Final work day!

Happy Friday! Happy last class of 2019!

We'll share a few reminders today about how to submit the different parts of your final exam. We'll also briefly talk about section 3 - the personal reflection.

At the end of the period, please spend a few minutes completing this brief survey about your preparation for the final.

Have a great winter break! See you in 2020!

Work Day and Survey

• Please complete this survey about finals: End of Semester Experiences
• Next, complete this short form about your academic habits during first semester: Skills and Habits Reflection

We'll spend a short time reviewing the next step of the process: writing the paragraphs.

• An example of a mediocre paragraph turned into a more effective one.

The rest of the time today will be used to continue the preparation of our final essay.

Introducing the Final

Today, we introduced the final:

• American Studies First Semester Final 2019-20 
• Native Son Prep Work
• Documents Prep Work
• Organizer

Note: Because this is a final assessment for the semester, part of the assignment is that you demonstrate your independent skills in terms of reading and writing. Therefore, we will not be reading your assertions or any part of your paper prior to the final essay you submit (i.e. no conferences). We are here to support you and to clarify any elements of the assignment that are confusing. You will have several days of in-class time to work on your assignment and to ask any questions on the assignment or on your previous work. During class time you are to work independently in class - you may not visit the ARC. Use the feedback we have given to you on your previous work to guide your writing. Develop your own ideas. And, most of all, trust yourself and your writing!

Here is the recommended schedule for the week:

M 12/9 LS Introduce Final and Document Charts HW Suggested: NS Charts	T/W 12/10-11 78/56 Read Hurston, Continue work on Document Charts HW Suggested: Document Charts	Th 12/12 34 Work on organizing the essay HW Suggested: Finish Work on Documents Chart	F 12/13 12 Drafting HW Suggested: Drafting Your Essay
M 12/16	T 12/17	WED. 12/18 8:10 AM Period 56 Final and Prep Work Due	THU. 12/19 8:10 AM Period 78 Final and Prep Work Due

Native Son-Book 3, The End of the novel

Today, we started by working on the Book 3, part 3 Study Guide.
During the 2nd part of class, we discussed Max's and Buckley's arguments and our final impressions of Bigger, focusing in on some key quotations and ideas.
Finally, we introduced the homework for the weekend which is the first part of your preparation for your final.
First Semester Final Native Son Prep Work. It is strongly suggested that this Prep work is completed for Monday.

Native Son Book 3 Part 2

Today we worked on the study guide for Book 3, Part 2 (310-363). Remaining time was spent reading.
Reminder, you need to be FINISHED with the novel by the start of class tomorrow.

Native Son Book 3

Today we worked on the following study guide to take us through the first part of Book 3.
Book 3 Part 1 Study Guide
Time remaining was used to continue reading.

Harlem Renaissance

For each of the sources below, we took notes and discussed either as a class or in our groups.
We started with a short video (watch approximately from 9:28-12:10)

Next, we looked at two paintings by Archibald Motley, representative of the Harlem Renaissance, focusing on the contrast between these, and the images from the Jim Crow web activity we completed last week.

Next, we heard the poet Langston Hughes read two of his poems.

Finally, we read and discussed excerpts from Hughes' essay "The Negro Artist and the Racial Mountain"
The remaining time in class was spent reading Native Son

Native Son Book Two

Today, we will explore the events that occurred in Book Two of Native Son. Here is the activity that we'll complete in our groups: Native Son Book Two Activity

Finally, in celebration of Thanksgiving, here is Abraham Lincoln's original proclamation made during the Civil War naming the "last Thursday in November" (since changed to the 4th Thursday) as a day of national Thanksgiving.

Washington, D.C.
October 3, 1863

By the President of the United States of America.

A Proclamation.

The year that is drawing towards its close, has been filled with the blessings of fruitful fields and healthful skies. To these bounties, which are so constantly enjoyed that we are prone to forget the source from which they come, others have been added, which are of so extraordinary a nature, that they cannot fail to penetrate and soften even the heart which is habitually insensible to the ever watchful providence of Almighty God. In the midst of a civil war of unequalled magnitude and severity, which has sometimes seemed to foreign States to invite and to provoke their aggression, peace has been preserved with all nations, order has been maintained, the laws have been respected and obeyed, and harmony has prevailed everywhere except in the theatre of military conflict; while that theatre has been greatly contracted by the advancing armies and navies of the Union.

