Retakes/ Make-up Assignments

MCQ Make-up Request Form

Use this link to access the form

SAQ Reflection/ Revision-Retake Form

Use this link to access the form

DBQ Reflection/ Revision-Retake Form

Use this link to access the form

How to make-up Missing IP assignments pass the 7 Day Deadline

-If you are missing an assignment in Aspen that is beyond the 7 days it was due, you can complete one of the make-up assignments that are located below.

Directions:

Select the assignment you are planning to make up
Complete the task as outlined and submit it according the to the directions listed. Most assignments will be submitted using this google form.

-Even if you are unable to improve your performance, your score from the revision assignment will be used.

U1 Make-up Assignment A

Students who are missing an assignment in Aspen may complete this 5 point make up assignment by doing the following:

Using the Google form, Read pages 8-9 in the textbook answer answer the bold map question on page 9. Record your answer in section 2; letter A.
Next, read pages 11-16 and answer the bold map question on page 16.
Answer #4 on page 29.

U1 Make-up Assignment B

Students who are missing an assignment in Aspen may complete this 5 point make up assignment by doing the following:

Using the Google form, read pages 31-35 in the textbook.
Answer questions 1-4 by recording your written response in Section 2; letter A.

Module 9: The Slave System — Mary C. Klann, PhDIn Module 9, we’ll explore the development of a system of chattel slavery in the North American British colonies. We’ll consider how enslaved people were marketed as “commodities” to interested buyers, and how different regional societal structures developed with slavery.

U2 Make-up Assignment #2

Slavery and American Law Topic 2.9

Directions:

1-Click on the linked image below. If it does not work, try this one.

2. You are expected to:

Listen to each section
Complete each poll
Take a screen shot to show your completed polls
Write a response to the following question on the Google Form: Explain the significance of the diagram using evidence from the Blog Post to support.

U2 Make-up Assignment #3

Black Freedom Fighters

Directions:

Read pages 149-155.
Using pages 149-155, answer questions 1-4 on the Google Form in the second section letter A.

U2 Make-up Assignment #4

(20 points) Use this link to access the Google Earth activity about Henry Box Brown. After you completed your exploration, share the following on the Google form:

What did you learn?
What details stood out to you and why?
What would you want to add to the Google Earth activity

Next, create your own Google Earth activity about another person who engage in resistance against enslavement. If you are unsure, check out chapters 2-4 in the Freedom on My Mind textbook. Share the link on the google form.

U2 Make-up Assignment #5

Make-up Assignment

Upload your completed assignment using this form.

U2 Make-up #6 Design your own inquiry using data

There are many other questions one can ask and answer using this database. What was the loss of life that the Middle Passage wrought? Which nations had the most deadly slaving practices? In which century was a captured African person most likely to lose his or her life during the Middle Passage? Did the monetary value of so-called "human cargo" fluctuate over time? Were American slave captains active in the trade after it was made illegal in the U.S.? Data from the Voyages data base can help us begin to answer some of those questions and many others.

Pose a question that interests you-- or one that you would like your students to ask. See if you can design a query to help you to answer it.
Use the toolbar at the top of the page to set the variables and parameters for your search.
Reflect on your findings. What did you learn?
Note that you could utilize a different domain for this search. Leave this Database and return to the homepage. From the homepage, scroll again to the section titled "Trans-Atlantic Slave Trade Database" (one of four main sections accessible from the homepage).
In this section now click the button labeled "Estimates." This search tool and spreadsheet presents aggregate data from multiple journeys combined-- for example, all US slaving voyages vs. all Portuguese ones.
Upload your completed assignment to this form.

U2 Make-up #7

Textbook: Read chap 5 and answer the questions on page 189

Create a DBQ prompt and locate three sources to explore diaspora connections

Haiti; Jamaica, and Brazil
Upload your completed assignment to this form.

Copy of Module #3: Slavery, Labor, and American Law

U2 Make-up #8 Self Pace Case Study

Directions:

1-Make a copy of the slide deck

2-Complete the analysis of sources on slides 1-13

3-Complete reflection slide

4-Upload the completed work to this form.

'Black Moses' Lives On: How Marcus Garvey's Vision Still Resonates : ThroughlineDecades before Dr. Martin Luther King Jr. and Malcolm X, Marcus Garvey attracted millions with a simple, uncompromising message: Black people deserved nothing less than everything, and if that couldn't happen in the United States, they should return to Africa. This week, the seismic influence and complicated legacy of Marcus Garvey.

U3 Make-up #1 - Marcus Garvey

Directions:

1-Read the linked article or read pages 436-437 in your textbook

2. Watch the video overview linked

3-Type an open response in section 2 Letter A on the google form. Please make sure you follow the directions or else your assignment will be rejected.

Make-up assignment #2

Directions:

Using pages 446 through 455 in the textbook, answer the following questions listed on page 455 in section 2 Letter A on the google form. Please make sure you follow the directions or else your assignment will be rejected.

Black Reconstruction-Explore Explain Apply EA #1

Topic 3.4

Make up Assignment #3

SWBAT: Describe the factors that led to the end of Reconstruction, curtailing the rights, protections, and economic stability of freed African Americans.

You will need to use this link as well as the handout to complete this assignment. When you finish, use this form to submit your work.

Reconstruction in America | EJI ReportDocuments mass lynchings of Black people.

Ida B Wells Analysis

U3 Make-up #4: Ida B Wells Bartlett Analysis

Directions:

1-Make a copy of the slide deck

2-Using your packet and the link on the slide, complete the tasks listed on the orange side.

3-Upload the completed assignment to this form.

Historical Markers CK Make-up

Historical Markers

Directions:

1-Make a copy of the slide deck

2-Using your packet and the link on the slide, complete the tasks listed on the orange side.

Diasporic Solidarity

Unit 4-Topic 4.2

SWBAT captured notes to determine the historical context as well as the significance of the actions taken by various civil rights activists by analyzing music, images, and speeches.

Thematic Approach to Social Justice

Topics 4.9, 4.12, and 4.13

Unit 4 Topics 4.7 and 4.9

Expectations: By the end of this assignment, students should be able to

Compare and contrast all three sources assigned
Identify and describe the theme that resonated with them
Justify the connection the theme has to a source/ topic from a previous unit/ source

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