Social Studies (Ms. Morford)


Please check this page DAILY, whether you are present or absent from school.

If you are absent from any class on any day leading up to the end of the semester, be sure to EMAIL each teacher.

If you or the adults in your life have any questions, I can always be reached by email at: jmorford@illinois.edu


If you need to access a digital copy of the course overview and grading policies in this class, you can find one here:

4th quarter assignments due:


by Friday May 12:

- Be ready to turn in a complete and legible copy of "Portfolio 2," the notes on hunting and gathering that you have taken during our discussion this week.




For class work on Fri. May 12:


- Here are the questions on agriculture that you need to work on answering. Note the resources that follow.


- If you want to revisit the short video we saw at the end of class on Thursday (or if you were absent), here is the link.

- Here are the LINKS to Flow of History 4 (on birth of agriculture) and Flow of History 5 (on domestication of animals).


Over the weekend of May 12-14:


- Remember to keep working on your interview transcription! These are due in the coming week!

- IF you are interested in applying to join the WILL Intern teams (for the coming academic year), then please READ this document carefully. If you have questions, feel free to email Ms Morford. Applications are due by 9 am on Wed. May 24.



FINAL SOCIAL STUDIES ASSIGNMENTS DUE:


- Individual and final team transcripts are due during the week of May 15-18. Please check the table of due dates provided to you and your team.

- Here are the directions for preparing your "Portfolio 3" assignment. It is due by Mon. May 22. You must turn in one print copy to Ms Morford. After Thursday May 18, you can find her or the submission box at her desk in Rm 214 (social studies office).


- There is no final exam in "Intro to social studies" this semester.


DOING ORAL HISTORY -- resources


Here is the "Post-Interview Reflection" document:



After you download it, please SAVE AS: PIR_[TeamName]_[Job on Team], so for example: PIR_TeamCobb_Scribe
You do NOT need to put your name in the document.

Please answer fully and carefully, and check your work.

Then EMAIL it as an ATTACHMENT to MS Morford at morfordjanet1@gmail.com


Resources for studying the history of racial diversity at UIUC:

Start with THIS PART of the University Archives' online exhibit on Project 500. Read all of the section called "BEFORE 1968."
Then you can go back and go through the exhibit in order.

After you have consulted the online exhibit on Project 500, you are ready to look at another excellent source: Joy Ann Williamson's book, Black Power on Campus. I highly recommend that you read pp. 16-28 (part of chapter 1).
You can access it online through the UIUC Library and through this link. If you want to read other parts of this book (including the footnotes for this section), you will need to navigate to the beginning of the e-book version and select the correct PDF. You will also find the complete citation information on the first page of each PDF.
Remember to record the in-text citation for any information gathered from this source: (Williamson pg#).

Detailed data on student enrollment at UIUC, including race/ethnicity, can be found at this link.
At the TOP of the page, look for the heading:
Enrollment by Student Level, Race and Gender.
Underneath it, in red font, you will see: "1968-2015."
Click on "1968-2015" and it will download a very detailed spreadsheet.
This is the source that you will use for the assignment due March 9.


DOING ORAL HISTORY

Spring Semester, 4th quarter


Here is the READING ONLY for the assignment you are working on in class and for homework, March 27-28:





By Wednesday March 29:


Bring to class your completed Questions Part I and Questions Part II for the assignment on "understanding college admissions."

IF you miss school on either Monday March 27 or Tuesday March 28, please email Ms Morford.

By Friday March 17:


Bring to class one PRINT copy of your final, revised letter. This is the copy that will be graded.

I will share with you information about how to email your letter, if you choose to do so. You are not required to do so, but some of you may actually want to send your thoughts to these two campus leaders. Please wait until we have discussed this, before doing so.

If you failed to pre-order a BAKED POTATO in the class sale, remember that they will be sold at lunch for $3, plus $0.25 for each topping.

IF you are ABSENT from school on Friday, please EMAIL your finished letter to Ms Morford, as an attachment.

On Thursday March 16:


- Bring one PRINT copy of your complete letter to class.
We will use time on Thursday for peer review of your letters. Then you may decide whether you want to hand in your final copy (in PRINT) on Thursday or on Friday.