Needful diversions of wealth and of strength from the fields of peaceful industry to the national defense, have not arrested the plough, the shuttle or the ship; the axe has enlarged the borders of our settlements, and the mines, as well of iron and coal as of the precious metals, have yielded even more abundantly than heretofore.

Population has steadily increased, notwithstanding the waste that has been made in the camp, the siege and the battle-field; and the country, rejoicing in the consciousness of augmented strength and vigor, is permitted to expect continuance of years with large increase of freedom. No human counsel hath devised nor hath any mortal hand worked out these great things. They are the gracious gifts of the Most High God, who, while dealing with us in anger for our sins, hath nevertheless remembered mercy. It has seemed to me fit and proper that they should be solemnly, reverently and gratefully acknowledged as with one heart and one voice by the whole American People.

I do therefore invite my fellow citizens in every part of the United States, and also those who are at sea and those who are sojourning in foreign lands, to set apart and observe the last Thursday of November next, as a day of Thanksgiving and Praise to our beneficent Father who dwelleth in the Heavens. And I recommend to them that while offering up the ascriptions justly due to Him for such singular deliverances and blessings, they do also, with humble penitence for our national perverseness and disobedience, commend to His tender care all those who have become widows, orphans, mourners or sufferers in the lamentable civil strife in which we are unavoidably engaged, and fervently implore the interposition of the Almighty Hand to heal the wounds of the nation and to restore it as soon as may be consistent with the Divine purposes to the full enjoyment of peace, harmony, tranquility and Union.

In testimony whereof, I have hereunto set my hand and caused the Seal of the United States to be affixed.

Done at the City of Washington, this Third day of October, in the year of our Lord one thousand eight hundred and sixty-three, and of the Independence of the United States the Eighty-eighth.

By the President: Abraham Lincoln

William H. Seward,
Secretary of State

Jim Crow and Proposals for Fighting Back

Today we'll begin by hearing some of what you discovered about the Jim Crow era in your web activity that you completed for today.
Next, each group will be assigned one proposal (Booker T. Washington, W.E.B. Dubois, Marcus Garvey) to read and be able to identify the following (you should keep track of this information in your notebooks):

• The main idea including their primary strategy (strategies) for black advancement in society and/or progress against Jim Crow.
• A key quote and explanation of that quotation.
• A list of benefits to that plan- in other words, why might it be successful?

When finished, class will jigsaw in order to share all of the proposals. Everyone is responsible to know and understand what each author said. You should keep track of these in your notebooks.

Then, as a group, you'll look at a fourth proposal that outlines the principles of the NAACP.

Finally, each person individually will fill out this exit slip: Jim Crow Responses Exit Slip

Without Sanctuary and Book One Contd.

We'll start today with some thoughts about photographs before we look together at a very challenging and disturbing set of images - pictures of lynchings.

We'll watch several videos over the course of the period:

• Bryan Stevenson of the Equal Justice Initiative
• Without Sanctuary On the version watched in class, this song was playing in the background: Strange Fruit Lyrics

We'll also read this article, answering some of the questions linked below. 

• Hellhounds
• Hellhounds Questions

We'll finish this section of class by briefly exploring how lynching should be remembered or memorialized: CNN Video.

During the 2nd part of class, we'll return to the novel and our work from yesterday, exploring how the information learned today influences our understanding of Bigger, his actions and his beliefs. 

Finally, after reviewing the comments on our Huck papers (and exploring this example-Huck Paragraph), we'll introduce your assignment and tasks for the next few days. These include the Jim Crow Web Activity which you'll need to make a copy of and ensure that Flash player is enabled. 

Native Son Book One

Here is our work for today:
Native Son Group Work #1-Book One PER. 56
Native Son Group Work #1-Book One PER. 78

Reconstruction and Plessy

After sharing our responses to the web activity, we'll write one concluding paragraph to this prompt:

Eric Foner has called Reconstruction an “experiment in interracial democracy” as well as an “unfinished revolution”. In what ways has your experience with Reconstruction supported either of these descriptions? First, you’ll need to define what either phrase means for your character. Then, make sure you use at least one specific detail from the chart to support your assertion.

