English 9 Honors
Mr. Tschang
ctschang@scusd.net
Warm Up: Odyssey Essay Prompt
Directions:
Warm Up: October 13, 2021 - Colleyville
Directions:
Prompts:
Objective:
Common Core State Standard English Language Arts:
Students will be able to learn how to have a discussion about racist behavior using academic language.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Agenda:
Homework:
Wednesday October 13, 2021:
Thursday October 14, 2021:
Monday October 18, 2021:
Homework: October 11, 2021 - October 22, 2021
10/11/2021 Monday | 10/12/2021 Tuesday | 10/13/2021 Wednesday | 10/14/2021 Thursday Finals | 10/15/2021 Friday Finals |
The Hate U Give 9 due Emmett Till Project Visual due Emmett Till Project Map due | The Hate U Give 10 due Emmett Till Project Slides due | The Hate U Give 11 due | Emmett Till Project Presentations The Hate U Give 12 due Civil Disobedience Part I & II due Daily Journal due Deadline to submit missing assignments and revisions | Quarter 1 Ends |
10/18/2021 Monday | 10/19/2021 Tuesday | 10/20/2021 Wednesday | 10/21/2021 Thursday | 10/22/2021 Friday |
The Hate U Give 13 due Civil Disobedience due | The Hate U Give 14 due | The Hate U Give 15 due | The Hate U Give 16 due | The Hate U Give 17 due The Hate U Give Quiz |
Call for Artists!
Do you enjoy creating art, making music, dancing, writing poems or essays, producing films or taking photos? Then join us and have fun unleashing your inner artist with PTA Reflections! This year’s theme, “I Will Change the World By…,” calls for your own unique interpretation through the arts. Entries are reviewed at local, regional, state and national levels. Winners will be announced in November.
To download submission guidelines and entry forms, please visit https://capta.org/resource/participant-forms/
To submit the completed entry form, please contact Ms. Jisu Kim, MECHS PTSA Art Reflections Chair, at KLDnewsletter@gmail.com
Submission Deadline: October 15, 2021.
EXPLORE THE ARTS AND EXPRESS YOURSELF!
Essential Questions
Unit 3: The Hate U Give
Microaggression
microaggression (noun): a statement, action, or incident regarded as an instance of indirect, subtle, or unintentional discrimination against members of a marginalized group such as a racial or ethnic minority.
Microaggression
Discuss: How might this example be microaggression?
Microaggression
Microaggression
Discuss: How might this example be microaggression?
Microaggression
Conflicts
A conflict is a struggle between two opposing forces.
In literature, there are two kinds of conflict: external conflict and internal conflict.
An external conflict is the struggle between a character and an outside force.
An internal conflict is the struggle between a character and his or her own feelings, morality, self-control, doubts, fears, etc.
Conflicts: External Conflicts
Man vs Man conflict: A conflict between two characters
Conflicts: External Conflicts
Man vs Nature conflict: A conflict that places a character against the forces of nature
Conflicts: External Conflicts
Man vs Society conflict: A conflict that places a character against the laws or ideas of the society
Conflicts: Internal Conflicts
Man vs Self conflict: A conflict within the character’s own mind or heart.
The Hate U Give 11
Chapter 14
1. Please identify a man vs man conflict between Starr and another character in The Hate U Give.
The Hate U Give 11
Chapter 14
2. Please identify a man vs society conflict between Starr and society in The Hate U Give.
Warm Up: October 13, 2021 - Colleyville
Directions:
Prompts:
The Hate U Give 11
Chapter 14
3. Do you think that Hailey, Maya and Starr have talked about racism before? Why or why not?
The Hate U Give 11
Chapter 14
4. Please identify the microaggression(s), including which character(s) are responsible for the microaggression(s), in The Hate U Give Chapter 14.
The Hate U Give 11
Chapter 14
“Are you serious right now?” Hailey asks. “What’s wrong with saying his life matters too?”
The Hate U Give 11
The Hate U Give 11
The Hate U Give 11
Chapter 14
5. How does One-Fifteen Sr.’s version of Khalil’s death different from Starr’s version?
The Hate U Give 11
Chapter 14
“A majority of those years have been spent serving in Garden Heights,” the voice-over continues, “a neighborhood notorious for gangs and drug dealers.”
I tense as footage of my neighborhood, my home, is shown. It’s like they picked the worst parts - the drug addicts roaming the streets, the broken-down Cedar Grove projects, gangbangers flashing signs, bodies on the sidewalks with white sheets over them. What about Mrs. Rooks and her cakes? Or Mr. Lewis and his haircuts? Mr. Reuben? The clinic? My family?
Me?
I feel Hailey’s and Maya’s eyes on me. I can’t look at them.
“My son loved working in the neighborhood,” One-Fifteen’s father claims. “He always wanted to make a difference in the lives there.”
The Hate U Give 11
Chapter 14
Where do you think One-Fifteen lived?
The Hate U Give 11
Chapter 14
Where do you think One-Fifteen lived?
Discuss: Should police officers live in the communities that they police? Why or why not?
The Hate U Give 11
The Hate U Give 11
N.Y. activist’s call for cops to live in cities they police goes viral
Arguments about residency requirements for police and other public workers in Syracuse have existed for years
Jul 14, 2020
By Teri Weaver
Syracuse Media Group
Syracuse, N.Y. -- Yusuf Abdul-Qadir’s calls for more Syracuse police officers to live inside the city they patrol has been seen by millions of viewers in recent days.
The 2:20 clip comes from a four-hour meeting at Syracuse’s city hall on July 2, when a group of about 20 people hammered Mayor Ben Walsh about police policies, spending and officer accountability.
The Hate U Give 11
Chapter 14
6. Why was Uncle Carlos really on leave?
Emmett Till Project
Assignment:
Emmett Till Project
Directions:
Emmett Till Project
Visual
The memorial should include a visual to accompany the text of the obituary. The visual may be, but is not limited to, a photograph, a drawing, a mural, a video or another form of art. Students are encouraged to use their creativity to come up with a visual that is safe for school.
Map
The memorial should include a map and instructions that explain where the memorial will be installed as well as the rationale for installing the memorial at that location. The map may be, but is not limited to, a screenshot of the Google Maps.
Emmett Till Project
Emmett Till, Whose Martyrdom Launched the Civil Rights Movement
Emmett Louis Till was born on July 25, 1941, on Chicago’s South Side and was nicknamed Bobo because of his fun-loving, cheerful disposition while growing up in the segregated middle-class neighborhood. When he was 14 he went to Mississippi to spend the summer with his cousins, and his mother gave him his father’s signet ring as a gift.
On Aug. 24, 1955, after an exhausting day of picking cotton in the scorching Delta sun, Till and his cousins went to a local store run by a poor white couple in their 20s, Roy and Carolyn Bryant. Ms. Bryant was working alone in the store when Till went in to buy bubblegum. It is not clear what happened inside, but soon afterward Ms. Bryant stormed out, presumably to get a pistol from her car parked outside. Till, unaware of the danger, whistled, and his cousins, now panicked, quickly drove him away.
Ms. Bryant later claimed that Till had flirted with her on a dare. The details would later change depending on when she told the story.
Emmett Till Project
According to the National Association for the Advancement of Colored People (NAACP), 4,743 people were lynched in the United States between 1882 to 1968. Of the people lynched, blacks accounted for 3,446 or 73% of the total people lynched. To be sure, Chinese, Latinos, Native Americans as well as white people who helped blacks were also lynched during this period.
After the Civil War ended, black slaves were freed and given their freedom, including the rights to own land, to vote, and to run for office. Many white people, particularly those living in the South, felt that blacks were getting away with too much freedom. Whites often cited the necessity to protect white women as the reason for lynching black men.
lynch (verb): (of a group of people) kill (someone) for an alleged offence without a legal trial, especially by hanging. |
Emmett Till Project
In 1955, 14-year-old Emmett Till was lynched in Mississippi for allegedly whistling at a white woman. Her kin kidnapped him and lynched him, throwing him into a river with a 75-pound cotton gin fan tied to his body. The white men were found not guilty by a jury of their peers. The woman later confessed that she lied about him whistling at her. Emmett Till’s death became a rallying point for the Civil Rights Movement.
In the United States, lynching is not a federal crime. There is a bill - H.R.35 - Emmett Till Antilynching Act - that has passed the House of Representative but has been stuck in the Senate.
Emmett Till Project
In 2008, Emmett Till’s family erected a memorial at the Tallahatchie River in Mississippi, where his body was found. The first sign was stolen and never recovered. The second and third signs were riddled with bullet holes. A fourth sign with protective glass and reinforced steel has been erected with a surveillance camera monitoring the sign.
Emmett Till Project
Directions:
Emmett Till Project
Obituary
The written obituary needs to address the following prompts:
Emmett Till Project: Outline
Section 1 | Section 1 |
| Emmett Louis Till was born on July 25, 1941, on Chicago’s South Side and was nicknamed Bobo because of his fun-loving, cheerful disposition while growing up in the segregated middle-class neighborhood. When he was 14 he went to Mississippi to spend the summer with his cousins, and his mother gave him his father’s signet ring as a gift. |
Emmett Till Project: Outline
Section 2 | Section 2 |
| On Aug. 24, 1955, after an exhausting day of picking cotton in the scorching Delta sun, Till and his cousins went to a local store run by a poor white couple in their 20s, Roy and Carolyn Bryant. Ms. Bryant was working alone in the store when Till went in to buy bubblegum. It is not clear what happened inside, but soon afterward Ms. Bryant stormed out, presumably to get a pistol from her car parked outside. Till, unaware of the danger, whistled, and his cousins, now panicked, quickly drove him away. Ms. Bryant later claimed that Till had flirted with her on a dare. The details would later change depending on when she told the story. |
Emmett Till Project: Outline
Section 2 | Section 2 |
| Four days later, around 2:30 a.m., Ms. Bryant’s husband, Roy, and his half brother J. W. Milam pounded on the door of the Wright family home where Till was staying with a pistol. Bryant announced that they were “looking for the boy that did the talking.” Forcing their way in, according to a PBS documentary about Till, they roused Till from sleep, marched him to their car and sped away. Till’s disfigured body was found three days later, “the most celebrated race-sex case since Scottsboro was born,” the journalist William Bradford Huie wrote in Look magazine. His body was so mutilated that it could be identified only by the silver signet ring, still on his finger. |
Emmett Till Project: Outline
Section 3 or 4 | Section 4 |
| “Someone is going to pay for this,” Till’s mother wailed, according to an American National Biography web page about her. She demanded that her son’s body be returned to Chicago for an open-coffin funeral. “I wanted the world to see,” she said. Till’s body, unembalmed, was displayed publicly for four days. People left in tears. Some fainted. |
Emmett Till Project: Outline
Section 4 or 3 | Section 3 |
| The murder became a rallying point for the nascent civil rights movement. The Rev. Jesse Jackson called it the movement’s “Big Bang.” |
Emmett Till Project: Outline
Directions:
Emmett Till Project: Groups
Team # | Student #1 | Student #2 | Student #3 | Student #4 |
Team 1: | Ivana Fonkwo | Ethan Traister | Areeba Minaal | James Cleveland |
Team 2: | Abdullah Mohammad | Mason Patel | Destiny Perez Romero | Jessica Kendrick |
Team 3: | Ahmad Said | Jared Valencia | Alexey Gribok | Shankavi Kulasingham |
Team 4: | Saba Jannat | Yusuf Kholaif | Nicholas Thai | Polina Yurevich |
Team 5: | Alejandra Amezcua | Ahmed Mahmood | Danna Rengifo Cabezas | |
Team 6: | Zaaina Sabeel Syeda | Ariel Vargas | Laura Lizarazo Navarro | |
Team 7: | Isabella Landon | Youssef Sharara | John Ramirez | |
Civil Disobedience
Directions:
Civil Disobedience: Part I
1. What kind of government does Thoreau prefer?
2. According to Thoreau, how does the American government decide issues of right and wrong?
3. According to Thoreau, how should the American government decide questions of right and wrong?
4. According to Thoreau, what is the only obligation that citizens have?
Civil Disobedience: Part II
5. According to Thoreau, what options do citizens have if their government has passed unjust laws?
6. According to Thoreau, which of these options do most citizens generally choose?
7. Which option does Thoreau say that citizens should choose if the government has passed an unjust law?
Civil Disobedience: Part III
8. Why was Thoreau thrown in jail?
9. Why was Thoreau released from jail?
10. After his night in jail, how did Thoreau’s perception of his town, state and country change?
Civil Disobedience: Part IV
11. What is Thoreau’s claim with regards to the American government in Civil Disobedience?
12. In Civil Disobedience, Thoreau makes several allusions to events in America’s history, such as slavery and the Mexican-American War, where the American government passed unjust laws against the people’s will. What current examples can you think of where our government has passed unjust laws against the American people’s will?
13. As a citizen, what have you done or plan to do to protest this injustice?
Emmett Till Project Research
Directions:
Emmett Till Project Research
Directions:
Class Norms: English 9 Honors