- An extension on the due date is being given to allow you time to incorporate information from the bake sale and responses to the bake sale that happened on the UIUC campus on Tuesday. Be sure to consult the additional sources you were given in class on Wednesday, including the various flyers handed out at the event and Jennifer Marnul's article about the event, which you can access online here.

By Tuesday March 14:


- Do the additional readings (given to you today in class) and then complete questions 1 - 4 on this assignment.
- Read over the prompt for the letter that you will be drafting (first draft due Wed. 3/15, final version Thurs. 3/16).



Here are the two new sources, to be used along with the article by T. Rodriguez that you read over the weekend.



Ben Zigterman's article about this event in the News-Gazette may be found here

- IF you have any interest in events on campus this week, be sure to TALK with an ADULT AT HOME to get their permission and to explain what you will do and why you want to do it.

- If you haven't yet reserved a Baked Potato (or 2 or 3 or 4) for Friday's subbie class sale, bring your money and sign up with a class officer by Wednesday to get the pre-paid discount and fast-track service! Check your email for more details.

By Thursday March 9:


Finish the set of questions you began in class:

The link to the UIUC Division of Management spreadsheet is posted just above the phrase "DOING ORAL HISTORY" (above).
Look for the red font "Detailed data on student enrollment at UIUC" and follow the directions carefully!

When you think you are done, check to see that you have completely answered all questions and followed the directions.

By Wednesday March 8:


Read and very selectively highlight the two sources given to you in class on Tuesday: the table reported by the Chicago Tribune and the graph created by J. Bennett. For the graph, use colored pencils or markers of different colors to help differentiate between the different strands represented. Bring these to class with you on Wednesday, as well as your charged laptop.


By Tuesday March 7:


Using the data available through the US Census, do your best to answer the three questions at the bottom of this handout:



You may write your answers on the back of the handout or on a separate sheet of lined paper.
Keep track of the specific files (PDFs) or tables that you find most useful to answering these questions.

For understanding changes in the racial categories used in the US census over time, you may find it helpful to read this.

A summary of the racial/ethnic composition of the Illinois state population by decades can be found in this report, in Table 10 (report page 26, PDF page 34).


By Thursday March 2:

Review your individual Word-document version of the timeline on racial diversity at UIUC.
Make any further adjustments to it that you think it needs to have before you turn it in.
You do not need to print it before you get to class, but you will PRINT it and turn it in before the end of class on Thursday.

By Wednesday March 1:


Finish the timeline on the history of racial diversity at the University of Illinois. Working with your group, explain the significance of each event on the timeline:


By Friday February 17:


Finish the set of questions that you began in class on Thursday.

If you were absent on Thursday, please email Ms Morford.

By Thursday February 16:


Read and selectively highlight the handout you were given in class today, the second myth about affirmative action.

If you were absent on Wednesday, please email Ms Morford!

By Wednesday February 15:


Read and selectively highlight the handout you were given in class today, "Focus on Affirmative Action" (pp. 1-4).
Try the "myth-breaking homework" explained in the bubble on the last page of the handout.

If you would find it helpful to see the video we saw in class again, here's the link.

If you were absent from class on Tuesday, please email Ms Morford.

By Tuesday February 14:


Re-read (or listen again) to the most important parts of the speech made by President Lyndon B. Johnson at Howard University in June 1965, "To Fulfill These Rights."
You can find a copy of the transcript here.
You can watch/listen to a video of LBJ making this speech here.

Then write a paragraph in which you address this question:
How did LBJ introduce the concept of "affirmative action" in this speech, without actually using those words?
Which words DID he use, which passages of his speech in your view come closest to arguing for "affirmative action?"
Cite specific passages of his speech and explain what you understand them to mean.

Please write this paragraph in a digital document. Save it in a place where you can easily access it when you get to class. You do NOT need to print it before class.

By Monday February 13:


Before you come to class on Monday, be sure you have taken time to COMPLETE and CHECK the WORK you did in class on Friday.

You do NOT need to print it. But it should be done and ready to print (in class).

As a reminder: ISS 4 students worked on a timeline.
ISS 6 students worked on a short piece of writing. Remember to cite your source.
ISS 8 students worked on a (different) short piece of writing. Please be sure you have it typed and ready to print when you get to class.

