We've had a disjointed couple of weeks.
1) The class has been studying Women's History (and Mr. Z has been bad about making blog posts).
2) The most recent activity was a "Gallery Walk" of Suffragette source documents. Students in periods 7 and 8 wrote an in class essay (to be graded and also kept as a potential work sample) on Friday March 3rd. Periods 3 and 4 will write the essay on Monday.
3) Periods 7 and 8 have a homework assignment, due next class, and to be graded:
Write a 1-2 page essay, or a complete and thorough analytical chart addressing the question:
How does the "woman revolutionary" described by Flynn demonstrate the capacity, efficacy, and potential of women AND the need for feminist revolutionaries to promote women's capacity, efficacy, and potential?
Due Tuesday (also return the handouts)
1) The class has been studying Women's History (and Mr. Z has been bad about making blog posts).
2) The most recent activity was a "Gallery Walk" of Suffragette source documents. Students in periods 7 and 8 wrote an in class essay (to be graded and also kept as a potential work sample) on Friday March 3rd. Periods 3 and 4 will write the essay on Monday.
3) Periods 7 and 8 have a homework assignment, due next class, and to be graded:
Write a 1-2 page essay, or a complete and thorough analytical chart addressing the question:
How does the "woman revolutionary" described by Flynn demonstrate the capacity, efficacy, and potential of women AND the need for feminist revolutionaries to promote women's capacity, efficacy, and potential?
Due Tuesday (also return the handouts)
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