Race and Justice in the United States

Race and Social Justice in the United States Course Syllabus – Academic Year 2012-13

Rationale: Conventional U.S. History courses are often taught from a purely political perspective. That is, they use the chronology of Presidents and major events (usually wars) to serve as units of history. For example, every U.S. History class has units on World War One and Two. This approach can leave a student with a one-sided view of U.S. History. Not only are they left wondering where the diversity is, but are often left with the impression (intended or not) that wars and Presidents drive history. While both do drive history, this isn’t always the case. Additionally, what damage is done when students don’t see themselves as a part of history? I believe it creates a citizenry who believe they don’t and can’t make a difference. It leads to apathy and inaction.

The purpose of this course is to teach U.S. History from a different perspective – one which emphasizes the role of race and justice in American history. This course will still meet the California State Standards for Social Studies, and therefore will still satisfy all high school graduation and college admission requirements.

Texts: A Different Mirror: A History of Multicultural America Race Relations in America : A Reference Guide with Primary Documents (Major Issues in American History) The American Vision Race and Social Justice in U.S. History – Class Reader

ATTENDANCE

It is highly recommended that you attend class everyday. Everyday attendance allows you to keep up on homework and discussions that are needed for you to do well in this class. Of course, not everyone can make it to class everyday.

1. Participation Grade – each quarter you will be given 50 points. You will not lose any points from this portion of your quarter grade unless: a. You are tardy more than 3 times per quarter. On the fourth tardy, you will lose 5 points and will lose 5 more points for each tardy thereafter. b. You have an unexcused absence. For each class cut you will lose 5 points from your participation grade. c. You do not have your homework done on time. You will lose two points off your participation grade for each incomplete homework check. d. You miss more than 3 book checks. It is expected that you come to class prepared: writing instruments, notebooks, and textbooks. e. You have continued behavioral problems. You’ll be contacted by the teacher before these points will be deducted from the participation grade f. We use response clickers to gauge student understanding and analysis. If you choose to not respond, you may lose points off your participation grade.

2. Excused absences - these are usually absences due to illness. You will not be penalized for late work because of an excused absence. Work must be turned in no later than the amount of days you missed due to you illness. For example, if you missed 2 days, then the assignment is due 2 days after you return. It is your responsibility to ask the teacher for any work you may have missed during your absence. This is very important to remember. 3. Unexcused absences - these are usually class cuts and truancies. These absences will not be tolerated. Unexcused absences will have a negative effect on your grade in more ways than one. First, any homework that is not turned in because of an unexcused absence will not be accepted. You will receive a zero on the assignment. Any tests missed because of an unexcused absence cannot be made up. You will receive a zero on the test. No exceptions. After 6 unexcused absences your grade will drop by one letter. After 9, your grade will drop two letter grades, and after 12 unexcused absences you will fail this course. For each unexcused absence you will also receive detention. In addition, for every class cut, you will lose 5 points off your participation grade.

4. Tardies - Tardies will be dealt with according to the policy outlined in “Participation Grade”. After 3 tardies your participation grade will begin to suffer.

Obviously, the whole message here is come to class. I work hard to make this class interesting and fun for the students, so show up and tell me if I'm doing my job.

HOMEWORK

If you do all of your homework on time you will most likely pass this class. 40-50% of your grade is based on your homework. Do yourself a favor - get your homework done and get it done on time. I will often do homework checks (as outlined in the participation grade). After the check, you will still need to keep your homework as you will turn it in as “packet” on the day of an exam. Collecting a packet allows me to add several homework assignments together to create one gradebook entry.

Late work is accepted on all homework assignments. On larger class assignments there will be late work allowed, but it will not be accepted after one week past its original due date, and you will be penalized 5% for the first day late, and 10% for each additional day.

There will be a take-home essay assigned each quarter. Essays are generally about a topic that we've discussed in class, however there will be a larger research project due near the end of the 2nd semester (late April/early May).

Tests account for about 50% of your grade. They are generally given after each chapter is finished. I usually make up review sheets for you. Multiple choice sections of tests are usually curved. That is, if many people miss the same question throw the question out. There will be in-class essays questions on some tests. I will give you an essay grade sheet for each exam so you can see how I grade essays.

There will be bi-weekly terms quizzes. You do not need to make up a missed terms quiz due to an excused absence. Your next score will be counted twice to make up for the quiz you missed.

MAKE-UP EXAMS

If you have an excused absence you can make up the test, but if you have an unexcused absence you will receive a zero on the test. Makeup tests are almost always made up of identification and essay - no multiple choice. If you miss the regular test, you will have to take the alternate exam - no exceptions.