If you or your parents have any questions, feel free to email me at jmorford@illinois.edu. Thanks for your hard work this week!

By Friday February 10:


Homework assignments vary by class -- please be sure you do the RIGHT assignment!

For ISS 4 students:

Read and selectively highlight the rest of the chapter by Stephen Currie.

For ISS 6 students:

Make sure you have completed the rows assigned to you for including the LOCAL events from the article by Tom Kasich in your group timeline (on Google Drive). Remember to make these LOCAL events appear in a different color of ink (as decided by your team).

For ISS 8 students:

Finish reading and highlighting the article by Deb Aronson (given to you in class on Thursday).
Bring it and your charged laptop to class.


By Thursday February 9:


For ISS 4 students:

Read and selectively highlight pp. 41 - 49 of the chapter by Stephen Currie, given to you in class on Wednesday.


For ISS 6 students:

Finish your group timeline on Google Drive. Remember to complete each row with all of the information needed. Keep in mind also the kinds of information you need to provide about the rulings made in legal cases. Do your best work!


For ISS 8 students:

If you haven't consulted all parts of the archives' online exhibit on Project 500, please do so. Several sections provide helpful information about what happened AFTER the creation of the Project 500 program in 1968.
If you have finished with the online exhibit, then take time to consult Joy Ann Williamson's book (see link above) -- pp. 16 - 28.
Add any additional milestones to your timeline.


By Wednesday February 8:


For ISS 4 students:

Read over your notes from the film and make sure they make sense. If not, use free time at school to re-view the part(s) of the film we have seen and update your notes.

For ISS 6 students:

Read and highlight the rest of the article by Steven Currie, given to you on Monday.

For ISS 8 students:

Make sure that you and your group have finished your timeline through the creation of Project 500. Check each line to make sure it is complete.

By Tuesday February 7:


For ISS 4 students:

Read and see the video embedded in this article about the man who wrote the lyrics to the song that Bille Holiday made famous: "Strange Fruit."
Think about how this relates to what you learned about the history of NAACP.

For ISS 6 students:

Read and highlight at least pp. 41 - 49 of the reading by Stephen Currie, given to you in class on Monday.
Bring with you to class: this and related readings, your notes from The Road to Brown, and your charged laptop.
Be ready to work with your group on Tuesday.

For ISS 8 students:

We will continue our sleuthing into the history of racial diversity at UIUC.
You may use the link and the document posted above to help organize your findings.
Please bring your charged laptop with you to class on Tuesday for further group work.

Over the weekend of Feb. 4-5:

Be sure to practice the multiple Rs as outlined in class on Friday:
RELAX, REST, REORGANIZE your binder and backpack for the week to come, and get READY for any special events that you will be participating in during the coming week.

If you have missed any days of class this week and are unsure as to what you might need to do to catch up, please email Ms Morford.

If you are a student in my 4th period ISS class, please make sure that the document you were working on during class on Friday is fully edited and will be ready to go when we start class on Monday. Do not send it, just have it ready. Thanks!


By Tuesday January 31:


Watch and take notes on this short video ( < 5 mn) on the history of the NAACP.
Your notes should be written legibly in pen on a lined sheet of paper or typed and printed.
Be sure to include your first and last name at the top of your page of notes!

If you have been granted an extension on the assignment about Plessy v. Ferguson (1896) due to an excused absence, be sure to take care of that too.

By Monday January 30:


Finish, check and PRINT your complete assignment: "Understanding a Supreme Court Ruling" for Plessy v. Ferguson (1896).
There are 8 questions. Be sure you have thoroughly answered them, esp. questions 5 - 8.
This assignment will be graded and is due at the beginning of your class on Monday.

Here are some tips:
- Use the notes taken in class and the chapter by McKissack and Zarembka. Read carefully and think about what the words mean.
- Use your own words to demonstrate what you understand. It's fine to quote from a printed source and especially from a Supreme Court opinion, but, but you MUST then explain what the passage means in your own words.
- When you think you are done, read each question and your answer to it out loud. Are your answers clear and complete?
- Be sure to SAVE your final version to a safe place (NOT solely on your laptop).
- PRINT your final version well before you come to class on Monday.

