This week we will finish the movie Lincoln. This film will review the three branches of government and the process of amending the Constitution. It also allows students an glimpse into the Civil War, an essential area of American History that the new state frameworks moved into the high school years. 

ASPEN IS UP-TO-DATE and students will be sent home with an updated grade report TOMORROW!

Directions:
1. Please fill out a feedback survey for Ms. Bisbee END OF THE YEAR FEEDBACK SURVEY
2. Write a letter or make a card for Ms. Callery
3. Turn in your Abolitionist Project (digitally submit through Schoology or turn in papers to the period folder)
         -Required: bibliography, written piece, creative piece

Today and Wednesday students will use class time to create and write based on the abolitionist research they completed yesterday.

Calendar for the next 2 weeks
 See Friday's post for Abolitionist Research Project Info

Today's Goal: Finish Research

Abolitionist Research Project

Project Directions:    Make a copy of this: Project Direction DOC

1. Complete the Background Info Research Chart on all 4 abolitionist leaders.
2. Choose which individual you will study: Frederick Douglass, William Lloyd Garrison, Harriet Tubman, or Harriet Beecher Stowe. Or chose someone else to research: John Brown, Angelina Grimke, Sojourner Truth, David Walker, Theodore Weld...see list for more or check out this website: http://www.americanabolitionists.com/illustrated-list-of-abolitionists-and-activists.htmlUse the questions below to guide you and the Abolitionist Symbaloo Page on the blog for more information.
3. Choose one option from each side of the menu below and create a formal bibliography www.easybib.com
4. Enrichment: Create a digital presentation to share this research for extra credit or complete more than one option from each side
   
   
   

   Write a letter from the point-of-view of your abolitionist to another abolitionist explaining the experiences you lived through that led you to the abolitionist cause.	Draw a sketch of your abolitionist
   Write a speech from the point-of-view of your abolitionists defending abolition and encouraging more people to join the cause	Create a scrapbook representing important events and places from your abolitionist's life
   Create an annotated timeline of at least 10 significant events from your abolitionist’s life.  The annotation summaries should be in first person	Create a map showing where your abolitionist lived and worked during his or her life
   Write a journal entry from the point-of-view of your abolitionist from one important day in his or her life.	Create a diagram or actual model of a statue erected in honor of your abolitionist

5. Project DUE MAY 10th at the start of class

7. 
   

Frederick Douglass & Harriet Tubman

-Students will partner read Famous Abolitionists
-Students will watch Many Rivers to Cross: Age of Slavery (minutes 32-46) and discuss these questions:
1. What was Frederick Douglass' life like? Why is he so important?
2. How did the Fugitive Slave Law impact Free Blacks in the North and runaway slaves?
3. What was life like in Canada for Free Blacks?

-Students will examine the advertisements for runaway slaves in the Primary Source Packet

Today we will examine the abolitionist movement
We watched this following Crash Course video & answered questions (start at 8:12) Here are the notes & Questions: Crash Course Notes & Questions

We used this Abolition Google Slide show to guide our discussion today

and these are the notes on Abolition: Anti-Slavery & Abolition Notes