WELCOME TO AMERICAN HISTORY SUMMER READING
This course has three primary objectives: 1] UNCOVER AMERICAN HISTORY spanning 1492-2013 through CRITICAL THINKING 2] IMPROVE CRITICAL READING 3] IMPROVE SCHOLASTIC WRITING. This web page will be our home for updates, assignments, projects, and resources. Each week a preview of course content will be provided and a summary of the week's activities, key questions and material will be analyzed by course students.
In addition, COURSE ASSIGNMENTS will be posted daily IN RED TEXT. If an assignment appears to be one that requires a little extra help to get started, try THE TOOLBOX which will be listed in yellow.
WEEK OF AUGUST 15: Is History an art or a science?/ What is The Job of an Historian?/ “Columbus, Indians and Human Progress”/Worlds Collide/The Columbian Exchange/Colonial aspirations of Spanish, French and English/ “Immoral Rational Calculation” Part I/SOCRATIC SEMINAR I: Job of Historian and Early Colonial Motivations.
WEDNESDAY 8/17: WHAT IS THE JOB OF AN HISTORIAN? SEE THE PRESENTATION HERE. Students answered the question in a short baseline essay that Mr. Holm & Mr. Allison will use to compare for student growth throughout the semester.
Mr. Allison's Toolbox - click HERE.
Read "Columbus, Indians and Human Progress." The chapter can be read HERE & activity HERE. Be prepared in class Tuesday to give a reaction/analysis using prompts that will be provided. We are pretesting your reading level with this exercise. Read as much as you can in 30 minutes and write a 300 (1 page) summary of what author Howard Zinn is trying to tell us. Critical Thinking: How do you think Howard Zinn, author of A PEOPLE'S HISTORY OF THE UNITED STATES including the chapter above, would answer the question 'What is the job of an historian?'
THURSDAY 8/18: Class began with students in small groups. They considered 3 questions: 1] Why is Christo Colombo, in all of his controversy, important to us? 2] Why do we still celebrate Columbus Day? 3] What do you think Historian Howard Zinn would say is the job of an Historian? Then students shared and compared answers to specific questions from "Columbus, Indians & Human Progress" HERE. Group work continued by analyzing information about the Columbian Exchange that ensued after 1493 using PRIMARY SOURCES of their choosing. Consider this perspective HERE.
One of our discussion points is presented in the last slide of yesterday's slide show; different themes to history like empathy, presentism, centricity, class issues, etc. This class, like Zinn, will attempt to tell the history of the "average Joe." Not just the history of great men and women.
As an example of this approach we have Richard Frethorne, an indentured servant who sailed to the English colonies with a chance to start a new life. READ his letter home to his parents HERE and HERE, and write a reaction as prompted HERE. This reaction will be on a shared file that your teacher and other students can read. Please have completed for tomorrow.
THE HEART OF THE MATTER can be seen HERE!
FRIDAY 8/19: Columbian Exchange Activity: HERE
We then talked about the meaning of colonization. The economic importance of the race for empire in the New World. What did this mean to the Natives, Africans and so called "Persons of Mean and Vile Conditions?" Mr. Holm's summary of Zinn's Chapter three can be found HERE. Use your ANNOTATION BOOK MARK to help you interact with the notes. It is HERE. Toolbox click HERE.
We moved to a prep for our first DBQ Assessment: WHY DID SO MANY DIE AT JAMESTOWN? WE have already read about the suffering of Richard Freethorne and the struggle that created Bacon's Rebellion. WHY DID SO MANY DIE AT JAMESTOWN. Upon completion of this project, Mr. Allison and Mr. Holm will have a sound base for understanding the lives of the first colonials that settled the English colonies. NO HOMEWORK TONIGHT but you might choose to review the slide show and your notes, as well as the DBQ material.
THE WEEK OF AUGUST 22 will introduce the influence of the English Civil War, The Puritan Ethic, and the Salem Witch Trials on the development of the American Colonies.
MONDAY 8/22 INSTITUTE DAY NO SCHOOL
TUESDAY 8/23: Students were reintroduced to the DBQ, WHY DID SO MANY DIE AT JAMESTOWN? After review, students were given clear directions and scoring rubrics for them to complete the assessment. Ultimately students' ability to Read analytically, and write critically showing comprehension of historic concepts, is what is being assessed in this PRE summative measurement.
Yesterday students were asked in a large class setting the question they analyzed and answered last Friday: "Why did so many die in early Jamestown?" Mr. Holm & Ms. Berebitsky lead students through the rubric that will be used to grade this pretest & they self-evaluated. Emphasis is on the demonstration of CRITICAL WRITING, ANALYTICAL READING & DEEP USE OF CONTENT FOR VALIDITY OF ARGUMENT. This process took the first half of the block.
WEDNESDAY 8/24: Today began a two day investigation into three questions that linked early American Colonies to the environment of England: 1] How was the English Civil War a catalyst for the 1st "Great Migration?" 2] What is meant by the "Puritan Ethic?" 3] Why are the Salem Witch Trials still remembered today?
Mr. A's CLASS NOTES: HERE
Students worked in groups to see if they could recall any prior knowledge of of these events from other history studies, then Mr. Holm began by telling the story of Elizabeth I, James I & the English Civil War. Presentation Images can be found HERE. Run through them and see if you can retell the story. Today we answered why a Great Migration was inspired.
PLease read the assigned article "HELLFIRE!" about Anne Hutchinson. She gives us a perspective into all three of the questions above. The article is HERE.
THURSDAY 8/25 After leading students through a description of the Puritan ethic, Mr. Holm lead the students through "HELLFIRE!" and the story of Anne Hutchinson. We focused on our essential questions. Anne is an American Icon in her challenge of strict religious intolerance. Her challenge to Reverend John Cotton & Governor Winthrop agrees with the philosophy of Rhode Island Governor, Roger Williams, who publicly declared "Forced worship stinks in God's nostrils!" This challenge will open our American debate about our principle of Separation of CHurch & State and Religious tolerance.
Class today focused on the importance of the SALEM WITCH TRIALS which were Western Civilizations last major witch hunts. Why? People were experiencing an Age of Enlightenment & the Beginning of the Scientific Revolution at the same time. Ideas of the supernatural were challenged by scientific logic and religious authority was challenged by indivual relations with God, as we saw with Anne Hutchinson above. While 19 were executed as Witches in Salem, the logic and rationale of the evidence was ludicrous. Political stress also played a part. The trials began based on issues of property & emotion, and heightened by a scared house servant from the Caribbean. Her name was Tituba. Tituba's examination can be found in the Massachusetts State historic archives and HERE. In groups of 4: 1 student played the Inquisitor, 1 played Tituba and read her responses to the investigation & 2 recorded the trial. What reactions do you have to this document from the Massachusettes State Archives? How does the evidence against Tituba compare to the Scientific Revolution that has just got under way? How does Tituba's Trial compare to Anne Hutchinson's. What would Roger Williams, referenced above, have to say about the trial?
MONDAY 8/29: Our main objective for the day is to answer our three questions posed on Friday: 1] How was the English Civil War a catalyst for the first Great Migration? 2] What is the Puritan Ethic? 3] Why are the Salem Witch Trials still remembered today? We are taking this to it's most critical level by analyzing a Primary Source document from Jly 23, 1692. Mary Easty and John Proctor (seen in film depiction) have written to their judges and governor asking for clemency. They are jailed in a barn with armed guards. Each pens their plea on opposite sides of a single sheet of paper. Their letters can be seen HERE. In class we annotated and summarized those letters to have a better understanding of the trials. They can help us answer the three questions.
Students were asked to answer the 3 questions in assessment. They may use any materials provided throughout the week, or anything they bring on their own. We'd love the independent research.
MR. ALLISON'S TOOLBOX CLICK HERE.
After completing the 3 question quiz, Students should watch PBS AMERICAN EXPERIENCE'S WE SHALL REMAIN: Episode 1, AFTER THE MAYFLOWER, HERE How did the attitudes and beliefs of English settlers initially impact Native Americans.
TUESDAY & WEDNESDAY 8/30-31: Students began the block with a SOCRATIC EXCHANGE about the Puritan Ethic and the importance of the Salem Witch Trials. Then Students had two : 1] Read Larry Golnick's Ch. 3 of A CARTOON HISTORY OF THE UNITED STATES: "When a Colony Grows Up, What Does It Do For A Living?" HERE and answer the attached questions with a partner 2] After completing watch PBS' WE SHALL REMAIN: "After the Mayflower" create 6 critical questions using the TAXONOMY HERE. A partner should answer the 6 questions.
TUESDAY & WEDNESDAY 8/30-31: Students began the block with a SOCRATIC EXCHANGE about the Puritan Ethic and the importance of the Salem Witch Trials. Then Students had two : 1] Read Larry Golnick's Ch. 3 of A CARTOON HISTORY OF THE UNITED STATES: "When a Colony Grows Up, What Does It Do For A Living?" HERE and answer the attached questions with a partner 2] After completing watch PBS' WE SHALL REMAIN: "After the Mayflower" create 6 critical questions using the TAXONOMY HERE. A partner should answer the 6 questions.
