WELCOME TO DUAL CREDIT AMERICAN HISTORY!!
Two Courses are run over the span of the Semester: HIST 121 AMERICAN HISTORY TO 1865 & HIST 122 AMERICAN HISTORY SINCE 1865. Because our students have all had a survey of American History as Juniors, we will approach the courses from the stand point of inquisition & research. Each course will focus around 6-8 ESSENTIAL HISTORIC QUESTIONS. Each student will investigate and discover answers to these questions and provide answers in multiple student elected products. Completion of each course provides not only credit toward graduation at BHS, but also provides 3 Hours (6 for the full semester) of Academic Credit to Waubonsee Community College, and other Illinois State Universities.
To access resources at Waubonsee Community College click HERE and be prepared with your X-NUMBER and password. {Provided after Registration} Mywcc gives access to a student email account, and academic resources including access to the Todd Library which will be essential once we begin research. Click the appropriate link for a complete Syllabus of HIST C121 and HIST C122.
In addition to many other sources, our required texts are:
HIST 121: Foner, Eric. Voices of Freedom: A Documentary History. 4th Ed. Vol.4. NY: W.W. Norton & Co., 2014.
Foner, Eric. Give Me Liberty! An American History. 4th Ed. Vol. 1: to 1877. NY: W.W. Norton & Co., 2014.
HIST 122: Faragher, John Mack, et al Ed. Out of Many: A History of the American People. Vol. II. Prentice Hall. Upper Saddle, NJ. 2003. (Includes full Document Set)
RECOMMENDED READING for Secondary Source Work:
Zinn, Howard. A People's History of the United States: 1492-Present. Harper Perennial. NY: 2003. On-Line HERE.
Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. Simon & Schuster. NY: 1995. 2007 On-Line HERE.
FOR ON-LINE DIGITAL NOT TAKING use Diigo HERE.
HIST 121 & 122 are Inquiry based. COURSE INQUIRIES & PRODUCTS CAN BE SEEN HERE.
The FULL SYLLABUS IS HERE.
Students will be responsible for choosing one product per essential question. All course grades are related to the completion of these products and the sharing of them with other students. A student may develop their own product after sharing the idea with course instructor. Descriptors are intentionally simple to allow for student creativity, but questions must be fully answered using at least 3 secondary academic historic sources and 2 primary source documents with the understanding that more sources will lead to a better product and deeper answer. Each product must be accompanied by complete bibliography.
WEDNESDAY 8/17: Today was largely a course description day. Students received and went through the DUAL CREDIT HANDBOOK & previewed COURSE ESSENTIAL QUESTIONS & ASSESSMENT PRODUCTS. For further understanding look HERE and HERE.
Mr. Holm introduced the approach of this course with the statue HERE AND the video seen HERE.
The last half hour was a venture into the scientific approach of history by observing concrete artifacts (A BATAVIAN'S GARBAGE) and analyzing and interpreting that material to create a picture of the family, based on the material that we have. Students are to come in to class tomorrow prepared to discuss what we know and can intuitively speculate about this family. This exercise should allow us to see that history is part SCIENCE & part ART as seen HERE.
THURSDAY 8/18: Students opened class by sharing observations, analysis and some inferences of our Batavia family whose garbage we rummaged. If we excuse the metaphor, pulling historic artifacts, papers, dates, names, etc. out of time can tell us a great deal about the conditions, cultural institutions and actions of people in distant times and places.
By examining clues we can tell about Christo Colombo's attitudes without even looking at him directly. He did live in a time and place. So, students were given two sets of clues and were able to find out a lot about his colony and capitalist ideas. SET #1: Hagia Sophia, Spices, Dum Diversas and 1453. SET #2: Queen Isabella I & Castille Coat of Arms, Thumb Screws, Witch Burning Woodcut and 1492. These tell us a lot about the world of Cristo Colombo before he ever set sail. Consider Bartolome' De Las Casas HERE.
For an extension of this work, find 2 primary sources that corroborate the material that you have found in the link above and have ready for class tomorrow.
FRIDAY 8/19: Today's introduction was a short consideration of the purpose of HISTORY and themes that give Perspective. Further thought can be given HERE. Students were also introduced to on-line digital noting through Diigo, HERE, and it was suggested they should try using it on the PRIMARY SOURCES that they found related to Bartoleme' De La Casas.
ESSENTIAL QUESTION #1 was posed:
What were the motivations of Europeans as they colonized North America? How did the race
between Britain, France, & Spain for Continental control impact global institutions and what was the
impact on Native Americans?
Students were encouraged to start with Bartolome' Documents and see where it leads them. PRODUCT IS DUE FRIDAY, August 26.
Two Courses are run over the span of the Semester: HIST 121 AMERICAN HISTORY TO 1865 & HIST 122 AMERICAN HISTORY SINCE 1865. Because our students have all had a survey of American History as Juniors, we will approach the courses from the stand point of inquisition & research. Each course will focus around 6-8 ESSENTIAL HISTORIC QUESTIONS. Each student will investigate and discover answers to these questions and provide answers in multiple student elected products. Completion of each course provides not only credit toward graduation at BHS, but also provides 3 Hours (6 for the full semester) of Academic Credit to Waubonsee Community College, and other Illinois State Universities.
To access resources at Waubonsee Community College click HERE and be prepared with your X-NUMBER and password. {Provided after Registration} Mywcc gives access to a student email account, and academic resources including access to the Todd Library which will be essential once we begin research. Click the appropriate link for a complete Syllabus of HIST C121 and HIST C122.
In addition to many other sources, our required texts are:
HIST 121: Foner, Eric. Voices of Freedom: A Documentary History. 4th Ed. Vol.4. NY: W.W. Norton & Co., 2014.
Foner, Eric. Give Me Liberty! An American History. 4th Ed. Vol. 1: to 1877. NY: W.W. Norton & Co., 2014.
HIST 122: Faragher, John Mack, et al Ed. Out of Many: A History of the American People. Vol. II. Prentice Hall. Upper Saddle, NJ. 2003. (Includes full Document Set)
RECOMMENDED READING for Secondary Source Work:
Zinn, Howard. A People's History of the United States: 1492-Present. Harper Perennial. NY: 2003. On-Line HERE.
Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. Simon & Schuster. NY: 1995. 2007 On-Line HERE.
FOR ON-LINE DIGITAL NOT TAKING use Diigo HERE.
HIST 121 & 122 are Inquiry based. COURSE INQUIRIES & PRODUCTS CAN BE SEEN HERE.
The FULL SYLLABUS IS HERE.
Students will be responsible for choosing one product per essential question. All course grades are related to the completion of these products and the sharing of them with other students. A student may develop their own product after sharing the idea with course instructor. Descriptors are intentionally simple to allow for student creativity, but questions must be fully answered using at least 3 secondary academic historic sources and 2 primary source documents with the understanding that more sources will lead to a better product and deeper answer. Each product must be accompanied by complete bibliography.
WEDNESDAY 8/17: Today was largely a course description day. Students received and went through the DUAL CREDIT HANDBOOK & previewed COURSE ESSENTIAL QUESTIONS & ASSESSMENT PRODUCTS. For further understanding look HERE and HERE.
Mr. Holm introduced the approach of this course with the statue HERE AND the video seen HERE.
The last half hour was a venture into the scientific approach of history by observing concrete artifacts (A BATAVIAN'S GARBAGE) and analyzing and interpreting that material to create a picture of the family, based on the material that we have. Students are to come in to class tomorrow prepared to discuss what we know and can intuitively speculate about this family. This exercise should allow us to see that history is part SCIENCE & part ART as seen HERE.
THURSDAY 8/18: Students opened class by sharing observations, analysis and some inferences of our Batavia family whose garbage we rummaged. If we excuse the metaphor, pulling historic artifacts, papers, dates, names, etc. out of time can tell us a great deal about the conditions, cultural institutions and actions of people in distant times and places.
By examining clues we can tell about Christo Colombo's attitudes without even looking at him directly. He did live in a time and place. So, students were given two sets of clues and were able to find out a lot about his colony and capitalist ideas. SET #1: Hagia Sophia, Spices, Dum Diversas and 1453. SET #2: Queen Isabella I & Castille Coat of Arms, Thumb Screws, Witch Burning Woodcut and 1492. These tell us a lot about the world of Cristo Colombo before he ever set sail. Consider Bartolome' De Las Casas HERE.
