country as a whole. Nevertheless, Africans living in the homelands needed passports to enter South Africa: aliens in their own country. In 1953, the Public Safety Act and the Criminal Law Amendment Act were passed. There were strict penalties for anyone who challenged the law, included fines, imprisonment and whippings. The penalties imposed on political protest, even non-violent protest, were severe. During the states of emergency which continued until 1989, anyone could be detained without a hearing by a low-level police official for up to six months. Thousands of individuals died in custody, frequently after horrible acts of torture. Those who were tried were sentenced to death, banished, or imprisoned for life, like Nelson Mandela.
Connecting with the Cause
Pretend that you are a student in South Africa during apartheid in the late 1980’s.
1. Since the government cracked down on all resistance movements, what could you do to help the movement? Jot down a few ideas.
1. Write an entry in your journal about what it feels like to be living in South Africa. Explain in detail your emotions and hardships.
Getting It Straight
What were the problems with apartheid?
How did the people and Nelson Mandela overcome apartheid?
Compare life in apartheid with life after apartheid in South Africa?
Who was Mandela’s audience?
What rights did the non-white South Africans gain after apartheid?
What was the tone of the speech?
Comprehension Question
Apartheid existed while you were alive. How is it that in the early 1990’s and still today in different parts of the world and the United States, racism, discrimination, and prejudice still exists? Why haven’t we learned from our mistakes?
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total_________________
DO NOW!!!
1. Study your vocabulary words for quiz.
2. Makes any final revisions to your paper.
Unit in Review: Learning from the Past
Review your workbook. Think back to the first couple of days in this unit when we began talking about the Bill of Rights or the Civil Rights Act of 1964. Think back to the speeches and letters we read by Malcolm X, Martin Luther King Jr., Susan B. Anthony, Gandhi, and Nelson Mandela. Then read your paper critically too, because you are now an activist (
Think!!!
What have you learned? Tell me about it.
|Criteria |1 |2 |3 |4 |Points |
|Behavior/ |None of the time |Some of the time |Most of the time |All of the time | |
|Attitude | | | | | |
|Participation |None of the time |Some of the time |Most of the time |All of the time | |
|Class Work |None of the time |Some of the time |Most of the time |All of the time | |
Total__________________
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