Check the correct answer:
1.
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This passage is mainly about:
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Prudence Crandall’s marriage to Calvin Philleo.
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Prudence Crandall’s school.
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Prudence Crandall’s life in Illinois.
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2.
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In the third paragraph, the word “anti-slavery” means:
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Slave-holding
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For slavery
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Against slavery
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3.
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Given the facts presented in this passage, one could say that :
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Prudence always enjoyed fantastic success.
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Prudence followed her conscience and did what she thought was right.
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Sarah loved her father very much.
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Fill in the blanks.
4.
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Prudence’s school was in the center of ________________, Connecticut.
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5.
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The trial took one year and was dismissed on a _____________________.
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6.
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Number the following in the order in which they occurred in time:
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The Connecticut Legislature passed the “Black Law”.
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Prudence opened a boarding school in Canterbury.
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Prudence’s school was violently attacked.
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Sarah Harris enrolled in Prudence’s school.
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Vocabulary Match—Put the letter from the second column in front of the number of its meaning.
_____1. What people think of someone
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A. Boycott
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_____2. To stop buying from or selling to
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B. Enrollment
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_____3. A detail; a very specific point or fact
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C. Reputation
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_____4. Person who is against slavery
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D. Technicality
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_____5. To be signed up in a school
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E. Abolitionist
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Homework
Written Assignment—You are Prudence Crandall, Write a letter to persuade the judge you are not guilty.
Lesson Two: Movie
Objective
To enhance the student’s understanding of the previous lesson.
The students will be shown the movie ‘The Prudence Crandall Story’ and asked to discuss their views about the case after seeing the dramatization.
Lesson Three: Gender Circle
Objectives
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To have students write a list of words to prompts given to produce gender bias answers.
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To compare their responses in small groups and graph the information.
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To review and discuss their gender bias (or lack of)
Each student will be given a 5x7 index card and asked to write the first word or words that come to mind when a list of words is given orally. The list of words could include any or all of the following:
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blue
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pink
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nurse
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doctor
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principal
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dishes
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pretty
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sports
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shop
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military
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class clown
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honor student
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teacher
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solider
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president
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smartest
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handsome
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math
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scientist
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home ec
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criminal
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police
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judge
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lawyer
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The list can be lengthen or shorten to suit the class and time constraints.
The students will then be divided into even number groups to discuss and graph their information. The graphs will be hung for the group discussion.
Homework
Write a newspaper article telling why you think boys and girls should have equal chances to be what they want to be.
Lesson Four: Faulkner v. Jones ( The Citadel Case)—estimated time 1Ð2 weeks
Objectives:
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To identify the gender issues raised by the case.
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To discuss the 14th Amendment Equal Protection Clause
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To introduce vocabulary:
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gender bias
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prejudice
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discrimination
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injunction
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civil rights
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separate but equal
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To analyze the time involved to pursue major legal issues.
The students will examine the Equal Protection Clause of the 14 Amendment. the vocabulary will be introduced through a series of role plays. Students will be given mini scripts to act out samples of the vocabulary words.
Lesson Five: Separate but Equal
Objectives:
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To introduce the idea of separate but equal.
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To have students write their own plans of how such an idea can be instituted within their classroom.
The students will come into the room and discover that all the desks have been moved. The girls will be on one side and the boys on the other. The class will then be given the task of dividing everything equally between the two groups. We will engage a group discussion after each group has been given at least one-half hour to draft their plans. They will be asked to explore their feelings about being separated and if they really think equality could be achieved in separate environments.
Homework
Draw your own seating charts to show 1. separate but equal and 2. together and equal. Be prepared to explain the major differences in the two plans.
Then a brief review of the Prudence Crandall case will be used as an introduction to next topic and the issues it raises-
Racially segregated schooling—
Should there be separate schools for African-Americans, Caucasians, Hispanics, Asians and every racial group? What happens to persons of mixed ethnicity? Should the faculties be equally representative of the student population?
Lesson Six: Introduction of Vocabulary
Objective
To introduce and discuss the meaning of prejudice, discrimination, gender bias and civil rights. Prejudice is the pre-judgment, positive or negative, of another person on the basis of that person’s appearance, sex, race, ethnic background or any particular belief. The other definitions are the student activities section.
In the 1896 case of Plessy v. Ferguson, the Supreme Court ruled that a state could use discriminatory seating practices on public transportation. It upheld the transportation law that called for separate but equal transportation accommodations for blacks and whites. The Supreme Court subsequently ruled to authorize racially segregated schools.
The students will discuss the impact of this case on black life during that time. Information will given as to what occurred between that time period and the 1954 Brown v. Board of Education decision. In this famous case the Supreme Court declared segregated schools unequal and therefore unconstitutional. Discussions and cases will be presented to show the affects of the South exhibiting massive resistance to the desegregation of schools.
Brown I allowed schools to ignore the law if they could show ‘good faith’ in their intent to obey. Even Brown II (1955) allowed schools the option to devise a plan to desegregate with “all deliberate speed.” The speed was at the discretion of the local school districts. This option mixed with white flight and redistricting have many districts still dealing with the desegregation issue forty years later. The ‘busing ‘ solution is now being replaced with magnet, regional, charter and choice school jargon as ways to solve the so-called problem.
The discussions will be based upon readings of varying views and legal cases that justify what exists presently. The students will be asked to explore their own “comfort” levels for learning. The culminating activities will have the students predict the future trends in American education and the laws that govern educational institutions.