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Week of June 10th
On the Basis of Sex RAP -What was the basis of the argument of Sojourner Truth's Speech? How did it relate to what happened to RBG? Can a person be protected and discriminated against at the same time? Week of May 28th. Finish working on Booker T. Washington Graphic representation Finish Plessy statements below. Thursday: Read Declaration of the Rights of Women. Compare and contrast with Wolstonecraft and Iron Jawed Angels. Week of May 20 Wednesday: Finish reading Plessy. Make sure you have "talk to the text" notations on your text. Keep that in your notebook for me to see. Read Booker T. Washington The Atlanta Compromise. Monday: Reading Plessy v. Ferguson Explanation of the Case Look for separation of powers Rules of Society v. the law Institutional Racism enforced by the Law Whose fault is this? What are the supposed limits of the law? List the main points of the Opinion of the Court in your notebook. Main Points for the Dissent Citizenship Intent of 13th, 14th and 15th Amendment Intent of segregation laws What is liberty? What is equality? Does the Constitution guarantee these rights? Week of May 13 Tuesday: Watch the film for the first half hour. Second half hour work on the notes from GML Pages 644-647 Find 3 important ideas from each section. Be prepared to share them with classmates. Monday: Rectifying Social Injustice South continues to attempt the control the black population. Black Codes were erected by Southern state governments to control the slave population. http://www.youtube.com/watch?v=aAUXdd-DAh0 Blacks could not bear arms, be employed in occupations were not agricultural or domestic, or leave their jobs without forfeiting their pay. These codes were designed to “go around” the 13th Amendment that ended slavery. These codes alarmed Northern lawmakers Civil Rights Act 1865- Declared that former slaves were citizens of the United States, denied the states the power to restrict their right to testify in court, to make contracts for their labor, and to hold property. It put teeth in the 13th Amendment Johnson vetoed this bill and Congress over rode his veto with a 2/3 vote. 14th Amendment-All individuals born in the United States were citizens. Radical amendment that changed the power relationship between the states and the federal government. 15th Amendment-guaranteed the right to vote to all citizens (male). Sharecropping and Crop Lien System Sharecropping Crop Lien Power of the KKK-Congress struck back in 1871 making Klan activities federal crimes. Civil Rights Acts of 1875-outlawed discrimination in public accommodations, schools, jury service theaters etc. Reversed in 1883. Week of May 6 Monday: 1980s Identifications. Write a short paragraph explaining the following terms. Include how these events influenced the political, social or economic forces during this time period. Think of how they compare or contrast to what you learned about the 1920s. 1. Reaganomics 2. The PATCO Strike and Reagan's response 3. Bowers v. Hardwick (1986) 4. SDI (StarWars) 5. Reagan and Gorbachev at Reykjavik Week of April 29 Monday: Read GML Notes 1024-1026 Wednesday: Go to the Living Room Candidate Website. Choose 3 Reagan 1980 Political Ads and 3 Carter Political Ads. Compare and Contrast the ads. Look for tone, content, and propaganda (as we studied in Propaganda Critic) Why do you think people voted for Reagan? At least 2 (or 3 small) pages in your notebook. If you wish to type that is fine. Just print and put in the notebook. Be prepared to discuss Friday Week of April 15 In class essay Due Friday April 19th. Hand in on Google Classroom Thursday: Notes and Discuss on the Great Depression Friday: Read the article on the Great Depression. In your note book Outline the Causes of the Great Depression. Write a short explanation of each cause. Week of April 8 Continue talking about the government in the 1920s GML pages 768-774 Write two questions and answer then from each section. Week March 18 Friday: Business and Government in the 1920s Monday: Notes Politics During the 1920s The State, The Economy and Business Republican Leadership Republicans claimed that their policies centered around a business-government relationship was the reason for economic prosperity. Harding and Coolidge Harding”s presidency was full of scandal He turned much of the management of the government over to efficient administrators with good reputations. Charles Evans Hughes Secretary of State Herbert Hoover Secretary of Commerce Andrew Mellon Secretary of the Treasury Henry C. Wallace Secretary of Agriculture Many minor cabinet posts were given to the "Ohio Gang" a group of very corrupt politicians headed by Harry M. Daugherty, named Attorney General Secretary of the Interior Albert B. Fall, Mint-"ED" Scobey and Charles R. Forbes headed the new Veterans Bureau. "We want less government in business and more business in government" -Harding Coolidge followed that up with, " The business of the United States is business." They turned regulatory bodies like the Interstate Commerce Commission and Federal Reserve Board into pro-business agencies that ceased almost entirely to restrict the activities of the industries they were supposed to be controlling. Bribes from Prohibition violators Graft in Veterans Bureau Teapot Dome Scandal Influence of Andrew Mellon- Secretary of the Treasury March 4, 1921 until February 12, 1932. He believed that government should be run just like a corporation. 1926 a person with an income of one million dollars a year paid less than a third of income tax he or she paid in 1921. Taxes were reduced from highest point of 75% for the most wealthy Americans to closer to 25%. Mellon multimillionaire banker and master of the aluminum industry lowered the taxes on the wealthy reversed low-tariff policies returned to lassez-faire philosophy reduced the national debt by cutting expenses eliminated inheritance taxes reduced taxes on high incomes by 2/3-refused to lower tax rates for individuals earning less than 60,000 per year. This curtailed the ability of tax payers in the lower brackets to buy the goods that were being produced. Hoover and the Associative State: Hoover had dominated the cabinets of Harding and Coolidge as Secretary of State. Hoover believed that enlightened business, enlighten and informed by government would act in public interest. He didn’t want to just create a favorable climate for business but to actively assist the business community. His goal was an “Associative State” where government would encourage voluntary cooperation among corporations, consumers, workers and farmers and small businesses. Hoover actively encouraged the formation of trade associations Industrial Conferences sponsored by the Commerce Dept. Led to mutual cooperation in figuring prices, costs and then publishing the information. This reduced competition. Antitrust legislation was lax and the Supreme Court upheld the legality of these associations. Vertical integration became common. Thursday: Write a 1-2 page speech about the Dyer Bill. If you have a tiny notebook, make sure it is 2 pages. Include the constitutional argument and your ideas about that. You are welcome to read over the documents that are below. https://edsitement.neh.gov/sites/default/files/2018-08/combined-docs.pdf Week of March 11 Thursday: Read the Dyer Bill online. Bring in two questions about it. https://www.naacp.org/naacp-history-dyer-anti-lynching-bill/ Monday: Watch some of the film Inherit the Wind. Discuss. Finish Teach In on Wednesday. Wednesday Begin working of the Dyer Bill Week of March 4 Friday: Short quiz on propaganda Finish Monkey Trial Turn in Notebooks. Thursday: https://famous-trials.com/scopesmonkey Break into groups and read the introduction page and discuss with group. Notes from discussion. Scopes Trial Teach in 2 People read Trial Excerpts Darrow Examines Bryan and chose another day of the trial. 2 People read at least 2 of HL Mencken's account and Marcet Holdman Julius account 1 Defense Expert's Impressions of the Scopes Trial 1 Reflections of the John Scopes 40 years After the Trial. Discuss what you learned in the group and teach one another about each section. Wednesday: Read 757-759 Ten important ideas. Share with your group. Propaganda Charades: Each group will get a type of propaganda. They will act out the propaganda and the class will try to guess what they are doing. They will discuss why this or isn't a certain type. You must use the Red Scare or Notes from the early 20s as the basis for your acting. Homework: Look at the Scope Monkey Trial tonight. Come in with 5 things you have learned about it. Tuesday with Michael Monday: Propaganda Critic https://propagandacritic.com/ Read the section on Decoding Propaganda Write a short paragraph about each section in your notebook. We will work on that today in class. Week of Feb 25. Monday: Sweetland Reflection When we finish the film write a 1-2 page reflection on the film in your notebook. Why did Inge refuse to bury Olaf in town? How are the values of the Torvik family different than those around them? How does the film reflect the tension in America about immigration that still exists today? Week of Feb 19 Monday Holiday Tuesday with Michael Wednesday- GML 721-726 Week of Feb 4 ç Press Conference will be on Thursday and the articles will be due Thursday. 1. Railroad Strikes 1877 Populist Party- Knights of Labor-Annika's Group Depression of 1893-Julia's Group Strikes Coeur d’Alene, Homestead Pullman Strike-Kimbal's Group The Progressives: Jane Addams Ida Tarbell-Caroline's Group Jacob Riis Upton Sinclair Ava's Group Muller v. Oregon Sonali's group WCTU Tessa's Group Samuel Gompers-Aidan's Group Margaret Sanger-Hannah's Group Week of 1/28 Monday: Read Spanish American War and Discuss. Watch some of the Teddy Roosevelt Film. Notes on Spanish American War in your notebook. Wednesday: Discuss Spanish American War Watch TR Movie about Spanish American War Read p. 337 George Frisbie Hoar Evidence Interpretation I saw, I heard, I read in the text I wondered, I made a connection, I thought Week of 1/23 Wednesday: Review Monroe Doctrine Westward Expansion Cont. Missouri Compromise -1820 Read and analyze Thomas Jefferson's letter to John Holmes. Thursday: Civil War in one day Friday: Progressive EraCompromise of 1850-https://en.wikipedia.org/wiki/Compromise_of_1850 America: The Industrial GiantValue of American Manufactured Goods 1859-1.8 Billion Annual Production of Goods. 1899-13 Billion Annual Production of Goods. GNP increased 44% from 1874-1883 Reasons: Natural Resources Expanding Population-Immigrants 2.5 Million 1870's 6 million in 1880's Land of opportunity/constant struggle for survival Protective Tariffs Foreign Capital Attitude that emphasized progress Rapid advances in basic science -new machines, processes, and power sources Example: Farming exploded 1/2 of the work on a farm was replaced by machines Farmers could grown more, but many farmer were displaced Notes on Expansion of the RailroadValue of American Manufactured Goods Railroads the first big business 35,000 miles of track existed in 1865 74,000 MofT in 1875 193,000 M of T by 1900 1864 Pullman sleeping car was invented 1869 Westinghouse invented the air brake 1890 1 billion in passenger and freight revenue (fed government income was only 403 million) 1883 Present system of time zones was invented by railroads 1886 Standard gauge They charged fixed rates for carrying different types of freight. They agreed to permit rate concession to avoid hauling empty cars. 1880 railroad owners started to cooperate with each other to avoid senseless competition. Railroads tried to speed up settlement of new regions by offering cheap land and special deals to new settlers. Week of 1/7/19 Tuesday: Washington's Farewell Address Read in class. 1. With a partner read aloud and practice reading techniques. Be aware of how you are looking at the text. What are the major themes of the address? Homework: Pick two themes and discuss Washington's argument. Do you agree or disagree? Why or why not? Week of Nov 26th Watch the rest of the Ken Burns Vietnam Part 2 Wednesday: Discuss the Gulf of Tonkin Incident Read the Gulf of Tonkin readings in class. Make sure you can answer the questions. Thursday: Choices Friday: Present to the President and Advisors. Take notes and write the reflection. Week of Nov 5 Monday: Bring your American Reader: Read Thomas Paine's Common Sense. What are the ways he convinces his readers? Find 3 different examples. Wednesday: The Declaration of Independence. Reading and Discussion. Watch more of John Adams. Finish up the American Revolution. Pamphlet You can work alone or with a partner. If you work alone your pamphlet should be two pages long. If you work with a partner it should be 4 pages long. Choose either Bacon's Rebellion or the American Revolution. You can also choose one of the Acts (Sugar Act, Stamp Act or Townshend Acts to write about) Using Thomas Paine as your guide write to persuade the colonists to revolt against the English Crown or Governor. Due next Wednesday November 14. If you want to make a title page or illustration on the outside you can earn 5 points extra credit. You can also hand it in in Google classroom. Week of 10/29/19 Monday: Merchantilism and the Colonies How tariffs work? Tuesday: Talk about the events leading up the American Revolution. https://www.landofthebrave.info/sugar-act-stamp-act.htm http://www.masshist.org/revolution/topics.php Identifications: Read the Web page provided and write a paragraph about each event. Due on Friday. Pay particular attention to what is happening with courts and the restrictions around smuggling. Sugar Act: Currency Act: Stamp Act: Declaratory Act: Townshend Acts: Tea Act: Boston Tea Party: Intolerable Acts/Coercive Acts: Watch John Adams. Understanding the Boston Massacre. Week of 10/22 The lives of the Puritans. Lead up to the American Revolution Monday: Anne Bradstreet Poems Upon the Burning of our House To My Dear and Loving Husband Before the Birth of one of her Children The early American historian Edmund Morgan coined the term “the Puritan dilemma” to describe this conundrum: Puritanism required that a man devote his life to seeking salvation but told him he was helpless to do anything but evil. Puritanism required that he rest his whole hope in Christ but taught him that Christ would utterly reject him unless before he was born God had foreordained his salvation. Puritanism required that man refrain from sin but told him he would sin anyhow. Notes on the Puritans. Calvinism-Belief in predestination. That God knows who are the elect are and it is a small group of people on earth. www.calvinistcorner.com/tulip.htm Wednesday: Give Me Liberty: Pages 65-68 Rise of Puritanism Moral Liberty The Pilgrims at Plymouth We will do a give one get one. Find two interesting things about each section to share with another student. Week of 10/18 Monday Lecture on Berkeley and the Government of Virginia Read the Articles and GML 102-103 Create a Bacon's Rebellion Timeline. Very Simple... As a group. You all should put it in your notebooks. Essential Questions about this Rebellion: Everyone should answer the questions in your notebook. Who is rebelling? Why? Possible motivations of each group? What forces led the people to rebel? Political, social, economic? How are the Native Americans involved? Victimized? What is the role of class in this conflict? Tuesday: Finish these Readings Wednesday: Immigration Symposium Thursday: Paper Corrections. Some common mistakes I saw. Too general -time periods especially Thesis that doesn't give you anything to prove. Sentences that do not make sense. Each sentence is a thought that should make sense on its own. Read each sentence of your paper and make sure it says something. Introducing quotes: https://clas.uiowa.edu/history/teaching-and-writing-center/guides/paraphrases-and-quotes These are not the only mistakes but I want you to focus on these are you read over your papers. You have until Monday to hand it in for a grade. Friday: Finish working on your paper. It is due on Monday. I will be collecting notebooks next Friday. 1/2 of the Day on papers the other on Anne Bradstreet. Week 10/8 Monday: Finish the film and discuss. Write a short paper about labor in the colonies. http://writing2.richmond.edu/writing/wweb/history/principles.html Discuss evidence and thesis statements. The paper needs to be 2 pages long with a reasonable font. (12) Hand in on Google Classroom. Tuesday: Writing a history paper Thursday: Native Americans and The Englishmen p. 55-57 Friday: Government in the Virginia Colony Governor Berkeley and House of Burgess (Lecture) Week of 9/21 Monday: Reflect on good educational experiences you had. Discuss with a partner. Come up with the most important element in a class that helped you learn. Guidelines: A good educational environment includes teachers setting clear and understandable guidelines where students work efficiently while respecting instated guidelines. Students should cooperate with their classmates and look at each others points of view. Work to create an environment where everyone feels free to safely express ideas with passion. Make sure everyone feels welcome and heard and a part of the community. Looking at learning with a positive attitude with those around you Willing to take risks/ getting out of your comfort zone take responsibility for your own actions. Grading Scale and Assessments. Usually in the notebook Writing to learn Short Limited Sharing Spontaneous Exploratory Informal Single Draft Unrevised and unedited Ungraded but used in class Good Faith Effort Usually handed in on Google Classroom Public Writing Substantial Open to public Planned Authoritative Conventional Multiple draft Revised and Edited Designed to yield a grade Why study history? What about bias? Why do we bother? It is all in the past, right? http://www.nche.net/habitsofmind Wednesday. First Unit is Dissent. We will be discussing the settlement of the American Colonies, the American Revolution and the Vietnam War. We will be using dissent as the lens to look at particular period of history. What do you know already about the Southern Colonies? What kind of climate, economy, political system and social system existed in this colony in the 1600s? We will start with Bacon's Rebellion. We will look at a primary source together. I will hand them out and take a look at it at home. Thursday: Study of document by Gov Berkeley Friday: Study of document of Berkeley Monday: October 1 A long time ago, but not too long ago, Ships came from across the sea Bringing Pilgrims and prayer-makers Adventurers and booty seekers, Free men and indentured servants, Slave men and slave masters, all new To a new world, America! -Langston Hughes 1715 Maryland Statue provided "whosoever shall transport any servant into this province without indenture, such a servant being above the age of twenty-two years, shall be obliged to serve the full term of five years: if between eighteen and twenty-two years, without indentures, six years; if between fifteen and eighteen, without indentures, seven years, if under fifteen, without indenture, shall serve till he or they arrive at full age of twenty-two years." Farley Grubb, Fatherless and Friendless: Factors Influencing the Flow of English Emigrant Servants, (1992) “The enslaved were not bricks in your road, and their lives were not chapters in your redemptive history. They were people turned to fuel for the American machine.” ― Ta-Nehisi Coates, Between the World and Me Notes on the Chesapeake Colonies 1614 Pop was 1300 1624 Pop was 5000 Death was was very high- 9000 immigrants had entered the colony so nearly half had died during that decade. Citizens died because of the heat, malaria and dysentery. In the words of Thomas Hobbes life "nasty, brutish and short". Relatively few people lived into their 40's so children could expect a series of step parents. Men outnumbered women early 1700's men out numbered women 3 to 1. Women were quickly remarried. What attracted people to this situation? Land, Land, Land! Headright system- 50 acres per individual one brought to the colony Indentured servitude-4-7 years of servitude for passage to the colonies. What happens when you run out of land? Working as an individual? Grading: Assessments Homework Classwork Class materials: Variety of pens and pencils Notebook Computer is not needed most of the time. |
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19. Read Declaration of the Rights of Women at Seneca Falls. Compare 7-10 things with either Wolstonecraft or Iron Jawed Angels. (7 with lots of detail or 10 with less detail.) 2-5 lines of explanation on each 18. Graphic Representation of Booker T. Washington's Altanta Address. Handed in to Trish 17. Main points of the Court opinion in Plessy v. Ferguson and one paragraph explanation of the case. 16. GML 644-647 Notes 15. Jack Johnson Notes 14. 1980s Identifications 13. Livingroom Candidate Reflection. Reagan and Carter. 12. GML Notes: 1024-1026 11. Causes of the Great Depression Article. Take notes and underline on the article. Hand in the article with your notebook 10. In class Essay on the 1920s. Due Friday April 19th. Hand in on Google Classroom 9. GML Questions 768-774 8. 1-2 page speech on the Dyer Bill. Include the constitutional argument and you can also write your own opinion at the end of the speech. 7. Scopes Trial Notes from your section of the Teach in. You should have a page of notes on your topic. You also need about a on each of the other group members topics. A. Trial Excerpts Darrow Examines Bryan B. HL Mencken's Account C. Julius Account D. Defense Expert's Impressions Reflection of John Scopes. 6. Look up the Scopes Monkey Trial Write 5 things you learned about it in your notebook. Be prepared to explain this event to your classmates. 5. Notes on Early 20s GML 758-759 4 Propaganda Critic Notes Decoding Propaganda 3. GML Red Scare 749-750 2. 1-2 page reflection about the film Sweetland. Cover the questions in the prompt. 1. GML 721-726 Talk it over and Write a paragraph. Moral Imperialism Wilson and Mexico America and the Great War Neutrality and Preparedness Road to War Fourteen Points. Semester 2 22. Notes in GML Pages 614-618 2 ideas per section 21. E and I Imperialism article pages 337 American Reader20. Notes on Spanish American War Give one, Get one 15 items 19. Notes on Growing Pains. 18. Refection on Washington's Farewell Address. 17. Choices: Write one page reflection on the Choices 1-4. Did you agree with the argument your group made? or did you agree with an argument another group made? Discuss the historical record presented by either your group or the group that most agreed with your point of view. How was this argument supported. 16. Notes on John Adams 15. Thomas Paine-3 different examples of how he builds his argument. 14, American Revolution Identify each of the terms. 13. Paragraph on how you have been doing in the class and give yourself a participation grade out of 10. 12. Give one, Get one on pages 65-68 GML 11. Notes on Anne Bradstreet 10. Paper Corrections are Due on Monday. If you have not turned it in the final due date is Monday. 9. Timeline Bacon's Rebellion Essential Questions about Bacon's Rebellion. 8. Notes on GML p. 55-57 7. Two page paper on Labor in the Colonies. Use the primary and secondary sources we have used to discuss the state of labor in the colonies. Think about how this system could lead to rebellion. Google Classroom Code mh19l7 Due Monday October 15th. 6. Notes on Slavery and the Making of America . 5. WDIL October 5 4.Notes on Indentured Servant With your group take notes on your primary source. You need to be an expert on this source. 3. Questions Labor in the Colonies Introduction. With a partner come up with 5 questions about Labor in the Colonies. 2. Intro To Labor in the Chesapeake Read Give Me Liberty p. 53-54 (Find 10 things you notice about the lives of immigrants to America) Be prepared to talk about them with another student. 1. Friday Sept 28- WDIL |
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