Strategies
The final exam is given at the end of this course concentrates on multiple choice questions and four free response questions. The students need to be able to write based on what they have read in class and independent reading that is done outside of the classroom. The strategies used will concentrate on allowing students to organize information and critically analyze information resulting from class notes, group discussion, and personal reflections. Some of the strategies used are:
Power point notes/Graphic Organizers: Content information will be presented in power point format. Students will then use various graphic organizers to help disseminate information for student study.
Cooperative Learning Groups: Students will be provided with discussion questions and assignments that require them to work effectively together. This will also provide students the opportunity to practice critical thinking skills, while formulating and communicating ideas with one another.
Free Response Questions: In preparation for the Advance Placement exam, students will complete Free Response writing question that will measure students understanding.
Classroom Activities
Day One: Introduction/Discussion Questions
Students will be grouped into four groups (Two male and two female). Each group will read, answer and record a response to the following questions: 1. What does it mean to be an American citizen? 2. How important was it that men received the right to vote before women? (Explain group response).
The female groups will also answer the following question: What does it mean to be an African American male? (Explain group response).
The male groups will answer the following question: What does it mean to be an African American female? (Explain group response).
Groups will then present their responses to the class. Through this group activity, students should be able to discuss and explain the different points of view in the individual groups. Also, through this group discussion, the male and female students should be able to agree or disagree with each others' response (to the gender questions). It will be interesting for the males to listen to the female perspective on what it means to be an African American male (and vice versa). As a class we will discuss any misconceptions held be either group (male and female).
Thirteenth, Fourteenth, and Fifteenth Amendments
Students will remain in groups. Each group will be presented with a copy of the Thirteenth, Fourteenth and Fifteenth Amendments. Each group will response to the following questions:
-In one sentence, rewrite each amendment in regular terms.
- Select any of the three amendments and write a group statement as to how the amendment selected would have affected the lives of African Americans immediately after its ratification. Name two problems that would have to be dealt with by African Americans as a result of the amendment.
After completion, each group will present the definition (summary) of each amendment. Students will select the amendment explanation that better helps them understand its meaning to be written into their notes.
Class discussion: Each group will post the problems discussed within their groups. Class will then participate in discussion on the problems African Americans may have had to deal with after the ratifications of the amendments. By participating in this discussion, students will hopefully have a better understanding how laws and policies that are meant to make life better for citizens, does not always solve the problem. Through this class discussion, students will also be allowed to brainstorm for ideas as to how these problems were dealt with by African Americans (Students will have to keep in mind that the solutions should be based on the time period, not 2012).
Day two: Power point presentation
Students will be presented content information via Powerpoint. During content presentation and discussion, students are encouraged to document relevant information. Note taking for students (even as seniors) can sometimes be difficult. Students are used to being told what to write down. For students preparing for college, it is important that they be able to write down key information while participating in class discussion of information
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