Honors U.S. History 10

Daily Log of Class Activity and Assignments

Fall 2009

Wednesday, 8/19/2009:

1. Handout class information and discuss it.
2. Text books are available if you wish to have one. They will not be relied upon routinely.
3. Handout a copy of the Declaration of Independence. Read it for understanding. Engage with it. Read it at least three times; once to aquaint yourself with it in general, the second time more critically, and the third to challenge and reinforce your conclusions. Circle words and concepts you do not understand. Write down questions you have about what it says. When you finish, it should be filled with your notations. We will examine it Monday, 8/24.
4. Organize students into small groups of four or five. Handout to each group a selected historical photograph and the Photo Analysis Worksheet.
   • Individually, within each group and without consulting one another, examine the photograph using the Photo Analysis Worksheet.

Thursday, 8/20/2009:

1. Review yesterday's work.
2. Are there questions about the Declaration of Independence assignment?
3. Develop the story that describes the context of this snapshot in time. Based upon what you know and can reasonably conclude, answer the following questions:
   • Who is present?
   • What is happening?
   • When are the actions taking place?
   • Where are the pictured events taking place?
   • Tell the story that explains the depicted action.
   • Does the story have meaning beyond what can be seen happening? Is there a broader, symbolic message being communicated? If so, what is the message?
   • What title would you give the photograph?
4. Each group will tell their story to the class.

Friday, 8/21/2009:

1. Comments on the story you told from the photographs: imagination - details - the elements of a story.
2. Go over the way to examine a photograph using the Photo Analysis Worksheet. In short, scrutinize and list observations in detail. Use your imagination but base your story on what you can reasonably conclude is factual.
3. Analyze the process of photo analysis:
   • What do you know and how do you know it?
   • How valid and reliable are your conclusions?
   • What increases the validity and reliability of your conclusions?
4. From the photo analysis, what did you learn about the historical process? What meaning may be derived from the photos?
5. Detail the context and background for the writing of the Declaration of Independence: This is Thomas Jefferson's hand-written draught (draft) of the document.
6. For Monday be prepared for the Declaration of Independence assignment.

Monday, 8/24/2009:

1. Begin our discussion of the Declaration of Independence. In the group to which I assign you, accomplish the following -
   • The Declaration contains 5 sections, title each one based upon what it is about.
   • Paraphrase Section 1.
   • In complete sentences, list the principles established in Section 2.
   • Categorize in a general way the complaints that are listed.
   • What political entity do they purport to establish?
   • What was the basic purpose of the Declaration?
   • To whom was it being written?
   • List the questions you have about it?
2. Turn in your group responses.

Tuesday, 8/25/2009:

1. Graded class discussion on your answers to the questions from yesterday. In graded discussion, it is your responsibility to contribute to the discussion by volunteering to speak. Points are awarded based upon your spoken participation. Questions to discuss include -
   • Questions about the introduction:
     • Who was the audience?
     • What is the tone?
     • What made the separation a "necessity?"
     • What are the "laws of nature?"
     • What does "impel" mean? Why did he not write "compel?"
   • What values and principles were established in the preamble? What did they mean? What are the implications when we live our life believing -
     • that all men are created equal;
     • that our rights come from a source beyond man and government;
     • that governments are formed by the consent of the governed;
     • that the basic purpose of government is to protect the rights of its people;
     • that if the government proves it is unable to protect the rights of its people, they have the right and duty to overthrow it.
   • Do you believe these principles are right?
   • Do you believe we have a right of revolution? Explain.
   • Did they really believe "all men are created equal?" Explain.
2. What is meant by the phrase, "...all men are created equal?" Who was included? Was Thomas Jefferson a hypocrite? Handout Thomas Jefferson and Slavery. Read and answer the listed questions. Did Thomas Jefferson believe "...all men are created equal?" Tomorrow, we will examine these questions and the remainder of the Declaration.

Wednesday, 8/26/2008:

1. You will have a quiz over the Declaration of Independence on Monday, 8/31.
2. It is important that you memorize and know the five fundamental principles written in the preamble. You will be tested on them and they will be refered to throughout the year. They are -
   • All men are created equal.
   • Our rights come from a source beyond man and government.
   • Governments are formed by the consent of the governed.
   • The basic purpose of government is to protect the rights of the people.
   • If the government proves it is unable to protect the rights of its people, they have the right and duty to overthrow it.
3. Continue graded discussion from yesterday. In graded discussion, it is your responsibility to contribute to the discussion by volunteering to speak. To begin, the question is -
   • Did Thomas Jefferson believe "all men are created equal?"
   • Base you conclusion on evidence and reason.
4. We will go through the assignment from yesterday - see Thomas Jefferson and Slavery.
5. After the whole-class discussion, I'll lead you through my interpretation of the evidence I provided you yesterday. Evaluate whether or not my interpretation is based on evidence and reason. Comments? Questions?
6. Handout and read through for tomorrow, Abigail and John Adams Letters, Edited.
   • What revolution was she advocating?
   • From the view of her husband, John, how might the revolution have been "getting out-of-hand?"

Thursday, 8/27/2009:

1. Demonstrate how to access the daily log.
2. You will have a quiz over the Declaration of Independence on Monday, 8/31.
3. Examine Thomas Jefferson's rough draught of the Declaration of Independence.
4. Review previous discussion:
   • What have we learned about Thomas Jefferson?
   • What have we learned about the Declaration?
   • What have we learned about life in the mid and late 18th Century?
5. Examine your assignment: Abigail and John Adams Letters, Edited.
   • What revolution was she advocating?
   • From the view of her husband, John, how might the revolution have been "getting out-of-hand?"
   • Is the Declaration revolutionary? Explain.
   • Is there anything is the readings that indicate the changes underway were broader than the political changes being advocated? Explain.
6. For tomorrow reread the last two sections.