If you were not in your social studies class on Friday and/or have questions about this assignment, please email Ms Morford.


By Friday January 27:


Use your notes from class and the chapter from McKissack and Zarembka (pp. 34-39).
In your digital version of "Understanding a Supreme Court Ruling," answer all parts of Question 7 for Plessy v. Ferguson (1896).
Make sure that you are referring to the opinions issued by the Supreme Court in May 1896, as presented by McKissack and Zarembka.

When you think you are done, CHECK your work for coherence and completeness!

You do not need to print this assignment, but do have it accessible and have your laptop charged and with you when you come to class.
Be sure to bring your study cards as well!

By Thursday January 26:


Use what you learned in class on Wednesday about Plessy v. Ferguson (1896) as well as the points made by McKissack and Zarembka. If you haven't re-read their chapter in the last 4 hours, then RE-READ carefully the part on pp. 34-39!
Return to your digital version of Questions 5 and 6, and substantially REVISE your answers, incorporating what you now understand better about the case.
You do NOT need to print your answers, but be sure to have your laptop charged and with you, and your digital document accessible.

By Wednesday January 25:


Use the document above -- Understanding a Supreme Court Ruling -- and that we began in class.
Complete questions 5 and 6 on this document for the Plessy v. Ferguson case, as described in the reading you have done from the book by P. McKissack and A. Zarembka.
You do not need to print this assignment, but do have it available on your laptop (and your laptop charged!).

By Tuesday January 24:


Add at least three more study cards to your collection. Remember: these cards should relate to important events and ISSUES raised in relation to the rights of people of African descent during the period from 1787 to 1896. They may also be questions related to how rights are defined and change through the powers of the various branches of our government and through amendments to the U.S. Constitution.
Continue to keep your study cards together and bring them to class with you!

By Monday January 23:


Make a set of at least five Active Learning Study Cards to help yourself (and your peers) remember the most important points covered as we have discussed the timeline (with the PowerPoints) about the rights of people of African descent in the U.S. from 1787 to 1896.

  • Use index cards or similarly sized pieces of paper.
  • Follow the directions given. You will find a copy of those directions below!
  • Put your NAME and locker number on each of your cards!
  • Bring them to class on Monday. (You might use a ziplock baggy or envelope to keep them together.)

If there is any part of the timeline or PowerPoint slides that you did not fully review for Friday, take advantage of the weekend to catch up!

By Friday January 20:


Review the notes you have taken with the "timeline" as we have talked about it in class.
Use the PowerPoint slides presented in class to fill in any gaps.
Think about the larger patterns and tensions you see in the rights of people of African descent over this period.


By Thursday January 19:


Read and selectively highlight the reading (by P. McKissack and A. Zarembka) given to you in class on Wednesday.
Pay close attention to the section on the Supreme Court's ruling in Plessy v. Ferguson (1896).
Bring your reading to class!

By Wednesday January 18:


REQUIRED of everyone: Find, print, read and selectively highlight the text of the three "Reconstruction" amendments to the US Constitution (Amendments XIII, XIV and XV). Bring your selectively highlighted text to class.
If you still have your Illinois Handbook, you will find the text there.
If you have lost your handbook, then you can easily find -- and PRINT -- copies of these amendments online.

If you are interested in reading more about the compromises made in the US Constitution over the issue of slavery, this is a good starting point.



If you choose to do the OPTIONAL EXTRA-CREDIT assignment for the 3rd quarter, here are the guidelines:

The optional extra-credit assignment is ALSO due by 4 pm on Wednesday January 18. You must give Ms Morford a print copy.

Here are the MLK-related celebrations shared with the Uni community by Dr Radnitzer:



By Friday January 13:


Write a paragraph about a "hinge event" related to the history covered by our class oral history project -- as explained in class.

If there are other changes you want to make to your timeline of events, do this now also. In class on Friday, you will print and turn in both of these assignments, so be sure to have them on your laptop.

By Thursday January 12:


Take at least 10 mn to go over your timeline assignment (from yesterday) one more time, editing it for clarity, adding details you may have missed, and making it as complete as you can.

You do NOT need to print it, but make sure it is saved where you can access it during class, and that you have your laptop and charger with you.

Thursday is also the day for SUBBIES to REGISTER for AGORA DAYS! Let's do it!

By Wednesday January 11:


Use this "timeline template" to complete the task explained in class. (If you were absent on Tuesday, check your email!)


You do NOT need to print it, but do have it saved on your (well charged) laptop.

If you were absent or want to review the PowerPoint presentation used in class on Tuesday, here it is:



By Tuesday January 10:


Take some time to learn more about the history of oral history at Uni by exploring both Uni's own oral history website and some of the work by Uni students that you will find on the website of Illinois Public Media.

IF you missed any days of school this semester, take this opportunity to get caught up on assignments due on Friday and Monday! (See below.)


By Monday January 9:


Read and selectively highlight these two texts, both of which were handed out in class on Friday:






Be sure to bring the highlighted texts with you to class as evidence of your having done this assignment.

By Friday January 6:


  • Take time to reorganize your ISS 3-ring binder (or ISS section) for the 3rd quarter, as explained.
  • If there are items you do not need, remove and archive them at home.
  • Be sure you have a good supply of all basic supplies needed for this class: 2+ PENS, your PLANNER, a highlighter, lined paper, etc.
  • Finally, if you have not already done so, please READ CAREFULLY the email sent by Mr Guyotte to all students on Jan. 1, 2017, concerning the schedule and rules for Agora Days registration! Don't miss out by being uninformed!






Preparing for your LAST ISS CLASS of the fall semester:

  • Do your practice oral history interview.
  • Follow all steps outlined in "Doing your practice interview -- before and after."
  • Prepare for your last class as indicated on the handout provided to you in class on Fri. December 16.
  • Review your "finals period" schedule with an adult at home. Make sure they understand what your schedule will be like over those three days, and when the length of your school day may be different than when regular classes are in session.






By Friday December 16:


- Be sure you have completed, PRINTED and are ready to hand in these assignments:

  • "Oral History Dilemmas"
  • "Practice Interview Planning, Part II" (your final version, if you were asked to correct it)




You should be preparing for, conducting, and doing the follow-up to your practice oral history interview.

Be sure to follow all of the steps indicated in "Before and After the Practice Interview."

This must all be done no later than Sunday December 18.

During "finals week" (Dec. 19-21), your ISS class will meet ONCE for 1h45 mn and you will be WRITING about what you learned from your practice interview. Consult the finals week schedule and PLAN AHEAD!



IF you received feedback on your practice interview plan on Monday Dec. 12, then take the time to revise your plan.

PRINT a new copy to use at your practice interview.

Follow the directions given in "Before and After the Practice Interview." Remember that you need to have done your practice interview and everything in these guidelines by December 18, so that you will be ready to do the write-up of your practice interview experience during the LAST CLASS of the semester (Dec. 19 - 21).


IF you have planned to do your PRACTICE interview on Sat. Dec. 10 or Sun. Dec. 11, then this is what you need to do:

- Revise your Interview Plan and PRINT a fresh copy to use at your practice interview.

- Read over "Before and After the Practice Interview," so that you know exactly what you need to do!

- Complete Practice Interview Planning, Part II (preferably before you do your interview!), and bring it to class on Monday Dec. 12.


IF you have planned to do your PRACTICE interview between Dec. 12 and Dec. 18, then this is what you need to do:


- Complete Practice Interview Planning, Part II by Monday December 12.

- Complete Interview Plan, PRINT THREE (3) copies, and bring them to class on Monday Dec. 12.
- Read over "Before and After the Practice Interview," so that you know what you will be doing closer to the day of your interview.

Here are digital versions of these assignments and a "sample" interview plan:











by Thursday December 8:


- If you had any problems contacting a potential interviewee or setting the time/place for your PRACTICE interview, then please resolve those problems.

- You need to have finished and be ready to turn in "Practice Interview Plan, Part 1" on Thursday in class.


- Complete Notes on DOH, Parts 1 and 2. Check your work.

PRINT one copy well before class.

Here is a digital copy of Part 2 of this assignment:



And a digital copy of the reading for part 2:



by Wednesday December 7:

- Contact the person who is your first choice for your practice oral history interview. Follow the guidelines given.