WEDNESDAY 8/31: Students proceeded in class with a geography activity that connected the land interests of the British and the French as they raced for Empire, especially the very lucrative FUR TRADE. However, the Europeans weren't the only ones involved. Dozens of Native Nations were involved as well. Who were they? See how you can do HERE.
Mr. Holm shared the importance of the FUR TRADE to the RACE FOR EMPIRE. An early pricing sheet from the trade, where everything was measured in pelts, not dollars, can be seen HERE. Students began the block making some calculations of a trade list for Beaver fur using price list above. This little exercise was meant to demonstrate how massive the trade had grown, how far manufactured products traveled, and the impact in the change of Native Culture.
Lastly, students were introduced to Pierre Raddisson, credited as the First European to reach the upper Mississippi River. He was part of a trapping expedition that made this trek from Mount Royal, or Montreal, in 1661. The article is HERE with notes HERE, and Mr. Allison's Tool Box provides summary notes HERE. Students are asked to read & annotate the one page account, and develop four good QAR questions using the tools provided HERE & HERE. These questions, and possible answers on back of the sheet, are due TUESDAY for small group discussion.
THURSDAY 9/1: Students shared main ideas and details from the article TRAPPED above. The activity then continued and used the QAR materials, also above, in order to create critical thinking questions and discussion: Was cannibalism a reality and who would result to it? Was Pierre Raddison and Grossielers justified in hunting illegally?
The class finished with students turning to "A CARTOON HISTORY OF THE UNITED STATES, CH. 3: When A Colony Grows Up, What Does It Do For A Living?" HERE. This piece is a satirical look, particularly at the institution of slavery, of the colonial period just before the FRENCH & INDIAN WAR. The 10 questions provided a general look at the English Colonies before the Revolutionary period. Students who finished the questions in class were given a brief piece from Kenneth C. Davis' DON'T KNOW MUCH ABOUT HISTORY...they got a head start annotating the section found HERE, pp. 60-63.
TUESDAY 96: Students were introduced to the early careers of George Washington and Ben Franklin. The brief description of Washington as a young officer from a well to do family looking to gain access into the British military and opportunities for landholdings, and Franklin as a young man who apprenticed as a printer, but rose to prominence as a secular intellectual who became a notorious Renaissance Man, shows that they had motivations and aspirations before becoming wealthy statesmen. See one of his inspirations from his POOR RICHARD'S ALMANAC HERE (notice the Puritan Ethic? From a secular view?)
A brief slideshow was shown starting with a brief description of Washington as he lead his small command toward Fort Duquesne to deliver an ultimatum to the French forces there. An unplanned massacre resulted at what is today Jumonville's Glen, which is outside of present day Pittsburgh, renamed by the British after seizing the fort from their European rival. The skirmish began the American Theatre of the Seven Years War, known to us as the French & Indian War. READ PAGES 60-63 HERE From Kennth C. Davis' DON'T KNOW MUCH ABOUT HISTORY.
Mr. A's notes - you should use them as a reference & a privilege NOT a right - if you may use DIIGO to continue the notes. Click HERE
Review the brief images HERE. Watch a quick summary of Last of the Mohicans HERE.
Mr. Holm shared the importance of the FUR TRADE to the RACE FOR EMPIRE. An early pricing sheet from the trade, where everything was measured in pelts, not dollars, can be seen HERE. Students began the block making some calculations of a trade list for Beaver fur using price list above. This little exercise was meant to demonstrate how massive the trade had grown, how far manufactured products traveled, and the impact in the change of Native Culture.
Lastly, students were introduced to Pierre Raddisson, credited as the First European to reach the upper Mississippi River. He was part of a trapping expedition that made this trek from Mount Royal, or Montreal, in 1661. The article is HERE with notes HERE, and Mr. Allison's Tool Box provides summary notes HERE. Students are asked to read & annotate the one page account, and develop four good QAR questions using the tools provided HERE & HERE. These questions, and possible answers on back of the sheet, are due TUESDAY for small group discussion.
THURSDAY 9/1: Students shared main ideas and details from the article TRAPPED above. The activity then continued and used the QAR materials, also above, in order to create critical thinking questions and discussion: Was cannibalism a reality and who would result to it? Was Pierre Raddison and Grossielers justified in hunting illegally?
The class finished with students turning to "A CARTOON HISTORY OF THE UNITED STATES, CH. 3: When A Colony Grows Up, What Does It Do For A Living?" HERE. This piece is a satirical look, particularly at the institution of slavery, of the colonial period just before the FRENCH & INDIAN WAR. The 10 questions provided a general look at the English Colonies before the Revolutionary period. Students who finished the questions in class were given a brief piece from Kenneth C. Davis' DON'T KNOW MUCH ABOUT HISTORY...they got a head start annotating the section found HERE, pp. 60-63.
TUESDAY 96: Students were introduced to the early careers of George Washington and Ben Franklin. The brief description of Washington as a young officer from a well to do family looking to gain access into the British military and opportunities for landholdings, and Franklin as a young man who apprenticed as a printer, but rose to prominence as a secular intellectual who became a notorious Renaissance Man, shows that they had motivations and aspirations before becoming wealthy statesmen. See one of his inspirations from his POOR RICHARD'S ALMANAC HERE (notice the Puritan Ethic? From a secular view?)
A brief slideshow was shown starting with a brief description of Washington as he lead his small command toward Fort Duquesne to deliver an ultimatum to the French forces there. An unplanned massacre resulted at what is today Jumonville's Glen, which is outside of present day Pittsburgh, renamed by the British after seizing the fort from their European rival. The skirmish began the American Theatre of the Seven Years War, known to us as the French & Indian War. READ PAGES 60-63 HERE From Kennth C. Davis' DON'T KNOW MUCH ABOUT HISTORY.
Mr. A's notes - you should use them as a reference & a privilege NOT a right - if you may use DIIGO to continue the notes. Click HERE
Review the brief images HERE. Watch a quick summary of Last of the Mohicans HERE.
WEDNESDAY 9/7: Today students reviewed the rivalry that began the French and Indian War, a Theatre of a World War between European powers as they vied for colonies. Caught between the French and British were America's native tribes, who largely sided with the less invasive French.
Fred Anderson of the University of Colorado argues in his extensive history of the conflict, The Crucible of War, that it is this conflict that began the first steps to the American Revolution. How?
1] Colonists were denied land they were promised in the Ohio River Valley as the Natives, who were not invited to the Treaty of Paris of 1763, continued attacks in the west. King George had acquired massive debt to beat the French, and couldn't afford further war against the natives so he created the Proclamation Line of 1763, which denied colonists settlement west of the Appalachians.
2] In order to pay off war debt, Parliament began to impose taxes on it's American colonists. They had never had to pay these taxes before.
Fred Anderson of the University of Colorado argues in his extensive history of the conflict, The Crucible of War, that it is this conflict that began the first steps to the American Revolution. How?
1] Colonists were denied land they were promised in the Ohio River Valley as the Natives, who were not invited to the Treaty of Paris of 1763, continued attacks in the west. King George had acquired massive debt to beat the French, and couldn't afford further war against the natives so he created the Proclamation Line of 1763, which denied colonists settlement west of the Appalachians.
2] In order to pay off war debt, Parliament began to impose taxes on it's American colonists. They had never had to pay these taxes before.
THUS, Colonists were denied not only land that they fought for, but had to pay taxes they had never had to pay. The bloody war didn't improve conditions for the average American Colonist.
Ben Franklin called for Unification in his Albany Plan. His Cartoon seen here emphasized his thought, "We must hang together or we will most surely hang apart."
STUDENTS WERE ASKED TO WRITE A SUMMARY OF THE WAR using the Cornell notes they took on TUESDAY.
THURSDAY 9/8: Class opened with a Formative Assessment asking two questions: 1] Why did the British and French fight the French and Indian War? 2] How was the war a first step to the American Revolution?
Students were then presented with the commonly regarded immediate causes of the American Revolution as seen in the presentation HERE. Students were instructed to take notes from the lecture and then they were given time to further the depth of their understanding by reading and summarizing "What was the Boston Massacre?", "What was the Boston Tea Party about?" & "What was the First Continental Congress? Who chose its members, who were they, and what did they do?" from the DON'T KNOW MUCH ABOUT HISTORY pp. 65-69.
Students addressed the grievances that the colonists had versus the crown. THey examined action taken as a result of the Sugar, Stamp, Townsend and Tea Acts. How did the colonists respond when King George announced "The die is Cast, the colonies must submit or triumph?"
