Extra Credit Event and Assignment

The following event is an extra credit event. If you attend the event and write up a connection between something you saw at the event and a theme from class discussion, you will receive extra credit. I'm looking for one page, double-spaced, well-organized response, with a 'thesis' in the first sentence and "evidence" coming in the form of content from the event itself and from a class discussion and/or text. If this is done, I will award two points to the final course grade. 
 
The Black Lives Matter Summit is fast approaching on May 8th.  The Committee has assembled an incredible group of speakers, panelists and presenters for this historic day!!

The Panels will include:
Black Minds Matter: Education
The 'Hood Matters: Police Brutality
Who I Am Matters: Race, Violence and Mass Incarceration
Health Matters: Health and Wellness

We would LOVE it if some Professors would bring their classes to the summit.  Please register via the Eventbrite link below and PLEASE HURRY - WE HAVE OVER 100 SLOTS FILLED ALREADY FROM PEOPLE ALL OVER THE CITY, and the remaining slots are filling up quickly!!

https://www.eventbrite.com/e/the-black-lives-matter-summit-tickets-16347163807

Once again, I thank all of you who have sent words of encouragement, registered early, and those who have been supportive of this incredible event

The Black Lives Matter Summit Committee:

Jeffrey "Kazembe" Batts
Padmini Biswas
Dr. Fay Maureen Butler
Darren Ferguson
Dr. Jason Hendrickson
Dr. Kevin Jordan
Dr. Allia Matta
Karen McKeon
Brian Miller
Deborah Nibot
Rosslyn Peiters
Shayla Pruitt
Dr. Joan Schwartz
Christendath Singh

Class Agenda 4.20

1. 100 Years of Lynching

Ida B. Wells and Ida B. Wells

2. Riots, U.S.A: East St. Louis, 1917

East St. Louis

3. Backlash: Chicago, 1919

Chicago, 1919

4. Red Scare

See Syllabus links

5. Tulsa

Tulsa

Twitter Assignment #4

1. Tweet about the theme from the novel The Destruction of Gotham you'd most like to take up in a paper.

2. Identify a passage from the novel and quote the word or phrase you believe matters to understanding that passage, and, by extension, the theme you chose from the novel.

1. Collect essays.

2. Have some students read their quizzes out loud. Rayvon, Jocelyn, Krystyna, Derek, Francely (two).

3. Professor identifies a key passage. 

4. Hear from the groups on key plots points, characters, and passages.

5. Begin discussion of texts we'll discuss today and Monday.

We'll view films for today in class

You only need to read the readings posted. If you only get to the first two that's ok.

Class Agenda 4.13

1. Quiz: How does the conclusion of the novel connect with our course discussions so far this semester? What insights does the novel have for our study about urban violence and the cultural and economic conditions for riots? At bottom, what are the factors that create the riot in the text? As readers of the novel, how are we supposed to feel about the characters and their relation to the riot?

2. In-text citation and quotation strategies. Close-reading and paragraphs. 

3. Group work: Return to the working groups we formed in previous classes. Add in the relevant plot events from the conclusion of the text. Select one major passage from the text you find revealing.

4. Let's talk about the novel!

Grading Grid Assignment One

Grading Grid:

Name:

1-10 scale

10 – exceptional execution; 9 – excellent execution; 8 –slightly above average; 7 – slightly below average; 6 – below average; 5 – significant development needed; 1 – minimal or no response 

1. Thesis: A. Contains a central assertion that places a central idea at the forefront of the essay; B. thesis statements responds to assignment (about 4-5 sentences); C. thesis statement answers the main question(s) posed by the assignment  (20%)

1          5          6          7          8          9          10

2. Structure:  A. Essay organized around topic sentence claims that echo and extend ideas from thesis; B. each paragraph introduces and provides context for sources; C. essay uses summary and paraphrase to explain main ideas from reading (20%)

1          5          6          7          8          9          10

3. Evidence:  A. Essay places direct quotes into each body paragraph; B. cites those quotes correctly according to MLA; C. essay explains direct quotations; D. essay paraphrases and explains direct quotations; E. Evidence is relevant to the claim presented; F. essay contains a bibliography (30%)

1          5          6          7          8          9          10

4. Critical Thinking: A. Essay interprets language from the direct quotations in original ways(that go beyond class discussion if quoted passage was discussed in class); B. essay connects main ideas to other texts or moments in text; C. essay utilizes keywords and defines them; D. essay offers original perspectives and argument (20%)

1          5          6          7          8          9          10

Polish: A. Essay fulfills criteria of assignment with excellence; B. sentences reflect revised prose style; C. grammar or typos never interfere with meaning; D. style exceeds minimal requirements; E. paper pushes boundaries of originality and dedication (10%)

1          5          6          7          8          9          10

Peer Review:

Grade:

Comments: