The Growth of American Imperialism
DO WHATCHA KNOW!
Why do you think the United States gets involved in wars? Why do you think we went to war in Iraq? Do you think this was a good reason?
INTRO TO NEW MATERIAL
Students read Chapter 10, Section 1 (“Imperialism and America,” pages 364-367) and created vocabulary cards for the following people and terms:
imperialism – the economic and political domination of a strong nation over other weaker nations
annex – to add a territory to another country
social Darwinism – A social theory based on the idea of “survival of the fittest,” that the rich and powerful succeed because they are genetically superior to the poor
Queen Liliuokalani – became queen of Hawaii in 1891; fought to keep Hawaii controlled by native Hawaiians
William McKinley – 25th president of the United States, strong supporter of American imperialism
Imperialism and America
Reasons for Imperialism
1. Capitalism – natural resources + markets
2. White Man’s Burden – white civilized men help out heathen brothers
-Social Darwinism – Europeans strongest for a reason
3. Desire for Military Strength – U.S. becomes third largest Navy in world
U.S. Takes Over Hawaii
1. American businesses want Hawaii annexed to get Hawaiian sugar tax-free
2. Force Hawaiian Queen Liliuokalani out of power
3. Create government run by American businessmen to rule Hawaii
4. President Cleveland refuses to annex Hawaii without support of Hawaiian people
5. In 1898, McKinley becomes President and annexes Hawaii
GUIDED PRACTICE
1. Label Hawaii on the map.
2. What did social Darwinism have to do with U.S. imperialism?
3. Explain how and why the United States annexed Hawaii.
INDEPENDENT PRACTICE
Students will create a Venn diagram to compare two political cartoons about “the white man’s burden.”
LEARNING LOG
Do you believe that the U.S. should have annexed Hawaii? Write a paragraph explaining your opinion. Your paragraph should have a topic sentence that states your opinion, at least two sentences that explain your reasons for your opinion, and a concluding sentence that wraps it all up.
Tuesday, February 10, 2009
Thursday, February 5, 2009
Classwork for Thursday 2/5/2009
DO WHATCHA KNOW!
Have you ever seen a movie about the “Wild” West? What characters do you usually see in these films? What kind of interaction do they usually have? Who are the good guys?
INTRO TO NEW MATERIAL
Frontier is seen as “free land” but was really a place where cultures often clashed
o Manifest Destiny - an idea popular during the 1840s stating it was the right and duty of the United States to expand its boundaries
In 1862, two things prompt people to move West
o Homestead Act - a law passed in 1862 that removed native Americans from their lands and gave 160 acres of free land in the West to anyone who would go there and live on the land for five years
o Union-Pacific railroad connects Atlantic and Pacific Oceans and makes cross-country travel easier
U.S. Army clashes with native Americans in West
o Dawes Act - the act passed by Congress in 1887 that tried to "Americanize" the Indians by breaking up the tribal system
o Massacre at Wounded Knee – the 1890 massacre of more than 200 unarmed Lakota Sioux by the U.S. Army at Wounded Knee Creek, SD
Other groups have clashes as well
o African Americans head West to flee Jim Crow laws in South
o Chinese Americans continue to experience discrimination
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Frederick Jackson Turner Articulates the Frontier Thesis.
Next, you will work with your table to complete SOAPS on Southern Freedmen Resolve to Move West.
INDEPENDENT PRACTICE
You many choose to examine one of three primary sources: “The End of the Dream,”
Big Foot's camp after Battle of Wounded Knee; U.S. soldiers amid scattered debris of camp, or the song “Big Foot,” by Johnny Cash. Complete SOAPS if you choose Black Elk or Johnny Cash; complete the Analyzing Photographs question if you choose the photograph.
LEARNING LOG
Pretend that it’s 1884, and you’ve just moved your family from New Orleans to Wyoming. Write a letter home to your mother in New Orleans, telling her about why you moved and how you get along with other settlers in Wyoming.
Have you ever seen a movie about the “Wild” West? What characters do you usually see in these films? What kind of interaction do they usually have? Who are the good guys?
INTRO TO NEW MATERIAL
Frontier is seen as “free land” but was really a place where cultures often clashed
o Manifest Destiny - an idea popular during the 1840s stating it was the right and duty of the United States to expand its boundaries
In 1862, two things prompt people to move West
o Homestead Act - a law passed in 1862 that removed native Americans from their lands and gave 160 acres of free land in the West to anyone who would go there and live on the land for five years
o Union-Pacific railroad connects Atlantic and Pacific Oceans and makes cross-country travel easier
U.S. Army clashes with native Americans in West
o Dawes Act - the act passed by Congress in 1887 that tried to "Americanize" the Indians by breaking up the tribal system
o Massacre at Wounded Knee – the 1890 massacre of more than 200 unarmed Lakota Sioux by the U.S. Army at Wounded Knee Creek, SD
Other groups have clashes as well
o African Americans head West to flee Jim Crow laws in South
o Chinese Americans continue to experience discrimination
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Frederick Jackson Turner Articulates the Frontier Thesis.
Next, you will work with your table to complete SOAPS on Southern Freedmen Resolve to Move West.
INDEPENDENT PRACTICE
You many choose to examine one of three primary sources: “The End of the Dream,”
Big Foot's camp after Battle of Wounded Knee; U.S. soldiers amid scattered debris of camp, or the song “Big Foot,” by Johnny Cash. Complete SOAPS if you choose Black Elk or Johnny Cash; complete the Analyzing Photographs question if you choose the photograph.
LEARNING LOG
Pretend that it’s 1884, and you’ve just moved your family from New Orleans to Wyoming. Write a letter home to your mother in New Orleans, telling her about why you moved and how you get along with other settlers in Wyoming.
Wednesday, February 4, 2009
Helpful Review Site
If you feel like you're lost, this site can help you catch up on some of the information you may have missed.
Focus on American Federation of Labor, Andrew Carnegie, Dawes Act, Thomas Edison, Ellis Island, Homestead Act, John D. Rockefeller, Sherman Anti-trust Act, social Darwinism, and trust.
Focus on American Federation of Labor, Andrew Carnegie, Dawes Act, Thomas Edison, Ellis Island, Homestead Act, John D. Rockefeller, Sherman Anti-trust Act, social Darwinism, and trust.
Classwork for Wednesday 2/4/2009
DO WHATCHA KNOW!
Has your family always lived in New Orleans? Think about parents and grandparents – did they move here from somewhere else? Where? Why?
If not, why do you think people would move to the U.S.? How would they feel when they got here?
INTRO TO NEW MATERIAL
Students will watch a three-minute excerpt of the movie The Godfather, Part II.
1. What do you notice about the boy’s arrival to New York City?
2. What sights and sounds are present in the hall at Ellis Island?
3. How would you describe the boy’s treatment by immigration officials?
4. What thoughts and feelings do you imagine the boy has?
American population NOW (300 million people) come from:
• Native American ancestry (about 1 million people now)
• Brought over as slaves (forced immigration)
• Ancestors immigrated (moved from another country to the U.S.)
-vast majority of Americans have ancestors that immigrated to U.S.
-of course, first immigrants were original settlers to Jamestown, Pilgrims, etc.
SECOND WAVE OF IMMIGRATION (approximately 1861-1920)
After U.S. Civil War, immigration is UP!
Reasons immigrants came:
“PUSH”—reasons people wanted to move out of their country
• Economic: crop failures in Germany and Ireland in the 1840’s (Irish Potato Famine of
1846) ruins farmers who survived on money from small plots of land
• Economic: skilled workers and craftsmen in Europe lose jobs to factories during
Industrial Revolution
• Religious freedom: Protestants face religious persecution in Germany
“PULL”—reasons U.S. enticed people to move
• Economic: plentiful land to farm
• Economic: plentiful jobs
• Religious freedom: rights guaranteed in Constitution
• U.S. economy, especially in the Northeast, is strong
• Easier voyage: more affordable, shorter trip, more comfortable
Where did new immigrants come from?
• Some still come from Western Europe (England, Ireland, Germany)
• More and more coming from Southern and Eastern Europe (Italy, Greece)
• Also coming from Asia (China, Japan) and settling on west coast of U.S.
Whereas most immigrants before 1860 came for farming, after 1860 more immigrants come for jobs in cities.
• Overwhelmingly settled in large cities like New York and Boston, or San Francisco on the west coast
• Lived in neighborhoods where their countrymen settled
• Immigrants were expected to work—built most of infrastructure of cities, built railroad lines, most of the time for less pay because of discrimination
emigrant/immigrant – migration from/to a place
urbanization - the process by which more and more people come to live in cities
quota – a limitation on the number of immigrants allowed into a country
assimilation - the social process of absorbing one cultural group into harmony with another
Chinese Exclusion Act – an 1882 law that banned Chinese immigrants from entering the U.S.
GUIDED PRACTICE
As a class, we will complete Analyzing Photographs questions for White Americans Protest the Chinese Exclusion Act.
Next, you will work with your table to complete SOAPS on the primary source A Slovenian Boy Remembers Tales of the Golden Country.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Emma Lazarus Praises the New Colossus or Immigrants on an Atlantic Liner. Complete SOAPS if you choose the Lazarus poem, and the Analyzing Photographs questions if you choose the photograph.
LEARNING LOG
What hopes did the immigrants have when entering the U.S.? What fears did they have? What difficulties did the immigrants face when entering the U.S.?
Has your family always lived in New Orleans? Think about parents and grandparents – did they move here from somewhere else? Where? Why?
If not, why do you think people would move to the U.S.? How would they feel when they got here?
INTRO TO NEW MATERIAL
Students will watch a three-minute excerpt of the movie The Godfather, Part II.
1. What do you notice about the boy’s arrival to New York City?
2. What sights and sounds are present in the hall at Ellis Island?
3. How would you describe the boy’s treatment by immigration officials?
4. What thoughts and feelings do you imagine the boy has?
American population NOW (300 million people) come from:
• Native American ancestry (about 1 million people now)
• Brought over as slaves (forced immigration)
• Ancestors immigrated (moved from another country to the U.S.)
-vast majority of Americans have ancestors that immigrated to U.S.
-of course, first immigrants were original settlers to Jamestown, Pilgrims, etc.
SECOND WAVE OF IMMIGRATION (approximately 1861-1920)
After U.S. Civil War, immigration is UP!
Reasons immigrants came:
“PUSH”—reasons people wanted to move out of their country
• Economic: crop failures in Germany and Ireland in the 1840’s (Irish Potato Famine of
1846) ruins farmers who survived on money from small plots of land
• Economic: skilled workers and craftsmen in Europe lose jobs to factories during
Industrial Revolution
• Religious freedom: Protestants face religious persecution in Germany
“PULL”—reasons U.S. enticed people to move
• Economic: plentiful land to farm
• Economic: plentiful jobs
• Religious freedom: rights guaranteed in Constitution
• U.S. economy, especially in the Northeast, is strong
• Easier voyage: more affordable, shorter trip, more comfortable
Where did new immigrants come from?
• Some still come from Western Europe (England, Ireland, Germany)
• More and more coming from Southern and Eastern Europe (Italy, Greece)
• Also coming from Asia (China, Japan) and settling on west coast of U.S.
Whereas most immigrants before 1860 came for farming, after 1860 more immigrants come for jobs in cities.
• Overwhelmingly settled in large cities like New York and Boston, or San Francisco on the west coast
• Lived in neighborhoods where their countrymen settled
• Immigrants were expected to work—built most of infrastructure of cities, built railroad lines, most of the time for less pay because of discrimination
emigrant/immigrant – migration from/to a place
urbanization - the process by which more and more people come to live in cities
quota – a limitation on the number of immigrants allowed into a country
assimilation - the social process of absorbing one cultural group into harmony with another
Chinese Exclusion Act – an 1882 law that banned Chinese immigrants from entering the U.S.
GUIDED PRACTICE
As a class, we will complete Analyzing Photographs questions for White Americans Protest the Chinese Exclusion Act.
Next, you will work with your table to complete SOAPS on the primary source A Slovenian Boy Remembers Tales of the Golden Country.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Emma Lazarus Praises the New Colossus or Immigrants on an Atlantic Liner. Complete SOAPS if you choose the Lazarus poem, and the Analyzing Photographs questions if you choose the photograph.
LEARNING LOG
What hopes did the immigrants have when entering the U.S.? What fears did they have? What difficulties did the immigrants face when entering the U.S.?
Tuesday, February 3, 2009
A Mad Cool Rick Ross Cover
I thought you guys might be interested in how Lykke Li took this song and made it her own. Ignore the naughty language and drug references.
Lykke Li @ NTBR Part 4 - "Hustlin'" from Drew Innis on Vimeo.
Lykke Li @ NTBR Part 4 - "Hustlin'" from Drew Innis on Vimeo.
How to Make Cake in a Mug
I'm not gonna lie; I put this here just because I think it's cool.
HOW TO MAKE CAKE IN A MUG
When your sweet cravings kick in but you don't have time to bake something tasty and warm, here's an excellent recipe to make a simple, quick and easy chocolate cake. It's a great cooking lesson for kids, and a different way to use hot chocolate mix any time of the year. Share this recipe with everyone and use this as a "friendly" treat for friends.
Recipe 1 - Chocolate Cake
* 9 tablespoons hot chocolate powder mix
o look for sugar-free, calcium fortified mix for a healthier cake
* 4 tablespoons flour
o use whole wheat flour for a healthier alternative
* 1 egg
* 3 tablespoons oil
o for a healthier recipe, use canola oil, and replace half the oil with apple sauce
* 3 tablespoons water
* Pinch of salt
Recipe 2[1] - Chocolate Cake
* 4 Tbsp. cake flour
o if you don't have cake flour, sift 1 cup all-purpose flour and 2 Tbsp cornstarch
o other kinds of flour will work as well, but the cake will be heavier
* 4 Tbsp. granulated sugar
* 2 Tbsp. cocoa
* 1 egg
* 3 Tbsp. milk (any kind)
* 3 Tbsp. oil (any kind but peanut)
* splash in a little vanilla
Recipe 3[2] - Honeybun coffee cake
* 1/3 cup yellow cake mix
* 1 egg white
* 2 teaspoons vegetable oil
* 1 tablespoon water
* topping mix (optional)
o 2 teaspoons brown sugar
o 1 teaspoon finely chopped pecans
o 1/4 teaspoon cinnamon
STEPS
1. Grease the inside of the mug with cooking spray.
2. Measure and pour the dry ingredients into the mug. Stir ingredients with a spoon.
3. Crack the egg and add it to the mug. Stir to get the egg incorporated in the dry ingredients.
4. Measure and pour the wet ingredients into the mug.
5. Stir and beat everything together to get a "cake batter" mix. Use your spoon to scrape the bottom. Fold the bottom mixture onto the top a few times to get all of the dry ingredients (chocolate powder and flour) moistened and incorporated with the wet ingredients (water, egg, and oil).
6. Microwave on high for 3 minutes. Timing may be different for various watt amounts.
7. Watch as the cake starts to rise while in the microwave.
8. Use a potholder or oven mitt to remove the mug from the microwave.
9. Remove the cake from the mug. Take a fork and cut the cake into 4 pieces (quarters). Cutting the cake will help it cool down faster, as steam "escapes" easier.
10. Garnish the cake with ice cream, whipped cream, glaze, syrup, or the topping of your choice.
HOW TO MAKE CAKE IN A MUG
When your sweet cravings kick in but you don't have time to bake something tasty and warm, here's an excellent recipe to make a simple, quick and easy chocolate cake. It's a great cooking lesson for kids, and a different way to use hot chocolate mix any time of the year. Share this recipe with everyone and use this as a "friendly" treat for friends.
Recipe 1 - Chocolate Cake
* 9 tablespoons hot chocolate powder mix
o look for sugar-free, calcium fortified mix for a healthier cake
* 4 tablespoons flour
o use whole wheat flour for a healthier alternative
* 1 egg
* 3 tablespoons oil
o for a healthier recipe, use canola oil, and replace half the oil with apple sauce
* 3 tablespoons water
* Pinch of salt
Recipe 2[1] - Chocolate Cake
* 4 Tbsp. cake flour
o if you don't have cake flour, sift 1 cup all-purpose flour and 2 Tbsp cornstarch
o other kinds of flour will work as well, but the cake will be heavier
* 4 Tbsp. granulated sugar
* 2 Tbsp. cocoa
* 1 egg
* 3 Tbsp. milk (any kind)
* 3 Tbsp. oil (any kind but peanut)
* splash in a little vanilla
Recipe 3[2] - Honeybun coffee cake
* 1/3 cup yellow cake mix
* 1 egg white
* 2 teaspoons vegetable oil
* 1 tablespoon water
* topping mix (optional)
o 2 teaspoons brown sugar
o 1 teaspoon finely chopped pecans
o 1/4 teaspoon cinnamon
STEPS
1. Grease the inside of the mug with cooking spray.
2. Measure and pour the dry ingredients into the mug. Stir ingredients with a spoon.
3. Crack the egg and add it to the mug. Stir to get the egg incorporated in the dry ingredients.
4. Measure and pour the wet ingredients into the mug.
5. Stir and beat everything together to get a "cake batter" mix. Use your spoon to scrape the bottom. Fold the bottom mixture onto the top a few times to get all of the dry ingredients (chocolate powder and flour) moistened and incorporated with the wet ingredients (water, egg, and oil).
6. Microwave on high for 3 minutes. Timing may be different for various watt amounts.
7. Watch as the cake starts to rise while in the microwave.
8. Use a potholder or oven mitt to remove the mug from the microwave.
9. Remove the cake from the mug. Take a fork and cut the cake into 4 pieces (quarters). Cutting the cake will help it cool down faster, as steam "escapes" easier.
10. Garnish the cake with ice cream, whipped cream, glaze, syrup, or the topping of your choice.
Classwork for Tuesday 2/3/2009
DO WHATCHA KNOW!
Jay-Z respected the robber barons and their wealth so much that he named his record company after John D. Rockefeller. But we don’t know the names of most of the people who worked for Rockefeller. What do you think life was like for the millions of workers in railyards and factories? Be as descriptive as possible.
