SUMMER READING AND SOCIAL STUDIES PROJECT 2017
For High School students enrolled in: Dual Credit US History or Government/Economics the Summer History Assignment is required. For other high school students, this is optional.
For students in Dual Credit US History there is an opportunity to get a jump start on the year by completing one or two of the assignments that will be due either first or second semester. It is not a requirement to complete these during the summer, only an opportunity. These assignments are titled: Warriors Don't Cry Project and Founding Brothers Project.
WARRIORS DON'T CRY
Warriors Don’t Cry focuses on the experiences of the author as one of only nine Africa-American students who integrated Little Rock’s Central High School in the 1950s. Melba and her fellow students braved mobs, threats, and violence in order to get an education and help end discriminatory segregation laws. Eventually President Eisenhower dispatched the 101st Airborne to Little Rock in order to protect the brave students. A memoir is a historical account written from personal knowledge. Warriors Don’t Cry is a personal tale or memoir of the bravery required to end injustice in our society as well as an account of a dark period in American History. However, it only provides us with Melba’s perspective.
The primary goal of this project is to understand how different points of view are represented and to be able to put an historic event in context. It is also important to understand the experiences of African Americans as they struggled to gain equality and to be able to participate fully in what it means to be an American.
Carefully read the entire book, Warriors Don’t Cry by Melba Patillo Beals. It must be the unabridged version.
Before reading the book, do a little background research on the immediate historical context of the integration of Little Rock Central High School in 1957. (What events related to desegregation and treatment of African Americans were going on in the months and years prior?)
After having carefully read the book, you may choose one of the project options below or propose a project of your own for Mrs. Purcell’s approval no later than April 14, 2017. I encourage you to submit a first draft/formal plan of your project on or before Friday, April 6, 2017. The final draft of your paper will be due on Friday, April 20, 2017.
Every project must have an annotated bibliography in MLA format.
1. Create a 1-1/2 to 2 minute video movie trailer for a film about the integration of Little Rock Central High School. You create a title for the movie and cast “actors” to play the roles. Choose a “sound track” to go with your trailer. Show critical scenes from the events which you would expect to see in a movie on this topic. Examine a movie trailer to see what all goes into one. See Free State of Jones Official Trailer, Apollo 13 Official Movie Trailer, Thirteen Days Official Trailer, 42 Official Trailer, Race Official Trailer, Iron-Jawed Angels Official Trailer, or others.
2. Create a 24”X36” (ish) movie poster for a film about the integration of Little Rock Central High School. Create a title and at least one key image that reflects the Little Rock events. Choose a slogan or sub-title to put on your poster. Include at least one review from a “critic” with how many “stars” the movie is rated. Select a cast of key actors and the roles they play to go on your poster. Also choose a “producer” and “director.” See sample movie posters. The ones with more detail are better examples.
3. Write a ballad that tells the story of the Little Rock Nine. The ballad should have at least 10 “verses” and one chorus. Put the ballad to a tune and record a video or have someone else record it if you wish. Post to YouTube or Vimeo and email me the link. email@example.com Listen to “Battle of New Orleans” or “Sink the Bismarck” by Johnny Horton or songs from K.R. Wood’s Fathers of Texas album (songs available on itunes for $.99 each).
4. Imagine you are a fictional 10th student to integrate Little Rock Central with the other 9. Write a diary that covers the school year with at least 2 entries each month for the 10 months of the school year. Date each entry. Make sure to include not only the student’s point of view, but other perspectives as well. The journal should reflect plausible experiences and should be similar to the experiences of the students who actually lived through it. The entries are more than telling what happened; they tell the reader what the writer thought and felt about the experiences using all the senses. The better journals will express original thoughts and creativity and not simply copy the experiences of the people in the book.
• If you search for primary sources on the internet, use Google Scholar instead of Google to filter out undesirable sources.
• Some primary sources are linked at fbcaworldhistory.weebly.com under the U.S. History Dual Credit tab.
• Warning: Avoid Plagiarism. You can find a plagiarism tutorial on fbcapasadena.org under Academics/Secondary/Plagiarism Policy.
Assignment: Read Founding Brothers by Joseph J. Ellis, and answer each of the questions/prompts thoroughly and thoughtfully in complete sentences/paragraphs as specified.
Work must be typed, single-spaced, 12 point font, with one inch margins. Be sure to label each section with its corresponding title. Type the question first, then the answer.
Do NOT Google the answers.
Due Tuesday, September 26, 2017.
After reading “The Dinner,” answer the following questions in paragraph form.
After you read “The Silence,” briefly respond to the following questions in complete sentences.
After reading “The Farewell,” respond to the following.
After reading “The Collaborators,” respond briefly to each prompt.
After reading “The Friendship,” briefly answer the following questions.
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