LOOK AT SOME FUN PRIMARY SOURCES HERE
Mr. A's Toolbox - summary of Colonial Grievances Notes HERE
We discussed the 1st Continental Congress and It's attempt to send the Olive Branch Petition, but the 2nd Congress resulted in the Declaration of Independence. What of it's conceits? What grievances are listed therein?
FRIDAY 9/9: Students spent the day in research. They were introduced to the courses first major position paper. See the descriptor of the project HERE. A further resource is provided HERE. It poses the questions students may choose from.
Students watched/interacted with 2 clips from the HBO series, John Adams, to reinforce the concepts we've read and discussed thus so far. The 1st clip is HERE & the 2nd clip is HERE
IMPORTANT!!! Shared file notes for the 1st position paper will be sent to Mr. Holm and Mr. Allison. Students should have at least 3 good pieces of support for their 3 arguments. We will organize them in class Next week. THE FINAL PAPER WILL BE DUE.........
THURSDAY 1/28 & FRIDAY 1/29: Students opened the block with an analysis of the Declaration of Independence HERE. The Declaration lays out our American principles, rights and responsibilities, grievances and powers as a new nation.
Mr. Allison then did a FOLLOW UP with John Adams clips that were assigned yesterday.
*Students will be notified that based on their topic/research - they will conduct a brief socratic connecting it with our lessons.
What are the main Conceits, or ideas brought forth, of the DECLARATION OF INDEPENDENCE? Look HERE. In class we worked in small groups to illustrate these critical values after we had read a translation of the document. This concept should be complete for tomorrow.
Connecting the declaration of independence with the war, as presented HERE in a nutshell. Those students who are writing their position papers on the question of whether or not the British could have won the war, will be asked to contribute to the presentation.
~ 20 min. of work time. Student connections based on their topics/research. YOU MAY USE THE BULLDOG HOUR FOR RESEARCH AND READING TIME FOR THE POSITION PAPER.
While the war raged on, back in Philadelphia, the Founding Fathers tried to address the issues of the New Nation.
We spent the last 45 minutes of the block working in the lab researching for our position paper topics. Your Shared Excel document will be monitored by Mr. Holm & Mr. Allison for progress starting this evening.
Ben Franklin called for Unification in his Albany Plan. His Cartoon seen here emphasized his thought, "We must hang together or we will most surely hang apart."
STUDENTS WERE ASKED TO WRITE A SUMMARY OF THE WAR using the Cornell notes they took on TUESDAY.
THURSDAY 9/8: Class opened with a Formative Assessment asking two questions: 1] Why did the British and French fight the French and Indian War? 2] How was the war a first step to the American Revolution?
Students were then presented with the commonly regarded immediate causes of the American Revolution as seen in the presentation HERE. Students were instructed to take notes from the lecture and then they were given time to further the depth of their understanding by reading and summarizing "What was the Boston Massacre?", "What was the Boston Tea Party about?" & "What was the First Continental Congress? Who chose its members, who were they, and what did they do?" from the DON'T KNOW MUCH ABOUT HISTORY pp. 65-69.
Students addressed the grievances that the colonists had versus the crown. THey examined action taken as a result of the Sugar, Stamp, Townsend and Tea Acts. How did the colonists respond when King George announced "The die is Cast, the colonies must submit or triumph?"
LOOK AT SOME FUN PRIMARY SOURCES HERE
Mr. A's Toolbox - summary of Colonial Grievances Notes HERE
We discussed the 1st Continental Congress and It's attempt to send the Olive Branch Petition, but the 2nd Congress resulted in the Declaration of Independence. What of it's conceits? What grievances are listed therein?
FRIDAY 9/9: Students spent the day in research. They were introduced to the courses first major position paper. See the descriptor of the project HERE. A further resource is provided HERE. It poses the questions students may choose from.
Students watched/interacted with 2 clips from the HBO series, John Adams, to reinforce the concepts we've read and discussed thus so far. The 1st clip is HERE & the 2nd clip is HERE
IMPORTANT!!! Shared file notes for the 1st position paper will be sent to Mr. Holm and Mr. Allison. Students should have at least 3 good pieces of support for their 3 arguments. We will organize them in class Next week. THE FINAL PAPER WILL BE DUE.........
THURSDAY 1/28 & FRIDAY 1/29: Students opened the block with an analysis of the Declaration of Independence HERE. The Declaration lays out our American principles, rights and responsibilities, grievances and powers as a new nation.
Mr. Allison then did a FOLLOW UP with John Adams clips that were assigned yesterday.
*Students will be notified that based on their topic/research - they will conduct a brief socratic connecting it with our lessons.
What are the main Conceits, or ideas brought forth, of the DECLARATION OF INDEPENDENCE? Look HERE. In class we worked in small groups to illustrate these critical values after we had read a translation of the document. This concept should be complete for tomorrow.
Connecting the declaration of independence with the war, as presented HERE in a nutshell. Those students who are writing their position papers on the question of whether or not the British could have won the war, will be asked to contribute to the presentation.
~ 20 min. of work time. Student connections based on their topics/research. YOU MAY USE THE BULLDOG HOUR FOR RESEARCH AND READING TIME FOR THE POSITION PAPER.
While the war raged on, back in Philadelphia, the Founding Fathers tried to address the issues of the New Nation.
We spent the last 45 minutes of the block working in the lab researching for our position paper topics. Your Shared Excel document will be monitored by Mr. Holm & Mr. Allison for progress starting this evening.
MONDAY 2/1: Mr. Holm began class with a presentation: "The American Revolution in a Nutshell." See it HERE.
MR. A's Class Notes - HERE - this will help provide background to your position paper American Revolution TimeLine: HERE Daily Life: HEREComparing English & American Soldiers: HERE Today's writing focus objective: Formulate the thesis to our American Revolution Position paper. Your thesis paragraph should follow the Aquinian model and look like this: The question being asked is 'could slavery have been ended during or immediately after the American Revolution?' There are those who would say no, that slavery was already too ingrained in the culture, especially economically; however, the Declaration of Independence had already proposed equality, Northern States had begun to address the tenant, and the idea of wage labor was set to meet the needs of the Industrial Revolution that followed. 2] You should be clear that the Declaration of Independence had four clear objectives: To Declare our American Principles, to state the purpose of government and the people's place in it, to name the grievances against a tyrant and to state the actions of an Independent Nation. 3] George Washington, given the task of winning a War the new nation claimed it had a right to wage, surmised, " AS long as we have a force afield, we cannot lose." Enter Ethan Allen and his Green Mountain Boys at Ticonderoga.... -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- TUESDAY 2/2: PURPOSE: Answering the Essential Question (your topic) to further your understanding of the American Revolution, and strengthen your writing skills - writing an effective thesis with 3 strong arguments, acknowledging the opposing views, deciphering your notes... these all apply in this class, but throughout all your classes on a daily/weekly basis... COOL! OBJECTIVES: With the completion of this lesson students will be able to...
LESSON:
HANDOUTS - (all have been linked electronically)
WEDNESDAY 2/3: Students were asked to review Wednesday's activity, above. After this activity students were given a few minutes to organize. Mr. A commented on their Reflection Logs and Graphic Organizers with some guiding comments. We then continued our journey through the American Revolution and the French alliance. |
COULD SLAVERY HAVE BEEN ENDED DURING OR IMMEDIATELY AFTER THE REVOLUTIONARY WAR? EXAMINE THIS GRAPH AND SEE IF IT LEADS YOU TO ONE SIDE OR THE OTHER.
THE NORTHWEST ORDINANCE OF 1787 IS OFTEN CITED AS AN EXAMPLE OF STRONG DELIBERATION AND COMPROMISE OVER NATIONAL ISSUES AFTER THE REVOLUTION. WHAT ISSUE DID IT SOLVE? WHAT FURTHER PROBLEM DID IT CREATE?
IF MANY OF THE MEMBERS OF CONGRESS AND THE CONSTITUTIONAL CONVENTION WERE SO DEEPLY FERVENT IN FAITH, WHY DID THEY NOT MENTION GOD IN THE CONSTITUTION, BUT CREATE A SEPARATION OF CHURCH AND STATE?
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THURSDAY 2/4: Students were given lab time today to finalize their positions, and ask Mr. Holm and Mr. A any last few questions. We reviewed the Chicago Foot Note process and how to insert that with proper citation.
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Students were introduced, and should now be able to identify, multiple problems that congress faced during and immediately after the war. The Founding Fathers posited the idea that a responsible citizenry must be a check against a government that denies their rights. If these demands aren't met THE PEOPLE must abolish and institute new government. Creating a government that addressed the following issues was not easy:
* State Land claims and organization of new territories
* Should this new Nation have a National Bank?
* How should commerce between states and other nations be monitored?
* How large of a government is necessary, and can it be trusted?
* Should a National Language be recognized?
* Should a National Religion be recognized?
* What should be the policy toward Native Americans?
* How should the issue of slavery be addressed?