- With that person's assistance and using other sources available to you, complete as much as you can of this planning document, which was given to you in class on Tuesday:



- Complete this exercise that you began in class on Tuesday. You do not need to print it yet, but DO check your work.





by Tuesday December 6:


- Complete the "Practice Interview Brainstorming" assignment and read over the guidelines about contacting a potential interviewee. If you are sure about who you want to do your practice interview with, go ahead and contact them.




by Monday December 5:


- Complete DOH HW 3, digitally. You do NOT need to print this assignment, but be sure you have it done and with you, on a well-charged laptop, when you come to class on Monday.





- If there were any problems with your binder and/or planner, please fix those over the weekend!

by Friday December 2:


- Complete DOH HW 2, the assignment given in class on Thursday.



by Thursday December 1:


- Complete DOH HW 1, the assignment given in class on Wednesday.

- Take time to reorganize your social studies binder (or ISS section of binder):
  • Make sure that ALL materials related to the Flint Water Crisis are together, in order, and properly threaded into the rings.
  • If you think your notes/handouts on the Flint Water Crisis are a good "model" of student work, please be ready to share them with Ms Morford on Thursday.
  • If you are missing any basic supplies -- paper, pens, highlighter -- take this opportunity to restock!



Flint Water Crisis sources:


To get to the Class Project page at the Uni Library, click here.

Everyone should start with this source:
Here is an excellent timeline of events created by Michigan Public Radio.
If you are working on the events of 2016, then you only need to skim this source. Then move on the the NPR timeline listed below.

If you are assigned to any of these years -- 2014, 2015 or 2016 -- then here are some other good sources for you to use:

National Public Radio's timeline of the Flint water crisis

Flint Water Advisory Task Force final report
--> If you are trying to understand the laws and regulations that relate to public water safety, see p. 22 of the Task Force report.

For more information on lead in water and the "Lead and Copper Rule," see this article.

If you are assigned to 2016, you may also find it helpful to use the New York Times' archive of articles about the crisis, which is continually updated.

NEW! Lawsuit filed by local water-rights activists against the State of Michigan and the City of Flint (under receivership).
Updates on this lawsuit:
ACLU on March 2016 motion to request home delivery of water
mLive Nov. 10 - 11, 2016 on judge's order on this motion and gov't's response to judge's order
NYTimes Nov. 11, 2016

If you are assigned to the pre-2014 period, then I recommend that you start with the Michigan Public radio timeline (above), but then turn to these sources:
Read pages 15-17 of the FWA Task Force final report (linked above).

For background on Flint's history, read these articles:
CNN's account
The public history of the Flint water crisis
More information about Flint river before the crisis
Short clip from New York Times about the crisis
30-min documentary of the crisis
History of poor government leadership in Flint from Washington Examiner

To understand the Flint Water Crisis as it unfolded from the perspective of LeeAnne Walters, read or listen to:
- episode 1 and episode 2 of a Michigan Radio series

To learn more about how LeeAnne Walters enlisted the help of Miguel del Toral from the EPA, read this memo that he wrote, including the very detailed timeline he includes.

Here's a recent interview with Melissa Mays on NPR.


Assignments related to unit on Flint Water Crisis:


DUE Wed. November 30: FWC "Personal Perspective" written assignment


PRINT one copy of your assignment. It is due at the beginning of your class on Wed. Nov. 30.


Here is a digital version of the guidelines you were given on Nov. 18:


By Mon. Nov. 21:


- Read carefully over the guidelines for the "Personal Perspective" written assignment. Make a note of any questions that you have.


- Decide WHOSE perspective you want to take and whether you will work on your own or with 1 or 2 classmates (you all must have agreed to this before class on Monday). If you plan to work with others, be sure you are aware of which parts of the assignment will require proportionally more work.

- Charge your laptop, organize your Flint Water Crisis materials, and come to class ready to work on Monday!

By Fri. Nov. 18:


- Complete the assignment about the Safe Drinking Water Act that you began in class on Thursday. If you want to do it digitally, here is a copy. Please PRINT a copy of your work well before your class on Friday.




- Besides the sources indicated on the assignment, you may want to refer to Miguel del Toral's memo -- linked above.
- As you complete this assignment and learn more about the role of specific agencies and organizations and/or the people who worked in them, update your Who's Who list.

By Thurs. Nov. 17:


- Read and/or listen to the first episode of the Michigan Radio documentary series, "Not Safe to Drink." Pay close attention to the experience of LeeAnne Walters and her family and her quest to understand the source of the problems they and other Flint residents were facing.

- Continue to review and update your Who's Who list as you learn more about the people and agencies Walters turned to.

By Wed. Nov. 16:


- Go over your list of "Who's Who," including individuals, agencies and organizations. Use your group timelines to clarify the ROLE of each individual and WHEN each individual governmental official was serving in that role. Write that information directly on your list.

--> If there are any people or agencies that remain completely unknown to you, make a list of them on a separate sheet of paper.

If you want to do this assignment digitally or want to print a fresh copy, here is the list:


By Tues. Nov. 15:


- Review the notes you took in class on Monday in your new groups.

- If you presented on Monday, then make sure that you have filled in your own notes for the year assigned to you.

- On a separate sheet of paper, with your name at the top, write down at least six (6) questions:
- three (3) questions that you have about the events leading up to 2014;
- three (3) questions that you have about the time periods that your group covered in class on Monday.

These questions should be designed to help you and your new group better understand the consequences of the events that made up this "long history" of the Flint water crisis. It should be easy to tell which questions relate to each part of this history.
You will need to turn in this homework as soon as you come into class on Tuesday.

Over the weekend of Nov. 11 - 13:


- Review your notes from Thursday's and Friday's presentations. Write down any questions that you still have.


Here are the digital version of the notes we generated in each class. Be sure to look at the document for YOUR class!







- If you found it hard to follow the article by Kyle Feldscher, review this document:


- Make sure you have put into Noodle Tools the information for any source that you have found useful on this topic.

- Be ready to share the results of your group timeline on Monday.

- If you are part of a group that worked on events in 2016, take a look at this new article!

By Friday November 11:


- Read the article by Kyle Feldscher, linked above as "History of poor government leadership in Flint..."

As you read it, make any additional notes on the "group timeline" that you received in class on Thursday.


- Be ready to share the results of your group timeline on Friday.

By Thursday November 10:


- If you have not yet presented your group's timeline, continue to review it so that you will be ready when it's your turn to talk.


By Monday November 7:


Complete Part III of your group timeline project.

Take time to double-check the quality of your work.

One PRINT copy will be due at the end of the period on Monday.

By Thursday November 3:


Complete Part II of your group timeline project -- by the end of your class on Thursday.

You will need to upload this document to your shared folder to work on this next step:

If you missed Wednesday's class for any reason, please be sure to email Ms Morford and to be in touch with the others in your group.

By Wednesday November 2:


Complete Part I of the group timeline assignment, as explained in class. Here is a digital copy of the guidelines:


By Monday October 31:


Required assignment: Flint water crisis HW #1. IF you do it digitally, you must PRINT it well before class.

If you do it by hand, please use PEN and write on a separate sheet of lined paper.



Assignments related to Elections 2016 and Civics units:


By Wednesday November 9:


- I also encourage you to look into the results of the elections at all levels: national, state and local.

- If you are still thinking about how the electoral college works and/or about the results of the 2016 elections, you might look at these sources:


Electoral votes vs. popular votes (NPR piece)

By Tuesday November 8:


Complete the required parts of the homework assignment about the electoral college. If you do this digitally, please bring a print copy to class.



By Friday October 28:


Optional extra credit assignment -- read this document and follow the directions!

You must turn in a PRINT copy to Ms Morford by the end of the day on Fri. Oct. 28.

By Tuesday October 25:


- Complete the assignment on LOCAL elections (offices and issues) that was given to you on Monday. If you want to do it digitally, please be sure to PRINT one copy of your finished assignment well before your class.


- Remember to continue BRING your IL Handbook of Government to class with you.
- If you are choosing to do the optional extra credit assignment, it is due -- in PRINT -- by Friday Oct. 28.

By Friday October 21:


- Please be sure to start bringing your Illinois Handbook of Government to class again, until further notice.
- Complete the "Elections 2016" assignment, distributed in class on Thursday. If you do it digitally, you need to have one PRINT copy before you come to class.


