The teacher then shows images of the “happy housewife” from 50s-era publications. Please check your email for the validation link and validate your account. These are followed by paragraph-length analyses from 3 historians who comment from a historical distance on the Founders’ unwillingness or inability to eliminate slavery. Does the class textbook mention it? Women in the s: Was [Haymarket Riot defendant] Albert Parsons a dangerous man? Was Nat Turner a hero or a madman?
Back to a book cover, zora neale: The teacher first uses a mini-lecture and a streaming video clip from Discovery Education to explain late 19th-century race relations in the South. Why did the Founders write the Declaration of Independence? Students answer extensive guiding questions for all documents and write a paragraph-length response to the central question, corroborating all that they have learned. A puller is a specialized chipper. Talking about knowing his business!
He chips the trees when they have been worked too high for the chipper. How about the experience of minority women? You’ll learn about consumerism, advertising, the auto industry, and the stock market, as well as how the s boom contributed to the Great Depression.
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tuurpentine The class completes the graphic organizer and shares final hypotheses in a group discussion: A third day or more could be added if the time is needed or extension activities are desired. Why did the Founders write the Declaration of Independence? Chinese Immigration and Exclusion: The teacher then shows images of the “happy housewife” from 50s-era publications.
This is followed by 4 more documents, including the “Munson Report,” an excerpt from the Supreme Court’s decision in U. Like basquiat an free zora neale hurston poetry, essays, zora neale hurston was a perfectly written by zora neale hurston.
For each, students answer questions on a graphic organizer. Which do you think were successful?
Zora Neale Hurston
Hurston’s essay, entitled ” Turpentine ,” is one of the few firsthand accounts written about the lives of the turpentine workers. The teacher first uses a timeline to review basic information about the Philippine occupation and the Turpdntine hearings regarding atrocities.
The teacher begins with a mini-lesson on Woodrow Wilson.
Which was more likely to unite the country? The lesson ends with a “debrief” class discussion. What was life like for Mexicans and Mexican-Americans in the s?
Florida Memory – Teacher Resources – Zora Neale Hurston and the WPA in Florida
It is most appropriate for 6th-8th grade students enrolled in a U. Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications.
Ebscohost serves thousands of the novel their eyes were watching god zora was known. Students read a textbook excerpt included about Shays’ Rebellion and a letter from Thomas Jefferson speaking about Shays’ rebels.
Zora Neale Hurston and the WPA in Florida
The teacher first distributes a timeline, which the class reviews together. What does the background information from Kennedy’s introduction tell us about the purpose and point of view of Hurston’s essay?
How did Americans react to Shays’ Rebellion? He does this with a chipping axe with a long handle [known] as a puller.
He has a very sharp cutting tool that heavily weighted in the handle and cunningly balanced so that he chips at a stroke. Students then answer questions sourcing, contextualization, close reading to analyze the passages and work in pairs to answer a final corroboration question on the war’s ultimate cause.
Although Zora Neale Hurston made notes concerning some of the abuses that occurred in the camp, this essay focuses on the workday. For each, students answer guiding questions and formulate a hypothesis: Click here to launch Part 1.
Advance search term papers, journalist. Enjoy this “crash course” in U. The First Hundred Days, Part 1: Why did the Homestead Strike turn violent? The teacher streams a short film link included while students take notes as to possible reasons for the invasion.