The ARTICLES OF CONFEDERATION lacked the power to address these items, so a CONSTITUTIONAL CONVENTION was called......
TUESDAY 2/9: After an introduction to the SUMMER READING BOOKS and a trip to the library, Mr. Holm shared the solution to answering the question of our Nation's massive Revolutionary war debt HERE.
Students were reminded of their SUMMER READING PROJECT (books were displayed & discussed),
SUMMER READING BOOK PRODUCT DESCRIPTOR is linked HERE.
See a promotion for Chasing Lincoln's Killer HERE.
WEDNESDAY 2/10: Today, Students were guided through Alexander Hamilton's Economic Plan. This plan was meant to rid the country of war debt and create revenue for the function of America's new government. It was also meant to spur the economic growth of private industry. Mr. Holm shared the solution to answering the question of our Nation's massive Revolutionary war debt HERE.
MR. A's NOTES on Hamilton's $ Plan: HERE
PROMOTION OF INDUSTRIALIZATION: ELI WHITNEY'S PATENT FOR THE COTTON GIN (Secondary source) HERE.
THURSDAY: Students turned their attention towards two early American principles: Ownership of Arms as presented in the second Amendment, and the issue of slavery. WE synthesized these issues with the article seen HERE: The Second Amendment Was Ratified to Preserve Slavery. Students should read it for tomorrow and provide response annotation to Mr. Holm and the author, Thom Hartmann. You may use the tool provided HERE if you want to do the activity digitally.
Discussion over Thom Harmann's article (on Friday) will address 4 questions:
1] As referenced by Leonardo DiCaprio's character in DJANGO UNCHAINED, "Why don't they just rise up and kill all the whites?" ANS. State required Slave Patrols were formed from the idea of militias in the south. Slave owners, not slaves, were armed.
2] Who else did slave owners feel threatened by that inspired them to keep a force of arms? ANS. Congress. Congress, through Article 1, Section 8 of the constitution had power to raise a national militia, and the Revolutionary War had already set the precedent of manumitting slaves if they served as Continental soldiers.
3] 236,000 of the estimated 500,000 once colonial slaves were in what new state? And what statesmen had interest in keeping the institution? ANS. Virginia had almost half of the new nation's slaves. Washington, Jefferson, Madison, Monroe, Mason and Henry were all large plantation owners averaging 200 slaves apiece.
4] Ironically, these guns were used to fight the Union when the slavery issue came to a head in 1860 on the eve of the Civil War. Who did President Lincoln use to push to victory over the slave owning south? ANS. Abraham Lincoln issued the Emancipation Proclamation in 1863, and the surge of FREEDMEN as troops is cited by many as the force that allowed the Union to put down the southern rebellion.
After article analysis students were asked what other means, beside the 2nd amendment, gave Americans a check against Tyranny?
FRIDAY 2/12: Today is a day of examination of Freedmen and Women during the age of slavery. The question being asked is "How free were free blacks in the North?" This Mini DBQ gives us our 3rd assessment of student's Analytical Reading, Critical Writing & Depth of Historic Events and Concepts. It also gives us insight into the deliberation on the topic of slavery that our nation faced in it's primary years.
HOW THE CONSTITUTION SAVED THE REPUBLIC AND LOST ITSELF.
* State Land claims and organization of new territories
* Should this new Nation have a National Bank?
* How should commerce between states and other nations be monitored?
* How large of a government is necessary, and can it be trusted?
* Should a National Language be recognized?
* Should a National Religion be recognized?
* What should be the policy toward Native Americans?
* How should the issue of slavery be addressed?
The ARTICLES OF CONFEDERATION lacked the power to address these items, so a CONSTITUTIONAL CONVENTION was called......
TUESDAY 2/9: After an introduction to the SUMMER READING BOOKS and a trip to the library, Mr. Holm shared the solution to answering the question of our Nation's massive Revolutionary war debt HERE.
Students were reminded of their SUMMER READING PROJECT (books were displayed & discussed),
SUMMER READING BOOK PRODUCT DESCRIPTOR is linked HERE.
See a promotion for Chasing Lincoln's Killer HERE.
WEDNESDAY 2/10: Today, Students were guided through Alexander Hamilton's Economic Plan. This plan was meant to rid the country of war debt and create revenue for the function of America's new government. It was also meant to spur the economic growth of private industry. Mr. Holm shared the solution to answering the question of our Nation's massive Revolutionary war debt HERE.
MR. A's NOTES on Hamilton's $ Plan: HERE
PROMOTION OF INDUSTRIALIZATION: ELI WHITNEY'S PATENT FOR THE COTTON GIN (Secondary source) HERE.
THURSDAY: Students turned their attention towards two early American principles: Ownership of Arms as presented in the second Amendment, and the issue of slavery. WE synthesized these issues with the article seen HERE: The Second Amendment Was Ratified to Preserve Slavery. Students should read it for tomorrow and provide response annotation to Mr. Holm and the author, Thom Hartmann. You may use the tool provided HERE if you want to do the activity digitally.
Discussion over Thom Harmann's article (on Friday) will address 4 questions:
1] As referenced by Leonardo DiCaprio's character in DJANGO UNCHAINED, "Why don't they just rise up and kill all the whites?" ANS. State required Slave Patrols were formed from the idea of militias in the south. Slave owners, not slaves, were armed.
2] Who else did slave owners feel threatened by that inspired them to keep a force of arms? ANS. Congress. Congress, through Article 1, Section 8 of the constitution had power to raise a national militia, and the Revolutionary War had already set the precedent of manumitting slaves if they served as Continental soldiers.
3] 236,000 of the estimated 500,000 once colonial slaves were in what new state? And what statesmen had interest in keeping the institution? ANS. Virginia had almost half of the new nation's slaves. Washington, Jefferson, Madison, Monroe, Mason and Henry were all large plantation owners averaging 200 slaves apiece.
4] Ironically, these guns were used to fight the Union when the slavery issue came to a head in 1860 on the eve of the Civil War. Who did President Lincoln use to push to victory over the slave owning south? ANS. Abraham Lincoln issued the Emancipation Proclamation in 1863, and the surge of FREEDMEN as troops is cited by many as the force that allowed the Union to put down the southern rebellion.
After article analysis students were asked what other means, beside the 2nd amendment, gave Americans a check against Tyranny?
FRIDAY 2/12: Today is a day of examination of Freedmen and Women during the age of slavery. The question being asked is "How free were free blacks in the North?" This Mini DBQ gives us our 3rd assessment of student's Analytical Reading, Critical Writing & Depth of Historic Events and Concepts. It also gives us insight into the deliberation on the topic of slavery that our nation faced in it's primary years.
HOW THE CONSTITUTION SAVED THE REPUBLIC AND LOST ITSELF.
TUESDAY 2/16: Students were introduced to a new Character: Panther in the Sky, or Tekumthi, a Shawnee Chief who resisted signing the Treaty of Greenville that ceded native lands to the Federal Government. Essentially his Pan-Native American movement was the largest unified Native movement against the United States policy in American History. To further the introduction to this resistance, we watched the beginning of the film WE SHALL REMAIN: TECUMSEH'S VISION, by Ric Burns from PBS's AMERICAN EXPERIENCE. Watch it HERE.
At the end of the block, write a reaction to the video as prompted on our Google Class Room. Can you see some way that the Native Nations and the New Americans could come to some peaceful co-existence in the Ohio River Valley?
WEDNESDAY - THURSDAY 2/17-18: Students were exposed to the many issues that George Washington had to face as our fledgling government sought to address many of it's new issues.
1] Mr. Allison followed up the article by Thom Hartmann, THE SECOND AMENDMENT WAS RATIFIED TO PRESERVE SLAVERY & analyzed the impact of Eli Whitney's cotton gin as it pertained to the GROWTH of slavery HERE.
2] Mr . Holm returned to the Indian Question by leading a discussion about TECUMSEH'S VISION and whether or not students think their could have been a way to find Peaceful Co-existence in the Ohio River Valley. He followed the discussion with the TREATY OF GREENVILLE which the students should have seen in the video.
3] In a third group, students read independently about the WHISKEY REBELLION including a Newspaper Report of the Incident and a letter from President Washington to Secretary of the Treasury Hamilton. The students then worked as a group to way the positives and negatives of Large v. Small government.
WHISKEY REBELLION: Claypoole's Daily Advertiser, August 11, 1794 & Letter from President Washington to Secretary of Treasury Alexander Hamilton, September 7, 1792 HERE.
NATIVE POLICY AND LAND SALES: TREATY OF GREENVILLE, August 3, 1795 HERE.
PROMOTION OF INDUSTRIALIZATION: ELI WHITNEY'S PATENT FOR THE COTTON GIN (Secondary source) HERE.
WEDNESDAY - THURSDAY 2/17-18: Students were exposed to the many issues that George Washington had to face as our fledgling government sought to address many of it's new issues.