Friday, 8/28/2009:

1. We are on activity schedule for the Homecoming Assembly at the end of the day.
2. You will have a quiz over the Declaration of Independence on Monday, 8/31.
3. Read aloud and discuss the last two sections of the Declaration. Make sure all your questions regarding the Declaration are answered, today.

Monday, 8/31/2008:

1. Quiz over the Declaration of Independence.
2. Over the next few days you will see two episodes of the PBS Series, Liberty: The Reluctant Revolutionaries and Blows Must Decide.
3. As we see the first one, The Reluctant Revolutionaries, list the reasons why many who later became revolutionaries were reluctant to do so.

Tuesday, 9/1/2009:

1. We will continue the documentary video, Liberty, with the conclusion of The Reluctant Revolutionaries and the beginning of Blows Must Decide. As we view the documentary, you will have as a reference:
   • the Declaration of Independence ( focus on the part called the "indictment of King George III,) and
   • a Timeline of Major Events Leading to the American Revolution.
2. Further, the class will be divided into two groups. One group will look at the events from the perspective of a dissident American and the other will look at the events from the point of view of the British government. You have several things to do as you see these two episodes and they are -
   • Use the Timeline of Major Events Leading to the American Revolution to follow the chronology of events.
   • Identify the events shown in the film and/or on the timeline and connect them to specific grievances listed in the section of the Declaration called the "indictment of King George III."
   • Develop a convincing argument to defend the side you have been assigned, either dissident American or British government.

Wednesday, 9/3/2008:

1. Review The Reluctant Revolutionaries. Why were many Americans, including many who later became leaders, reluctant to be a part of a revolution? Particularly, what were the experiences of George Washington and Benjamin Franklin?
2. Continue from yesterday, "Blows Must Decide."
   • Use the Timeline of Major Events Leading to the American Revolution to follow the chronology of events.
   • Identify the events shown in the film and/or on the timeline and connect them to specific grievances listed in the section of the Declaration called the "indictment of King George III."
   • Develop a convincing argument to defend the side you have been assigned, either dissident American or British government.
   • A basic question to consider: Why and how were some Americans moving toward rebellion?

Thursday, 9/3/2009:

1. Conclude, "Blows Must Decide." Questions? Discussion?
   • Use the Timeline of Major Events Leading to the American Revolution to follow the chronology of events.
   • Identify the events shown in the film and/or on the timeline and connect them to specific grievances listed in the section of the Declaration called the "indictment of King George III."
   • Develop a convincing argument to defend the side you have been assigned; either dissident American or British government.
   • Basic questions to consider:
     • Why and how were some Americans moving toward rebellion?
     • How did a rebellion become a revolution?
2. For tomorrow list in complete sentences the arguments you would make in support of either the British or American position.

Friday, 9/4/2009:

1. Discuss whether or not the President of the United States should be allowed to speak to public school students in the United States of America. Please see Schools can air Obama speech to students. Also of interest, is What President Obama Can Teach America's Kids by Bill O'Reilly.
2. Work with small groups within the large group to which you are assigned to develop your arguments.
   • Within the small group, in complete sentences,and on one paper for the group, write your agreed -upon arguments. Remember to anticipate the counter argument.
   • Draw a propaganda poster selling your cause.
3. Handout: The War of Independence, 1776-1783. Read and answer the questions listed on the accompaning handout. Have this ready on Wednesday, 9/9.

Tuesday, 9/8/2009:

1. Complete the propaganda poster from Friday and write all your arguments on the board.
2. Present your poster and explain your principle argument.You'll need to know each side's position.
3. Staple together the poster and the list of arguments and turn them in.
4. Was it the American Rebellion or American Revolution? Explain.
   • Look up the definition of each word.
   • Tomorrow, be prepared for a writing assignment on these concepts.
5. Assignment: Find someone who was aware of events on 12/7/1941, another person who was aware of events11/22/1963, and a third person who was aware of events on 9/11/2001. Ask them where they were and what they were doing? Bring their responses to class on Friday, 9/11.

Wednesday, 9/9/2009:

1. Work on two assignments:

   • First, write an essay answering the following question:
     • “Was the war with Britain properly titled ‘The American Revolution’ or should it be ‘The American Rebellion?’ Explain."
     • Use the timeline of events and the arguments on the board to make your case. Write approximately 250 words. They should turn it in by the end of class. You may use notes. Work individually.
   • Use the remaining time to work on the assignment, The War of Independence, 1776-1783. Bring the answers to the questions to class, tomorrow.

Thursday, 9/10/2009:

1. Assignment due tomorrow:
   • Find someone who was aware of events on 12/7/1941,
   • another person who was aware of events11/22/1963,
   • and a third person who was aware of events on 9/11/2001.
   • Ask them where they were and what they were doing?
   • Bring their responses to class on Friday, 9/11.
2. Use the Timeline of Major Events Leading to the American Revolution to identify the significant events that led to the Declaration.
3. Go over the answers to the assignment, The War of Independence, 1776-1783. Examine and identify important events in the War for Independence.