Note: If you live in VERMILLION County, and not Champaign County, then use this link to help figure out who would be on the ballot in your district:

September 28, 2016:


- You may ARCHIVE -- but KEEP -- all notes and materials related to our first civics unit. Do not discard them. You will need them again later in the semester. And until further notice, you do NOT need to bring your Illinois Handbook of Government to class. But KEEP it too for later use.


Assignments related to introductory unit on race, racism and privilege:


By Thursday October 20:


- If you did not already turn in on Tuesday the final version of your reflection on race/racism/privilege, please have it PRINTED and ready to turn in at the beginning of your class on Thursday. Please use the assignment guidelines to CHECK to see that you have followed all directions.
- Along with the final version of the reflection, you need to turn in a brief outline of your reflection, indicating what you think you are doing and the points you are making, paragraph by paragraph. This can be written by hand on lined paper, and should be stapled to the BACK of your essay.

By Tuesday October 18:


- Prepare and PRINT one copy of your reflection WITH all in-text parenthetical citations and Works Cited list.

- Here are the guidelines on in-text citation shared with you in class on Monday:


By Mon. October 17:


- Prepare a complete first draft of your "reflection" essay, as explained in class and outlined in these guidelines:


- You do not need to print this first draft, but it should be available digitally for you to work on during class on Monday. It's always a good idea to save digital documents in more than one spot: a flash drive, Box or Google Drive, your folder on the Uni server, etc.

By Thurs. Oct. 13:


- Please complete the following parts of p. 2 of the handout on "Processing 'White Privilege'":
  • your assigned row of the table
  • the two questions at the bottom of the page

Over the looong weekend of Oct. 8-11:


- Take stock of how you feel about your work in social studies so far. Remember to try to have a GROWTH mindset, not a "fixed" mindset.
- IF you are not happy with your performance on the Civics Unit 1 test, be sure to spend some time going over your test and seeing what you failed to understand or to show that you understood. If you have any questions, please write them down, so that we can talk about them next week.
- IF you are feeling confused or excited or anything else about the materials we have been studying for our "race and racism" unit, try to figure out what it is that you are thinking or feeling. Again, write down any questions or thoughts you have about what we have done so far. I welcome your questions and your feedback -- either by email or in person!

- Take a few minutes to get ready for school on Wednesday: clean out/reorganize your backpack, PLANNER, binders, PE clothes, etc.

By Friday October 7th:


- Finish reading the article by Peggy McIntosh.
- Make at least four more complete digital notecards in your Noodle Tools project, related to this text. Pay attention to the three stars in the margins of the second half of the reading. Choose at least one more passage that is of interest to you or perplexes you for your fourth (or more) notecard.
--> You should have at least 8 complete notecards about this text in your Noodle Tools project.

By Thursday October 6th:


- Read pp. 76 - 81 of the article by Peggy McIntosh.
- Using the stars in the margin of the text, make 4 complete digital notecards about this reading (the one we began in class is your first one -- make three more on your own). Your digital notecards should be linked to the source citation in your Noodle Tools project.
- Follow the directions to be sure that you have completed all required fields. Here again are the directions, in case you lost your copy:

By Wednesday October 5th:


- In class on Tuesday, we created a new "project" on Noodle Tools, added a citation for the documentary we have been seeing, and learned how to make digital notecards linked to a specific source. If you were absent and do not know how to do these things on NoodleTools, see Ms Morford on your return.
- If you were in school, then by Wednesday, you should have completed three (3) meaningful notecards on Noodle Tools linked to the source citation for the film.

By TUESDAY October 4th:

- Write, revise, proofread and PRINT one copy of your essay in response to Episode 1 of the film, Race: The Power of an Illusion.

By Friday Sept. 30:

- Type up and print out the notes you took in class on Thursday, during the viewing of the film and the discussion.
--> If you need to use a Uni printer, plan ahead!
- Be sure you have read the instructions for the essay that will be due on Tuesday Oct. 4th!

By Thursday Sept. 29:

- Type up and print out the notes you took in class on Wednesday, during the viewing of the film and the discussion.
--> If you need to use a Uni printer, plan ahead!

Here is a digital version of the complete directions for this and related assignments: