History of Chicago-Potter Period 2 Assignments

Using the documents here, you will craft an Essay about whether you believe Capone was primarily a violent criminal, Robin Hood hero, or product of his environment. You will need to use 7 sources in all to make your case. Linked into the assignment is our initial reading about Capone and Gangland Chicago and some resources for your essay writing, the rubric and suggested outline.

You will be assigned one of two people

Groups 1-4 will be Michael
Groups 5-8 Harold

For your section, annotate any patterns you notice (things that happen over and over again) and discrepancies (things that diverge or are different from one another).
Also, here is the pear-deck we will use for slides 6-10 where you will also notice any patterns or discrepancies for each slide. https://app.peardeck.com/student/tcfhotmvd

Please take the time to provide a response to the above question and to also respond to two of your classmates.

Using the spreadsheet pick your groups and focus.
Using the Proposal template, lay out your memorial or school and your proposed change.
Use the blank Google Slides to create your 3 slides for your class presentation.

Check out this website about incarceration rates across Chicago neighborhoods. Observe and play with the site. Look at and around where you live. What do you notice?

Should Chicago rename Lake Shore Drive to Jean Pointe DuSable Drive?
Why or why not? Answer and respond to 2 of your classmates.

You and your partner/s will review the linked in monument that is at a school or a park. Your job is to look at it carefully, read about it, and determine whether it should be revised, re-contextualized or replaced. Fill in all the boxes by the end of the period.

After talking with your group (if you have one) ... state your response to the question thoroughly and comprehensively.

Directions: As you move through the breakouts … write down names of people who apply to each of the scenarios until you have reached 5 in a row vertically or horizontally. Whomever gets 5 first, come back to the main room to get your extra credit.

as you watch the films, write your responses
Boardwalk Empire https://www.youtube.com/watch?v=Pi_iqta75us

Untouchables https://www.youtube.com/watch?v=KdNSlyrbcDY https://www.youtube.com/watch?v=KdNSlyrbcDY https://www.youtube.com/watch?v=j8nZBlPfR7Y

Using Evidence from the song, explain what Brother Ali would suggest about what caused a crime boss like Capone to rise up in American life.

Fill this out for your final project

Use this jamboard to give positive comments to other student presenters today and Monday

Use your open ended and world and me questions to annotate this text about school segregation on the south-side of Chicago.
You will have about 10-15 minutes. Turn it in and lastly we will do a quick peer edit of our presentations.

Answer 4 of the questions that your class created using evidence from the text attached.
You can turn in the document as a group as long as you put all of your names on it.

What caused the police to go off?
Why did the police look like they enjoyed the violence?
Why did the police feel like they had to kill people?
Why did the police use their guns if it wasn't life or death?
Why was there so much tension between police and protesters?
What provoked the massacre?
Who was held responsible?

Respond to the question and give feedback to 1-2 classmates

There will be 6 presentations on different aspects of Mexican immigration to Chicago.
Take notes on the 5 sections you did not cover in your group. Share one thing you learn from each one and comment on one other students' remarks.

Listen and interact with our speaker today, make him feel welcome and share your views. If you are absent, watch this to respond https://www.youtube.com/watch?v=St4E3UUqLoI

Copy for you to annotate

Use this note-catcher to help you capture key points, ideas and suggestions from our guest speaker today on the 1919 Race Riots.
if you were absent or missed this, use this video to capture your notes https://www.youtube.com/watch?v=6ITsXQAvLy0

Directions : Check out the poem you are assigned with your group. Read the poem together and divy up the tasks to prepare your poem for the class. If you do not have 4 people in your group, you will still have to cover the 4 roles.

Reader: This person will read the poem in your small group and at least a section (pick the most important part/s) with the larger group.

Photo Curator / Illustrator: You will either a) find a historic photo from the 1919 riots to correspond with your poem and explain why or draw something to connect to the poem

Annotator: You will write one set of annotations based on reactions and responses to the poem by your group.

Historical Interpreter: After the poem and artifact is presented, you will share how the poem and your interpretations connect with the historical events they describe or represent.

Submit your slides or google doc here once completed.

Respond to the question and reply to tow of your classmates!