For an extension of this work, find 2 primary sources that corroborate the material that you have found in the link above and have ready for class tomorrow.
FRIDAY 8/19: Today's introduction was a short consideration of the purpose of HISTORY and themes that give Perspective. Further thought can be given HERE. Students were also introduced to on-line digital noting through Diigo, HERE, and it was suggested they should try using it on the PRIMARY SOURCES that they found related to Bartoleme' De La Casas.
ESSENTIAL QUESTION #1 was posed:
What were the motivations of Europeans as they colonized North America? How did the race
between Britain, France, & Spain for Continental control impact global institutions and what was the
impact on Native Americans?
Students were encouraged to start with Bartolome' Documents and see where it leads them. PRODUCT IS DUE FRIDAY, August 26.
An Artist's rendering of Bartolome' De Las Casas considering the people he wrote about for 50 years after his voyages with Cristo Colombo.
MONDAY 8/22: Today's shortened block focused on initiating the approach to answering the first ESSENTIAL QUESTION of the course (seen above in Yellow). Mr. Holm talked a bit about the exciting time we are in to be an historian, as we take multiple perspective approaches and the value of that multiplicity. Then he turned to the slide show Becoming an Historian...HERE.
Slide #1 tells the tale of this course: Ask a critical historic question, research and discover, come to an argument or conclusion, and produce a product that can express it to others. Students then had 30 minutes to narrow their historic question and determine the product that they will bring to deliberation next Wednesday.
MONDAY 8/22: Today's shortened block focused on initiating the approach to answering the first ESSENTIAL QUESTION of the course (seen above in Yellow). Mr. Holm talked a bit about the exciting time we are in to be an historian, as we take multiple perspective approaches and the value of that multiplicity. Then he turned to the slide show Becoming an Historian...HERE.
Slide #1 tells the tale of this course: Ask a critical historic question, research and discover, come to an argument or conclusion, and produce a product that can express it to others. Students then had 30 minutes to narrow their historic question and determine the product that they will bring to deliberation next Wednesday.
What were motivations for Colonists coming to this vast wilderness? Can this image help answer the question? What clues can lead to a deeper research and answer to this question? Knowing that major powers like France, England and Spain were racing each other for the continent, how did it impact their people and the Natives who were already here?
FRIDAY 8/21: Registration and Authorization for the course were turned in to WCC today. Soon an X# and password should come to each student.
Students continued research into their initial project. Mr. Holm continued his lecture on "becoming an Historian" with a focus on Sources. LINKS to several can be found in the RESOURCES link at the header of the page.
MONDAY 8/25: Students worked in small groups to analyze the second portion of our ESSENTIAL QUESTION. Portion one dealt with Europen motivations for colonization. Portion two deals with that colonization's impact on global institutions and the Native Americans. Students read from Foner compilation two excerpts: Bartolome' de las Casas report on treatment of the Natives by the Spanish, and by comparison, Father Jean de BreBeuf's report on life among the Hurons. Students compared the impact on both groups in terms of Family, Religion, Politics, Economics & Education.
TUESDAY 8/25: The Final phase of our initial essential questions is about Global impact. How ere global institutions & Natives impacted by the great race for empire? Students were asked to view the simulation HERE that shows how the conflict of the French and Indian War (The Seven Years War) changed the world not only geographically but culturally. In the last phase of the simulation students will see the Cause/Effect of the War on American Colonists.
PRODUCT SMALL GROUP PRESENTATIONS ARE WEDNESDAY.
FRIDAY 8/21: Registration and Authorization for the course were turned in to WCC today. Soon an X# and password should come to each student.
Students continued research into their initial project. Mr. Holm continued his lecture on "becoming an Historian" with a focus on Sources. LINKS to several can be found in the RESOURCES link at the header of the page.
MONDAY 8/25: Students worked in small groups to analyze the second portion of our ESSENTIAL QUESTION. Portion one dealt with Europen motivations for colonization. Portion two deals with that colonization's impact on global institutions and the Native Americans. Students read from Foner compilation two excerpts: Bartolome' de las Casas report on treatment of the Natives by the Spanish, and by comparison, Father Jean de BreBeuf's report on life among the Hurons. Students compared the impact on both groups in terms of Family, Religion, Politics, Economics & Education.
TUESDAY 8/25: The Final phase of our initial essential questions is about Global impact. How ere global institutions & Natives impacted by the great race for empire? Students were asked to view the simulation HERE that shows how the conflict of the French and Indian War (The Seven Years War) changed the world not only geographically but culturally. In the last phase of the simulation students will see the Cause/Effect of the War on American Colonists.
PRODUCT SMALL GROUP PRESENTATIONS ARE WEDNESDAY.
THURSDAY 8/27: Mr. Holm was very impressed with the products, presentations and synthesis of materials from the first ESSENTIAL COURSE QUESTION. He opened today's class with the metaphor of what Historians Peter Linebaugh and Marcus Rediker call the "Many Headed Hydra." HERE. Once the race for empire had begun it was a Herculean task to keep it under control by those who had put it into being. Mr. Holm recalled the multiple aspects of the early colonial period that the students presented: Natives, slaves, sailors, capitalist adventurers, national interests of Kings, etc. All of them came into conflict. AND it is in this global environment of conflict that the American Revolution was born.
FRIDAY 8/28: Our second ESSENTIAL COURSE QUESTION was posed:
How did the historic events and documents of the Enlightenment impact colonial thinking? Analyze and explain the multiple causes of the unrest that lead to the American Revolution. How did the Empire, and those loyal to her, respond?
Mr. Holm named many of these documents and events that comprised THE MANY HEADED HYDRA. Students should narrow down their own question and begin discovery that will help them come to a deeper understanding of this revolutionary period. Among the many events of the revolution, before and during the war, students may be interested in investigating:
Thomas Hobbes' LEVIATHAN
John Locke's 1st & 2nd TREATISE ON GOVERNMENT
The Royal Africa Company's Monopoly and break-up
The Stono Uprising
Rebellion in Jamaica
Slave efforts to flee to St. Augustine
Conflicts over the Ohio River Valley, Great Lakes and Canada
The Somerset Case
Piracy out of the American Ports of New York, Boston, Providence, Philadelphia and Charleston
The Atlantic Slave Trade
Native attempts to maintain autonomy
After students produce their products, DUE NEXT FRIDAY 9/5, we will synthesize to have a better understanding of the MANY HEADED HYDRA.
MONDAY 8/31: Students started off the week with a quick presentation about Colonial trade, particularly the Triangle trade of Sugar and Molasses, Rum & Slaves. Also introduced were the Navigation Acts (most specifically the Molasses Act of 1733) and the idea that after the French and Indian War taxation, regulation and enforcement increased to recover war debt. Such involvement by a crown was always unpopular, but in the super charged environment of the Enlightenment such increased restrictions were dangerous. Pontiac's Rebellion by unified tribes to the west spurred animosity as well. Promised lands were restricted. AND what of Somerset v. Stewart in 1771-1772. Did the crown, most recently moving towards stricter enforcement of it's laws mean to enforce freedom for slaves? This we will delve into further tomorrow and is an interesting consideration for historians today.
TUESDAY 9/2: A good secondary source for an overview of the Revolutionary Period can be found HERE, Kenneth C. Davis' DON'T KNOW MUCH ABOUT HISTORY. This can be a good source for all of American History, but for the revolution period, peruse Chapter 2, "SAY YOU WANT A REVOLUTION."
To further our Synthesis of Triangle Trade, Navigation Acts, Pontiac's Rebellion and the Somerset Case, we read pages of the MANY HEADED HYDRA HERE.
After questions from students and parents alike, some excited by the self discovery approach, and some quite honestly a little apprehensive, Mr. Holm decided to show the video seen HERE. Sir Ken Robinson of the Royal Society has a few thoughts on how Education makes the transition in this modern age. Understanding his thoughts on creativity and divergent thinking is key to our structure (or lack thereof) of this course. Mr. Holm hopes this inspires, alleviates a little apprehension and FREES the students of the course.
PRODUCT #2, answering the ESSENTIAL QUESTION (#2) above is DUE MONDAY 9/8.
FRIDAY 8/28: Our second ESSENTIAL COURSE QUESTION was posed:
How did the historic events and documents of the Enlightenment impact colonial thinking? Analyze and explain the multiple causes of the unrest that lead to the American Revolution. How did the Empire, and those loyal to her, respond?
Mr. Holm named many of these documents and events that comprised THE MANY HEADED HYDRA. Students should narrow down their own question and begin discovery that will help them come to a deeper understanding of this revolutionary period. Among the many events of the revolution, before and during the war, students may be interested in investigating:
Thomas Hobbes' LEVIATHAN
John Locke's 1st & 2nd TREATISE ON GOVERNMENT
The Royal Africa Company's Monopoly and break-up
The Stono Uprising
Rebellion in Jamaica
Slave efforts to flee to St. Augustine
Conflicts over the Ohio River Valley, Great Lakes and Canada
The Somerset Case
Piracy out of the American Ports of New York, Boston, Providence, Philadelphia and Charleston
The Atlantic Slave Trade
Native attempts to maintain autonomy
After students produce their products, DUE NEXT FRIDAY 9/5, we will synthesize to have a better understanding of the MANY HEADED HYDRA.
MONDAY 8/31: Students started off the week with a quick presentation about Colonial trade, particularly the Triangle trade of Sugar and Molasses, Rum & Slaves. Also introduced were the Navigation Acts (most specifically the Molasses Act of 1733) and the idea that after the French and Indian War taxation, regulation and enforcement increased to recover war debt. Such involvement by a crown was always unpopular, but in the super charged environment of the Enlightenment such increased restrictions were dangerous. Pontiac's Rebellion by unified tribes to the west spurred animosity as well. Promised lands were restricted. AND what of Somerset v. Stewart in 1771-1772. Did the crown, most recently moving towards stricter enforcement of it's laws mean to enforce freedom for slaves? This we will delve into further tomorrow and is an interesting consideration for historians today.
TUESDAY 9/2: A good secondary source for an overview of the Revolutionary Period can be found HERE, Kenneth C. Davis' DON'T KNOW MUCH ABOUT HISTORY. This can be a good source for all of American History, but for the revolution period, peruse Chapter 2, "SAY YOU WANT A REVOLUTION."
To further our Synthesis of Triangle Trade, Navigation Acts, Pontiac's Rebellion and the Somerset Case, we read pages of the MANY HEADED HYDRA HERE.
After questions from students and parents alike, some excited by the self discovery approach, and some quite honestly a little apprehensive, Mr. Holm decided to show the video seen HERE. Sir Ken Robinson of the Royal Society has a few thoughts on how Education makes the transition in this modern age. Understanding his thoughts on creativity and divergent thinking is key to our structure (or lack thereof) of this course. Mr. Holm hopes this inspires, alleviates a little apprehension and FREES the students of the course.
PRODUCT #2, answering the ESSENTIAL QUESTION (#2) above is DUE MONDAY 9/8.
MONDAY 9/8: EXCELLENT JOB THIS MORNING! Each of you shared some very interesting aspects of the Revolutionary period. It really represented the MANY HEADED HYDRA that was created by the colonial system. WE analyzed everything from Enlightenment thinking to the perspectives of Natives, Slaves and Women. We were given the perspective of events from England and France as well, as San Domingo (Haiti) and even Venezuela . When we synthesize all of this together we get a very well rounded view of the era.
Great Dialogue with good products....I'M PROUD OF YOU!
TUESDAY 9/9: Question #3 will lead us into the formation of our National Government. Consider....
To what extent were the weaknesses of the Articles of Confederation addressed in the creation of
the US Federal Constitution? How were the principles of Self-Government maintained? What
debates and deliberation created compromise?
Great Dialogue with good products....I'M PROUD OF YOU!
TUESDAY 9/9: Question #3 will lead us into the formation of our National Government. Consider....
To what extent were the weaknesses of the Articles of Confederation addressed in the creation of
the US Federal Constitution? How were the principles of Self-Government maintained? What
debates and deliberation created compromise?
WEDNESDAY 9/10: Students were addressed about the importance of depth of evidence in our products. Answers to our narrowed questions need to be given with more data, testimony, artifacts and explanations about what those things mean. Another connection was then made to the skill of note taking. An EXCEL sample was provided HERE. This method of noting and organizing has proven very successful for many of our students at BHS.
A review of the Aquinan Model of deliberation was also shared. This METHOD has several components to answering controversial questions and topics:
1. "The Question being asked is...." THe question being asked is 'was the 3/5ths Compromise truly a breaking point for the Constitutional Convention?' There are those who
2. A presentation of the counter argument... would argue that abolitionists, as a new growing force,
and slave owners, were at an impasse on moral and
economic grounds; however, prior to the invention of the
3. The argument you will make.... in 3 points cotton gin, by Eli Whitney, the divide was not one that was insurmountable. Washington and Jefferson noted the decline, the Constitutional Convention was willing to end the Atlantic Slave trade & the British and Americans alike were questioning the morality of the peculiar institution.
A review of the Aquinan Model of deliberation was also shared. This METHOD has several components to answering controversial questions and topics:
1. "The Question being asked is...." THe question being asked is 'was the 3/5ths Compromise truly a breaking point for the Constitutional Convention?' There are those who
2. A presentation of the counter argument... would argue that abolitionists, as a new growing force,
and slave owners, were at an impasse on moral and
economic grounds; however, prior to the invention of the
3. The argument you will make.... in 3 points cotton gin, by Eli Whitney, the divide was not one that was insurmountable. Washington and Jefferson noted the decline, the Constitutional Convention was willing to end the Atlantic Slave trade & the British and Americans alike were questioning the morality of the peculiar institution.
Q4. How did capitalism and American Exceptionalism inspire Americans to expand the Nation? Analyze
the impact of this growth. Were the results of westward expansion justified by Manifest Destiny and
Nationalism? Were they consistent with proclaimed American Ideals? Why or why not?
One of my questions, as a young researcher, was 'if slavery seemed to be in decline at the time of the Constitutional Convention, as Washington and Jefferson thought, how did it grow from half a million persons to 4 million by the eve of the Civil War?' The research involved capitalism, nationalism and expansion. My answers both shocked me enthralled me. Check it out HERE. HERE is a separate bibliography.
Take a look at the questions posed on page 106 of Kenneth C. Davis' DON'T KNOW MUCH ABOUT HISTORY HERE. They analyze the larger topic of American Growth. Then skim through the questions and use them to direct yourself towards an inquiry that interests you. Create a short list of 4 possible narrowed questions.
the impact of this growth. Were the results of westward expansion justified by Manifest Destiny and
Nationalism? Were they consistent with proclaimed American Ideals? Why or why not?
One of my questions, as a young researcher, was 'if slavery seemed to be in decline at the time of the Constitutional Convention, as Washington and Jefferson thought, how did it grow from half a million persons to 4 million by the eve of the Civil War?' The research involved capitalism, nationalism and expansion. My answers both shocked me enthralled me. Check it out HERE. HERE is a separate bibliography.
Take a look at the questions posed on page 106 of Kenneth C. Davis' DON'T KNOW MUCH ABOUT HISTORY HERE. They analyze the larger topic of American Growth. Then skim through the questions and use them to direct yourself towards an inquiry that interests you. Create a short list of 4 possible narrowed questions.
MONDAY 9/22: Today started with a message from Professor Eric Foner, who has compiled our volume of VOICES OF FREEDOM: A DOCUMENTARY HISTORY. He speaks about the mission of historians, the place of history in schools today and AMERICAN EXCEPTIONALISM. See it HERE.
Students were then given multiple Primary sources that can help with Q4:
+ George Tucker on Gabriel's Rebellion
+ Tecumseh on Indians and Land
+ Felix Grundy, Battle Cry of the War Hawks
+ Complaint of a Lowell Factory Worker
+ A Woman in the Westward MOvement
+ Ralph Waldo Emerson, "The American Scholar."
These are all from Foner's text above, and should be read for discussion for tomorrow.
WEDNESDAY 9/22: Today we started with a discussion about AMerican Exceptionalism, as Eric Foner discussed in the video above, and as Ralph Waldo Emerson discusses in his 1837 speech THE AMERICAN SCHOLAR HERE. We then connected this Individualism to the Market Revolution as Eric Foner discusses in the short video HERE.
Students were then given multiple Primary sources that can help with Q4:
+ George Tucker on Gabriel's Rebellion
+ Tecumseh on Indians and Land
+ Felix Grundy, Battle Cry of the War Hawks
+ Complaint of a Lowell Factory Worker
+ A Woman in the Westward MOvement
+ Ralph Waldo Emerson, "The American Scholar."
These are all from Foner's text above, and should be read for discussion for tomorrow.
WEDNESDAY 9/22: Today we started with a discussion about AMerican Exceptionalism, as Eric Foner discussed in the video above, and as Ralph Waldo Emerson discusses in his 1837 speech THE AMERICAN SCHOLAR HERE. We then connected this Individualism to the Market Revolution as Eric Foner discusses in the short video HERE.
WHAT DO YOU THINK ABOUT THE AMERICAN MINDSET OF INDIVIDUALISM & EXCEPTIONALISM? RALPH WALDO EMERSON SPOKE DEEPLY OF THESE TRAITS IN HIS 1837 SPEECH THE AMERICAN SCHOLAR.
FRIDAY 9/26: On the last class day for Q4: How did capitalism and American Exceptionalism inspire Americans to expand the Nation? Analyze the impact of this growth. Were the results of westward expansion justified by Manifest Destiny and Nationalism? Were they consistent with proclaimed American Ideals? Why or why not?
Consider this HERE.
PRODUCT 4 is DUE MONDAY for discussion. RAISE THE BAR TO THIS LEVEL....HERE....KENNY & RYAN, YOU ARE BRILLIANT!!!
TUESDAY 9/30: To what extent was the issue of slavery the primary cause for the Civil War? Identify multiple ways that the country was torn apart by this “peculiar institution,” then judge President Lincoln’s attempt to hold the Nation together.
Get started by examining the idea of RATIONAL CALCULATION....HERE.
FRIDAY 9/26: On the last class day for Q4: How did capitalism and American Exceptionalism inspire Americans to expand the Nation? Analyze the impact of this growth. Were the results of westward expansion justified by Manifest Destiny and Nationalism? Were they consistent with proclaimed American Ideals? Why or why not?
Consider this HERE.
PRODUCT 4 is DUE MONDAY for discussion. RAISE THE BAR TO THIS LEVEL....HERE....KENNY & RYAN, YOU ARE BRILLIANT!!!
TUESDAY 9/30: To what extent was the issue of slavery the primary cause for the Civil War? Identify multiple ways that the country was torn apart by this “peculiar institution,” then judge President Lincoln’s attempt to hold the Nation together.
Get started by examining the idea of RATIONAL CALCULATION....HERE.
TUESDAY AND WEDNESDAY 10/7-8: Students read and analyzed speeches by Stephen Douglas and Abraham LIncoln from their famous debates in their race for US SENATE. Douglas claimed that Illinois had all it had a right to do according to the Constitution in ending slavery by not having it in her state. As a Northern Democrat, he saw it as a state rights issue exclusively. Lincoln viewed it as a matter of right and wrong, but also a reality of the time. Constitutionally it must not be allowed to expand until it could be ended legally. READ these excerpts HERE.
A Lincoln scholar student would recognize that he was preparing himself for a legal battle. The Supreme Court, the year before, had stated through Chief Justice Roger Taney that "A black man had no rights a white man was bound to follow." See the Dred Scott case HERE. This legal battle will lead us into a deeper understanding of Q6.
FRIDAY 10/10: TO WHAT EXTENT DID THE WAR AND RECONSTRUCTION ALTER SOCIETY? HOW WAS THE WAR A CATALYST FOR THE INDUSTRIAL REVOLUTION AND WHAT IMPACT DID IT HAVE ON AMERICAN SOCIETY IN THE YEARS IMMEDIATELY FOLLOWING? LIKEWISE, HOW WERE NATIONAL POLITICS CHANGED?
First we can start with the intent of Lincoln for the post war years with his Second Inaugural HERE and his Economic philosophy HERE & HERE.
MONDAY 10/20: What were the important changes brought about by the Progressive Movement as it responded to
the “Gilded Age?” How were American lives changed in comparison to the years prior to the
movement? What is the appropriate role of government in regulating the economy?
For our first look into the changes that had very rapidly come with post Civil War Industrialization, we look to one of the great benefactors. A very hard working, self admittedly lucky, Scottish Immigrant, named Andrew Carnegie. Carnegie talks about the needed "administration of wealth". In his view it should be from public trusts created from the wealth of Captains of Industry like himself, where prudent decisions are made for public benefit of the "worthy." His idea of individual economic philosophy is admired and used as a guide by many Americans to this day.
For counter arguments to Carnegie, read further into John Morrison's testimony as a Machinist before congress in 1883, The Preamble to the Knights of Labor Constitution 1889, & Samuel Gompers (of the AMerican Federation of Labor) Senate Testimony in 1883, as passed out by Mr. Holm.
A Lincoln scholar student would recognize that he was preparing himself for a legal battle. The Supreme Court, the year before, had stated through Chief Justice Roger Taney that "A black man had no rights a white man was bound to follow." See the Dred Scott case HERE. This legal battle will lead us into a deeper understanding of Q6.
FRIDAY 10/10: TO WHAT EXTENT DID THE WAR AND RECONSTRUCTION ALTER SOCIETY? HOW WAS THE WAR A CATALYST FOR THE INDUSTRIAL REVOLUTION AND WHAT IMPACT DID IT HAVE ON AMERICAN SOCIETY IN THE YEARS IMMEDIATELY FOLLOWING? LIKEWISE, HOW WERE NATIONAL POLITICS CHANGED?
First we can start with the intent of Lincoln for the post war years with his Second Inaugural HERE and his Economic philosophy HERE & HERE.
MONDAY 10/20: What were the important changes brought about by the Progressive Movement as it responded to
the “Gilded Age?” How were American lives changed in comparison to the years prior to the
movement? What is the appropriate role of government in regulating the economy?
For our first look into the changes that had very rapidly come with post Civil War Industrialization, we look to one of the great benefactors. A very hard working, self admittedly lucky, Scottish Immigrant, named Andrew Carnegie. Carnegie talks about the needed "administration of wealth". In his view it should be from public trusts created from the wealth of Captains of Industry like himself, where prudent decisions are made for public benefit of the "worthy." His idea of individual economic philosophy is admired and used as a guide by many Americans to this day.
For counter arguments to Carnegie, read further into John Morrison's testimony as a Machinist before congress in 1883, The Preamble to the Knights of Labor Constitution 1889, & Samuel Gompers (of the AMerican Federation of Labor) Senate Testimony in 1883, as passed out by Mr. Holm.
ABOVE: The Captain of Industry and Great Philanthropist, Andrew Carnegie
RIGHT: An Excerpt from the Journal of the Knights of Labor |
WAS THE UNITED STATES JUSTIFIED IN INCREASING INVOLVEMENT IN WORLD AFFAIRS FROM EXPANSION IN THE PACIFIC TO JOINING WWI? HOW WAS THIS NEW FOREIGN POLICY DIFFERENT FROM OUR YEARS OF ISOLATIONISM? TO WHAT EXTENT WAS THE UNITED STATES GOVERNMENT JUSTIFIED IN LIMITING CIVIL LIBERTIES AT HOME?
"IF A NATION SHOWS THAT IT KNOWS HOW TO ACT WITH REASONABLE EFFICIENCY AND DECENCY IN SOCIAL AND POLITICAL MATTERS, IF IT KEEPS ORDER AND PAYS ITS OBLIGATIONS, IT NEED FEAR NO INTERVENTION FROM THE UNITED STATES. CHRONIC WRONGDOING, OR AN IMPOTENCE WHICH RESULTS IN THE GENERAL LOOSENING OF THE TIES OF CIVILIZED SOCIETY, MAY IN AMERICA, AS ELSEWHERE, ULTIMATELY REQUIRE INTERVENTION..."
ROOSEVELT COROLLARY, message to Congress, December 6, 1904 |