1] Mr. Allison followed up the article by Thom Hartmann, THE SECOND AMENDMENT WAS RATIFIED TO PRESERVE SLAVERY & analyzed the impact of Eli Whitney's cotton gin as it pertained to the GROWTH of slavery HERE.
2] Mr . Holm returned to the Indian Question by leading a discussion about TECUMSEH'S VISION and whether or not students think their could have been a way to find Peaceful Co-existence in the Ohio River Valley. He followed the discussion with the TREATY OF GREENVILLE which the students should have seen in the video.
3] In a third group, students read independently about the WHISKEY REBELLION including a Newspaper Report of the Incident and a letter from President Washington to Secretary of the Treasury Hamilton. The students then worked as a group to way the positives and negatives of Large v. Small government.
WHISKEY REBELLION: Claypoole's Daily Advertiser, August 11, 1794 & Letter from President Washington to Secretary of Treasury Alexander Hamilton, September 7, 1792 HERE.
NATIVE POLICY AND LAND SALES: TREATY OF GREENVILLE, August 3, 1795 HERE.
PROMOTION OF INDUSTRIALIZATION: ELI WHITNEY'S PATENT FOR THE COTTON GIN (Secondary source) HERE.
MONDAY & TUESDAY 2/18-19:
1] What do you think Mary is trying to express in this quote? 2] Where does this idea suggest we are moving as a class? 3] How is it related to what we have been studying?
ANSWERS INCLUDED:
1] Mary is trying to make women aware of their lack of power & that she wants them to gain it for themselves 2] It appears we are going to be moving into the rights of women (& American Indians, African Americans, the poor and disenfranchised) 3] It connects to the ideas of independency and equality in the New Nation.
For further consideration we talked about the centuries old tradition of Femme Covert as law and how Alexander Hamilton's idea of Industrialization helped women move into the Public Sphere as seen HERE.
1] What do you think Mary is trying to express in this quote? 2] Where does this idea suggest we are moving as a class? 3] How is it related to what we have been studying?
ANSWERS INCLUDED:
1] Mary is trying to make women aware of their lack of power & that she wants them to gain it for themselves 2] It appears we are going to be moving into the rights of women (& American Indians, African Americans, the poor and disenfranchised) 3] It connects to the ideas of independency and equality in the New Nation.
For further consideration we talked about the centuries old tradition of Femme Covert as law and how Alexander Hamilton's idea of Industrialization helped women move into the Public Sphere as seen HERE.
Students moved into a "Flipped" lesson in which they "self-discovered" with the objective of teaching another student about the degree of Women's rights in the Early American Republic as directed .....
Students will create a PREZI by starting HERE. The PREZI will address at least 4 primary documents from women who published thoughts on the RIGHTS OF WOMEN in the early American Republic, that is BEFORE the Civil War. To represent ideas of the beginning of the 19th century, students will need to find documents from Mary Wollstonecraft (as seen above) and Abigail Adams. To demonstrate thoughts from the mid-19th century, students must provide ideas from Catharine Beecher, Angelina Grimke and/or Elizabeth Cady Stanton (et al. at the Seneca Falls Convention in 1848). Students should provide material from 2 of the 3 publications found HERE.
The PREZI should provide four (or five for the "deep ball" using the escaped slave Sojourner Truth) quotes and a DEEP analysis of each's context and meaning with an image of each of the authors. In the end, the student should synthesize all of the thoughts/ideas/philosophies into a well developed conclusion about the early stages of the women's rights movement away from the old model of Femme Covert. TOMORROW THE PRODUCT WILL BE PRESENTED TO A PARTNER.
TO WHAT DEGREE DO WOMEN GAIN FREEDOM IN THE EARLY AMERICAN REPUBLIC? CAN YOU SEE THE IRONY IN THIS PAINTING? DOES IT MAKE A PREDICTION?
Students will create a PREZI by starting HERE. The PREZI will address at least 4 primary documents from women who published thoughts on the RIGHTS OF WOMEN in the early American Republic, that is BEFORE the Civil War. To represent ideas of the beginning of the 19th century, students will need to find documents from Mary Wollstonecraft (as seen above) and Abigail Adams. To demonstrate thoughts from the mid-19th century, students must provide ideas from Catharine Beecher, Angelina Grimke and/or Elizabeth Cady Stanton (et al. at the Seneca Falls Convention in 1848). Students should provide material from 2 of the 3 publications found HERE.
The PREZI should provide four (or five for the "deep ball" using the escaped slave Sojourner Truth) quotes and a DEEP analysis of each's context and meaning with an image of each of the authors. In the end, the student should synthesize all of the thoughts/ideas/philosophies into a well developed conclusion about the early stages of the women's rights movement away from the old model of Femme Covert. TOMORROW THE PRODUCT WILL BE PRESENTED TO A PARTNER.
TO WHAT DEGREE DO WOMEN GAIN FREEDOM IN THE EARLY AMERICAN REPUBLIC? CAN YOU SEE THE IRONY IN THIS PAINTING? DOES IT MAKE A PREDICTION?
WHAT DOES THE PAINTING ABOVE TELL US ABOUT MANIFEST DESTINY?
WEDNESDAY-FRIDAY 2/24-26: In our shortened block we had two objectives. First we wanted to assess the comprehension of Henry Clay's American System, JQ Adams' Adams-Onis Treaty, and the Missouri Compromise. We began with a primary discovery using the map above, and a discussion of Manifest Destiny , then Mr. Holm, with the aid of the slide show above furthered the understanding. 1] While Clay's plan called for a charter for the 2nd National Bank, a protective Tariff and Internal Improvements, it created further divisions between North and South as the West was connected to the Industrial North. The Adams-Onis Treaty added Florida to American territory in order to stop slaves from running to that Spanish haven, and the Missouri Compromise showed that the expansion of slavery was eminent.
MR.A's Notes: HERE
MR.A's Notes: HERE
MONDAY & TUESDAY 2/29-3/1: Our main goal was to introduce the class to a young Illinois Whig, an admirer of Henry Clay, named Abraham Lincoln. Students were assigned the introductory reading found HERE. Using this reading, they were assigned a philosophy page. Students will construct a one page document that provides a youthful photo of Mr. Lincoln complete with three quotes, and an explanation of each. A title should be provided. See a sample HERE.
For Extension/Enrichment, students who have already completed the reading/critical writing portion of the assignment should compare it to the image above. Do any of Lincoln's philosophies get support from the image? This image was used for Campaign posters in 1860.
Mr. Holm gave a short lecture providing more content to the MANIFEST DESTINY concept.
FOR AN EXTENSION: The students can watch and analyze the movie the AMISTAD. During the movie students were to answer specific content questions/depictions of the characters.
We then connected this to the material within the class. We looked at CINQUE's account of this issue and the importance it had on the country.
1) Today we reminded our students that they should be completing their Summer Reading Project (Project Description found HERE). NEXT FRIDAY : Below is an image - a look at the book options and their project components (brief description)
2) We finished our CINQUE Q/A with the students voicing their answers.
3) We then continued our timeline notes: Events / compromises leading to &/ delaying the Civil War...
For Extension/Enrichment, students who have already completed the reading/critical writing portion of the assignment should compare it to the image above. Do any of Lincoln's philosophies get support from the image? This image was used for Campaign posters in 1860.
Mr. Holm gave a short lecture providing more content to the MANIFEST DESTINY concept.
FOR AN EXTENSION: The students can watch and analyze the movie the AMISTAD. During the movie students were to answer specific content questions/depictions of the characters.
We then connected this to the material within the class. We looked at CINQUE's account of this issue and the importance it had on the country.
1) Today we reminded our students that they should be completing their Summer Reading Project (Project Description found HERE). NEXT FRIDAY : Below is an image - a look at the book options and their project components (brief description)
2) We finished our CINQUE Q/A with the students voicing their answers.
3) We then continued our timeline notes: Events / compromises leading to &/ delaying the Civil War...
WEDNESDAY 3/2- Students engaged in a parallel lesson that began with a review of the dialogue of THE AMISTAD and then split into two activities: 1] Mr. Holm provided a 20 minute lecture further on Manifest Destiny in the 1850s 2] Students then worked with a DUAL ANNOTATION where partners read and annotated a short excerpt form Frederick Douglass's Autobiography. For an introduction to one of America's most powerful voices look HERE, for the excerpt look HERE.
THURSDAY 3/3: Students marched to the eve of the Civil War by examining the 1850s and our last attempts of the nation to hold together. To start the class we harkened back to the powerful Frederick Douglass, as he spoke to a crowd in Rochester, NY as they celebrated INDEPENDENCE DAY. Watch the oration HERE as portrayed by Danny Glover, as he toured with Howard Zinn. OH, AND HADN'T WE BETTER HEAR FROM SOJOURNER TRUTH?
