4.+Activitites

=Cultural Oppression: = Quiz on Afghanistan- This might be a good activity to introduce unit (finding out background knowledge on Afghanistan) []

This one might be a good "opener" activity to do in class:

I was really trying to avoid any Holocaust activities/materials BUT this one is soooo good.... I did it my first year teaching when I was teaching LA/8th grade--- this might be a fun activity for you ladies to do on Monday. It really hits on numbers 4 and 5 above.

http://teachers.net/lessons/posts/330.html

It makes it more fun if you are a little mean/short with the kiddos with the gold ribbon. My students loved this!  http://www.stsintl.com/business/bafa.html - Bafa Bafa is a simulation lesson in cultural development and how stereotypes and oppression can easily arise. This is a powerful learning experience.

=**Gender Oppression:** = = =  **Webquests for Breadwinner** [] [] http://www.logandale.cps.k12.il.us/Burmov/breadwinner.htm =Racial Oppression: = Students look at online newspapers and examine articles for racial bias or assumptions based on race. Students could probably find articles addressing all of the elements of oppression in our unit. A model of this lesson that could be used or modified is at http://www.racismnoway.com.au/classroom/lesson_ideas/20080206_85.html.

With some frontloading, we could change the country or area of the following webquest into a lesson to serve our purposes: http://www.racismnoway.com.au/classroom/webquests/2.html.

This is a novel-specific webquest for __The Color of Water__, but deals with the issues of poverty and racism in New York : http://www2.maxwell.syr.edu/plegal/tips/t4prod/kleinwq2.html.

=Religious/Political Oppression: = http://learningtogive.org/lessons/unit232/lesson1.html - looking at the political injustice of apartheid

http://www.facinghistory.org/resources/facingtoday/confronting-september-11-rel - looking at the tension between religious identity and national loyalty.

http://www.crmvet.org/info/lithome.htm Voting Rights for African Americans and other Immigrants in the South circa 1965.

Students could try to take the tests themselves and connect why the right to vote was so dependent on civil rights changing in America. Literacy tests required a voter to demonstrate a certain level of learning proficiency before he could vote. In some cases, the test was 20 pages long for blacks, and those administering the tests were white Democrats who nearly always ruled that blacks were illiterate. In Alabama, the test included questions such as, “Where do presidential electors cast ballots for president?” “Name the rights a person has after he has been indicted by a grand jury.” [|[59]]  Democrats required blacks to have an above average education before they could vote but then simultaneously opposed black education and even worked with the Ku Klux Klan to burn down schools attended by blacks. [|[60]] Clearly, they did not intend for blacks to vote.

http://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html Library of Congress links to primary sources that deal with voting and political oppression

=Oppression that Leads to Revolution: = Students will present their knowledge by making either a podcast or newspaper.

[|Project Outline.doc] [|Podcast Outline.doc] [|Writing a News Article.pdf] [|PodcastRubric.xls] [|Newspaper Rubric.xls] [|Student Assessment.doc]