A look at the statistics:
Small group document analysis:
Civil rights activists Martin Luther King, Jr. and Malcolm X have a meeting of the minds as they wait for a press conference on 26 March 1964. (Photo by Universal History Archive/Getty Images)
Opening free write (3-5 minutes):
Excerpts from Malcolm X speeches on self-defense
Comparing Malcolm X and Martin Luther King, discuss first in pairs then as a class:
In the last 5 minutes of class, we’ll return to our initial question:
WWII homefront overview
Japanese internment: timeline
Examine the timeline (PDF) and review the major events.
Japanese internment: U.S. government position
Watch the following film on the newsreel footage produced by the U.S. Office of War Information sometime in the middle of 1942. The goal of the film is to explain the reasons and strategies for interning Japanese Americans.
Japanese internment: Korematsu v. United States
Read selections of the majority opinion in the Korematsu v. United States ruling on pages 121-23 of the Course Reader.
Finally, read selections from Justice Black’s dissent on page 125-26 of the Course Reader.
Promontory Point, Utah. 10 May 1869. Wikimedia.
Clip from Ken Burns
Homework: Assignment #502
Left: First photographic portrait of Abraham Lincoln as president, 1861; Right: Alexander Stephens, photo undated. Both from Wikimedia Commons.
Review the “Pre-1861” and “1861” sections of the companion timeline for Ken Burns’ Civil War documentary series: http://www.pbs.org/kenburns/civil-war/war/timeline/
Based on this timeline (along with input from our previous class readings and discussion) write 1-2 sentences to summarize the cause of the Civil War using a multicausal statement.
Writing multicausal statements:
Lincoln and Stephens:
This activity is not intended to be structured as a debate. Instead, we will focus on asking good questions and collaboratively analyzing the text.
First, we will break up into two groups, with each group responsible for one of the two readings. You will have several minutes to consider the prepared questions below and think about other possible themes that came up for you in your reading.
Prepared questions for Lincoln’s First Inaugural:
Prepared questions for Stephens’ Cornerstone Address:
Next, each group will take turns posing questions—and then listening carefully—to the other group. The group not in the spotlight should begin with the prepared questions (above), though is encouraged to add elaborating questions or any other questions you might like to ask.
Finally, we will debrief together as a class.
Jigsaw: Strands of abolitionism
In this activity, we will first divide into three letter groups in which you will read a portion of The Abolitionists page on Discovering History:
Next, we split up into three number groups and share out what was discussed in our letter groups.
Take 1-2 minutes to read these possible questions over and jot down at least 1 question of your own that you might want to direct to the class. Two volunteer facilitators will then lead our discussion.
Homework: Assignment #403
Detail from portrait of Maria Birch Coffing and her slave Jenny Winslow in Salisbury, Conn., 1844. Salisbury Association.
Homework: Assignment #104