1-31-20

HW

Good afternoon, 

I miss Ms. Betsy too and I had a great day with you all today! 

Your homework for tonight:

Option one:

1. Describe the goal of the Civil Rights Movement

2. Explain the definition of desegregation

Option two:
In a well-developed paragraph, answer the following prompt. Describe the relationship between African Americans and the white community BEFORE and AFTER segregation. 

PARENTS/ GUARDIANS: If you have any questions or comments please feel free to comment on the bottom of this page. I will reply as soon as possible. I look forward to your comments.  

1-28-20

Homework - Tuesday January 28, 2020
CBVI: Mount Sinai




1. Using a complete sentence, define the term segregation:



2. Which scene was more powerful to you and explain why using a complete sentence
     Scene A: Hidden Figures/segregated bathroom
     Scene B: The Hate U Give/Khalil and Star

1-22-20

Date: 1-22-20                                                             homeworkushg.blogspot.com

Teacher: Ms. Figueroa/U.S History and Government.              Class: ____________

Parent/Guardian Signature: ___________________________________________

AUTHOR BIOGRAPHY:

Raised in South Carolina and New York, Woodson always felt halfway home in each place. In vivid poems, she shares what it was like to grow up as an African American in the 1960s and 1970s, living with the remnants of Jim Crow and her growing awareness of the Civil Rights movement. Woodson’s eloquent poetry also reflects the joy of finding her voice through writing stories, despite the fact that she struggled with reading as a child. Her love of stories inspired her and stayed with her, creating the first sparks of the gifted writer she was to become.

Level 1:
1. Highlight the years Jacqueline Woodson grew up in.

2. Complete the sentence: Living with the remnants of ________and her growing awareness of the ___________ movement.

L.   Level 2:

1.    1. Describe who the poem is about: ______________________________.

2. What did Jacqueline Woodson struggle with as a child? _________________________


Level 3:

1.     1. Explain what Jacqueline Woodson was inspired by growing up: __________________________________________________________

2. Describe the information would you include in YOUR biography: _____________________________________________________________________

1-24-20

Date:  1-24-20                                                                      homeworkushg.blogspot.com

Name or nickname: _____________________________          Teacher: Ms. Figueroa

Parent/Guardian Signature: ___________________________________________

HOMEWORK

YOU CAN ALWAYS ASK FOR HELP FROM A FRIEND, FAMILY MEMBER OR TEACHER!

Level 1: Only for Level 1 students 

1. Describe the type of poem we created today:

a. narrative poetry about our life 

b. haiku poem that rhymed 

2. In brown girl dreaming, how does Jacqueline Woodson express her poetry?

a. through memories and stories                  b. through video and texts

 

Level 2: Only for Level 2 students

1. Descibe the type of art we created today? We created _____________________

2. Explain what you LIKED and what you DID NOT LIKE about creating poems:

I liked it when we ___________________, and I did not like it when we ___________________.

 

Level 3: Only for Level 3 students

1. In a complete sentence, describe the title and theme of the poem you created:

____________________________________________________________.

2. Visit google.com to search “the most famous POETin the world’.
Which name did you find from the results? ________________________

3. Visit google.com to search “the most famous POEMin the world’.
Which poem did you find from the results? ________________________

1-21-20

Date: 1-21-20                                                             homeworkushg.blogspot.com

Teacher: Ms. Figueroa/U.S History and Government.              Class: ____________

Parent/Guardian Signature: ___________________________________________

HOMEWORK

YOU CAN ALWAYS ASK FOR HELP FROM A FRIEND, FAMILY MEMBER OR TEACHER!

Daywork

There is daywork for colored women.
In the mornings their dark bodies
fill the crosstown buses,
taking them away                             Line 4
from Nicholtown                               Line 5
to the other side of Greenville       Line 6
where the white people live.           Line 7
Our grandmother tells us this
as she sets a small hat with a topaz pin on her head, pulls white gloves
over her soft brown hands.

Level 1:

1.    Read or ask for help reading lines #4 - #7 Does this poem represent segregation or emancipation? _____________

Level 2:

1.    Read the poem by Jacqueline Woodson from brown girl dreaming. Fill in the blanks to summarize the poem. 

This poem is about ______________ who work during the day on other side of town. The women are ___________________ from “where the white people live”. 

2. Does this poem represent segregation or emancipation? This poem represents ________________________. 

Level 3:

1.     Summarize the poem above: include a noun (person), a location and a verb (action) in your sentence. 

____________________________________________________

2. Does this poem represent segregation or emancipation? This poem represents ________________________.

1-23-20

Date: 1-23-20                                                                      homeworkushg.blogspot.com

Teacher: Ms. Figueroa/U.S History and Government.              Class: ____________

Parent/Guardian Signature: ___________________________________________

HOMEWORK

YOU CAN ALWAYS ASK FOR HELP FROM A FRIEND, FAMILY MEMBER OR TEACHER!

Level 1: Only for Level 1 students 

1. The Civil Rights Acts in 1968 allowed for African Americans to  

a. be emancipated from segregation

b. pay their own rent for housing

2. In brown girl dreaming, does Jacqueline Woodson experience emancipation or segregation?

a. segregation in the South                b. emancipation in the North

 

Level 2: Only for Level 2 students

1. Use the definition to write your own sentence using the word “injustice”: ________________________

Injustice: the practice of being unfair

2. Describe your favorite part of today’s lesson on “segregation and film”:

____________________________________________________________________

 

Level 3: Only for Level 3 students

1. In a complete sentence, explain how watching video clips from films help us learn? 

____________________________________________________________.

1. Use the definition to write your own sentence using the word “injustice”: ________________________

Injustice: the practice of being unfair

1-17-20

Date: 1-17-20                                                                      homeworkushg.blogspot.com

Teacher: Ms. Figueroa/U.S History and Government.              Class: ____________

Parent/Guardian Signature: ___________________________________________

HOMEWORK

YOU CAN ALWAYS ASK FOR HELP FROM A FRIEND, FAMILY MEMBER OR TEACHER!

Level 1: Only for Level 1 students 

1. Explain which form of injustice we viewed in The Hate U Give film today:

a. sexism; based on gender or sex

b. racism; based on race or color

2. In the poem Second daughter’s second day on earthfrom brown girl dreaming, which two leaders were the main characters?

a. Martin Luther King Jr. and Malcom X

b. Jacqueline Woodson and Jack Austin Woodson

 

Level 2: Only for Level 2 students

1. Describe a scene from theThe Hate U Givetoday, that represented discrimination based on race or skin color: ___________________________________________________

2. Fill-in the blank:                            emancipated      segregated
In the 1960’s and 1970’s groups of African Americans were ______________ from society, until the Civil Right Act of 1968 which legally _____________ their race from the tradition of racism. 

 

Level 3: Only for Level 3 students

1. Describe a scene from theThe Hate U Givetoday, that represented discrimination based on race or skin color: ___________________________________________________

2. Fill-in the blank:                            segregation        emancipated
In brown girl dreamingJacqueline Woodson documents her experience with _____________ in the South, and states although African Americans were _____________, they still were not free.