Friday, 9/11/2009:

1. On Monday, 9/14, I will provide you with a progress report either online or in hard-copy.
2. On Wednesday, 9/16 , you will have a test over the chronology, events, issues, and persons of the period 1763-1783. This will be a fill-in-the-blank quiz over the events leading to the war and the war, itself.
3. Turn in the assignment from Tuesday, 9/8, regarding oral interviews.
4. In groups of 5 or 6. Discuss the interviews.
   • For the interviews you are assigned to discuss and summarize, be able to answer for the class the following qurestions:
     • Who was interviewed?
     • Where were they?
     • What were they doing?
     • How accurate and true was their memory?
     • What sense did you have about how important the event and the memory of it was?
5. Things to remember from today's discussion:
   • For a variety of reasons, an interviewee may be reluctant to talk deeply about an event or memory?
   • People tend to remember past events in episodes and not accurately.
   • Probing questions will afford the interviewee an opportunity to recall events in greater detail and demonstrates your interest.

Monday, 9/14/2009:

1. This evening, grades-to-date will be posted online in the same manner as last year. I will use this technique with weekly uploads, usually at week's end, to provide you with your grades. Emails will not be sent out as there are few emails addresses available in this old application. Please check weekly and stay informed. I will continue to do this until the Zangle interface is up and working.
2. Remember the fill-in-the-blank quiz on Wednesday, 9/16. It is over the chronology, events, issues, and persons of the period 1763-1783.
3. Continue notes on the significant battles and situations of the American-British War of 1775-1783. What were the terms of the Treaty of Paris of 1783.
4. Are there questions on the reading, The War of Independence, 1776-1783?
5. Handout, The Articles of Confederation, excerpted. The handout contains excerpts for the full Articles. The complete document is linked here. For tomorrow read through Article III to define the concept of "confederation." Read the "Weaknesses

Tuesday, 9/15/2009:

1. Grades-to-date are now posted online in the same manner as last year. I will use this technique with weekly uploads, usually at week's end, to provide you with your grades. Emails will not be sent out as there are few emails addresses available in this old application. Please check weekly and stay informed. I will continue to do this until the Zangle interface is up and working.
2. Quiz tomorrow over the chronology, events, issues, and persons of the period 1763-1783. Do you have questions about the events leading to the war or the war itself?
3. Refer to your assignment, The Articles of Confederation, excerpted. Define the concepts of "confederation" and "federation."
4. Examine the weaknesses of the Articles of Confederation.
5. You will be given one of the following case studies. Read it and answer individually in-class the questions on the handout, Evaluating the Articles of Confederation.
   • "Settling the National Debt"
   • "The Pirates of North Africa"
   • "Soldiers in the Time of Peace"
   • "The Treaty of Paris, 1783"
   • "Debtors, Creditors, and Paper Money"
   • "Western Land"

Wednesday, 9/16/2009:

1. Quiz over the chronology, events, issues, and persons of the period 1763-1783.
2. Report to the class on the case you read for today. Use as a guide the questions you have answered. Each group is to talk through their responses to the questions as their classmates listen. Then, each student should ensure they are able to -
   • Summarize the issue: 3-5 sentences
   • Identify the main problem: 1 sentence
   • State how effectively it was dealt with under the Articles of Confederation: 1-2 sentences
3. These situations help us understand why a Constitutional Convention was called in 1787. Below are the situations. During Period 1, we were able to complete "Settling the National Debt." During Period 2, we were able to complete "Settling the National Debt" and "The Pirates of North Africa." We will continue with the others, tomorrow.

Thursday, 9/17/2009:

1. September 17, 1787 is Constitution Day.
2. Please remember: "Complete sentences show complete thoughts! You must communicate in complete thoughts. Otherwise, your comments are the equivalent of grunts and groans. You will leave the person with whom you are attempting to communicate to guess what you mean. They may not even try to interpret your meaning."
3. Complete the case study assignment from yesterday: Evaluating the Articles of Confederation.
   • Report to the class on the case you read. Use as a guide the questions you have answered. Each group is to talk through their responses to the questions as their classmates listen. Then, each student should ensure they are able to -
     • Summarize the issue: 3-5 sentences e.g. "The goverrnment had accrued a large debt and had to..."
     • Identify the main problem: 1 sentence e.g. "The main problem was..."
     • State how effectively it was dealt with under the Articles of Confederation: 1-2 sentences e.g. "Because the Articles of Confederation could not require..."
4. For tomorrow read over what you have written during the reports on the case studies. I will elaborate on the issues we've addressed and answer your questions.

Friday, 9/18/2009:

1. I'll answer your questions over the issues that emerged under the Articles of Confederation. Make sure you get your questons answered so you understand the issues. Make sure you can do the following for each issue:
   • Summarize the issue: 3-5 sentences e.g. "The goverrnment had accrued a large debt..."
   • Identify the main problem: 1 sentence e.g. "The main problem was..."
   • State how effectively it was dealt with under the Articles of Confederation: 1-2 sentences e.g. "Because the Articles of Confederation ..."
2. Define "democracy" and "republic."
3. Evaluate the Article of Confederation as an effective constitution. We have mainly been examining its weaknesses. Was there anything positive accomplished under the Articles of Confederation? Examine and discuss -
   1. The Treaty of Paris, 1783 Excerpted (for reference) - for reference
   2. Ordinances Applying to the Northwest Territory - Handout and read to augment today's notes.