Next, we'll focus on the Plessy v. Ferguson decision, using these questions to discuss: Plessy Questions

Here are the groups you'll use to share your responses to Reconstruction:

Group #1 Zayne Emmy Chloe Jimmy Eve Cameron Hannah Nick	Group #2 Jessie Elizabeth Lexi E. Israel Justin Maddie Lexi S. Mason	Group #3 Zornitza Ethan Ian Devin Sofia Jesse Blake Jordyn	Group #4 Zach Ava Bella Ellie Isaac Ojas Brandon Louie	Group #5 Noa Megan Leah M. Jake Josh Leah H. Sami Thomas
Group #6 Russell Sulaiman Ariel Rachel Olivia Trey Sara

Native Son-first impressions and Reconstruction Begins

Today we'll begin with a quiz and discussion on Native Son pages 1-42.

• Trader Horn posters
• Newsreel - Debutantes

During the 2nd part of class, we'll use our characters from yesterday to begin examining the Reconstruction of America. We'll use this document to guide our work: Reconstruction Web Activity

What's Next? Reconstruction Begins

Today we explored the issues facing freedmen and freedwomen after the Civil War. After developing a character by writing an inner monologue of that person's hopes and fears, we used the questions and situations in our binders to frame our work.
If absent, first, you need to develop your character. In your notebook please write an inner monologue that describes who you are and your hopes and fears. You are responsible for developing the character to use for the rest of the week. Here are some prompts to get you started:

• As a freedman or freed woman, Who do you want to become?
• What's your gender? 
• How old are you?
• Do you know your family?
• How many of your family are you with? 
• Where are you? 
• Have you worked on a plantation?
• How large is it? Did you work in the field or the house?
• Was your owner cruel or lenient?
• Did you escape or try to escape?
• Have you been whipped, beaten, tortured, raped or assaulted? Has anyone in your family?

When finished, we'll work to answer the questions from the "Reconstructing the South: Problems" handouts in our binders from the perspective of your character.

Rap Battle Prep and Reminders

• Please purchase Native Son for tomorrow. It's $16 in the bookstore. 
• Don't forget to have a printed copy of your lyrics with you at the start of class tomorrow.
• Don't forget to submit both your lyrics and your completed set of Lincoln/Douglass charts that you've been working on in class and for homework.
• Lincoln/Douglass charts should include the following:
• A completed chart for "Lincoln's First Inaugural" (HW)
• A completed chart for "Nemesis/How to End the War" (In class)
• A completed chart for "Horace Greeley's Letter to Abraham Lincoln" (HW)
• A completed chart for "Abraham Lincoln's Response to Horace Greeley" (HW)
• A completed chart for Lincoln's "Plan on Colonization" (HW)
• A completed chart for Frederick Douglass' "Response to Lincoln's Plan (The President and His Speeches)" (HW)
• Responses to four of the six content questions and one rhetorical or literary device for Frederick Douglass' "Men of Color to Arms"  (in class, you do not need context or synthesis for this chart).
• A typed version of one of your responses to Lincoln's "Gettysburg Address" in the first row of that chart (in class-everyone stood up and read one of their responses aloud). You do not need to fill in the rhetorical device or synthesis from this chart.
• A completed chart for Lincoln's "2nd Inaugural"-you only need one rhetorical or literary device (in class). 
• Completed charts for Lincoln's "Last Public Address" and Douglass' "What the Black Man Wants" (HW)

Lincoln v. Douglass

Today you'll start with your partner to discuss the two speeches you prepared in your charts for today.
Then, we'll introduce the following project and you'll spend the rest of the period beginning your preparations.  Lincoln v. Douglass Rap Battle

**NOTE-You must purchase our next novel, Native Son by Richard Wright, by Friday. You will have some reading in it over the weekend.

Lincoln's 2nd Inaugural

We'll start today with a review of some of the context that you read for today. Below are the terms and ideas you should know:

• 1864-Election Year
• v. McClellan
• Lincoln v. Radicals on reconstruction
• The capture of Atlanta (September 1864)
• William T. Sherman
• Total War
• "War is Hell"
• "War is cruelty, there is no use trying to reform it; the crueler it is, the sooner it will be over.”
• March to the Sea
• 13th Amendment (January 1865)
• 40 Acres and a Mule
• Lincoln's 2nd Inaugural (March 1865)

We'll read Lincoln's Second Inaugural Address and complete the corresponding chart.

• Pathos, Logos, Ethos handout

We'll then work to take a more creative look at the speech. You'll work with your chosen partner to crate a pair of haiku - one about how Lincoln interprets what brought the country to the moment of this inauguration, and another about what Lincoln suggests moving forward. Remember, a haiku is three lines - the first one has 5 syllables, the second has 7, and the third one has 5.

Civil War - Frederick Douglass; Gettysburg - Lincoln

Happy November!