INTRO TO NEW MATERIAL
As Ms. Jolly lectures, students will identify the following vocabulary and people:
strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Unionist Samuel Gompers Asks “What Does the Working Man Want?”
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Immigrant Thomas O’Donnell Laments the Plight of the Worker or Statement to the American Railway Union. Complete SOAPS on whichever one you choose.
LEARNING LOG
What were the lives of workers like at the end of the 19th century? What steps did workers take to improve their lives and their working conditions? How did their employers respond?
Jay-Z respected the robber barons and their wealth so much that he named his record company after John D. Rockefeller. But we don’t know the names of most of the people who worked for Rockefeller. What do you think life was like for the millions of workers in railyards and factories? Be as descriptive as possible.
INTRO TO NEW MATERIAL
As Ms. Jolly lectures, students will identify the following vocabulary and people:
strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Unionist Samuel Gompers Asks “What Does the Working Man Want?”
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Immigrant Thomas O’Donnell Laments the Plight of the Worker or Statement to the American Railway Union. Complete SOAPS on whichever one you choose.
LEARNING LOG
What were the lives of workers like at the end of the 19th century? What steps did workers take to improve their lives and their working conditions? How did their employers respond?
Monday, February 2, 2009
TimeSpace:World
This is the coolest Internet feature I've EVER seen! News stories from all around the world are pinpointed directly to the location on the map where they occurred!
Please check it out: TimeSpace:World at washingtonpost.com
Please check it out: TimeSpace:World at washingtonpost.com
Classwork for Monday 2/2/2009
DO WHATCHA KNOW!
Think about all of the technology you’ve used so far today. When do you think that technology was invented? Was it around during the Civil War? How do you think it was made?
INTRO TO NEW MATERIAL
Students will read Zinn chapter “Robber Barons and Rebels,” and identify the following vocabulary and people:
monopoly/trust
Sherman Anti-Trust Act
Andrew Carnegie
John D. Rockefeller
Thomas Edison
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Promoting Chattanooga.
Next, you will work with your table to complete SOAPS on Harriet Robinson: Lowell Mill Girls. Find links to the primary sources in the Unit 2 Guide.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Edison’s Patent for Electric Light or Mrs. W.C. Lathrop’s Letter to Edison. Complete SOAPS on whichever one you choose.
LEARNING LOG
How did American business change after the Civil War? Why?
How did American life change after the Civil War? Why?
Think about all of the technology you’ve used so far today. When do you think that technology was invented? Was it around during the Civil War? How do you think it was made?
INTRO TO NEW MATERIAL
Students will read Zinn chapter “Robber Barons and Rebels,” and identify the following vocabulary and people:
monopoly/trust
Sherman Anti-Trust Act
Andrew Carnegie
John D. Rockefeller
Thomas Edison
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Promoting Chattanooga.
Next, you will work with your table to complete SOAPS on Harriet Robinson: Lowell Mill Girls. Find links to the primary sources in the Unit 2 Guide.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Edison’s Patent for Electric Light or Mrs. W.C. Lathrop’s Letter to Edison. Complete SOAPS on whichever one you choose.
LEARNING LOG
How did American business change after the Civil War? Why?
How did American life change after the Civil War? Why?
Unit 2 Guide
February 2-6
BIG IDEAS
After the Civil War, American industry was forever changed because of improvements in steel production, the growth of transcontinental railroads, and an increase in mass-producing factories.
While the owners of these newly booming businesses became wealthy, their workers formed unions to help them earn fair treatment and pay.
Despite the disagreements between industrialists and workers, the promise of jobs and prosperity lured immigrants to the United States from every corner of the world.
While American cities flourished, many Americans headed to the rural west to find their fortunes, often causing conflict between native Americans, immigrants, and black and white migrants.
VOCABULARY & PEOPLE
monopoly
trust
social Darwinism
Sherman Anti-Trust Act
Andrew Carnegie
Thomas Edison
Cornelius Vanderbilt
strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers
emigrant/immigrant
urbanization
quota
assimilation
Chinese Exclusion Act
Homestead Act
Massacre at Wounded Knee
Manifest Destiny
Dawes Act
Frederick Jackson Turner
UNIT ASSESSMENT
The Unit 4 Assessment will be a traditional test with multiple choice and constructed response questions. It will take place on Friday, February 6, 2009.
PRIMARY & SECONDARY SOURCES (10 points each)
You will read/examine the following primary and secondary sources, and complete either the Analyzing Photographs questions, or a SOAPS with SOAPbox. Sources with a • are required; on each day, you must choose one of the sources with a o.
Monday
•Promoting Chattanooga, Tennessee, 1896
•Harriet Robinson: Lowell Mill Girls, 1883
oEdison’s Patent for Electric Light, 1880
oMrs. W.C. Lathrop’s Letter to Edison, 1921
Tuesday
•Steel Magnate Andrew Carnegie Preaches a Gospel of Wealth, 1889 (only read paragraphs 1, 2, 5, 6, 8, 13, 14, 18, 19, 24, 25)
•Unionist Samuel Gompers Asks “What Does the Working Man Want?” 1890
oImmigrant Thomas O’Donnell Laments the Plight of the Worker, 1883
oPullman Workers, Statement to the American Railway Union, 1894
Wednesday
•A Slovenian Boy Remembers Tales of the Golden Country, 1909 (read pages 3-6)
•White Americans Protest the Chinese Exclusion Act, 1902
oEmma Lazarus, "The New Colossus," 1883
oImmigrants on an Atlantic Liner, 1906
Thursday
•Frederick Jackson Turner Articulates the Frontier Thesis, 1893 (you don't need to write answers to the questions)
•Southern Freedmen Resolve to Move West, 1879
oBlack Elk, “The End of the Dream,” 1932
oBig Foot's camp after Battle of Wounded Knee; U.S. soldiers amid scattered debris of camp, 1891
o“Big Foot,” Johnny Cash, 1972
All work is due on Friday, February 6. No late work will be accepted.
Friday, January 30, 2009
Unit 1 Assessment
Directions
1. Place these 5 events in chronological order:
2. Describe each event, explaining its importance.
3. Explain the opinion of one person who experienced each event.
4. Give your opinion of each event and its importance.
Scoring
5 events X 4 parts = 20 points per event
Your score out of 20 X 5 = 100 possible points
1. Place these 5 events in chronological order:
a. Louisiana (and other Southern states) passes “black codes”
b. Kansas-Nebraska Act passed
c. Battle of Gettysburg
d. 15th Amendment ratified
e. South Carolina secedes from the Union
2. Describe each event, explaining its importance.
3. Explain the opinion of one person who experienced each event.
4. Give your opinion of each event and its importance.
Scoring
5 events X 4 parts = 20 points per event
Your score out of 20 X 5 = 100 possible points
Tuesday, January 27, 2009
How to Work with Primary Sources
A lot of you have had trouble making SOAPS work with the photographs in this unit. Answer the following questions about each photo instead.
ANALYZING PHOTOGRAPHS
Observation
Describe exactly what you see in the photo.
What people and objects are shown?
How are they arranged?
What is the physical setting?
What other details can you see?
Knowledge
Summarize what you already know about the situation and time period shown, and the people and objects that appear.
Interpretation
Say what you conclude from what you see.
What's going on in the picture?
Who are the people and what are they doing?
What might be the function of the objects?
What can we conclude about the time period?
Further Research
What questions has the photo raised? What are some sources you can use to find answers?
Still having trouble with SOAPS? Maybe this will help.
Who is the Speaker? (what do we know of the speaker strictly form the document, what do we know from the metadata, what do we know from further research?)
What is the Occasion? (Time period, historical significance, other contemporary events)
Who is the Audience? (Who was the document designed for in its time?)
What is the Purpose of the document? (What did the document do or achieve? Was that its intended purpose?)
What is the Subject of the document? (what is the basic story?)
SOAPbox: What are your thoughts, impressions, opinions and questions about this primary source?
ANALYZING PHOTOGRAPHS
Observation
Describe exactly what you see in the photo.
What people and objects are shown?
How are they arranged?
What is the physical setting?
What other details can you see?
Knowledge
Summarize what you already know about the situation and time period shown, and the people and objects that appear.
Interpretation
Say what you conclude from what you see.
What's going on in the picture?
Who are the people and what are they doing?
What might be the function of the objects?
What can we conclude about the time period?
Further Research
What questions has the photo raised? What are some sources you can use to find answers?
Still having trouble with SOAPS? Maybe this will help.
Who is the Speaker? (what do we know of the speaker strictly form the document, what do we know from the metadata, what do we know from further research?)
What is the Occasion? (Time period, historical significance, other contemporary events)
Who is the Audience? (Who was the document designed for in its time?)
What is the Purpose of the document? (What did the document do or achieve? Was that its intended purpose?)
What is the Subject of the document? (what is the basic story?)
SOAPbox: What are your thoughts, impressions, opinions and questions about this primary source?
Contact Info for Today's Speakers
Kathy Saloy
Vice President, Manager, Capital One Bank
kathy.saloy@capitalonebank.com
Lt. Osa Igbinosun
Naval Aviator, U.S. Navy
osazonamen.igbinosun@navy.mil
spacecrab9@aim.com
James Perry
Civil Rights Attorney, Greater New Orleans Fair Action Housing Center
http://www.jamesperry2010.com
*Mr. Perry recommended the book Freakonomics, by Stephen Dubner and Steven Levitt.
Vice President, Manager, Capital One Bank
kathy.saloy@capitalonebank.com
Lt. Osa Igbinosun
Naval Aviator, U.S. Navy
osazonamen.igbinosun@navy.mil
spacecrab9@aim.com
James Perry
Civil Rights Attorney, Greater New Orleans Fair Action Housing Center
http://www.jamesperry2010.com
*Mr. Perry recommended the book Freakonomics, by Stephen Dubner and Steven Levitt.
Unit 1 Vocabulary & Sources
January 22-30
BIG IDEAS
Although the enslavement of Africans had taken place in the United States for centuries, by the 1850s slavery had become and economic, legal and moral issue that deeply divided America.
This division became more than ideological in 1860, when anti-slavery candidate Abraham Lincoln was elected President, and one by one, Southern states began to secede from the Union.
In 1861, the Civil War began. In this four year conflict, the North fought to keep the South part of the United States, and the South fought for states’ rights to make their own decisions – specifically about slavery.
The decade after the Civil War was known as Reconstruction, and was marked by attempts to reunify the divided nation and disagreements over the fact of newly freed slaves.
VOCABULARY
Kansas-Nebraska Act
Lincoln-Douglas debates
Union
the Confederate States of America
Emancipation Proclamation
Thirteenth Amendment
Fourteenth Amendment
Fifteenth Amendment
Radical Reconstruction
Battle of Gettysburg
Sherman’s March to the Sea
Fugitive Slave Act
abolition(ist)
secede
PEOPLE
Frederick Douglass
John Brown
Stephen Douglas
Abraham Lincoln
Andrew Johnson
Charles Sumner
Thaddeus Stevens
Ulysses S. Grant
William T. Sherman
Jefferson Davis
Robert E. Lee
UNIT ASSESSMENT
The Unit 1 Assessment will be an open-notebook, open-source performance assessment. It will take place on Friday, January 30, 2009.
PRIMARY & SECONDARY SOURCES (20 points each)
You will read/examine nine of the following primary and secondary sources, and complete a SOAPS with SOAPbox for each. If the document has an asterisk* next to it, answer these questions instead of a SOAPS.
o Senator Robert Toombs Compares Secession with the American Revolution, 1860
o “A Note on the Emancipation Proclamation,” Southern Illustrated News, 1862
o The Emancipation Proclamation, 1863
o James Henry Gooding, an African American Soldier, Pleads for Equal Treatment, 1863
o Tally Simpson, a Confederate Soldier, Recounts the Battle of Gettysburg, 1863
o Gettysburg, Pa. Dead Confederate soldiers in the "slaughter pen" at the foot of Little Round Top, 1863*
o Gettysburg, Pa. Dead Confederate soldiers in "the devil's den," 1863*
o Report on a Bread Riot in Savannah, Georgia, 1864
o Gen. Joseph Wheeler’s Letter to His Men, 1864
o Abraham Lincoln’s 2nd Inaugural Address, 1865
o The Thirteenth Amendment to the U.S. Constitution, 1865
o Richmond, Va. Ruined buildings in the burned district, 1865*
o Washington, D.C. President Lincoln's funeral procession on Pennsylvania Avenue, 1865*
o Washington, D.C. Maimed soldiers and others before office of U.S. Christian Commission, 1865*
o Louisiana Black Codes Reinstate Provisions of the Era, 1865
o President Andrew Johnson Denounces Changes in His Program of Reconstruction, 1867 (read paragraphs 16-18)
o Congressman Thaddeus Stevens Demands a Radical Reconstruction, 1867
o “First Black Vote,” Harper’s Weekly, 1867*
o Letter from Calhoun, Georgia Citizens, 1867
o Elizabeth Cady Stanton Questions Abolitionist Support for Female Suffrage, 1868
o The Fourteenth Amendment to the U.S. Constitution, 1868
o Henry McNeal Turner, “On the Eligibility of Colored Members to Seats in the Georgia Legislature,” 1868
o The Fifteenth Amendment to the U.S. Constitution, 1870
o Armed White Man's Leaguer and Ku Klux Klan Member Shake Hands a cowed African American Family, 1874*
o Slave Narrative of Lee Guidon, 1936-1938
o The Birth of a Nation, 1915 (this is the actual film!)
o Glory, 1989 (If you watch Glory, answer complete this worksheet instead of a SOAPS)
Monday, January 26, 2009
Yay, Play!