Monday, 9/21/2009:

1. Grades-to-date are now posted online in the same manner as last year. I will use this technique with weekly uploads, usually at week's end, to provide you with your grades. Emails will not be sent out as there are few emails addresses available in this old application. Please check weekly and stay informed. I will continue to do this until the Zangle interface is up and working.
2. On Monday, 9/28, you will have a test over the Articles of Confederation and the Constitution.
3. In the book, Reasoning with Democratic Values, read "The Desperate Debtors (Shays' Rebellion)" and answer the following questions. Complete them in-class, today, and bring them to class, tomorrow.
   1. Historical Understanding 1-3
   2. Reviewing the Facts of the Case 1-5

Tuesday, 9/22/2009:

1. Monday, 9/28 you will have a test over the Articles of Confederation and the Constitution.
2. Review the assignment from yesterday on Shays' Rebellion. Turn in your responses to the questions assigned. Questions we dealt with include -
   • What was the significance of Shays Rebellion?
   • Why did Samuel Adams support the American rebellion against Britain and not support Shays' Rebellion?
   • What made a government "legitimate" in the minds of those who supported the Declaration of Independence?
   • What determines the "legitimacy" of a government and how does it apply to governments then and now?
   • Were the leaders of the American Revolution conservative or radical? What can the Constitution tell us about their values reguarding government?
   • Were the men who led the Revolution believers in democracy?
3. Examine the preambles of the Constitution and the Articles of Confederation. What do they tell us about the change that has taken place? Upon what is the legitimacy of the government under the Constitution based?
4. Read the Constitutional Convention Overview. Answer these questions. Complete questions 1 through 10 for tomorrow.
5. Read closely Federalist 51(Excerpted). Read it at least three times: once to aquaint yourself with it in general, the second time circle terms and concepts you do not understand (look them up), and the third to challenge and reinforce your conclusions. When you finish, it should be filled with your notations and you should be able to explain James Madison's arguments in support of the Constitution. We will examine it in a graded discussion on Thursday, 9/24.

Wednesday, 9/23/2009:

1. Today, you will work in-class to complete the following assignments:
   • the reading and questions from the Constitutional Convention Overview
   • the Federalist 51(Excerpted).
     • Read it at least three times:
     • once to aquaint yourself with it in general
     • a second time circle terms and concepts you do not understand (look them up)
     • a third to challenge and reinforce your conclusions
     • When you finish, it should be filled with your notations and you should be able to explain James Madison's arguments in support of the Constitution.

Thursday, 9/24/2009:

Graded discussion on the reading and questions from the Constitutional Convention Overview. It is up to you to participate substantially and appropriately.

Friday, 9/25/2009:

1. Today, I will upload current grades as I have done for the past few weeks.. You can check them on my website using the password from last year. I have been providing your grades this way because the Zangle Interface has not been working. I understand Zangle is now working, therefore this is the last time I will use this method to post your grades. From next week on grades will be on Zangle, only. A parent or guardian will need to come to the school to pick up the password and other login information. They may pick it up from the counseling office.
2. Return graded papers. Go over answers to the quiz. Comments on how to improve.
3. Change the date of the From Confederation to Constitution Quiz to Wednesday, 9/30.
4. Complete the graded discussion on the reading and questions from the Constitutional Convention Overview. It is up to you to participate substantially and appropriately.

Monday, 9/28/2009:

1. The From Confederation to Constitution Quiz will beWednesday, 9/30.
2. Does history repeat itself?
3. Examine and discuss Federalist 51(Excerpted).
   • Is the Constitution structured and organized for effectiveness or efficiency?
   • Is the Constitution an aid or hinderance in finding a solution to a crisis?

Tuesday, 9/29/2009:

1. The From Confederation to Constitution Quiz will be tomorrow.
2. Comments on the adoption of the Constitution and the addition of the Bill of Rights.
3. Did the Founders want to establish a democracy? Consider these points:
   • What main branches of government were established?
   • What power did each branch have?
   • How was the executive to be elected?
   • Who were the electors?
   • How was the members of the Senate to be elected?
   • How were members of the House of Representatives to be elected?
   • How did someone come to the office of Justice of the Supreme Court?
   • How easy was it to change the Constitution?
   • How democratic was the United States in 1789?

Wednesday, 9/30/2009:

1. Take the From Confederation to Constitution Quiz.
2. Read aloud from an article entitled, If Doctors had Chosen Our Past Presidents. Comments.

Thursday, 10/1/2009:

1. Read aloud excerpts from the article, Gouge and Bite, Pull Hair and Scratch: The Social Significance of Fighting in the Southern Backcountry. Comments. Questions.
   • What does this tell us about the American Frontier in the South?
   • What does it say about regional attitudes and values?
   • Does it reveal uniquely Southern ideals and social attitudes about class and social position?
   • What does this tell us about the democratic ethos?
2. Begin reading Everyday Life Before the Civil War and answer the associated questions.

Friday, 10/2/2009

1. Please check your grades and scores on both Easy Grade Pro, from the link on my website, and Zangle from the ASD site. As Zangle has had problems, I've been posting grades on both. I want to transition to use Zangle only and avoid the double-entry. Please verify the entries are correct.
2. Continue reading Everyday Life Before the Civil War. Complete your answers to the questions. Return the reading and bring your responses to class on Monday.
3. Read Why Americans are so restless in the midst of their prosperity . Read it closely for Thurssday, 10/8.
4. On Monday, you will have time in-class to complete both of these assignments.

Monday, 10/5/2009:

1. Please check your grades and scores on both Easy Grade Pro, from the link on my website, and Zangle from the ASD site. As Zangle has had problems, I've been posting grades on both. I want to transition to use Zangle only and avoid the double-entry. Please verify the entries are correct.
2. For tomorrow, 10/6, complete the assignment on Everyday Life Before the Civil War. Bring to class your answers to the questions assigned with the reading.
3. For Wednesday, 10/7, read and identify the important points in -
   • The Rise of Democratic Politics
   • The Presidency of Andrew Jackson
4. For Thursday, 10/8, coach Why Americans are so restless in the midst of their prosperity .

Tuesday, 10/6/2009:

1. If you have not scheduled a time to make-up the From Confederation to Constitution Quiz, please schedule it with me soon..
2. Discussion of Everyday Life Before the Civil War.

Wednesday, 10/7/2009:

1. Look at the Banned-Book Display on the wall outside the library in the vending-machine hallway.
2. Complete the discussion of Everyday Life Before the Civil War. Turn in the answers to the questions.
3. Notes on the presidential elections of 1824 and 1828 and the issues of Jacksonian America.
4. Examine the main points in -
   • The Rise of Democratic Politics
   • The Presidency of Andrew Jackson
5. For tomorrow, coach Why Americans are so restless in the midst of their prosperity . Please be ready for a discussion.

Thursday, 10/8/2009:

1. Divide the class into two groups for separate discussions of the reading titled, Why Americans are so restless in the midst of their prosperity . Here are some questions we will discuss.
2. For tomorrow, reflect upon today's discussion.
   • What did Tocqueville observe in the United States?
   • How accurate were and are his observations?

Friday, 10/9/2009:

1. The rhyming of history:
   • Out-of-wedlock births as reported in Everyday Life Before the Civil War
   • Out-of-wedlock births as reported by CNN in the April 8th, 2009 article, Out-of-wedlock births reach record high
     • Compare and contrast the two situations.
     • Do the data indicate a problem? Explain.
     • Can you offer a prediction as to whether or not the trend will continue or not?
2. Write a Response Paper for the reading, Why Americans are so restless in the midst of their prosperity. Use the Guidelines for Writing a Response Paper . The requirements are -
   • 300 to 400 words
   • typed
   • double-spaced
   • 12 point font
   • It is due Wednesday, 10/14.
3. Notes on Andrew Jackson's presidency. My comments are referenced in the readings below:
• The Presidency of Andrew Jackson
• The Rise of Democratic Politics

Monday, 10/12/2009:

1. The Response Paper is due Wednesday, 10/14.
2. There will be a fill-in-the-blank quiz on Jacksonian America on Thursday, 10/15.
3. Notes on the issues of the presidency of Andrew Jackson, 1829-1837. The prominent issues were -
   • the Bank of the United States
     • King Andrew the First
   • Indian removal
     • a letter describing new cotton land
     • President Jackson on Indian Removal
   • nullification
     • President Jackson's Nullification Message
   • the rise of democratic politics
   • a new party system
   • the increasing power of the presidency
   • Some of my comments are referenced in the readings below:
• The Presidency of Andrew Jackson
• The Rise of Democratic Politics

Tuesday, 10/13/2009:

1. Questions to explore:
   • If the Constitution did not establish a democracy, how did the country become more democratic?
   • Name some of the efforts to create more democracy.
   • What movements to establish greater democracy are alive today?
   • Is more democracy a good thing?
2. Lesson on civic engagement: How did persons in a variety of circumstances initiate momentous democratic change?
3. What would you do in each of the following scenarios?
   • What would you do? Part 1
   • What would you do? Part 2
4. What values, attitudes, and behaviors precipitate social change? Read and examine the quotations from A Force More Powerful. Are these fair conclusions that may be drawn from the reading?
5. Discuss the differences in the ideas of "civic involvement" and "civic engagement."
6. Handout Small Actions. Can you identify other social movements that resulted in greater democracy?
7. Examine the following scenarios and photographs. Do they illustrate an engaged citizen?
• Little Rock Central
• Tank Man
8. Read A Quotation from Margaret Mead. Follow the directions for tomorrow.

Wednesday, 10/14/2009:

1. Quiz tomorrow on Jacksonian America.
2. Turn in the Response Paper.
3. Discuss the Margaret Mead assignment due today. Turn in.
4. Remember the definitions of "civic involvement" and "civic engagement."
5. Read through the Concepts of Democracy.
6. Examine the following images to determine which Concept of Democracy is indicated.
   • Big Government
   • From the Depths
   • Hairy Arms and $
   • Mandala Votes
   • Microphone in Cage
   • Many Parties
   • Purple-Fingered Iraqi Woman
   • Cat with a Gun
   • Russian Orthodox Service
   • Scales of Justice
   • See, Say, and Hear Nothing
   • Segregated Beach
   • South Africa Vote
   • Voting-Woman with Headscarf
   • Worker Power
   • Wrist Chained to $
   • Market Scene
   • Birmingham Dogs
   • British Parliament
   • Committee Meeting
7. Examine these News Reports to determine which Concept of Democracy is indicated. Adjacent to the news report summary, write the concepts that apply . Bring this to class, tomorrow.
8. Keep together the information from yesterday and today on Civic Engagement and The Concepts of Democracy. We will be developing further this theme over the remainder of the year.

Thursday, 10/15/2009:

1. Quiz over Jacksonian America.
2. Go over the News Reports. What Concepts of Democracy are indicated.
3. Review and summarize the following concepts:
   • civic involvement
   • civic engagement
   • the concepts of democracy
4. Keep together the information on civic involvement, civic engagement and the concepts of democracy. We will be developing further this theme over the remainder of the year.
5. Return graded papers and go over the last quiz.
6. For Monday, 10/19, examine a slave's legacy. View The Family Tree of Michelle Obama, the First Lady. The print article is The First Lady's Roots, a Complex Path from Slavery. If this is a story that can be told by many people, what does it say about slavery and its legacy in the United States?

Monday, 10/19/2009:

1. Some of you may be interested in the Being an American Essay. Read about it and decide. I'll be happy to help you if you'd like to enter your work.
2. Regarding your assignment: This - The Family Tree of Michelle Obama, the First Lady - is a story that can be told by many people. Identify highlights of her family's story. How is her family's story similar to a story that may be told by many families? What does it say about slavery and its legacy in the United States? Discussion.
3. Dissent came from slaves themselves. Upon what principles did the petitioners in the following document base their argument for freedom?
   • A Slave Petition to the Governor, Council, and House of Representatives of the Provience of Massachusetts, May 25, 1774: The words of revolution against illigitimate authority have an unwanted effect.
4. Read aloud entitled, "American Slavery: Sale of Slaves, Virginia, December 1846" from the book, Eyewitness to History edited by John Carey - no PDF available. What can we learn about the human cost of slavery from this eyewitness account of a slave auction?
5. As we read and study the broad arch of slavery in the United States, remember these personal stories and tragedies.
6. Begin reading The Middle Passage and answer the questions associated with it. Complete the answers to questions 1-4 for tomorrow.

Tuesday, 10/20/2009:

1. In The Middle Passage, go over questions 1-4.
2. Continue to read and answer through #15 for tomorrow.

Wednesday, 10/21/2009:

1. Go over some of the questions from The Middle Passage.
2. Continue to read and answer the remaining questions on The Middle Passage. Complete them for tomorrow.
3. Pick up the handout, American Expansion: The Westward Push. Follow the directions on the handout and complete for tomorrow. Use the map and textbooks available in the classroom. If you do not get finished in class, complete it at home. Look at this interactive map.

Thursday, 10/22/2009:

1. A couple of days ago, there came up in class a question about a Louisiana official who had denied an interracial couple a marriage license. Here is a newspaper article that reports on the incident: Many angry man wouldn't marry interracial couple.
2. Discuss your responses and questions to The Middle Passage. Turn in.
3. Discuss each of the following questions:
   • Why did the slave trade exist?
   • Who benefitted from the slave trade?
   • What were the consequences of the trade?
   • How was the slave trade ended?
4. Examine the westward expansion of the United States as it is shown on the handout, American Expansion: The Westward Push. See this interactive map. On a future quiz, you will be asked to label a map of the expansion of the United States.
5. For tomorrow, examine the painting named, American Progress.
   • What story is being told by the painting?
   • What does the painting reveal as the ideal and reality of westward expansion?

Friday, 10/23/2009:

1. Because of the continued difficulties with the Zangle application, from this moment on I will not be using it. I will continue to used Easy Grade Pro and will upload grades every week.
2. You will have the map quiz on American Expansion on Wednesday, 10/28.
3. Examine the painting named, American Progress.
   • What story does it tell?
   • What does the painting reveal as the ideal and reality of westward expansion?
4. Read aloud John L. Sullivan on the concept of manifest destiny.
5. The beliefs inherent in manifest destiny include -
   • the virtue of the American people and their institutions
   • the mission to spread these institutions, thereby redeeming and remaking the world in the image of the United States
   • the destiny under God to accomplish this work
   • the United States is exceptional in the history of the world
6. Can you see anything today that rhymes with the beliefs of manifest destiny? Comments?
7. In pairs examine the data in New Perspectives on Slavery and answer the corresponding questions. Bring your answers to class on Monday, 10/26.
8. You are assigned either Arguments in Defense of Slavery or Arguments in Opposition to Slavery. For your assigned reading -
   • List in complete sentences the arguments that are made.
   • Bring the list and reading to class on Tuesday, 10/27.

Monday, 10/26/2009:

1. Return graded papers and go over the last test.
2. Discuss your answers from the assignment, New Perspectives on Slavery.
3. Handout a packet containing, Events Leading to the Civil War 1861-1865. Use the timeline as reference and guide for lectures on the unfolding of events that led to the Civil War.
4. If you are interested in information about free blacks owning slaves in the Antebellum Period, see Selling Poor Stephen.

Tuesday, 10/27/2009:

1. Tomorrow is the quiz on the American expansion map. Also, you always need to be prepared to list the basic principles contained in the preamble of the Declaration of Independence.
2. Using all you've learned about slavery over the past week, create a mind map that answers the following prompt. Use the poster paper I provide you.
   • Basically, the mind map should -
     • "Describe the institution and condition of slavery during the antebellum period in the United States."
     • The bubble in the middle of the mind-map poster should be "Slavery in the United States."
     • Subordinate bubbles should be -
       • "Michelle Obama's Family"
       • "The Middle Passage"
       • "New Perspectives on Slavery"
       • "Timeline of Events Leading to Civil War"
       • Pro-Slavery Arguments
       • Anti-Slavery Arguments
     • As you select what to include, consider the social, economic, political, individual, and moral aspects of the question.
     • Be detailed in your entries.

Wednesday, 10/28/2009:

1. Quiz on the American expansion map.
2. Complete the mind map of "Slavery in the United States." Be detailed. Turn in.
3. Handout three excerpts from history textbooks that describe slavery in the United States. For each excerpt,
   • Identify the bias or point of view that is evident.
     • Give one example of it.
   • Identify which of the three excerpts is most accurate when compared to what you know.
     • Give a reason for your conclusion.
4. For Tuesday, 11/3, read closely the Cornerstone Speech.

Thursday, 10/29/2009:

No class. Standardized testing.

Friday, 10/30/2009:

No class. Inservice.

Monday, 11/2/2009:

1. On Friday, 1/6, you will have a fill-in-the-blank test on Events Leading to the Civil War 1861-1865.
2. Turn in your analysis of history textbook excerpts. Discussion. Comments.
3. Continue notes on the events leading to civil war.
4. From the documentary video, The Civil War, view the segments entitled, Prologue and The Cause. Use the Events Leading to the Civil War 1861-1865 to follow the events and issues as they unfolded.

Tuesday, 11/3/2009:

1. Notetaking Assignment: In "Learning from Past Presidents," historian Doris Kearns Goodwin explains what we can learn from Presidents Abraham Lincoln and Lyndon Johnson. Mrs. Goodwin is a noted historian who writes acclaimed popular history. She has written fine books on both Abraham Lincoln and Lyndon Johnson. This is a 20 minute example of a good college-level lecture.
   • Take detailed notes using the Cornell Note Taking System.
   • Turn in your notes.
   • This will be due on Monday, 11/9.
2. From the documentary video, The Civil War, continue viewing the segments entitled, Prologue and The Cause. Use the Events Leading to the Civil War 1861-1865 to follow the events and issues as they unfolded.
3. Handout, "My very dear Sarah", a letter from Sullivan Ballou, a Union officer, to his wife. Read it. Identify why he voluntered to serve the Union cause and what he understood to be the real and potential consequences of his actions.
4. Tomorrow, we will examine the Cornerstone Speech.

Wednesday, 11/4/2009:

1. Remember, on Friday, 1/6, you will have a fill-in-the-blank test on Events Leading to the Civil War 1861-1865.
2. Use the Events Leading to the Civil War 1861-1865 to follow the events and issues as they unfolded.
3. Complete notes on the timeline, Events Leading to the Civil War 1861-1865.
4. Examine your reading of Alexander Stephen's Cornerstone Speech.
   • What does he say was the cornerstone of the Confederacy?
   • Did the South fight the war for states rights or to maintain slavery?
5. Tomorrow, we will get to "My very dear Sarah".

Thursday, 11/5/2009:

1. Remember the quiz, tomorrow. You will have a fill-in-the-blank test on Events Leading to the Civil War 1861-1865.
2. From the documentary video, The Civil War, view the segments through the Battle of Manassas.

Friday, 11/6/2009:

1. Remember the notetaking assignment on "Learning from Past Presidents." It's due Monday, 11/9.
2. The quiz as announced.
3. Conclude the viewing of The Civil War: Prologue and The Cause. Questions and remarks.
4. Examine, "My very dear Sarah", a letter from Sullivan Ballou, a Union officer, to his wife.
   • Identify why he voluntered to serve the Union cause.
   • What did he understand to be the real and potential consequences of his actions?

Monday, 11/9/2009:

1. Discussion of and turn-in the notetaking assignment on "Learning from Past Presidents."
2. Notes comparing the North and South; their capabilities, tactics, and strategies.
3. Handout a timeline of Major Battles of the Civil War. Refer to the timeline for notes on events of 1862.
4. Handout: Lincoln's Gettysburg Address. Read it closely for tomorrow.
   • Identify what makes it one of the greatest speeches in American history.
   • What does it say is the purpose of the war?

Tuesday, 11/10/2009:

1. Concluding notes on the conduct of the war using the timeline of Major Battles of the Civil War.
2. Examine Lincoln's Gettysburg Address:
• What does it say is the purpose of the war?
• What makes it one of the greatest speeches in American history?

Wednesday, 11/11/2009:

1. In The Civil War documentary view the following -
   • Episode 8: War is All Hell (1865); Chapters 2, 3, and 8.
   • Episode Nine: The Better Angels of Our Nature (1865); all.
2. As you view the videos, answer in writing the following questions:
   • What effect did Sherman’s March have on the South?
   • Why would the campaign later be called an example of “total war?”
   • Where did the phrase "reconstruction" come from?
   • What were the purposes of the Fourteenth and Fifteenth Amendments?
   • What were the Jim Crow laws and how did they affect the lives of southern blacks?
   • What did "separate but equal" mean?
   • Why do we commemorate wars? How is it important to a country and to its veterans?

Thursday, 11/12/2009:

Continue from yesterday. Discuss your responses.

Friday, 11/13/2009:

1. Work on the assignment: “Compare and contrast Lincoln’s Gettysburg Address with his Second Inaugural Address."
   • What is the theme of each?
   • How do they differ?
   • Pick out a quotation from each one that reveals a significant observation or conclusion.
     • You have a copy of the "Gettysburg Address."
     • Handout “Lincoln’s Second Inaugural Address.”
     • This is not an essay.
     • You should write the themes and the differences in complete sentences.
     • Please bring this assignment to class on Monday.
2. Handout “The Significance of Reconstruction.” Read it and underline the significances cited. Bring to class Monday.

Monday, 11/16/2009:

1. Go over the assignment from Thursday.
2. Examine -
   • “Lincoln’s Second Inaugural Address.”
   • "Lincoln's Last Public Address"
   • What is the theme and the tone of each set of remarks?
   • What was President Lincoln's perspective on how Reconstruction should procede?
   • What events did his last public remarks set into motion?

Tuesday, 11/17/2009:

1. Review President Lincoln's prospective on how Reconstruction should procede.
2. Remarks on the assassination of the President and on the consequences of the act.
3. Notes on the immediate results of the Civil War on the United States.
• Destruction and loss of life on a scale the country never imagined - 2% of the population died
• Economic devastation in the South
  • lost approximately 50% of their wealth (machinery, livestock, productive land)
  • the North actually increased their wealth approximately 50%
  • lost all its capital investment in slaves
  • the cotton market collapsed after the war as Britain found alternative sources
• Emancipation of 3.5 to 4.0 million slaves
• Union was preserved
4. What was the mood and views of former slaves in the post war period? Handout and read aloud, Letters from Former Slaves to Former Masters. Reflect upon the following questrions:
• Why did they write to their former masters?
• What did they write about?
• What do the letters tell us about the issues and conditions of slavery and Reconstruction?
5. For future use, handout:
   • Reconstruction Timeline
   • Civil War Amendments to the Constitution

Wednesday, 11/18/2009:

1. Notes using the handout Reconstruction Timeline. Reference to the following -
   • Louisiana Black Codes 1865
   • Scenes in Memphis, May 26, 1866
   • Riot in New Orleans, August 25, 1866
   • Organization and Principles of the Ku Klux Klan
   • Plessy vs. Ferguson, 1897

Thursday, 11/19/2009:

1. Complete notes on the Reconstruction Timeline.
2. Relate two broad themes on the results of Reconstruction:
   • Legal Equality:
     • 13th Amendment
     • 14th Amendment
     • 15th Amendment
   • Social Reality:
     • Black Codes
     • Plessy vs. Ferguson 1896
     • Jim Crow Laws
     • literacy tests
     • lengthy residency requirements
     • poll tax
     • white primary
     • grandfather clause
     • share cropping
3. Examine the Constitutional approval of Jim Crow.
• The 14th Amendment
• Plessy v. Ferguson, 1896
4. Examine lynching ( refer to historical artifacts at Without Sanctuary ) in early 20th Century United States. What do the photographs and postcards say about American society at that time? What do they say about the effects of white supremacy and racism in the country?

Friday, 11/20/2009:

Read closely the article, Reconstruction and follow these directions. This will be your test for the unit on Reconstruction. Turn it in on Monday, 11/23.

Monday, 11/23/2009:

1. Turn in the assignment from Friday. Discussion.
2. Return tests and graded papers. Go over the last test.
3. In the book, Reasoning With Democratic Values , read and answering the questions to one of the following articles:
   • "A Simple Act of Justice"
     • Historical Understanding 1, 3, 4, 5
     • Reviewing Facts of the Case 3, 4, 5
     • Expressing Your Reasoning 1
   • "The Maine Magnet Man"
     • Historical Understanding 1, 2, 3, 4
     • Reviewing Facts of the Case 2, 3, 4
     • Expressing Your Reasoning 2

Tuesday, 11/24/2009:

1. Complete the reading assignment from yesterday. Bring it to class, tomorrow.
2. Handout, Progressivism: 1900-1920. Read it for tomorrow.

Wednesday, 11/25/2009:

1. On the whiteboard and working with your whole group, construct a lifemap of the person about whom you read. In a lifemap you are to connect by lines the name of the person to significant personal and political persons, issues, and events. When completed, one should have a web that details a person's life. Use the lifemap to tell those who read the other story about the life of the one you read about.
   • What issues emerged from the telling of the life of each man?
   • What does their life tell us about issues in The Gilded Age?
   • What do the articles reveal about the motivation for reform?
2. Turn-in your answers to your assigned reading in the book, Reasoning With Democratic Values.

Monday, 11/30/2009:

1. I will be away until 12/14. Discuss what is to be on the final exam. We will review for the final on 12/14 and 12/15. Your final exam will be on 12/16 or 12/17.
2. Examine the reforms listed on the handout, Progressivism: 1900-1920.
3. Immigration and the Pledge of Allegience: What do they tell us about people's concerns?

Tuesday, 12/1/2009:

View from America 1900, Part 4, "Anything Seemed Possible."

Wednesday, 12/2/2009:

• In Reasoning With Democratic Values, read “Throne Overthrown.” Write answers in complete sentences to–
  • Historical Understanding 1-4
  • Reviewing Facts of the Case 1-7

Thursday, 12/3/2009:

Work in small groups to discuss the questions under "Expressing Your Reasoning." Report and explain your decisions for the class as a whole.

Friday, 12/4/2009:

1. Show excerpts from the video documentary, America 1900 .
2. Begin the unit, Reluctant Colossus: America Enters the Age of Imperialism.

Monday, 12/7/2009:

Continue the unit, Reluctant Colossus: America Enters the Age of Imperialism.

Tuesday, 12/8/2009:

Continue the unit, Reluctant Colossus: America Enters the Age of Imperialism.

Wednesday, 12/9/2009:

Continue the unit, Reluctant Colossus: America Enters the Age of Imperialism.

Thursday, 12/10/2010:

Continue the unit, Reluctant Colossus: America Enters the Age of Imperialism.

Friday, 12/11/2009:

Conclude the unit, Reluctant Colossus: America Enters the Age of Imperialism.

Monday, 12/14/2009:

Talk about Mongolia and my trip.

Tuesday, 12/15/2009:

1. Review Progressivism and America and the Age of Imperialism.
2. All grades will be updated and uploaded this afternoon. Please check to ensure they are accurate. Please see me if you have a question.
3. Preview the final exam:
   • You may use notes on a 3" x 5" card.
   • Do you know the five main points of the Declaration of Independence?
   • You will have an essay choice:
     • "Describe the American imperialism of the late 19th and early 20th Century. Is the United States imperialistic, today? Explain."
     • "Describe the major achievements of the Progressive Period. Is the United States in need of progressive reform, today? Explain."

Wednesday, 12/16/2009:

Final exams for Periods 1, 2, 3.

Thursday, 12/17/2009:

Final exams for Periods 4, 5, 6.