You must present an excused absence form BEFORE I allow you to take the makeup exam. If you have not made up the exam 2 calendar weeks after the original test date, you will receive a zero.

RESEARCH COMPONENT A major portion of this course and one that sets it apart from the regular U.S. History course is its well- defined research component. Students will be asked to select, organize, research and present a topic of contemporary significance whose roots can be easily discerned in U.S. History. This process is well- defined and will follow the guidelines set by Youth In Focus.

MATERIALS REQUIRED

1. You must have a separate bound journal. This must be brought to class on a daily basis. There will be frequent quick writes – both at the beginning and at the end of class.

GENERAL CLASS RULES

1. Respect everyone's opinions and questions. 2. “One Mic Rule” - do not talk when you have not been called on, or when others are talking. 3. Speak Up Rule – YOU need to be heard. We don’t know your experiences or thoughts and we want to learn from you. 4. Step Back Rule - on the other hand, maybe you realize that you’ve spoken a lot. Try listening and give someone else the chance to be heard 5. Ooops/Ouch Rule – in this class people may say something that is offensive. Give them the space to make this mistake. At the same time, feel free to let someone know that you are uncomfortable with what they have said. That said, we also need to be aware that just because someone isn’t showing an emotion, doesn’t mean they aren’t experiencing one. 6. Communicate – if you want to talk with me privately about anything – please do not hesitate. I have an open door policy. You can also email, or let me know in your journal. 5. Use only appropriate language – no curse words. 6. Do not cheat - it will result in zeroes. 7. If you are excused to leave the classroom (restroom, etc), return promptly.

RACIAL IDENTITY DEVELOPMENT

Research by Beverly Tatum (all of this can be found in more detail in Tatum’s book Why Are All the Black Kids Sitting Together in the Cafeteria, suggests there are several stages, for both people of color, and white persons, to developing a racial identity. The events of the past few years in Davis, and the work of Youth in Focus (now Catalysts for Social Justice) have made many students aware of the role of color in society. This realization comes with a wide range of responses. By exposing students and adults to the idea of developing racial identity, they will learn to see that their feelings and emotions on the topic are normal, and expected.

Racial Identity – Person of Color a. Pre-Encounter – person absorbs the dominant culture (in this case white), and believes the ideas associated with the dominant culture. For example, a black student may internalize and accept that white is better and/or safer. White students may believe the notion that black students are more likely to be in gangs. b. Encounter – an event or series of events forces one to become aware of the impact of race and racist thinking and/or actions. The person begins to think about what it means to be a member of a targeted group. There may be an “anger response” in this stage. White people may feel that they are being labeled as racist, while people of color are angry because they are targets of racism. c. Immersion – a strong desire to surround oneself with symbols associated with their racial group. Also, there is a strong desire to learn about one’s history. d. Internalization – one becomes secure in their racial identity without relying on any ideas from the dominant culture. This person is willing to establish cross-racial relationships. e. Commitment – now that the person is secure and has begun to establish relationships, this stage is focused more on action. The person actively seeks to make the world a better place for their racial group, and therefore, for all groups.

Racial Identify – White Person

1. Contact – doesn’t think about racial identity and consider themselves prejudice free. (similar to pre-encounter) 2. Disintegration – growing awareness of racism. This might come because of a relationship with a person of color. It could result from seeing or witnessing an incident (Rodney King beating for example). Denial, guilt, or shame may be the emotions (similar to Encounter). 3. Reintegration – the guilt experienced in disintegration becomes so overwhelming that one might try to shift blame back to the minority group. It is possible that this part of the stage may be skipped. However, also part of reintegration is another coping mechanism to disintegration. One sees oneself as an individual (not like others). An individual also earns what they’ve got, and fit nicely into the American dream. (Similar to Immersion). 4. Pseudo-independent – understands and accepts the role of race in society, but doesn’t really know what to do about it. An early way of dealing with it may be to associate with people of color. 5. Immersion/Emersion – seeking methods to deal with the numerous ways that race is a part of our lives. The best method might be seeking out people who can talk with you or teach you about racial identity. Seek out stories of whites who stood up, or acted on their beliefs. (Similar to Internalization) 6. Autonomy – the person is ready to confront racism in their lives. They are comfortable being an actor, and feel energized by it. (Similar to Commitment)

Course Outline:

I. Introduction – Defining Race and Racism at America’s Birth a. How different races view history vs. the way it is taught vs. the way it is imbedded in society i. Use statistics from David Thelan and Roy Rosenzweig in The Presence of the Past ii. Journal: Related to Presence of the Past (pg. 3 in RSJ Reader) iii. Walkout (video clip) and Race and Students Perceptions (video clip) b. How is race defined? i. The term Caucasian and its beginning ii. Journal Entry: What is your definition of race? What is your definition of social justice? c. Racial Identity Development i. Video Clip: Two Towns of Jasper ii. Journal Assignment: Which stage of racial identity development do you see yourself? Explain. Relate the video clip to the concept of the two racial identity development theories. d. The Making of Slavery in America i. How did slavery happen? The move from indentured servitude. ii. Manufacturing of race to make slavery a workable institution 1. Reading from A Different Mirror 2. Journal Entry: Relate to reading of Different Mirror (pg. 6 in RSJ Reader) iii. Perception and its Role in the Making of History 1. Compare and Contrast different perspectives of early Revolutionary events: a. Boston Massacre (British/American perspective) b. Boston Tea Party (British/American perspective) c. First Continental Congress/Declaration of Independence 2. For Enrichment: West Wing and the Mercator/Peter’s Map iv. Color-blind documents, but not interpretation 1. Examine the Declaration of Independence and the U.S. Constitution and decide whether or not these documents are color-blind a. Interpretation of these documents by government and people has not been always been color-blind (The beginning of “Institutionalized Racism”) 2. EXERCISE: Supreme Court and Freedom of Religion – Sherbert and Lemon Test (pg. 10 in RSJ Reader) 3. The Founding Fathers on Diversity a. Thomas Jefferson and Benjamin Franklin Documents (pg 7 in RSJ Reader) II. The Role of Race in the Expansion of the United States a. African American Slavery: Its Expansion and Effects (Journal Entry) i. Case study of Tejas ii. Government laws affecting the expansion of slavery 1. Land policies 2. Gag Rule / Censorship of Southern mail 3. Compromise of 1850, Kansas-Nebraska Act, Lecompton Crisis iii. The rise of abolition 1. “Amazing Grace” – the role of religion and reform iv. Slave Life and Uprisings 1. The Daily Life of Slaves (pg. 14 in RSJ Reader) 2. Nat Turner and Denmark Vesey uprisings (pg. 16 in RSJ Reader) b. Native Americans in the Expansion i. Increasing Native American Wars – Video Clip from “Empire Upon the Trails” ii. Missionaries in the West – Video Clip from “Empire Upon the Trails” iii. Andrew Jackson and the Trail of Tears 1. Video Clip “Trail of Tears” from PBS’ The West, Empire Upon The Trails iv. Effect of the Gold Rush on Native populations in California v. 1851 law - Reservations and the Plains Wars 1. Difference between 1st and 2nd wave of westward migration on Native Americans vi. Assimilation 1. Marcus and Narcissa Whitman (video clip) 2. “Friends of the Indian” (video clip) c. Relations with Mexico – the Mexican-American War i. Focus on Treaty of Guadalupe Hidalgo and the treatment of Mexicans in California in the post-war period. ii. Anti War Sentiment (pg. 12 in RSJ Reader) iii. Journal Entry: Can we meaningfully make things right with Mexico? III. The American Civil War and the period of Reconstruction a. The Civil War and the promise of freedom i. The Emancipation Proclamation ii. Sea Island Experiments – Why didn’t it work? iii. 54th Massachusetts Regiment and the Contraband Army 1. The Fight For Equal Rights (pg. 18 in the RSJ Reader) 2. View film Glory iv. The Homestead Act - Exodusters – Pap Singleton and the movement to Kansas (Video clip) 1. Homesteading in Yolo County – Statistics 2. Black migration patterns after the Civil War v. 13th, 14th, and 15th amendments b. Reconstruction, the Broken Promises, and the New Institutionalized Racism i. Journal Entry: What needs to be reconstructed? ii. African American Freedom – Independence vs. Impudence 1. A Letter to My Master ( pg. 19 in RSJ Reader) iii. Rise of the KKK iv. The Amnesty Act and the Mississippi Plan v. Supreme Court – U.S. vs. Reese, U.S. vs. Cruikshank, Slaughterhouse Cases, Civil Rights Cases of 1883 vi. The Arrival of Jim Crow vii. Stereotypes of Black Americans as a justification 1. Exercise: Minstrel Music 2. Birth of A Nation (clip) 3. Gone With The Wind excerpt c. African American Response to Jim Crow i. Booker T. Washington, W.E.B. DuBois (in RSJ Reader, pg. 21) ii. Ida B. Wells iii. Creation of the N.A.A.C.P. d. The West and Reconstruction i. A Geography of Hope (video clip) ii. Native Americans: End of Hope 1. Indian Appropriation Act 2. Possible Local Connection: The Modoc Wars (Lava Bed Wars) and relocation to Indian Territory 3. The Ghost Dance (video clip) 4. Stereotypes of Native Americans – (RSJ Reader, pg. 23) IV. Industrialism and Immigration a. Industrial America: A Geography of Hope? b. Causes of the Rise of Industrialism c. The Great Industrialists: Captains of Industry or Robber Barons d. The Philosophy of Social Darwinism and its effects i. Video Clip – Battle At Kruger ii. The Urban Effects of Industrialism – Tenements iii. Difficulties Faced by Workers (RSJ Reader, pg 25) iv. Child Labor (RSJ Reader, pg. 26) e. Workers Response to Industrialism i. Rise of Labor Unions 1. Causes – Video Clip - Scofield Mine Accident 2. Difficulties of Organizing – Matewan video clip 3. Successes and Failures a. Video Clip – Coal Strike of 1900 f. Role of African Americans in the Industrial Revolution i. Sharecropping and a non-role in Industrialism ii. EXERCISE – Letters to the North from African Americans g. European Immigration Experience i. Why they came, and how they got here 1. Push and Pull – reading from The Devil’s Highway (RSJ Reader, pg. 30) ii. Race and fear in the 2nd Wave of Immigration period 1. Ellis Island Examination (RSJ Reader, pg. 32) 2. Political cartoons focus on Southern and Eastern Europe, Chinese, Italian, and Irish immigration. a. Case Study – Leo Frank 3. The Chinese Exclusion Act and the Angel Island Experience a. EXERCISE – Angel Island v. Ellis Island (RSJ Reader, pg. 34) iii. Coping with America 1. Ethnic Communities – what they were and what they looked like. a. EXERCISE - Local Case Study – Locke (Field Trip?) 2. Public Education and assimilation 3. Internal migration after ethnic communities – where do immigrant populations go after initial arrival? 4. Do immigrants assimilate? (RSJ Reader, pg. 35) V. Imperialism and Race a. Causes for imperialism and The White Man’s Burden i. Pear Soap Advertisement ii. Music of Imperialsim b. EXERCISE - Case Study: The Decision to Acquire the Philippines (RSJ Reader, pg. 38) VI. Progressivism – Progress or Retreat? a. Defining Progressivism (RSJ Reader, pg. 41) b. Progress i. Rise of the Minority Movements 1. Niagara Movement and the NAACP a. Buchanan v. Warley 2. Anti-Defamation League (1913) ii. Rise of the women’s suffrage movement 1. Growth of Women’s movement a. Beginnings – Seneca Falls Reading (pg. 36 in the RSJ Reader) b. Video Clip – One Woman, One Vote iii. Health and safety standards c. Retreat i. Birth of a Nation ii. Eugenics movement 1. Case Study – Jack Johnson and Eugenics (Mann Act) 2. Miscegenation Laws – Rollins v. Alabama 3. Sterilization Laws – Buck v. Bell 4. Bath Riots in El Paso, TX. (RSJ Reader, pg. 43) a. Journal Entry iii. Development of IQ exams and the rise of Nativism 1. Ozawa and Thind cases (RSJ Reader, pg. 47) d. PROJECT – Progressivism Power Points VII. World War One – Development of Hatred Against the Enemy a. Reasons for American Intervention i. Ross Gregory reading (pg. 47 in RSJ Reader) b. The American Homefront and the Committee on Public Information i. EXERCISE - Eight Techniques of Propaganda ii. Posters of war to vilify German-Americans iii. Anti Immigrant sentiment in WWI 1. Davis Enterprise article – Japanese Americans iv. African American response to Wilson’s reasons for War 1. Davis Enterprise article – African Americans 2. We Return Fighting – reading from Race Relations in America 3. Journal Entry (comparing two documents) c. Possible Project: find propaganda whose purpose was to vilify the enemy of the time: 1. African-Americans during Reconstruction 2. Japanese during WWII 3. Communists in Cold War period. 4. Vietnamese 5. Iraqis d. Aftereffects of War i. Trouble with Peace – Different motivations at the Treaty of Versailles (RSJ Reader, pg. 51) ii. Red Scare of 1919 VIII. The 1920s – Roaring or Warring? a. Stereotypes of the 20s i. Compare and contrast several events in the 1920s (PPT) 1. Harlem Renaissance vs. KKK a. Reasons for the return of the KKK (RSJ Reader, pg. 55) b. Culture in the 1920s i. Youth slang in the 1920s (RSJ Reader, pg. 53) c. Harlem Renaissance (RSJ Reader, pg. 57) i. Messages and mediums (art, music, poetry). ii. Marcus Garvey as an example of the Renaissance. iii. Journal Entry: Black History Month d. The Rise of Consumerism in the 1920s i. Consumer Leagues – Chicago Whip’s “Spend Your Money Where You Can Work”, Chicago (1929) / Consumer Research 1. Journal Entry: How can one use consumerism to make a civil rights statement? IX. The Great Depression and New Deal a. The Great Depression i. Social Effects of Great Depression 1. Letter to Mrs. Roosevelt (pg. 62 in RSJ Reader) a. Journal Entry 2. Fear of job competition – Repatriation of Mexican-Americans a. Clip from film Mi Familia 3. Continued racism – The Case of the Scottsboro Boys a. Entertainment and Blacks b. Amos and Andy (audio clip) 4. Unions and the Rise of the CIO b. The New Deal i. Franklin Roosevelt and 1st Inaugural Address (RSJ Reader, pg. 59) 1. Fear of the rise of “big government” ii. The New Deal 1. Problem that needed to be solved, how it was tackled, and if it worked 2. Assignment: The New Deal “A New Day Dawning” iii. Ethnic groups and the New Deal 1. What did ethnic groups get? Native Americans (Indian Reorganization Act), sharecroppers (Farm Security Administration) a. The Case of the Southern Tenant Farmers Union b. A New political alignment – the shift of African-American voters to the Democratic Party. c. Eleanor Roosevelt and race – Marion Anderson and the Tuskegee Airmen 9 (video clip)

X. World War Two – The Fight For Freedom Abroad, and Against at Home a. The Fight For Freedom in America – Roosevelt’s Four Freedom’s Speech and Norman Rockwell’s Interpretation (RSJ Reader, pg. 64) i. Minority contributions 1. Tuskegee, 442nd Regiment , Navajo Code Talkers (RSJ Reader, pg. 68) 2. Rosie The Riveter vs. Wendy the Welder 3. “Double V” a. Executive Order 8802 and its implications b. Smith v. Allwright c. SETBACKS - Tuskegee Syphilis Experiment and the Port Chicago Incident b. World War II and its effect on California i. Rise of the California economy – Richmond, CA a. Red Oak Victory Ship/Rosie the Riveter Monument (Field Trip?) b. Kaiser Shipyards/Insurance c. Four Freedoms: Upheld in the United States and Abroad? i. Bracero Program and the Zoot Suit Riots 1. Operation Wetback (1954) a. Proposition 187 2. Do migrant camps still exist? If so, locally? Where? ii. Japanese American Internment (RSJ Reader, pg. 66) 1. Pre-existing Japanese sentiment – Dr. Seuss (RSJ Reader, pg. 71) 2. Tule Lake and the “No-Nos” 3. EXERCISE: U.S. Government Video vs. Diary entries from Manzanar iii. U.S. Response to the Holocaust (RSJ Reader, pg. 73) iv. U.S. Military Strategies in the Pacific 1. The Decision to Drop the Atomic Bomb a. Reading in RSJ Reader – pgs. 75-82 XI. The Cold War and McCarthyism a. How the U.S. “fought the Cold War” i. Truman Doctrine and Marshall Plan ii. Korean War iii. Nuclear Weapons – Brinkmanship and Massive Retaliation 1. Using the CIA in the Cold War (RSJ Reader, pg. 82) 2. Effects of Cold War on the American Homefront a. Blacklisting and the rise of Joseph McCarthy i. Film clip – Guilty by Suspicion ii. FBI Communist File – Corwin Matlock b. Conformity in the 1950s i. Challenges – the early Civil Rights Movement (labeled as Communists) XII. The American Civil Rights Movement a. Brown v. Board of Education i. The Doll Test b. PROJECT – View from the Trenches vs. View From Nation (RSJ Reader, pg. 88) XIII. Race and Social Justice: The Search in Davis, CA a. Student Presentations of Research XIV. Civil Rights Spreads a. White Americans and Civil Rights i. White Witnesses – Johnny Coggins and the Little Rock Nine ii. White Allies: Virginia Durr, Carl and Anne Braden, and Jim Zwerg (RSJ Reader, pg. 94) 1. Redlining Video Clip/Journal Entry iii. Are we still fighting? A Prom Divided (RSJ Reader, pg. 92) b. Mexican Americans i. Cesar Chavez reading (RSJ Reader, pg. 98) ii. The Story of Cesar Chavez – video clip c. Students for a Democratic Society i. Berkeley Free Speech Movement ii. Growth of a Counterculture Movement 1. Yippies and the Weathermen d. Women i. Video clip – The Century ii. Changing Role of Women (RSJ Reader pgs. 99-100) e. Immigration Act of 1965 – a more humane immigration policy? f. AIM i. Readings from Race Relations in America ii. Leonard Peltier and the takeover of the Bureau of Indian Affairs building (RSJ Reader, pg. 101) iii. Takeover of Alcatraz video clip g. Gains for the Civil Rights Movement and continued challenges i. Swann v. Charlotte-Mecklenburg Board of Education h. Success of the Civil Rights? – Conservative Backlash i. Attica Prison Uprising ii. Images from Boston – fallout of Swann v. Mecklenburg iii. The Century (video clip ) – Busing in Boston iv. Rise of Christian Fundamentalism in the United States 1. Journal Entry v. Growth of Militancy 1. Malcolm X 2. The Black Panthers vi. Growth in confidence for groups 1. African Americans in Film – In the Heat of the Night, Shaft 2. African Americans in Television – Sammy Davis, Jr, / Archie Bunker 3. Women in Television 4. Vincent Chin and the Awakening of the Model Minority XV. Vietnam and Its Effects on Modern America a. Presidential Views on Vietnam/American Military Strategy (RSJ Reader, pg. 102) b. Vietnam and the American Soldier i. Platoon video clip ii. Vietnam Veterans come home (video clip) c. Vietnam War Protest Movement (video clip) XVI. Where Are We Now a. African Americans Post Civil Rights i. Drugs in Inner Cities vs. The Million Man March ii. Journal: Are we closer to achieving the mandates of Declaration of Independence and the Constitution? Why? Mr. Williams' Wiki http://mrwilliamshistory.wikispaces.com (for students) http://mrwilliamshistorypublic.wikispaces.com (for parents)

I want to let you know that I have an internet homepage intended to help keep both students and parents aware of important information in my classes. The websites are slightly different for student and parent. Since students post class work on our webpage, I cannot legally open the student webpage to the public. Also, it is easier for me to contact students if they have their own wiki.

WHEN SIGNING UP FOR THE WIKI, PLEASE CHOOSE YOUR USER NAME AS FOLLOWS: EXAMPLE: Kevin Williams becomes kevinwilliams

I need your user name to be your name. That way, I can easily send messages and know who has edited which part of the wiki.

I hope both students and parents will use the homepage to find out important class information as well as useful research information about the class. I'd like to take this opportunity to point out a few things you can find on the homepage:

1. Lesson Plans - I will update my lesson plans each week. That way, if you're absent, you can find out what you missed.

2. Assignments / Test Information / Project Due Dates - reviews reading assignments, terms quiz information, noontime seminars, and project due date information given during the week.

3. Assignment Downloads – all (or most of) our in class handouts in .doc form. If you are absent, please check to see if you missed any assignments or in class readings.

4. Review Sheets for Exams - subject information which will be covered on upcoming and past exams.

5. Extra Credit Questions – gives you options to early extra credit on a quarter-by-quarter basis. Usually, you attendance simply earns you extra credit. Sometimes, you’ll need to write a response. If this is the case the response must always be submitted by email.

6. Research Wikis – This allows students to collaborate with group members on projects and in-class work

7. Student Links – gives links to student resources. Some are research sources and others are interesting websites.

I hope these homepages will be useful. Please e-mail and comments or questions to [email protected]. Student / Parent Information 2012-13 – Mr. Williams

Student Information

Name:______Period:___

1. Why did you choose to take “Race and Social Justice in U.S. History” this year? ______

2. What aspects of history interest you most? ______

3. What is an interest you have outside of school? Does it affect your academic studies? How? ______Parent / Guardian Information

Name(s):______

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Parent email(s): ______

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Parent phone #: ):______

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Parent Signature Parents, by signing below you are acknowledging that you read the class syllabus and class website information. Please write any concerns, or comments on the back side of this sheet.

______(parent signature) (please print name) Parents: Any questions, concerns, or comments? Please write them below.

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