You will be reading one of these 3 texts

1) Chicago 1919 report
2) 1960s report
3) Ferguson

Your job is to read the text a couple of times, discuss and analyze it with each other in their groups, and create a poster (digital or paper) that can provide the rest of the class a summary of the problems described in the report they read

Consider and Capture

a.What is the problem outlined in the report?
b. Who does the report hold responsible for the problem?
c. What solutions, if any, are offered or hinted at that would solve the problem?
choose a handful of key phrases or ideas in the text that will help their classmates (who haven’t read this document) understand the report’s findings.

Found Poem About the Great Black Migration

1. As you read the text you have chosen, 3-4 words per paragraph that stand out in the passage. Write them down in order on a sheet of paper, double space between lines.

2. Look back over your list and cut out everything that is dull, or unnecessary, or that just doesn’t seem right for a poem about the Great Black Migration. Try to cut your original list in half.

3. As you look over the shortened list, think about the tone that the details and diction convey. The words should all relate to the Great Black Migration, since you are creating a poem about it. Make
sure that you have words that communicate your emotions and those of the person in the prose text.

4. Make any minor changes necessary to create your poem. You can change punctuation and make little changes to the words to make them fit together (such as change the tenses, possessives, plurals, and capitalizations).

5. When you’re close to an edited down version, if you absolutely need to add a word or two to make the poem flow more smoothly, to make sense, to make a point, you may add up a few.

6. Read back over your edited draft one more time and make any deletions or minor
changes.

7. Create your own title.

• Arrange the words so that they make a rhythm you like. You can
space words out so that they are all alone or all run together.
• You can also put key words on lines by themselves.
• You can shape the entire poem so that it’s wide or tall or shaped like an object
• Emphasize words by playing with boldface and italics, different sizes of letters, and so forth.

8. At the bottom of the poem, tell where the words in the poem came from. 'An Autobiography of Black Chicago by Dempsey Travis'

As you hear found poems, mention something specific that you thought they did well, add a thought in the triangle column that they could work on or add to their approach.

We will read this poem together and then in groups to understand what it was like for Black Chicagoans to adapt to a segregated city.

Using the OPCVL chart analyze this political cartoon.
Pick one question per category to respond.

We will read parts of The Jungle today and tomorrow. The powerpoint will be for you to use as you read.

Using this doc, respond to the media, songs and text with your reactions. Talk Back to it!

We will read this doc together to get a sense of the general tendencies of immigration and migration in Chicago.
I will explain the activity and the spreadsheet more tomorrow.

Write your suggestion of what to do with the Blackhawks insignia directly to the team and to the Chicago media. It should be around 250 words. After you are done, copy it and email it both to the Tribune or Suntimes and to the Blackhawks. Alternatively, you can draw or digitally create an alternative image to suggest as a replacement to the Blackhawks mascot and send that instead with an explanation. [email protected], [email protected]; https://www.nhl.com/blackhawks/info/contact-us ; make sure to put your name, address, phone, email, school and neighborhood at the top of your email. Also, feel free to check out the letters to the editor attached as models.

Fill in the blanks as you watch and turn in at the end of class. Here's the video https://www.youtube.com/watch?v=BI1C9WP1T1E&t=2144s

We will read this in groups and annotate together using our questions about Blackhawk, we will find evidence and test our claims. Each person should have 3 independent remarks and 3 responses to classmates. Focus on the question "what would the real Blackhawk think of the Chicago Blackhawks?"

Look for patterns and discrepancies in the story of Indian removal in Chicago. You will each be assigned a group. Your group must go through the reading. Share your google doc and annotate together. Each member of the group should have 5 annotations each. They can be in response to another student. You will then use your understanding tomorrow to create a slide and "teach" the slide to the class.

I will group you into 5 groups. your number will indicate the source you have to annotate. You should also pick another source, of your choice, to annotate when you are finished.
We will annotate part of the first source together. I will randomly ask people from the 5 groups to share what they noticed from their documents. Try and find information within your source that helps explain what happened in El Paso and what happened in Kenosha.

Please fill out this survey for homework by the end of the day on Thursday. https://forms.gle/tSvR33r3DnbpvKXA8

In 1 to 2 minutes respond to the question. Feel free to check out my video for an example.
Then, reply to two of your classmates.