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The 1st semester is approaching an end. Time to start planning for high school. Please see the links below as it relates HS programs.
https://www.remind.com/join/applywhs18-GET REMINDERS FROM WESTLAKE MAGNET DIRECTOR
Odyssessy Summer Camp:
Good afternoon everyone,
Posted below are the completed notes from class today. Please make sure your student has their completed notes so that they are able to do their homework effectively.
Algebra 1 _ 10.16
Math 8 _ 10.16
Claudette Colvin: Twice Toward Justice
By Phillip Hoose
Farrar, Straus and Giroux Books for Young Readers
On March 2, 1955, an impassioned teenager, fed up with the daily injustices of Jim Crow segregation, refused to give her seat to a white woman on a segregated bus in Montgomery, Alabama. Instead of being celebrated as Rosa Parks would be just nine months later, fifteen-year-old Claudette Colvin found herself shunned by her classmates and dismissed by community leaders. Undaunted, a year later she dared to challenge segregation again as a key plaintiff in Browder v. Gayle, the landmark case that struck down the segregation laws of Montgomery and swept away the legal underpinnings of the Jim Crow South.
Based on extensive interviews with Colvin and many others, Phillip Hoose presents the first in-depth account of an important, yet largely unknown Civil-Rights figure, skillfully weaving her dramatic story into the fabric of the historic Montgomery Bus Boycott and court case that would change the course of American history.
ABOUT THE AUTHOR
Phillip Hoose’s distinguished nonfiction includes the National Book Award Finalist We Were There, Too!:
Book Discussion Part 1 (HC: pp. 1–75 / TP: pp. 1–71)
- How did each of the experiences listed below contribute to Claudette’s refusal to give up her seat on the bus?
- “. . . how I learned I should never touch another white person again.” (HC and TP: p. 3)
- The stories about shopping in downtown Montgomery (HC: pp. 16–18 / TP: pp. 17–18)
- Jeremiah Reeves’s arrest (HC: pp. 23–25 / TP: pp. 23–26)
- Brown v. Board of Education
- Miss Nesbit and Miss Lawrence team-teaching Black History Month (HC: pp. 25–27/ TP: pp. 26–29)
- How and why is Claudette’s description of the events leading up to her arrest different from the incident as described in the Montgomery Police Department report?
- How and why was Claudette’s arrest different from the earlier arrests of Geneva Johnson (1946), Viola White and Katie Wingfield (1949), and Edwina and Marshall Johnson (1949)?
- Why do you think Claudette refused to plead guilty?
- Reverend H. H. Johnson told Claudette, “. . . I think you just brought the revolution to Montgomery.” (HC: p. 35 / TP: p. 37) Do you agree with this? Why or why not?
- Why do you think Claudette’s classmates and neighbors did not treat her as a hero after she was arrested?
- How was Rosa Parks’s arrest both similar to and different from Claudette Colvin’s?
- Claudette Colvin said, “When I heard on the news that it was Rosa Parks, I had several feelings: I was glad an adult had finally stood up to the system, but I felt left out. I was thinking, Hey, I did that months ago and everybody dropped me.” (HC: p.61 / TP: p. 67) She goes on to share some ideas about why she thinks the black leaders chose to use Rosa Parks’s case as inspiration for the bus boycott rather than her own. What do you think?
Book Discussion Part 2 (HC: pp. 76–10 / TP: pp. 72–101)
- Claudette Colvin said, “There was a time when I thought I would be the centerpiece of the bus case. I was eager to keep going in court. I had wanted them to keep appealing my case. I had enough self confidence to keep going.” (HC: p.63 / TP: p. 67). Only a few months later, the NAACP asked Claudette to participate in another court case. Why do you think they wanted Claudette for the second court case?
- How were Claudette’s two court cases different?
- Why was courage the number one requirement for plaintiffs?
- While Claudette practiced for her second day in court, her mother gave her this advice: “If you can even talk to a white person without lowering your eyes you’re really doing something.” Why did she give Claudette this particular advice? Do you think it was helpful? Why or why not?
- One of the lawyers for the plaintiffs in Browder v. Gayle said, “If there was a star witness in the boycott case . . . it had to be Claudette Colvin.” (HC: p. 88 / TP: pp. 99–100) Reread the description of the testimony, especially Claudette’s testimony (pp. 82–88 / TP: pp. 83–85). Why do you think the lawyer called Claudette Colvin the star witness? Do you agree? Why or why not?
