"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


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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.