We'll start today by reviewing the context of the progression of the war. Then, we turned our attention to Douglass's "Men of Color, To Arms!" speech, using this version:

• "Men of Color, To Arms!" (numbered)

We read the speech aloud and used it to answer the questions on the chart you've been using.

After a short video and a look at the Battle of Gettysburg, we read Lincoln's "Gettysburg Address." You responded to it in a variety of wars, including a creative interpretation of people at the time and your personal perspective.

• Lincoln
• Douglass
• Jefferson Davis
• A congressperson from a Border State
• A Union soldier
• A family member of a Union soldier
• A Confederate soldier
• A family member of a Confederate soldier
• A slaveowner
• A formerly enslaved person
• A currently enslaved person in a border state
• A free black person

Lastly, please be sure to buy a copy of our next book, Native Son, by next Friday. It is at the bookstore for $16

"Wheel of Fun" Documents + Emancipation

For the first part of class, we will play a game to review the documents you read for today.

• Teams
• Music for contestants / judges
• Images: Greeley / Lincoln / Douglass / Emancipation
• Lincoln on colonization

Then, we will turn our attention to the Emancipation Proclamation. Keep track of the answers to these questions in your notebook:

• Emancipation Proclamation and questions

We also took on one of these voices to respond to the proclamation:

• Lincoln
• Douglass
• Jefferson Davis
• A congressperson from a Border State
• A Union soldier
• A family member of a Union soldier
• A Confederate soldier
• A family member of a Confederate soldier
• A slaveowner
• A formerly enslaved person
• A currently enslaved person in a border state
• A free black person

Lincoln/Douglass Part I

During the first part of class, we'll spend some time discussing Lincoln's "First Inaugural Address". Next, individually, we'll read Frederick Douglass' editorials "Nemesis" and "How to End the War" and filling in the corresponding part of the chart.

After selecting partners, we'll do an activity that will allow us to put Lincoln and Douglass into dialogue with each other. You'll make a simple chart, with quotations from Lincoln and Douglass on similar topics. With your partner, you'll practice saying them out loud, considering: tone / mood / attitude / which words to emphasize.

Remaining time will be work time for tonight's homework.

Lincoln and Secession

Today we'll begin with a clip from Ken Burns' The Civil War. Students will take notes while watching "Secessionitis" and explore the results of the Election of 1860.

Next, they'll work on the first section of the Lincoln/Douglass Rhetorical Analysis Chart (available in Schoology). This list of rhetorical and literary devices will be helpful: Rhetorical Devices

Abolition Hall of Fame (and paragraph 4)

Here is your work for today: Abolitionist Hall of Fame

One person from your group will be the secretary.  He/She will make a copy of the document above, keep track of your responses in the document, and finally share the finished product with everyone in the group.

The 2nd part of class will be a work period that will begin with some discussion about paragraphs 4, 1 and 5.

Dred Scott and a House Divided

We'll start the day with a short film, providing us additional historical context by looking at key events in mid-19th century America. (50:00-57:10) of Africans in America.
Here are the terms you should listen for and put into your notes:

• Impact of railroads on slavery and the Southern economy
• Kansas-Nebraska Act
• Henry Ward Beecher
• Free-soil movement
• Pro-slavery v. Free Soil Governments
• John Brown
• Bleeding Kansas
• Dred Scott v. Sanford

Then we will turn our attention to the Dred Scott v. Sanford decision. You can find this assignment in your binder.  In groups you'll consider the reasoning of the Court's decision.

During the 2nd part of class, we'll look at Abraham Lincoln's response to the decision in his "House Divided Speech"  We'll use this worksheet to guide us through the reading: House Divided Questions

During the last ten minutes, we'll learn about John Brown's raid on the armory at Harper's Ferry, Virginia. This video will set the context for your reading for tonight: John Brown

Finishing the Unit

Today we'll start with a discussion about the banning or censorship of The Adventures of Huckleberry Finn. 
Next, we'll submit the advocating for abolition homework assignment and look at the feedback for our Transcendentalism Paragraphs.
Then, we'll talk about the assignment that will finish this unit:

•   Huck Final Essay 2019

We'll use this activity to get started brainstorming about the paper:

• Huck Quotation Workshop

Any remaining time will be work time for the paper.
Check the assignment sheet about homework for the rest of the week.

Low Down Abolitionists?

Here is a link to our work for today. Your homework is included in the assignment:
Advocating for Abolition

Huck Finn - end of the novel

Today we will finish our work with The Adventures of Huckleberry Finn.
The plan for today is detailed in this packet:

• End of Huck Finn group work

The homework is posted on the assignment sheet and here:

• Read critical essay: Henry, “The Struggle for Tolerance: Race and Censorship in Huckleberry Finn” p. 385 (bottom ¶) - 390 (bottom ¶) + final paragraph on 404-405; Google search for a recent (last 5 years) article about banning the book; combined journal response

Fugitive Slave Law and the Meaning of the 4th of July

We'll set the context for today by watching a clip (approx: 39:00-45:00) from Africans in America.
We'll make sure that we understand the Compromise of 1850 and the 1850 Fugitive Slave Law

• Here's an article about the role of Deerfield in helping escaped slaves

Next, we'll take a careful look at Frederick Douglass' Independence Day Speech at Rochester (Binder)
Here is your work for today: 4th of July Questions

Civil Disobedience continued; Images of Jim

Happy Friday!

We'll start today with a discussion about the ideas raised by Thoreau in "Civil Disobedience." We will use the paragraphs you wrote yesterday, both analyzing the essay and expressing your opinions, to guide our work.

We'll then turn our attention to chapter 31. We'll listen to it together and then have a short discussion.

We'll devote the rest of class time to an exploration of Jim.
Use this handout to guide your work. Please complete all parts, including the conclusion questions. Follow the directions to submit your work.

• Images of Jim activity

Your homework for Tuesday is to read chapters 32-36 and write a journal response.

Enjoy the long weekend!

Civil Disobedience

Today we'll pause our work with the novel to explore the concept of "Civil Disobedience" introduced by Henry David Thoreau.  This will be an idea that will inform our work throughout the year so important for everyone to have a clear sense of what he writes in his essay.
Class started with Mr. Kramer providing context to the essay using this presentation.


Then, we spent the rest of class working with "Civil Disobedience". These instructions guided our work: Civil Disobedience 2019

Huckleberry Finn Chapters 14 &15

We'll start today by listening to the audio version of Chapters 14 & 15.
Then, with our partners, we'll complete this activity:
Chapters 14 &15 Quotation Workshop
Any time remaining will be silent reading time.

Huckleberry Finn - Day 2

After a short piece of individual writing and a short discussion, you'll have time to read the next set of chapters.

As a reminder, for Monday you are reading chapters 9-13. Also, please take a moment to preview the reading schedule for next week - you have some choices to make!

Huckleberry Finn - Day 1

Here is the document to guide your group work for the first part of class today.

Missouri Compromise; intro to Huckleberry Finn

Expansion Presentation Part 1


-------------------------------------------------------------------------------
National Parks Article

Then we'll turn our attention to the first novel we'll read together: The Adventures of Huckleberry Finn. We'll look at several parts at the start of the book together, including the "notice" and "explanatory." We'll also look at the map below as we discuss the setting of the novel.

12 Years a Slave

We'll watch 12 Years A Slave together this week in E116.

Afterward, here are two articles and a video for your consideration:

• Slavery, by the numbers (important statistics and information)
• History v. Hollywood (comparing the film version to the historical information)
• Anatomy of a Scene - New York Times 

There is no homework this weekend.

Perspectives on Slavery

Today we'll begin by responding to the excerpts from Frederick Douglass' "Narrative..." that you read over the weekend. After sharing our reactions and questions, each member of your group will be assigned one category of Douglass' experience to explore further.
Part I:

• We'll start by considering the decisions and choices that enslaved people had to make by using this Decisions Slaves Made activity. 
• With your group discuss the options for each and choose which choice you think the person made. After clicking on the outcome, if you discover that your choice was the actual outcome, consider going back and making an alternate choice. See what the consequences to that choice may have been.
• Take notes in your notebook as you consider each scenario. What are you noticing about the choices? What seems to be guiding the decisions? How do these scenarios relate or connect to the ideas of Emerson or Thoreau?

Part II:

• Make a shared copy of this document for your group: The Slave Experience
• Next, divide the topics between your group members.
• After the topics have been divided, each group member should spend some time exploring the site. Begin by skimming the Historical Overview and then browse around the other categories. As you read, identify important elements to add to your row in the chart (notice the required link to Douglass). After spending time with each part of your topic, make a conclusion about it in the last column.  
• Finally, write a response to this question on your document: How does this information as well as the "Decisions" activity, help to describe the institution of slavery in the United States? 

Part III:

• Each person in the group will then read one document from this set of documents that provide justification for the institution of slavery in America (also in your binder):
• Pro-Slavery Arguments
• When finished reading, each person will list the main idea and key quotation from it into the Google Doc you are using today.

Also, please be sure to buy a copy of our next book - The Adventures of Huckleberry Finn - to have in class with you on Tuesday / Wednesday of next week.

Transcendentalism - Conclusions

Happy Monday!

To wrap up our initial work with Thoreau and Emerson, you will write a personal response.

• Transcendentalism - Paragraph 5 (includes editing tips)

After submitting your paragraphs, you can begin work on the following:

In the chapter on slavery in his book, A People's History of the United States, Howard Zinn writes, "How can slavery be described? Perhaps not at all by those who have not experienced it."  Today, we'll start to do our best to describe the system of slavery that existed in the United States from its founding (and prior).

• First, explore this timeline (you can stop when you get to the Missouri Compromise in 1820).  
• History of Slavery in the United States
• As you scroll through the different events, make some notes in your journal about the following: 
• What you notice about enslaved people's experiences.
• What you notice about how governments (state or national) institutionalize slavery. In other words, what are the mechanisms that allow slavery to expand or grow.
• What you notice about actions taken in response to or against slavery.
• Next, as a class, we'll take notes as we watch an excerpt from Ken Burns' documentary, The Civil War called "All Night Forever" (the link is a partial excerpt).
• HOMEWORK DUE TOMORROW: 
• First, print out these guided reading questions. 
• Then, read the introduction to Frederick Douglass and then Chapters I, II, VI and VII (although linked here, please read and annotate the hard copy version in your binder). 
• As you read, write out your answers to the guided reading questions on the worksheet you printed out (electronically typed responses will NOT receive credit). 

Emerson and conclusions

Happy Friday!

Here is a link to your assignment for the weekend.

You'll start the day working individually to gather your thoughts about Emerson. We will explain the steps you will take in preparation for our card discussion. Then, we'll have a whole-class discussion. You'll each have four cards:

• Light blue - question
• Green - quotation
• Peach - commentary
• Purple - personal connection (in round 2)

For the second part of class, you will work with your partner to complete this project.

• Thoreau and Emerson conclusions

Thoreau and Emerson - Interpretive Questions

We watched this video then explored links between its ideas and those of Thoreau. You shared those with your partner.

Then, we introduced the method of writing "Interpretive Questions" - a method we'll use throughout the year.

• Handout on Interpretive Questions

Chart for Interpretive Questions about Emerson:

• Period 56
• Period 78

Field Trip - Heller Nature Center

After watching Into the Wild together, it was off to an afternoon outdoors at the Heller Nature Center.
Here is a copy of the packet you completed. Please make sure you hold on to your writing - you'll be using it again this weekend.

For tomorrow, please be sure to complete the assigned reading and bring copies of both Walden and Self-Reliance to class.

Walden

Happy Monday!

Today we'll use this handout to guide our first look at Henry David Thoreau's Walden. We'll read parts of the book together and you'll work through some of it on your own. Keep track of your responses in your journal. We will continue to explore Thoreau's ideas throughout this unit and the year.

• Walden handout

The new calendar is posted to the right - be sure to check there for your homework.

Tomorrow is our field trip! Please meet in E116 at 8:10. We'll watch a movie, have lunch, and then head to the Heller Nature Center. Be sure to keep an eye on the weather and wear comfortable but sturdy shoes - we will be outside for the afternoon, walking through the woods. See you then!

Washington's Farewell and 60 Years of American History

Here is our work for today that you'll complete with a partner.
Partner List
Washington's Farewell Address Activity
Here is part 2
Bridge Day Activity

Please make sure you own copies of these books for Monday:

• Self-Reliance
• Walden
• Civil Disobedience

Please be sure to bring Walden with you to class on Monday.

Bill of Rights

1. 9-11 - We'll spend some time thinking about and discussing the anniversary of the tragic events of 9-11. Here is a link to some poems we'll read together.
2. We will start our next unit on Friday. You should already own a copy of Self-Reliance and Other Essays, which you will need for the weekend. In addition, you should purchase these two other books:
1. Walden by Henry David Thoreau ($4 in the bookstore)
2. Civil Disobedience by Henry David Thoreau ($3 in the bookstore)
3. We will continue to collect field trip forms.
4. We'll answer questions about the Bill of Rights and Illinois Constitution worksheets.
5. OPTIONAL: Take a deeper look at the Bill of Rights by exploring this activity You Be the Judge. Here are the answers: Key
6. Introduce the written portion of the Constitution test.

Federalist/Anti-Federalist Debates

Here is our work for today: Federalist/Anti-Federalist Analysis

Constitution and Schoolhouse Rock

Today you will work with a small group to create your very own "Schoolhouse Rock" song to share with the class!

Say what?

Indeed! Just like the Preamble song we all know and love, there are others. We'll watch "I'm Just A Bill" in class as a model. Here are links to the lyrics for these songs:

• I'm Just A Bill

Note how there are verses and a chorus, although they are in different formats. For your song today, you will need to either use the melody from an existing song or write your own. It must include a chorus - this is your way of highlighting the key parts of your assigned section of the Constitution. It must also include either two verses or a skit, similar to the formats shown above.

Please type out your lyrics in a Google doc and one person from your group will submit them.

Start by reviewing your assigned section and determining which part(s) of it will be the focus of your song.

Group assignments:

1. Article 1, Section 8-9
2. Article 2, Section 1
3. Article 2, Section 2-4
4. Article 3
5. Article 4, Sections 1-2
6. Article 4, Sections 3-4
7. Article 5
8. Article 6

Good luck!

Constitutionapalooza

Today we discussed Article One and worked through the questions about Articles Two and Three.
Homework is to complete Articles Four-Seven.

Introducing the Constitution

Greetings! We hope you had a great Labor Day weekend!

We'll start today with a creative writing exercise looking at the Preamble to the Constitution. We'll start by asking you to imagine creating a new government - what would you want to make sure that government did? What would you want to be sure it did not do? We'll then take a closer look at the Preamble to determine if those goals match up with yours.

Next, we'll introduce the United States' first attempt to create a government using the Articles of Confederation. John Green's Crash Course in U.S. History will give us a brief look.


Then we will turn our attention to Article 1 and the worksheets you completed. Be sure to ask any questions you have!
The last half hour will be dedicated to completing the posters we started last Friday.

Tonight you will be completing the worksheet for Article 1.

Conclusions about Liberty

Happy Friday!

You'll sit with your partner for the first part of class today.

We'll start today by reviewing the quiz you took yesterday about the Declaration of Independence.

Then, we'll turn our attention to the events at Vally Forge during the start of the Revolutionary War. We'll look at Emanuel Leutze's "Washington Crossing the Delaware" painting:

Then with your partner you'll read Thomas Paine's "The American Crisis." For the activity that follows, you will refer to this version of the document: "American Crisis" in sentences.

For the second part of class you'll be with your groups. We'll review the essays by Zinn and McCullough. We'll finish with a poster-making activity - you can find the directions here.

More motions of Liberty; the Declaration of Independence

We'll work in our groups today.
Start by sharing your responses to the "current connections" you read last night.
Then, we'll hear three more voices expressing thoughts about liberty:

• Phillis Wheatley
• Chief Logan
• Abigail and John Adams

You'll fill in section 4 of your chart and then write a final personal response in your journal.

For the second half of class, we'll start with two videos. They are excerpts from the television series about John Adams and they show opposing voices to the question of declaring independence: John Dickinson opposed to it and John Adams in favor of it.

We'll then turn our attention to the Declaration of Independence itself. We'll hear it out loud and then take a short quiz about the details of the document.

Reminder about homework for tonight - you are finishing the Zinn article and reading a short new article by David McCullough. Both are linked in the assignment sheet.

Notions of Liberty

We'll begin class today with some journal writing about concepts of knowledge and liberty.
Next, with partners, we'll discuss our responses to the questions about the document you read for homework. After answering any issues or struggles you may have had, we'll work to make some conclusions about the document by answering these questions:

1. What connection does Adams see between liberty and knowledge?
2. What “values” is he adding to our conversation about what it means to be an American?

During the 2nd part of class, we'll return to our groups and continue to look at some roots of American ideas on liberty by reading three additional documents. In your groups each person will be assigned one of the following documents. You should annotate the document as you read. Consider the kind of close reading that you had to do for Adams to understand it as you annotate.

• Defense of Freedom of the Press by Andrew Hamilton 
• A Demand to Limit Search and Seizure by James Otis 
• A Bill for Establishing Religious Freedom by Thomas Jefferson 

When finished, you'll share your work in this chart: Jigsaw Handout on Colonial Liberty.

• Next, you'll share what you learned from the document that you read in the chart in Part 1. If two people from your group read the same document, then they should work together to identify their quotes/interpretations/implications from that document to place in that column. 
• Each person should then make a conclusion in the box for Part 2.
• For Part 3, each person will read the linked current events article that corresponds to the document that you read (one person should shift back to the John Adams document) and then summarize the article and connect it to the document. You should discuss your conclusions. If completing for homework, both people who read the current event should respond in the box.

In-Class Essay

Here is the link to your work for today. 

When finished with your paragraphs, you can begin your homework which is posted on the assignment sheet.

What does it mean to be an American - Day 2 + STAR testing

Happy Friday!

We are going to take the STAR reading test today. Please do your best on this reading comprehension test. Again, this is so I can understand how you read and learn, then offer you specific help. Do your best.

• Click here to go to the link for the test.
• For your username, use the same name you are logging into the Chromebooks and computers with.
• Your password is your student ID number - but ONLY the number - i.e. 211XXXX - if you are unable to gain access after TWO tries, please ask for help before trying a third time.
• You will be presented with two choices - select STAR Reading
• Sometimes, the system will request a “Monitor Password.” If this happens to you, the password is “admin”
• If you are presented with a list of teachers, please select “Rigler”
• Take the test! Do the best you can!

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For the next part of class, we will review the essays you read for today.

1. Share your journal response with someone in your group who read the same essay from round 1
1. My Life as an Undocumented Immigrant 
2. Do I Look Like Public Enemy No. 1
3. Aria: A Memoir of a Bilingual Child
2. Share your journal response with someone in another group who read the same essay from round 2:
1. A Talk to Teachers
2. The Promise of America
3. American Things
3. Go back to your original group. Now you will hear a little bit about each of the six essays. The goal here is for you to choose one additional essay to read. Select one that feels interesting and potentially engaging to you. Go around your group and discuss the essays in order (see above) with one person talking about each essay. Be sure to name: who is the author and what is their background? what event(s) do they discuss? what point(s) are they making?
4. Read the new essay. Write a short journal response. 

Lastly, we'll turn our attention to preparation for Monday's in-class essay. You'll have the rest of class today and the weekend to complete these prep sheets. You'll submit your completed prep sheets on Monday at the start of class and then use them to guide your work on the in-class essay.

• "What does it mean to be an American?" prep sheets

What Does it Mean to Be American Part I

Today we'll start by sharing our songs with our groups. One person (the first name on the group list) will type everyone's name, song title, and artist into the appropriate document:

• American Studies 56 Songs
• American Studies 78 Songs

We'll have a short discussion about the article we read yesterday - Howard Zinn's "American Ideology."



Next, you'll read your journal entries to each other. Based on what we hear, we will create a list of potential elements to include in a great journal entry.

With the second half of class, we'll focus on Meacham's article. Your group will create a small poster about the essay, featuring:

• Main ideas
• A central shape or image
• A quotation

For the last part of class, you'll read one of the essays listed on the assignment sheet, based on your number in your group.

Artifacts, Intros and Ideology

Today we shared our artifacts and then wrote about the collection of items in our journals, responding to the following prompts:

1) Based on the collection of items, what conclusions can we make about the group of people that are represented by the objects that were brought in?  Work to reference specific objects in your conclusion.
2) If our collection represents "America", what is missing? Is there a category that is not represented, if so what is it? What object would you put there to represent that missing category?
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During the 2nd part of class, we read Howard Zinn's American Ideology together. When finished, we found key quotes and worked to define his important and interesting contentions in our notebooks and through discussion.

Welcome to American Studies!

Greetings American Studies Scholars,
Welcome to the 2019-2020 school year.  We look forward to joining you on a productive and intellectually challenging journey.  Today, we'll explore our hopes and concerns about this year as well as identify issues facing the United States today.

We'll also examine two songs that are representative of American ideals and values. Here is a link to the lyrics for "Made in America" and "American Idiot."

Your first homework due at your next class period is:

1. Read through the American Studies Guidelines. Pay careful attention to the sections on Grades and Expected Behavior.
2. Bring in an artifact that represents something important about you or things that are important to you.  In your notebook write a response that describes what you brought and why you brought it.
3. Identify a song that represents something about America (it does not necessarily need to use the word "America").  Copy the lyrics into a google doc and then in your notebook write a response that states what song you chose, identifies the key lines, and describes what the song is saying about America. 
4. Bring the class binder with you to class.

Additionally, you will need to bring a notebook, pen, binder, and your charged chromebook everyday.