The Laramie Project
Understanding the passing of time cannot erase the tragedy that occurred in Laramie, Wyoming, the Drama Division of New Orleans Center for Creative Arts invites the public to an evening of reflection with the student production of The Laramie Project, February 5-7, 7 PM, Nims Blackbox Theatre.
Directed by NOCCA Drama Artist-Teacher Silas Cooper, the production will explore the change in attitude concerning hate crimes in the last decade, not only in Laramie but also throughout our region and the United States as a whole.
“The production has been structured to emphasize professional theatre standards for the students, including casting, rehearsal and design processes similar to an Equity Regional Theatre,” stated Cooper. “All of the students involved: the cast, assistant directors, stage manager and dramaturg (student researcher) have been challenged to consider this project as an opportunity to examine not only the tragic events of the play, but also as a way of examining our own campus culture and surrounding community for the need to foster tolerance and to celebrate diversity.”
What's Happening in Gaza?
A lot of people are really worried about the Palestinian children who live in Gaza. Many of them have seen horrible things happen to their homes and relatives, and even though the fighting has temporarily stopped, the children are likely in need of serious help.
Read more here.
Read more here.
What Happened After the Civil War?
That's what we'll be talking about in class for the next three days. But if you're interested in looking at more than just the primary sources I've chosen for class, here's a great place to start.
Classwork for Monday 1/26/2009
Do Whatcha Know!
In 1860, Northerners and Southerners disagreed about how the nation should be run, especially when it came to slavery. Do you think Southerners should have been allowed to have slaves? Do you think Northerners should have minded their own business? If you were the President, how would you have settled the conflict?
Intro to New Material
Students will read a timeline of the Civil War.
Guided Practice
Students will use markers to create a map key and on a map, label which states joined the Confederacy and which states stayed in the Union.
Independent Practice
1. Why did the Civil War begin?
2. What were some of the major battles fought during the Civil War? Who won each battle?
3. Why was the Battle of Antietam an important turning point in the war?
4. Why did President Lincoln issue the Emancipation Proclamation?
5. In your own words, summarize the events of 1865.
Learning Log
If you were the President, how would you have handled the disagreement over slavery? What problems still existed at the end of the war? How would you fix them, and how would you treat the South at the end of the war?
In 1860, Northerners and Southerners disagreed about how the nation should be run, especially when it came to slavery. Do you think Southerners should have been allowed to have slaves? Do you think Northerners should have minded their own business? If you were the President, how would you have settled the conflict?
Intro to New Material
Students will read a timeline of the Civil War.
Guided Practice
Students will use markers to create a map key and on a map, label which states joined the Confederacy and which states stayed in the Union.
Independent Practice
1. Why did the Civil War begin?
2. What were some of the major battles fought during the Civil War? Who won each battle?
3. Why was the Battle of Antietam an important turning point in the war?
4. Why did President Lincoln issue the Emancipation Proclamation?
5. In your own words, summarize the events of 1865.
Learning Log
If you were the President, how would you have handled the disagreement over slavery? What problems still existed at the end of the war? How would you fix them, and how would you treat the South at the end of the war?
Friday, January 23, 2009
Student Questions about Slavery
On Thursday, I asked each of my classes what they would like to know about slavery. While I unfortunately can't teach you everything about slavery like many of you asked, I can answer your questions that won't be addressed in class.
Here were your questions. The answers will appear beneath them as soon as I find them.
Why did slavery begin?
How did slavery begin?
Why did slavery last so long?
What did slaveowners think about slavery?
What did slaves do in their free time? Did they have free time?
When did the first slave ships arrive in North America? When did the first slave ships arrive in the United States?
Why were blacks made slaves, as opposed to another race?
Were Hispanic people slaves?
Check back for answers. Like I said, I'll post them as soon as I can find them for you.
Here were your questions. The answers will appear beneath them as soon as I find them.
Why did slavery begin?
How did slavery begin?
Why did slavery last so long?
What did slaveowners think about slavery?
What did slaves do in their free time? Did they have free time?
When did the first slave ships arrive in North America? When did the first slave ships arrive in the United States?
Why were blacks made slaves, as opposed to another race?
Were Hispanic people slaves?
Check back for answers. Like I said, I'll post them as soon as I can find them for you.
Obama's First Air Strikes
U.S. missile strikes killed at least 20 people in Pakistan this afternoon. The missiles struck suspected terrorists believed to be hiding in the area.
These are the first U.S. missile strikes to take place since Barack Obama's inauguration.
Read more here.
These are the first U.S. missile strikes to take place since Barack Obama's inauguration.
Read more here.
Subscribe to:
Posts (Atom)