MONDAY & TUESDAY 3/7-8: Today, after a presentation from Mr. Holm, students had time to analyze several documents that they will use to answer our essential questions 1. Were the results of westward expansion justified by manifest destiny and nationalism? Why or why not? 2. To what extent was the issue of slavery the primary cause for the Civil War? AND FOR THE DBQ SUMMATIVE, WHO KILLED RECONSTRUCTION?
READ A SUMMARY OF THE DRED SCOTT CASE HERE WITH MR. HOLM, AND DISCUSS THE IMPORTANCE OF THE DECISION
READ AN EXCERPT FROM THE LINCOLN-DOUGLAS DEBATES OF 1858 HERE WITH MR. ALLISON AND DECIDE WHO YOU WOULD VOTE FOR AS US SENATOR FROM ILLINOIS
READ JOHN C. CALHOUN'S RATIONALE FOR SECESSION HERE, AS A GROUP. IN THE END, DO YOU AGREE THAT SECESSION WAS A WISE OPTION?
ALEXANDER STEPHENS "CORNERSTONE SPEECH" HERE
A SLAVERY TIME-LINE IS PROVIDED HERE
To Open class, Mr. Holm told the tale of John Brown--IN BLEEDING KANSAS & HARPER'S FERRY. GLORY, GLORY, HALLELUJAH! HERE Then students returned to their ESSENTIAL QUESTION: TO WHAT EXTENT WAS SLAVERY THE PRIMARY CAUSE OF THE CIVIL WAR? Ask an expert HERE.
WEDNESDAY 3/9: TODAY WAS OUR GROUP-ON-GROUP PRESENTATIONS ANSWERING OF THE FOLLOWING QUESTIONS:
1. Were the results of westward expansion justified by manifest destiny and nationalism? Why or why not?
2. To what extent was the issue of slavery the primary cause for the Civil War? Think of the various Compromises,Bleeding Kansas, the Dred Scott Decision, Lincoln-Douglas Debates, John Brown's Raid & John C. Calhoun's rationale for secession.
3. What can you preview about the Civil War based on your SUMMER READING?
THURSDAY 3/10: HOW WOULD YOU HAVE PLANNED TO DEAL WITH THE CONFEDERACY STRATEGICALLY IF YOU WERE ABRAHAM LINCOLN? IF YOU HAD BEEN PART OF THE CONFEDERACY AND MR. LINCOLN REFUSED TO "LET YOU GO," HOW WOULD YOU HAVE APPROACHED INDEPENDENCE STRATEGICALLY?
LOOK HERE FOR A COURSE OF THE WAR....
LOOK HERE FOR UNION AND CONFEDERATE STRATEGIES. THIS PRESENTATION IS PROVIDED FROM THE HARRY S TRUMAN LIBRARY.
USE THE SITE HERE FOR ANIMATED BATTLE MAPS
WATCH EPISODES, or portions, of KEN BURNS' THE CIVIL WAR HERE.
5 THINGS I'VE LEARNED.... GRAPHIC ORGANIZER: GOOGLE DOCS: HERE. (***make a copy***)
FRIDAY 3/11: After a quick Review of the Main Course of the Civil War and the importance of the Assassination of President Lincoln, Mr. Allison ran a fun assessment of our recall of the content. The video showing Mr. Lincoln's intent as the war wore-on can be seen HERE.
Speaking of fun...How about a Good Old Rebel Song written during Reconstruction? HERE
Of course the Yankees would reply with The Battle Cry of Freedom HERE
Lyrics to both can be found HERE
AN ANALYSIS OF THE GETTYSBURG ADDRESS
5 THINGS I'VE LEARNED.... GRAPHIC ORGANIZER: GOOGLE DOCS: HERE. (***make a copy***)
FRIDAY 3/11: After a quick Review of the Main Course of the Civil War and the importance of the Assassination of President Lincoln, Mr. Allison ran a fun assessment of our recall of the content. The video showing Mr. Lincoln's intent as the war wore-on can be seen HERE.
Speaking of fun...How about a Good Old Rebel Song written during Reconstruction? HERE
Of course the Yankees would reply with The Battle Cry of Freedom HERE
Lyrics to both can be found HERE
AN ANALYSIS OF THE GETTYSBURG ADDRESS
MONDAY 10/26: Students were given a presentation on RECONSTRUCTION & then... A... DBQ!!!
Connection to Lincolnian Economic Philosophy one more time. Mr. Holm shared a personal story about opportunity.
WELCOME TO THE GILDED AGE! RECONSTRUCTION IS OVER AND WE HAVE CHANGED OUR FOCUS--
Read about the growth of America and her economy using the CARTOON HISTORY HERE. USe the prompts to help you understand AMERICA's new philosophies and roles. Are they compatible with the old? How is Social Darwinism different from Lincoln's right to rise? What about Laissez-faire Capitalism?
As Reconstruction wore on for 12 years, not only the South was tired, but so were Northerners. The Abolitionists of Lincoln's Party were one way or the other gone, and the Party wanted to move on. The dominant Radicals of the Republican Party were replaced by Capitalists who's interests were National (AND PERSONAL) wealth. Corporate Interests, replaced those of Individuals. Writer Mark Twain dubbed it the GILDED AGE, meaning shiny and valuable as GOLD on the outside, but like cheap jewelry that turns your skin green after wear, corrupt on the inside. Get a CRASH COURSE on the GILDED AGE HERE.
We will see this over the next few days in two ways 1] Labor Protests, strikes and the violence that results 2] American further Expansion with Imperial gains. This can be connected to our long deliberations over MANIFEST DESTINY.
TUESDAY 10/27 & WEDNESDAY 10/28: NEWS PAPER PRODUCT DESCRIPTOR HERE. GO to PREZI.COM and create your Newspaper from that Template.
MR. ALLISON'S CLASS NOTES:
WEDNESDAY : OK, ...LET'S FLIP THE LESSON AND YOU TELL MR. ALLISON AND MR. HOLM & a PARTNER WHAT YOU HAVE LEARNED ABOUT THE GILDED AGE. Share your PREZI paper with a partner, develop a GOOGLE FORM that asks 6 questions from BLOOM'S TAXONOMY HERE. These questions should increase in critical thinking and challenge your partner's depth of understanding about your report of a particular event in the GILDED AGE.
Then we will help you make connections to America at the dawn of the 20th century. After all, UNCLE SAM has grown to be quite the big man on campus. UNderstanding our place in the world will help us understand a lot about WWI, our larger topic for the next week.
THURSDAY 10/29: We opened with a disscussion of two long term assignments: BOTH DUE DECEMBER THURSDAY, DECEMBER 17.
1) TOM JOAD SERVICE PROJECT (you might remember him from the Grapes of Wrath.) (6 hours helping a charity, donating time, etc. - must have evidence of completion - i.e. a receipt, pictures, signed contract, etc. and a write up describing the experience). FOR A DESCRIPTION CLICK HERE. SEE THE PLAN HERE.
2) BOOK REVIEW of a historical or historical fiction that your student chose.
For a Description CLICK HERE.
THEN we examined America's Final Stage of American Manifest Destiny & Imperialism.... The Move to power in the Pacific. Specifically we addressed Secretary of Navy Theodore Roosevelt's New Navy, The Crisis in Cuba (which leads to an opportunity in the Philippines) through the SPANISH AMERICAN WAR HERE, Hawaii HERE and even a little state called Panama. CONSIDER....HERE or how about a CRASH COURSE HERE ? Mark Twain's comments on our Imperial actions can be seen HERE.
Connection to Lincolnian Economic Philosophy one more time. Mr. Holm shared a personal story about opportunity.
WELCOME TO THE GILDED AGE! RECONSTRUCTION IS OVER AND WE HAVE CHANGED OUR FOCUS--
Read about the growth of America and her economy using the CARTOON HISTORY HERE. USe the prompts to help you understand AMERICA's new philosophies and roles. Are they compatible with the old? How is Social Darwinism different from Lincoln's right to rise? What about Laissez-faire Capitalism?
As Reconstruction wore on for 12 years, not only the South was tired, but so were Northerners. The Abolitionists of Lincoln's Party were one way or the other gone, and the Party wanted to move on. The dominant Radicals of the Republican Party were replaced by Capitalists who's interests were National (AND PERSONAL) wealth. Corporate Interests, replaced those of Individuals. Writer Mark Twain dubbed it the GILDED AGE, meaning shiny and valuable as GOLD on the outside, but like cheap jewelry that turns your skin green after wear, corrupt on the inside. Get a CRASH COURSE on the GILDED AGE HERE.
We will see this over the next few days in two ways 1] Labor Protests, strikes and the violence that results 2] American further Expansion with Imperial gains. This can be connected to our long deliberations over MANIFEST DESTINY.
TUESDAY 10/27 & WEDNESDAY 10/28: NEWS PAPER PRODUCT DESCRIPTOR HERE. GO to PREZI.COM and create your Newspaper from that Template.
MR. ALLISON'S CLASS NOTES:
WEDNESDAY : OK, ...LET'S FLIP THE LESSON AND YOU TELL MR. ALLISON AND MR. HOLM & a PARTNER WHAT YOU HAVE LEARNED ABOUT THE GILDED AGE. Share your PREZI paper with a partner, develop a GOOGLE FORM that asks 6 questions from BLOOM'S TAXONOMY HERE. These questions should increase in critical thinking and challenge your partner's depth of understanding about your report of a particular event in the GILDED AGE.
Then we will help you make connections to America at the dawn of the 20th century. After all, UNCLE SAM has grown to be quite the big man on campus. UNderstanding our place in the world will help us understand a lot about WWI, our larger topic for the next week.
THURSDAY 10/29: We opened with a disscussion of two long term assignments: BOTH DUE DECEMBER THURSDAY, DECEMBER 17.
1) TOM JOAD SERVICE PROJECT (you might remember him from the Grapes of Wrath.) (6 hours helping a charity, donating time, etc. - must have evidence of completion - i.e. a receipt, pictures, signed contract, etc. and a write up describing the experience). FOR A DESCRIPTION CLICK HERE. SEE THE PLAN HERE.
2) BOOK REVIEW of a historical or historical fiction that your student chose.
For a Description CLICK HERE.
THEN we examined America's Final Stage of American Manifest Destiny & Imperialism.... The Move to power in the Pacific. Specifically we addressed Secretary of Navy Theodore Roosevelt's New Navy, The Crisis in Cuba (which leads to an opportunity in the Philippines) through the SPANISH AMERICAN WAR HERE, Hawaii HERE and even a little state called Panama. CONSIDER....HERE or how about a CRASH COURSE HERE ? Mark Twain's comments on our Imperial actions can be seen HERE.
WEDNESDAY 11/4: Today we used to complete our third DBQ Assessment. Should we have annexed the Philippines?
THURSDAY 11/5: AS we try to answer our next ESSENTIAL QUESTION, Was the United States justified in its increasing involvement in world affairs? We need to understand what was happening with other world powers like Britain, France, Germany, Austria-Hungary, Italy and Russia.
STUDENTS reviewed the "ISMs" that lead to conflict in WWI. This then moved them into review of their research and role playing. See an introduction to the causes of WWI HERE.....See the Google Classroom site for further specific material. Mr. Holm briefly introduced the growing tension that these beliefs created as Europe entered 1914. See the whole presentation HERE. Watch a brief introductory video HERE. For more detail watch THE CENTURY, AMERICA's TIME: SHELL SHOCK 1914-1919 HERE.
MR. A's NOTES HERE
FRIDAY 11/6: As weapons were developed in a new Industrial Era, an Arms race the likes never seen before emerged. Keep in mind that flesh did not. For this reason, some dub the 20th century as THE KILLING CENTURY as WWI demonstrates HERE from a National Geographic short and from two scenes from the film ALL QUIET ON THE WESTERN FRONT, HERE.
EXTENSION Examine the Propaganda needed to sustain a war with this level of carnage. What is PROPAGANDA and why is it necessary? Perhaps if you knew the effects, seen HERE, you may understand why there was a needed campaign to convince men to fight. Examine an exhibit called THE WAR ON THE WALLS from Temple University HERE. THEN, follow the descriptor HERE to create your own poster due tomorrow.
MONDAY 11/16: Now that we have examined the war and America's call to arms, let's address the essential question,
To what extent was the U.S. government justified in limiting civil liberties during WWI? As the war met opposition from laborers at home, and Americans were afraid of what had happened in Russia with the Bolshevik Revolution (promoted by the words HERE), fearful of the thoughts HERE, Congress created the Espionage and Sedition Acts, in 1917. Read about it HERE, and be prepared to discuss the decision of the U.S. Government to limit liberties during times of war.
US V. SCHENK HERE & HERE. Read Schenck's pamphlet HERE.
EXTENSION Examine the Propaganda needed to sustain a war with this level of carnage. What is PROPAGANDA and why is it necessary? Perhaps if you knew the effects, seen HERE, you may understand why there was a needed campaign to convince men to fight. Examine an exhibit called THE WAR ON THE WALLS from Temple University HERE. THEN, follow the descriptor HERE to create your own poster due tomorrow.
MONDAY 11/16: Now that we have examined the war and America's call to arms, let's address the essential question,
To what extent was the U.S. government justified in limiting civil liberties during WWI? As the war met opposition from laborers at home, and Americans were afraid of what had happened in Russia with the Bolshevik Revolution (promoted by the words HERE), fearful of the thoughts HERE, Congress created the Espionage and Sedition Acts, in 1917. Read about it HERE, and be prepared to discuss the decision of the U.S. Government to limit liberties during times of war.
US V. SCHENK HERE & HERE. Read Schenck's pamphlet HERE.
When class resumed Mr. Holm reviewed SCHENCK v. THE US 1919 and compared it to a similar case ABRAMS v US in 1919. THis case shows that while speech matters, so does the audience. Before class was over, students were introduced to the idea of NORMALCY, and why the nation wanted to return to it.
For tonight, watch the video HERE which demonstrates what Americans began to consider "NORMAL."
MR. A's Class Notes: HERE
When Americans said they wanted a RETURN TO NORMALCY after WWI, what did that mean? Did it mean they wanted to re-open doors to millions of job seeking immigrants? Did it mean it wanted to restart the Labor agitation of the RED socialists? Did it mean it wanted to take on the Leadership role in the Peace movement of THE LEAGUE OF NATIONS? OR did it mean it wanted to return to increasing America's business and wealth? Perhaps the best answer comes from Calvin Coolidge, Massachusetts Statesman and President by the end of the decade who said, "The business of America IS Business." That's an awful lot for a man who is remembered in history by the nickname Silent Cal.
Perhaps the best way to start a new look at this RETURN TO NORMALCY is HERE. See a slide presentation HERE.
TUESDAY 11/17: Today we had a guest speaker that will address modern homelessness. SHe is Sydney Spain from FACING FORWARD TO END HOMELESSNESS...we will connect her wisdom to the phenomenon of Hoovervilles during the GREAT DEPRESSION later in the week.
WEDNESDAY 11/18: Students began class by examining the effects of mass mergers, unwise speculation and investment, and unwise consumerism.... With the ESSENTIAL QUESTION in mind, WHAT WERE THE MAIN CAUSES AND EFFECTS OF THE GREAT DEPRESSION?
- Dust Bowl - drought, poor farming technique, over production
- Sudden down turn in the economy "crash" -lost: unemployment, homes, savings
- Free Market - growing division, unregulated free market
- Rugged Individualism - mind set of people at the time
- Poor investments - used up savings, individuals & banks - risky investments in Large Corporations
- Panic - people rushing to banks to withdraw their $aving$ = "Bank Runs"
- Credit!!! - Buying on credit - used greatly by people - buying products they haven't paid for yet
- Corporate Subsidies - giving $ to companies
- Buying on Margin - stock market
- Bankrupt - bank is broke, it ruptured
- Who does it effect? EVERYONE! Farmers, Industrialists, etc...
- 1/3 of nation is unemployed
- 1/2 of nation has lost homes or in default...
For today's activity, students analyzed an array of WPA photos that FDR commissioned in order to answer the question above...Our objective is to answer the question using these Primary source photos.
FOR THE GREAT DEPRESSION / NEW DEAL SLIDE SHOW CLICK HERE.
THURSDAY 11/18:
1) STUDENTS FINISHED THEIR PHOTO GALLERY (USING DEPRESSION/DUST BOWL ERA)--ACTIVITY by writing a "FIRESIDE CHAT" SCRIPT THAT DESCRIBES WHAT IS GOING ON OUT THERE. To kick start our juices we watched this scene HERE first. TO see an over arching view, look HERE.
2) WE BEGAN WATCHING THE GRAPES OF WRATH to get an understanding of the plight of millions of Americans during the Depression as symbolized by the JOAD FAMILY.
AS WE WATCHED WE THOUGHT OF THESE QUESTIONS--
What can create poverty? Who's fault is poverty? Who's responsibility is it to fight poverty?
FRIDAY 11/18 - WE ANALYZED, ANNOTATED, AND DISCUSSED FDR'S NEW DEAL AND THE SOCIAL SECURITY NET IT CREATED by looking at his Objectives as stated in his 1st Inaugural Address, most famously known for the line, "The only thing we have to fear is Fear itself." See the Video HERE...and read the Document HERE. Then we examined how the NEW DEAL was implemented in the conclusion of THE GRAPES OF WRATH. Take the ZAPTION TOUR HERE.
MONDAY 4/20: Today started with a recall to the themes of the film THE GRAPES OF WRATH, then a viewing of Bruce Springsteen's song THE GHOST OF TOM JOAD HERE, and lyrics HERE. After seeing the film and listening to the song, what are the authors, John Steinbeck and Bruce Springsteen trying to say?
