Tuesday, January 2, 2018

Rattlebone/The Creation

AGENDA:
Welcome back! Happy New Year


1. Let's do a Grammar Review of Parts of Speech (15 minutes)--do Activity #23

2. "The Creation" --listen to the poem

https://www.youtube.com/watch?v=C-h4_VPXdoY

http://www.youtube.com/watch?v=qQJU4HmE1HQ 

The Creation - Poem by James Weldon Johnson

And God stepped out on space,
And he looked around and said:
I'm lonely--
I'll make me a world.

And far as the eye of God could see
Darkness covered everything,
Blacker than a hundred midnights
Down in a cypress swamp.

Then God smiled,
And the light broke,
And the darkness rolled up on one side,
And the light stood shining on the other,
And God said: That's good!

Then God reached out and took the light in his hands,
And God rolled the light around in his hands
Until he made the sun;
And he set that sun a-blazing in the heavens.
And the light that was left from making the sun
God gathered it up in a shining ball
And flung it against the darkness,
Spangling the night with the moon and stars.
Then down between
The darkness and the light
He hurled the world;
And God said: That's good!

Then God himself stepped down--
And the sun was on his right hand,
And the moon was on his left;
The stars were clustered about his head,
And the earth was under his feet.
And God walked, and where he trod
His footsteps hollowed the valleys out
And bulged the mountains up.

Then he stopped and looked and saw
That the earth was hot and barren.
So God stepped over to the edge of the world
And he spat out the seven seas--
He batted his eyes, and the lightnings flashed--
He clapped his hands, and the thunders rolled--
And the waters above the earth came down,
The cooling waters came down.

Then the green grass sprouted,
And the little red flowers blossomed,
The pine tree pointed his finger to the sky,
And the oak spread out his arms,
The lakes cuddled down in the hollows of the ground,
And the rivers ran down to the sea;
And God smiled again,
And the rainbow appeared,
And curled itself around his shoulder.

Then God raised his arm and he waved his hand
Over the sea and over the land,
And he said: Bring forth! Bring forth!
And quicker than God could drop his hand,
Fishes and fowls
And beasts and birds
Swam the rivers and the seas,
Roamed the forests and the woods,
And split the air with their wings.
And God said: That's good!

Then God walked around,
And God looked around
On all that he had made.
He looked at his sun,
And he looked at his moon,
And he looked at his little stars;
He looked on his world
With all its living things,
And God said: I'm lonely still.

Then God sat down--
On the side of a hill where he could think;
By a deep, wide river he sat down;
With his head in his hands,
God thought and thought,
Till he thought: I'll make me a man!

Up from the bed of the river
God scooped the clay;
And by the bank of the river
He kneeled him down;
And there the great God Almighty
Who lit the sun and fixed it in the sky,
Who flung the stars to the most far corner of the night,
Who rounded the earth in the middle of his hand;
This great God,
Like a mammy bending over her baby,
Kneeled down in the dust
Toiling over a lump of clay
Till he shaped it in is his own image;

Then into it he blew the breath of life,
And man became a living soul.
Amen.Amen.






 

SUPREME COURT OF THE UNITED STATES

 

Brown v. Board of Education, 347 U.S. 483 (1954) (USSC+)

 

 


347 U.S. 483

Argued December 9, 1952

Reargued December 8, 1953

Decided May 17, 1954

APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF KANSAS*

 

Syllabus
Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment -- even though the physical facilities and other "tangible" factors of white and Negro schools may be equal.
(a) The history of the Fourteenth Amendment is inconclusive as to its intended effect on public education.
(b) The question presented in these cases must be determined not on the basis of conditions existing when the Fourteenth Amendment was adopted, but in the light of the full development of public education and its present place in American life throughout the Nation.
(c) Where a State has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right which must be made available to all on equal terms.
(d) Segregation of children in public schools solely on the basis of race deprives children of the minority group of equal educational opportunities, even though the physical facilities and other "tangible" factors may be equal.
(e) The "separate but equal" doctrine adopted in Plessy v. Ferguson, 163 U.S. 537, has no place in the field of public education.
(f) The cases are restored to the docket for further argument on specified questions relating to the forms of the decrees.



Read the story pg. 146-147, 150-152, 158-160, 169-171

SOKOL:

http://www3.libraryweb.org/central.aspx?id=1258

Friday, December 15, 2017

Rattlebone

AGENDA:

Read aloud  "Cherry Bomb"

Work  on Study Guides and stories for Rattlebone

Finish House on Mango Street Books!

Monday, December 11, 2017

Rattlebone Writing Assignment


Rattlebone Writing Assignment

RATTLEBONE WRITING ASSIGNMENT: After reading Rattlebone by Maxine Clair, write a short story (at least 4 pages, double-spaced, 12 point font) that uses setting and time in American history as background for a "coming of age" story with a young protagonist.  Your story should reveal the impact this important event has on the protagonist.

Do research on your important "historical" event to provide accurate details in your story.

If you have an idea for the story, speak to Ms. Gamzon about it.  If you are looking for an idea, start with your own birthday and look it up in "This Day in American History."


Background for Rattlebone

The Civil Rights Movement in the American South was a struggle for the civil rights in the modern times. It challenged the racism in America and made the country a humane society for all. Some of the popular people who participated in this movement were Rosa Parks, Martin Luther King, Jr., Thurgood Marshall and The Little Rock Nine. The Civil Rights Movement Timeline discloses the important events in this historical movement


Brown v. Board of Education of Topeka,  (1954),was a landmark decision of the United States Supreme Court that declared state laws establishing separate public schools for black and white students and denying black children equal educational opportunities unconstitutional. The decision overturned the Plessy v. Ferguson decision of 1896 which reinforced segregation. Handed down on May 17, 1954, the Warren Court's unanimous (9–0) decision stated that "separate educational facilities are inherently unequal." As a result, de jure racial segregation was ruled a violation of the Equal Protection Clause of the Fourteenth Amendment of the United States Constitution. This ruling paved the way for integration and the civil rights movement

Civil Rights Movement Timeline1954: The American Supreme Court declared the segregation in public schools in Brown v Board of Education of Topeka ruling as unconstitutional. 

1955: Rosa Parks, an African-American woman, refused to give her seat to a white person on a bus in Montgomery, Alabama. Rosa Parks was arrested on December 1st as required by the city ordinance. The bus boycott was launched. The bus segregation ordinance was declared unconstitutional. Segregation on interstate buses and trains was banned by Federal Interstate Commerce Commission. 

1956: Coalition of Southern congressmen demanded for massive resistance to Supreme Court desegregation rulings. On 21st December, the Montgomery buses desegregated. 

1957: Arkansas governor Orval Rubus used the National Guard to prevent nine black students from attending a Little Rock High School. According to the court order, President Eisenhower sent the federal troops to keep up with the court order to avoid the segregation in schools. Garfield High School became the first Seattle high school having more than 50% nonwhite students. 

To continue with the timeline just click on this link: Historical Timeline

To learn about key figures of the civil rights movement click here

Rattlebone

AGENDA:

Warm-up Exercise

Their, There and They’re


Their- Possessive, shows ownership
Ex: Their car broke so they had to take the bus.

There- Shows location
Ex: I couldn’t find my phone and it was over there the whole time!

They’re- Contraction of “they” and “are”
Ex: I met all of my new co-workers, they’re all very nice.

Now write a sentence for each (Their, There and They’re) to show you understand how to use them correctly. Post your sentences as a comment to this post.

Here is a list of Rattlebone Vocab. Make sure you keep a list somewhere with all the words on it. There will be a test on these words eventually

Happenstance (pg. 6): A chance happening or event


Capricious (pg. 13): Erratic or obsolete

Corporal-punishment (pg. 17): Physical punishment, inflicted on the body of one convicted of a crime: formerly included the death penalty 

Cicadas (pg.27): A large insect, similar to the grasshopper 


HOMEWORK:  Read "Water Seeks Its Own Level" and "Cherry Bomb"

Montana 1948 Readings/Natalie Goldberg Test 1 "I remember"

  Montana 1948 Readings/Natalie Goldberg Test 1 "I remember" Marcy Gamzon • Sep 21 (Edited Sep 21) 100 points Due Tomorrow AGENDA:...