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Agenda
• Warm up: Black Americans
• PPAC Practice
• Revisiting social groups’
experiences
Objectives-students will be able
to…
• Analyze documents using
PPAC
• Evaluate the impact of
WWII on marginalized
groups
Introduction: reminder of the five
“pieces” of DBQ writing:
1. Thesis
2. Analysis of documents
a. Evidence + analysis linking evidence to thesis
b. PPAC analysis
3. Analysis of outside examples
4. Contextualization
5. Synthesis
Reminder of Outline
• Essay Organization:
Introduction:
• Contextualize + Thesis
Body Paragraph 1:
• Sub claim + Evidence + Analysis (link evidence to
thesis) + PPAC
Body Paragraph 2:
• Sub claim + Evidence + Analysis + PPAC
Body Paragraph 3:
• Sub claim + Evidence + Analysis + PPAC
Conclusion:
• Synthesis + wrap up argument
Evidence and Analysis
• Ideally, you have two sentences for each
document you use.
• The first sentence analyzes the document as
evidence to support your sub-thesis and thesis
• The second sentence analyzes the source
using PPAC and (if appropriate) reliability.
I do: modeling
• Shoot for two sentences on each document you introduce
Sentence 1: Use the content of the document as evidence
to support your thesis/ sub claim.
Arnulfo Pompa demonstrates how Latinos during World War
II faced economic hardship in the Bracero program. Because
they were paid tiny wages, workers like Pompa faced
extremely limited economic opportunity.
Sentence 2: Analyze the document as a source of
information. Consider PPAC and/or reliability when
appropriate.
It should be noted that Pompa’s interview takes place
decades after his experiences in the Bracero program, and as
a result his point of view may be slightly altered.
We do: with your partner analyze
document 4
Sentence 1: Explain WHAT the document says
and how that information proves your thesis/
sub claim
Ie:
Sentence 2: PPAC analysis. Analyze the
document as a source of information. Consider
reliability when appropriate.
You do: on your own analyze
document 3
Sentence 1: Explain WHAT the document says
and how that information proves your thesis/
sub claim
Ie:
Sentence 2: PPAC analysis. Analyze the
document as a source of information. Consider
reliability when appropriate.
Revisiting Rosie
• https://vimeo.com/18770076
Ray Eliot, a Black American soldier:
“Every time we saw each other, we'd give the “Double V” victory sign. And that
gave us courage and hope and patience, because what we decided was that we
had two wars to win. And once we finished the war against the Fascists and then
we'll fight against racism. Now what that did was that unified us! That brought us
together with a common goal, so we became more focused on how we were going
to fight racism when we got back. But that kept us from being full of rage. .
We were told that whenever you go in town, they teach you...go together...two,
not three, ‘cause that's a crowd and can cause a problem. But go buddy system.
And I was a loner anyhow, and I went in by myself one time...and when I realized I
was in the white community, I panicked, because...the protection for blacks was
very limited....there...so much injustice...so much trumped up charges that were
not right or true against blacks.
In the segregated army, we had white officers in charge of us, commanding us. I
think we felt they were deliberately assigned to black troops by the government,
because they felt that southern white officers knew how to handle black folks.
They knew how to put' em in their place, they knew how to beat' em down, and
have control over them. And that really was a bitter experience to have, when
you're fighting for this country. And so I think that the movement for social justice
started in the Army.”