WE returned to the short presentation of the Great Depression and after watching a brief video showing a bank run, we did a little research into a handful of the programs that FDR initiated as part of the NEW DEAL.
1) STUDENTS FINISHED THEIR PHOTO GALLERY (USING DEPRESSION/DUST BOWL ERA)--ACTIVITY by writing a "FIRESIDE CHAT" SCRIPT THAT DESCRIBES WHAT IS GOING ON OUT THERE. To kick start our juices we watched this scene HERE first. TO see an over arching view, look HERE.
2) WE BEGAN WATCHING THE GRAPES OF WRATH to get an understanding of the plight of millions of Americans during the Depression as symbolized by the JOAD FAMILY.
AS WE WATCHED WE THOUGHT OF THESE QUESTIONS--
What can create poverty? Who's fault is poverty? Who's responsibility is it to fight poverty?
FRIDAY 11/18 - WE ANALYZED, ANNOTATED, AND DISCUSSED FDR'S NEW DEAL AND THE SOCIAL SECURITY NET IT CREATED by looking at his Objectives as stated in his 1st Inaugural Address, most famously known for the line, "The only thing we have to fear is Fear itself." See the Video HERE...and read the Document HERE. Then we examined how the NEW DEAL was implemented in the conclusion of THE GRAPES OF WRATH. Take the ZAPTION TOUR HERE.
MONDAY 4/20: Today started with a recall to the themes of the film THE GRAPES OF WRATH, then a viewing of Bruce Springsteen's song THE GHOST OF TOM JOAD HERE, and lyrics HERE. After seeing the film and listening to the song, what are the authors, John Steinbeck and Bruce Springsteen trying to say?
WE returned to the short presentation of the Great Depression and after watching a brief video showing a bank run, we did a little research into a handful of the programs that FDR initiated as part of the NEW DEAL.
TUESDAY 4/21: Students began the block by being introduced to our OBJECTIVE ESSENTIAL QUESTIONS about WWII:
To what extent did the global depression create conditions that lead to war in Europe and Asia?
What roles did America play in these struggles? How were race, ethnicity & Nationalism involved?
To what extent was WWII a “good (just) war”? How did WWII inspire the Civil Rights Movement at
home in the years that followed?
After the final document, students were introduced to John Dower's book, War Without Mercy: Race and Power in the Pacific War. Students examined the impact of race on the war HERE.
THE CENTURY-AMERICA's TIME: 1936-1941 "OVER THE EDGE," HERE with quick searches into Hitler's Final Solution and Master Race.
WEDNESDAY 4/22: WHY DID THE JAPANESE BOMB PEARL HARBOR?
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THURSDAY & FRIDAY 4/23-4/24: Today we examined a portion of historian John Dower's book WAR WITHOUT MERCY: RACE AND POWER IN THE PACIFIC WAR. We analyzed the cartoons seen HERE to show how RACE played a major part of the war. WE also watched the first half of the film HERE, reinforcing these ideas. These sources may help understand the DBQ posted yesterday. MONDAY 4/27 & TUESDAY 4/28: Our objective today was to gain an over all context of the Course of WWII. In this case, a general survey of content is important for understanding the great changes that the War effects in the NEW WORLD ORDER. Prior to the War, Americans made every effort to avoid Europe's and Asia's "entanglements." However, after the War played out, our view had changed drastically, as may best be emphasized HERE. For the slide show to today's lecture, look HERE. When we consider whether our actions in WWII, we turn to "Why We Fight" as expressed in Band of Brothers HERE. WEDNESDAY $/29: Check out ROSIE THE RIVETER HERE. To end the war FDR, then Harry Truman, chose to use the A-Bomb. This brings much debate today. Let's consider the decision HERE, HERE, & HERE. BOOK REVIEW DESCRIPTOR HERE Today we began our week that will address the Post WWII era in snippets. WE begin with our new foreign policy and the Diplomacy of the Bomb, and will move into problems at home with race and poverty, as seen in these essential questions: How was the foreign policy of the United States different after WWII? To what extent did America’s fear of communism impact domestic and foreign policy? How did the US influence the world culturally, economically & politically during the Cold War? See FDR's FOUR FREEDOMS SPEECH HERE. PERHAPS THIS SHORT SLIDE SHOW MIGHT SPARK SOME THOUGHTS...HERE THURSDAY 4/30 & FRIDAY 5/1: Students used the several videos and documents from the week to answer the question, "Should we have dropped 'The Bomb' on Japan? A Socratic seminar Friday was meant to help students make an informed decision as well. |
After viewing the cost of the military Industrial Complex, as President Eisenhower dubbed our defense system, we turn to Dr. Martin Luther King Jr. We look at Dr. KIng not from the perspective of just race, but from the perspective of poverty and social programs. His social criticism is majestic in many ways, but biting in others. What is Dr. King trying to tell us? HERE
Why do we know so little about the 50,000,000-60,000,000 Americans who are impoverished? Read and annotate this set of excerpts from Michael Harrington's The Other America to get some insight. HERE
What is the history of modern racism and poverty in the United States in the last 70 years and how
effectively has society challenged discrimination? What part have individuals and grass roots
movements taken to address Civil Liberties?
Why do we know so little about the 50,000,000-60,000,000 Americans who are impoverished? Read and annotate this set of excerpts from Michael Harrington's The Other America to get some insight. HERE
What is the history of modern racism and poverty in the United States in the last 70 years and how
effectively has society challenged discrimination? What part have individuals and grass roots
movements taken to address Civil Liberties?
WEDNESDAY 12/11/13 -
1) Reviewed:
-Book Review
-Tom Joad Service Project
2) Within their groups students discussed the question:
-What Responsibility & Power do we inherit with the use of the A-Bomb
3) We discussed key terms:
-M.A.D. (Mutual Assured Destruction)
-Brinkmanship
-First Strike
-Satire - which we watched in the film - Atomic Cafe
4) The Atomic Cafe
1) Reviewed:
-Book Review
-Tom Joad Service Project
2) Within their groups students discussed the question:
-What Responsibility & Power do we inherit with the use of the A-Bomb
3) We discussed key terms:
-M.A.D. (Mutual Assured Destruction)
-Brinkmanship
-First Strike
-Satire - which we watched in the film - Atomic Cafe
4) The Atomic Cafe
THURSDAY 12/12/13 -
1) We gave students 30 minutes to read/research for their Book Review Project (Due on WEDNESDAY 12/18)
2) We then uncovered more of WWII and the Pacific Campaign
- Ike's "BEWARE THE MILITARY INDUSTRIAL COMPLEX"
3) We reminded the students to study, keep reading/Finish Book Review/Service Project
- use citations within your Book Review
FRIDAY 12/13/13 -
1) CHECK-IN (Service Project & Book Review)
2) Continuation of "BEWARE THE MILITARY INDUSTRIAL COMPLEX"
3) For Monday: Study Guide & Civil Rights Movement in 1950s-1960s
1) We gave students 30 minutes to read/research for their Book Review Project (Due on WEDNESDAY 12/18)
2) We then uncovered more of WWII and the Pacific Campaign
- Ike's "BEWARE THE MILITARY INDUSTRIAL COMPLEX"
3) We reminded the students to study, keep reading/Finish Book Review/Service Project
- use citations within your Book Review
FRIDAY 12/13/13 -
1) CHECK-IN (Service Project & Book Review)
2) Continuation of "BEWARE THE MILITARY INDUSTRIAL COMPLEX"
3) For Monday: Study Guide & Civil Rights Movement in 1950s-1960s
MONDAY 12/16/13 -
1) Students read Dr. King's MIA Mass Meeting Speech
2) Students annotated and highlighted essential details
3) REMINDERS:
*Book Reviews due Wednesday
*Service Project Evidence due Wednesday
*Work on Study Guide
TUESDAY 12/17/13 -
1) MLK Jr. Quotes
2) 1960s Civil Rights Movement Notes
3) REMINDERS:
*Book Reviews due Wednesday
*Service Project Evidence due Wednesday
*Work on Study Guide
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WEDNESDAY 12/18/13 -
***DUE***
*Book Review
*Service Project Evidence
*Study Guide
1) Students read Dr. King's MIA Mass Meeting Speech
2) Students annotated and highlighted essential details
3) REMINDERS:
*Book Reviews due Wednesday
*Service Project Evidence due Wednesday
*Work on Study Guide
TUESDAY 12/17/13 -
1) MLK Jr. Quotes
2) 1960s Civil Rights Movement Notes
3) REMINDERS:
*Book Reviews due Wednesday
*Service Project Evidence due Wednesday
*Work on Study Guide
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WEDNESDAY 12/18/13 -
***DUE***
*Book Review
*Service Project Evidence
*Study Guide