ZORA NEALE HURSTON ESSAY TURPENTINE

A final class discussion reviews students’ answers and touches on the subject of American Exceptionalism. See Also never give up essay land pollution essay. For each, students answer sourcing and contextualization questions and formulate a hypothesis as to Whitefield’s popularity. He does this with a chipping axe with a long handle [known] as a puller. Both men were African American leaders during the “Nadir” of race relations, but their visions were very different.

For HW, students write a dialogue between the 2 writers in which Steffens tries to convince Plunkitt to practice honest government. He often chips or more trees a week. Full glossary for free term papers. Students then analyze, in small groups, 4 documents: The teacher first introduces the boycott and Rosa Parks by streaming a film clip from historicalthinkingmatters.

zora neale hurston essay turpentine

Who was a stronger advocate for African-Americans, Booker T. What caused the Zoot Suit Riots? The five men were chipping away.

The teacher begins by placing the Pullman strike in the context of other labor strikes and using a PowerPoint to convey basic information. A final class discussion corroborates the documents: Why do you think TR opposed the issue?

Florida Memory – Zora Neale Hurston, the WPA in Florida, and the Cross City Turpentine Camp

After a mini-lecture on the late s Indian Wars, students read a hutston account of the battle, and then compare it to 2 documents: Florida’s history is your history. If time remains, the class may corroborate these sources with their own class textbook.

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zora neale hurston essay turpentine

For each, students answer sourcing and contextualization questions and formulate a hypothesis as to Whitefield’s popularity. Advance search term papers, journalist.

Examples of zoar and secondary sources may be found on various websites such as the site for The Kinsey Collection. What kind of evidence does each use to make his case? They answer guiding questions which corroborate both documents and attempt to reach a conclusion. Students then read 2 Wilson documents: Students then read their class textbook’s explanation for the end of U. Using a graphic organizer, students examine the cartoons and then hurwton 1 of them to the class, explaining how the cartoonist makes his point.

Zora Neale Hurston

Who started the Korean War? This is Part 1 of a 2-part tutorial.

zora neale hurston essay turpentine

Students compare and contrast the two versions and encounter the idea of subjectivity versus objectivity in primary source historical documents. Roosevelt’s New Deal in this interactivetutorial. Analyze the effects of the changing social, political, and economic conditions of the Roaring Twenties and the Great Depression.

Zora Neale Hurston, the WPA in Florida, and the Cross City Turpentine Camp

Students then examine 2 documents: This speech, given a month before his assassination, is considered by many to be one of his hurstpn eloquent and moving speeches. Students first read the text of the amendment and answer brief guiding questions. The Pullman Strike, Part 1: Then, students are split into 6 groups and receive 2 different cartoons each: It is recommended but not essential that the teacher begin by screening some of the HBO film Iron Jawed Angels to start a discussion about the motives of anti-suffragists.

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Finally, students and teacher attempt hurrston answer the central question and determine which featured historian has the better argument.

Florida Memory – Teacher Resources – Zora Neale Hurston and the WPA in Florida

Literary criticism their eyes were watching god zora neale hurston Fury bright seemed that her husband or his works. For each, students answer guiding questions and formulate a hypothesis: King Philip’s War of Students receive 7 documents, including a “fireside chat” by FDR, an oral interview, a speech by a WPA representative, unemployment statistics, and song lyrics by the Carter Family.

Students then answer questions sourcing, contextualization, close reading to analyze the passages and work in pairs to answer a final corroboration question on the war’s ultimate cause.

Zora Neale Hurston, Eatonville, Fla. Students then read numerous source documents from witness and participants in the war: