1. What did you learn about that genre?
2. How does it compare and contrast with Blues music that we learned about last week?

and do one of these activities:

Fractions of a Second: An Olympic Musical – Interactive Graphic – NYTimes.com

Planting Ideas

Until the timer rings

Hands-Only CPR – Create Your Own Hands Symphony

After watching a video on a musical  genre:

1. What did you learn about that genre?
2. What can you share with others about this genre?

• Playing Fraction Pies by David Tulga
• Make Your Own Music game – TVOKids.com

Then, send a comment about what you have learned this week about music.

Above are the goals for this unit. This week we will be learning about the structure of music. How do you feel about this unit? Is there anything you are dreading, or worried about with this unit? Please send a comment with three sentences. Check your spelling, and read what you write to yourself before you submit your comment.

Students will understand that . . .

• The idea that we have rights today because of the work of others in the past.
• These rights affect everyday lives (where we eat, how we get around, where we can use the bathroom, being able to use the pool in the summer time).

Now answer the following questions:

Like last week you will be working on research for the “Living Museum”. Use the links at the right, or do a Google search for information.  You should take notes in either a Google Document, or on paper with pen/pencil.

Ms. Liemthongsamout’s class

Think about a problem in your neighborhood or community that needs to be changed. What is that problem? Why does it need to be changed? Please send me three complete sentence describing the problem, why it is a problem, and why you think it needs to be fixed.

• Go back to this post, and read some of the comments, review the slideshow, and the video.
• Come back here, and pick two questions to answer:
  1. Do you think that the people involved in the struggle for civil rights (Rosa Parks, Martin Luther King, Jr.) and the people you are reading about in the Taking a Stand unit (Gandhi) ever felt frustrated?
  2. Do you think these people had to use self-control?
  3. Do you think they might have used any of the self-control methods we talked about?
  4. Why would self-control be important for people like MLK, Rosa Parks, and Gandhi?
  5. Do you think it will help you in your struggles to use self-control?

What you will do today is research. You will get information that will help you write and essay or a poem. I’m going to give you some links to sites that have links to information about

Martin Luther King, Jr.

African Americans

Rosa Parks

Great Women

Then, answer two of these questions:

1. How important are buses to you? To your family?
2. How would you feel being at “the back of the bus”?
3. Why was this important?
4. Why do you think boycotting the bus lines worked?
5. Why do you think white people in the south did this?
   

There are at least two writing contest this month about civil rights. You will do writing to enter at least one of the contests.

SacRT (the local bus) is sponsoring a contest called “A Season of Civil Rights” about public transport and civil rights. Here are the rules:

1. Write a poem of 10 lines or less;
2. The subject should be civil rights and transit (public transport like buses)

I am still locating information on the essay contest. It will involve more writing (essays are usually three to five paragraphs, with three to five sentences in each paragraph). The subject will be about Martin Luther King, Jr and his work.

What you will do today is research. You will get information that will help you write and essay or a poem. I’m going to give you some links to sites that have links to information about Martin Luther King, Jr. and the history of African Americans in this country. Go to the links, then come back here, and tell me three things that you learned that you can include in a poem or essay.

Photo credit:  http://www.dartmouth.edu/~religion/faculty/heschel-photos.html this images is used under the fair use provision of U.S. copyright law.