- Why do we call the Montgomery Bus Boycott and Browder v. Gayle successful when the following things occurred?
- “Browder v. Gayle may have ended legal segregation on the buses, but it did not end racial prejudice.” (HC: p. 97 / TP: p. 109)
- “Violence and threats of revenge were everywhere in the first days of integrated buses.” (HC: p. 98 / TP: p. 110)
- “It was clear that anyone connected to the boycott, anyone whose name or picture had been the paper—was now in grave danger.” (HC: p. 98 / TP: p. 110)
- After the U.S. Supreme Court upheld Browder v. Gayle and the Montgomery Bus Boycott ended, Dr. Martin Luther King Jr. thanked Claudette Colvin for serving as a plaintiff in the court case. He then said to her, “You’re a brave young lady.” Claudette said, “Meeting Dr. King didn’t pay my bills or stop people from gossiping about me and Raymond. It sure didn’t make me any safer. But I have to say those few words of praise from him on that evening felt very good.” (HC: p. 99 / TP: p. 111) Considering how much Claudette had been through and how she felt abandoned by the black leadership in Montgomery and by her community, why would she say that those few kind words, spoken privately to her, after it was all over, “felt very good” and were worth remembering decades later?
Directions: Students should be reading a minimum of 20 minutes per night. Their responses should be recorded in their composition notebooks in blue or black ink.
Due by October 10
- What qualities does Auggie’s family have that help support him as he struggles to fit in at school?
- Do you think Auggie ultimately sees himself as ordinary, or extraordinary? Do other people in his life think about this differently?
- How about his parents? How about Via? How do his friends at school think of him? How about his teachers?
- Why all the narrators? Why does R.J. Palacio include so many different points of view? What do we learn from different narrators that we wouldn’t get from Auggie? Who is your favorite narrator, and why?
- What role do masks play throughout the story? How do masks help or hurt Auggie?
- What’s the difference between kindness and just being nice, and why does it matter?
- What does Jack learn through his friendship and betrayal of Auggie?
- Which characters do you think change the most from the beginning to the end of the story, and why do you think so?
- How does Auggie overcome his crippling shyness and self-loathing? By the end of the story, do you think he is comfortable with how he looks? Which characters
The PSAT 8/9 (8th graders that registered) is
Saturday, October 21, 2017 at 9 am
Please arrive by 8:45 am so we can begin the test at 9 am. (The test is 2 hours and 25 minutes long.) Please pick up your student at noon. Remember that our staff has to be present until your child leaves. Please be considerate of our staff.
Students need to bring:
- 2 Sharpened #2 pencils (no mechanical pencils allowed)
- Scientific or graphing calculator (See listing of acceptable calculators in the link below.
- Phones will not be allowed to use) Remember:
- Phones will be collected and turned off at the start of the test
- Students will not be allowed to leave the testing area until the entire test is completed
- Students arriving after testing has begun will not be allowed to test Dress in layers to prevent being too cold or hot Students can be picked up at noon
Resources for parents and students
Please review the information provided by the College Board, below, about the PSAT prior to Saturday. The specific types of calculators permitted are listed in the resources below. Sample questions as well as important strategies and resources are provided at: https://collegereadiness.collegeboard.org/pdf/psat-8-9-student-guide-2016.pdf
Thanks for a great curriculum night. Please note the following updates as it relates to academics.
1. September 28-29-Reading and Math Diagnostics via USA Test Prep
USA Test Prep/Moby Max Parent Letters and Student ID Cards were distributed to students today. USA Test Prep letters do require parent signature. Please return tomorrow.
2. October 2-T-shirt Book Reports are due. Students can wear their shirts to school with uniform bottoms.
3. October 5-6: Write Score Test
(Students will take Part 1-Thurs. and Part 2-Friday)
4. Due to the number of tests taken administered in such a short time, the PSAT date has been extended to give students an opportunity to some additional test preparation. Stay tuned for the upcoming date.
5. Our Jacket to Jacket Reading Program has started! Students should start logging the books and pages they are reading. 2 extra PBIS points will be given. THIS YEAR 8th Grade will take the lead!
Below are some helpful resources that students can utilize if they need to practice some math skills at home.
Math 8 Textbook – www.pearsonrealize.com
IXL – www.ixl.com
Khan Academy – www.khanacademy.com
USATestprep – www.usatestprep.com
MobyMax – www.mobymax.com