Friday, May 15, 2015

New Left Presentations

The Presentation

 **There will be 10 presentations spread out during the school day for students and in the evening for parents. 


Your presentation will be based on one of the following movements:

Black Power 
Anti-War
Women's Liberation
Multiculturalism: Latino and Chicano Cultural Movement and/or Red Power 
LGBT Liberation 

Your presentation should be 30-40 minutes and there will also be a 10-15 Q and A session with audience. Your presentation should answer following questions:

1. Why then? Why did the endeavor for this reform get underway when it did?

2. What gains were won?

3. What gains were sought but not won?

4. If the reform was only partially achieved, what limited its attainment?


Rubric for presentation

 HISTORICAL SYNTHESIS AND UNDERSTANDING 

  10 - All group members demonstrate a sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
     - Accurately discusses WWII, Civil Rights Movement, and/or the Cold War as context.
     - Accurately compares, contrasts, and critiques arguments presented by different historians
     - Accurately responds to questions from audience
     - Uses content vocabulary such as Cold War consensus/liberalism
  8 - Most group members demonstrate an understanding of the historical time period and the cause and effect relationship between significant events.
     - Discusses WWII, the Civil Rights Movement, and/or Cold War as context.
    4 - Demonstrates a basic or superficial understanding of the historical time period and the cause and effect relationship between significant events
   - Attempts to discuss WWII, the Civil Rights Movement, and/or the Cold War as context.
    2 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events
   - Does not discuss WWII, the Civil Rights Movement, or the Cold War as context

CLAIM AND EVIDENCE

4 -  Group effectively organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence

3 - Group organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence

2 - Group attempts to organize presentation around a clear and complex claim and attempts to develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence

1 -  Group does not organize presentation around a clear and complex claim and does not develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence 

SIGNIFICANCE 

4 - Group members insightfully and thoroughly articulate how claim is significant in relation to a larger social, political, or economic issue, and members also use powerful evidence to support said assertion.  

3 - Group members discuss how claim is significant in relation to a larger social, political, or economic issue, and members also use evidence to support said assertion.  

2 -  Group members attempt to discuss how claim is significant in relation to a larger social, political, or economic issue, and members use only anecdotal or no evidence to support said assertion. 

1 - Group members do not discuss how claim  is significant in relation to a larger social, political, or economic issue, and members do not evidence to support said assertion. 

ORAL COMMUNICATION AND ORGANIZATION

4  - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion
     - Sophisticated and thorough knowledge of content is evident and presented in an articulate fashion

     - Extensive and effective use of visuals to enhance presentation
     - Effectively answers all questions posed by audience
     - Spoken language is clear, audible, and articulate.
3   - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion     
     - Knowledge of content is evident and presented in an articulate fashion
     - Appropriate use of visuals to enhance presentation
     - Answers all questions posed by audience
     - Spoken language is clear, audible, and articulate.
2   - Knowledge of content is somewhat evident
     - Some use of visuals to enhance presentation
     - Answers some questions posed by audience
     - Spoken language is clear and audible.
1   - Knowledge of content is not evident
     - Little use of visuals to enhance presentation
     - Answers some questions posed by audience
     - Spoken language is unclear and inaudible.

Wednesday, May 6, 2015

Politics and Government - Homework - Due Friday, May 8

From each member:

Final draft of speech and/or questions, printed, and ready to present. Speeches can be printed and pasted on note cards if you prefer.


Tuesday, May 5, 2015

Debate Schedule - Monday, May 11

8:50 - 9:45

The death penalty is consistent with our constitution.


Affirmative: Andrea, Kaya, Kenneth
Negative: Summer, Osvaldo, Madison


9:45 - 10:40

The right to bear arms is an essential component of ordered liberty.

Affirmative: Sam, Quinn, Giancarlo
Negative: Ella, Sara, Sophia

10:40 - 11:35 

Government should improve educational opportunities for disadvantaged students by providing vouchers to attend private and parochial schools.

Affirmative: Jasmine, Ming, Carmen, Nhajee
Negative: Lisa, John, David, Anthony

11:35 - 12:30 

The death penalty is consistent with our constitution.

Affirmative: Isiah, Liam, Zoltan
Negative: Tabatha, Alena, Gabby

1:20 - 2:15 

That religious dress and symbols should be banned in public schools.

Affirmative: Fergus, Radhimir, Shahriyar
Negative: Karisa, Kasey, Stela

Monday, May 4, 2015

Democratizing Twentieth Century America - Homework - Due Tues, May 5

Read the following article and print if possible, take notes, and answer the following questions:

1 - Identify: Immigration and Nationality Act; why was it momentous and significant?

2 - Why/how are "We the People" of 2009 different from "We the People" previous generations?

3 - Discuss ethnic diversity in the Bronx.

4 - Discuss early 20th century immigration.

5 - Identify: McCarran-Walter Act

6 - Why did European emigration to the United States begin to decline after WWII?

7 - How are younger voters different from previous generation?

http://www.newsweek.com/voices-obamas-america-who-we-are-now-78523

Democratizing Twentieth Century America - Presentation Date Changed

The presentations will be on Wed, June 6.