The Gilded Age

We'll start class today with a review of last night's Foner reading by watching John Green's Crash Course on the Gilded Age.

Then, students will read this article: Why a Republican Strategist Thinks We're in a New Gilded Age

Finally, they'll work to make comparisons between the promises and problems of the past and present by following the instructions here: The New Gilded Age

Past and Present Comparison "Cheat Sheet"

The West (Past and Present)

After finishing up our analysis of Gospel of Wealth, we'll take a look at the legacy of the transformation of the west.

Here is the activity that we'll complete: Continuing Challenges for Native Americans

Industrial Society and the Gospel of Wealth

After today's quiz, we'll discuss the promises and problems that arose out of the 2nd industrial revolution.
Next, we'll focus on the problems that Jacob Riis identified in How the Other Half Lives by watching the linked film.
We'll finish by analyzing the solutions proposed by Andrew Carnegie in The Gospel of Wealth.

Without Sanctuary

Today our focus will be on lynching.
We'll start by watching a short video with the song Strange Fruit as its soundtrack.

If time, we'll find out more about lynchings, it's victims, perpetrators and bystanders as well as the causes and consequences.

We'll finish by looking at some current events that are linked to the ideas behind lynching.
Frequency of Noose Hate Crimes Surges

Washington and Dubois

Today we'll examine the responses to Jim Crow authored by Booker T. Washington and W.E.B. Dubois.

You'll start by taking notes as you watch a brief biography about both men.
Booker T. Washington
W.E.B. Dubois

Then, with a partner, you'll work together on the following comparison and analysis (share a copy of the document with your partner).
Washington and Dubois Analysis

Here are your groups:

Group #1 Maddie Gabe Kayla	Group #2 Logan Sam	Group #3 Max Kelan	Group #4 Stella Ryan	Group #5 Noah Fernando
Group #6 Jacob Jake	Group #7 Joey Abbe	Group #8 Kyle Arthur	Group #9 Taylor Shayma	Group #10 Julia Olivera
Group #11 Timothy Nolan

Jim Crow

Today, we'll start by looking at some of the Jim Crow laws that you read about for homework last night.
We'll then return to the Plessy decision to understand how those laws came into being. Plessy questions.

We'll share and discuss our work from the Jim Crow Web Activity with a focus on voting and the literacy tests.

We'll close with a discussion and response to voter restrictions in 2017.

The End of Reconstruction/Plessy v. Ferguson

Yesterday, we had a brief chance to review the end of reconstruction with section 7 of the web  yesterday.
After today's quiz, we'll take a look at a short film discussing the legacy of Reconstruction and complete section 9 as we watch.
We'll spend the second part of class going over the Plessy v. Ferguson decision that you read for homework by responding to these questions: Plessy Questions.

Presidential-Radical Reconstruction

Today we'll have a quiz.
Then students will work on sections 4-6 of the Reconstruction Web Activity.

The Meaning of Freedom

Today we'll test your understanding of the reading you completed for homework by starting with a short quiz.

Next, we'll work to enhance your understanding of the promises and problems of the Reconstruction Era by exploring images and ideas in this web activity: Reconstruction Web Activity 2017. Students are expected to finish sections 1-3 by the end of class today.

Reconstructing the South: Role Play

Today, we'll participate in the role play about reconstructing the South after the Civil War.

The new assignment sheet is posted.

Reconstructing the South

For HW tomorrow, students will respond in their notebooks to the situations listed in the attached packet, considering what arguments their "character" would support.

Reconstructing the South Student Handout.

Thanksgiving

Abraham Lincoln's Proclamation of Thanksgiving

Appomattox

Today we went over Lincoln's 2nd Inaugural Address and watched the clip from Ken Burns' The Civil War on Appomattox.

Total War and Lincoln's 2nd Inaugural

Today we'll learn about the concept of Total War by watching the following clips from Ken Burns' The Civil War:  "Can Those Be Men", "Sherman's March", "The Breadth of Emancipation", "Died of a Theory" and "Washington, March 4, 1865".

We'll then go over the guided reading questions about Lincoln's 2nd Inaugural.

African-Americans in the War and the Gettysburg Address

We'll consider the consequences of the Emancipation Proclamation and the establishment of conscription by watching the clip from the Civil War: Bottom Rail on Top.  Here is the study guide for the last few clips of the documentary that we're going to watch (we may not get to each). Ken Burns Notetaking Guide End of the War

Then we'll explore the Gettysburg Address, using the guided reading questions in our packets. 

**Extra Credit Opportunity-Learn the Address
Share Your Gettysburg Address

Here are your partners for today:

Group #1 Arthur Logan Kayla	Group #2 Joey Stella	Group #3 Jake Olivera	Group #4 Jacob Kyle	Group #5 Shayma Kelan
Group #6 Noah Maddie	Group #7 Ryan Timothy	Group #8 Gabe Fernando	Group #9 Sam Taylor	Group #10 Julia Max
Group #11 Abbe Nolan

Emancipation-Gettysburg

Here is the plan for today:

• Introduce the essay that you'll write to complete this unit: Civil War Essay.
• Review the Emancipation Proclamation and Frederick Douglass' editorial, Men of Color to Arms. We'll use the Guided Reading questions to do so.
• We'll consider the significance of the Battle of Gettysburg.
• If time, we'll consider the consequences of the Emancipation Proclamation and the establishment of conscription by watching the clip from the Civil War: Bottom Rail on Top.  Here is the study guide for the last few clips of the documentary that we're going to watch (we may not get to each). Ken Burns Notetaking Guide End of the War

The Road to Emancipation

Today, as a whole group, we'll look closer at the documents that you read for yesterday and today by continuing our work with our "Lincoln and the Issue of Slavery" questions.

We'll watch The Higher Object, part of Ken Burns' Civil War Documentary and analyze the Emancipation Proclamation.

If time, we'll read Frederick Douglass' editorial, Men of Color to Arms.

1861-1862

Today, we'll be sure that everyone is clear on the context of the speeches that you read for today and those that you'll read for tomorrow. To do so, you'll work with a partner and use your Foner notes and this TIMELINE to answer questions about the early part of the war.
Make a copy of this worksheet:
Civil War 1861-1862 Timeline Questions

When finished, you and your partner should print out your responses and staple them into your notebook with your other notes.

Today's Partners:

Group #1 Taylor Kayla Timothy	Group #2 Joey Fernando	Group #3 Noah Maddie	Group #4 Arthur Olivera	Group #5 Stella Kyle
Group #6 Shayma Nolan	Group #7 Julia Kelan	Group #8 Gabe Abbe	Group #9 Jacob Max	Group #10 Ryan Logan
Group #11 Sam Jake

Secession

Today we'll discuss the Election of 1860 using the attached map.

Next, we'll take a look at secession by continuing the Ken Burns documentary with the episode Secessionitis, taking notes in our study guides from yesterday.

We'll spend the rest of class working with Lincoln's First Inaugural Address, answering the questions in our guided reading packets with a partner.  Partners are below.

Group #1 Olivera Kelan	Group #2 Sam Logan	Group #3 Fernando Jake	Group #4 Abbe Timothy	Group #5 Shayma Ryan
Group #6 Maddie Joey	Group #7 Kayla Julia	Group #8 Taylor Kyle	Group #9 Arthur Max	Group #10 Gabe Jacob
Group #11 Stella Nolan	Group #12 Noah FREE AGENT

Lincoln Docs and John Brown

Yesterday we discussed the impact of the Dred Scott Decision.

Today, we'll begin by going over Lincoln's House Divided Speech and the Lincoln/Douglas Debates.

We'll then watch The Meteor from Ken Burns The Civil War using the notetaking guide as we watch. 

We'll use these questions to guide our discussion of John Brown's actions.

1.  What five words would you use to describe John Brown and then explain why you would use these words?

2.  In 1511, Niccolo Machiavelli wrote a book for leaders called The Prince.  In this book he argued that “the ends justify the means.”  What did he mean by this?  What would John Brown say about this idea?  What would Thoreau (think about Civil Disobedience)?  What would you?

3. In what ways might John Brown be considered the “spark” that ignited the Civil War?

4. Is John Brown a martyr or a madman?  A terrorist or a freedom fighter?

5. Should there be a monument at Harpers Ferry and other places that celebrate the efforts of John Brown? How should history remember John Brown?

6.  If a raid similar to John Brown’s happened today, how do you think the government and society as a whole would view him?

Compromise of 1850

Today we'll start by going over the terms of the Compromise of 1850 including a look at the Fugitive Slave Act. Compromises over Slavery.

We'll then watch a film that will review some of the terms as well as show us the impact of the Fugitive Slave Act. You'll fill out the study guide in your folders as you watch.

Africans in America: Judgment Day (38:13-58:40)

If there is time or if you want more explanation of the Kansas-Nebraska Act, this video is helpful:
How One Piece of Legislation Divided a Nation

The new assignment sheet is posted here and to the right.
Unit 3: Crisis and Disunion

Fugitive Slaves

Today, after finishing up our work with the Elizabeth Cady Stanton documents, we'll return to our look at slavery as an institution and specifically focus on slaves who escape and become "fugitives".

Here is our work for today: Fugitive Slave Activity

Groups for today:

Group #1 Nolan Noah Logan	Group #2 Olivera Fernando Gabe	Group #3 Kyle Taylor Sam	Group #4 Jacob Abbe Julia	Group #5 Maddie Jake Arthur
Group #6 Ryan Kayla Shayma	Group #7 Joey Kelan Max	Group #8 Stella Timothy

Women's Rights

Today we'll start with this video to get some additional background and context about Elizabeth Cady Stanton: I Wish You Were a Boy

We'll then work in groups to answer questions about the documents you read for today.
Declaration of Sentiments Worksheet
Everyone will have a hard copy of the worksheet. Only one person should have their chromebook open to be the notetaker. The notetaker will upload the worksheet to turnitin when finished.

• You should first check your answers to the matching together. 
• Next answer questions 7, 8, and 9 about the Declaration of Sentiments. 
• Then answer questions 2-6 about the Address to the Legislature of New York on Women's Rights.

Here are your groups:

1. Taylor/Julia
2. Noah/Jake
3. Kayla/Stella/Chloe
4. Kelan/Max
5. Joey/Logan/Ryan
6. Abbe/Tim
7. Olivera/Fernando/Shayma
8. Kyle/Sam
9. Nolan/Gabe
10. Jacob/Arthur

Civil Disobedience

Today you'll be working in groups to complete this analysis of Civil Disobedience:

Civil Disobedience Analysis 2017

Here are your groups:

1. Joey, Julia, Stella
2. Maddie,Sam,Shayma
3. Fernando,Jake, Kayla
4. Gabe, Jacob, Taylor
5. Kyle, Timothy, Olivera
6. Noah, Kelan, Logan
7. Max, Abbe, Ryan
8. Chloe, Nolan, Arthur

American Expansion

Today we learned about Manifest Destiny, The Texas War for Independence and the Mexican American War.  This is the presentation that was used to guide our discussion. American Expansion.

HOMEWORK FOR TOMORROW: Read and Annotate Civil Disobedience by Henry David Thoreau that begins on page 125 of your American Reader.

***The assignment sheet has been updated for this week.

The Meaning of the 4th of July

• Collect HW portfolios
• Discuss film
• Chart completion-first person in the group share a copy of the chart with other members, then everyone fills in their assigned row.
• Abbe, Arthur, Nolan, Noah, Jacob
• Ryan, Timothy, Julia, Joey, Stella
• Kelan, Maddie, Kayla, Jake, Kyle
• Taylor, Logan, Fernando, Chloe, Gabe
• Sam, Max, Olivera, Shayma
• Hear Frederick Douglass' Independence Day Speech at Rochester read aloud.
• With a partner DISCUSS the answers to the question on the worksheet in your U.S. History folder on your drive. Everyone should be typing their own answers into their own document as you talk. Whatever you don't finish in class is your homework for the weekend. Your homework is your own work.  Submit the worksheet to turnitin before class time on Monday.

Contd. Work on Papers and Abolitionism

Today we'll introduce the concept of abolitionism. Students will be assigned one abolitionist document to read and annotate and then fill out their corresponding row in this chart:
Abolitionism Chart.
When finished, students will have time to continue work on their Preamble Essays. Students should be sure to review Outlining the Preamble Essay

Also for Thursday, please bring all of the homework notes/charts from Foner that haven't been checked in. You should print them out and staple them in order. These include:

• Ch. 8 pp. 242-247 AND Ch. 9, pp. 250-259 (Chart)
• Ch. 9, pp. 259-266 (Chart)
• Ch. 9, pp. 267 -278 (Chart)
• Ch. 10, pp. 281-296 (Notes or Chart)
• Ch. 10, pp. 296-305 (Notes)
• Ch. 11, pp. 312-326 (Notes)
• Ch. 11, pp. 326-337 (Notes)

Slavery in America

Today we'll make use of the following resources to begin to try to describe the institution of slavery in America.

Interactive Slave Trade Map
Slave Memories
Africans in America: Judgment Day

• Study Guide

Native American Policy

Today we'll focus in on the American Government's policy towards Native Americans in the 18th and 19th centuries.
We'll use this document to guide our work. Native American Policy Web Activity
Students should submit their Web Activity to turnitin when finished.

Why do we celebrate Columbus Day?

Today, we'll start by looking at our paragraphs that were due today. Students will highlight them using the following guide:
Assertion/Claim
Evidence/Proof of claim
Analysis
Context
Then, after submitting the highlighted version to turnitin, we'll relook at the full Preamble Essay and the tips in Outlining the Preamble Essay.
We'll spend the bulk of our time today reading and responding to this article: Columbus and Western Civilization.

Learning from Maps

Today we'll be exploring the Early Republic and Nationalist Eras by using this Map Activity. You and your partner should make a copy of the activity. You'll receive a set of maps and should work to complete the activity by the end of the period.

Writing our Preamble Paragraphs

Today we'll discuss what makes a good paragraph for the Evaluating the Early Republic assignment.  This will include information from Outlining the Preamble Essay as well as a short discussion of citing our researched information by using footnotes.

Evaluating the Early Republic

After using John Green's Crash Course to review Jefferson's presidency and working to "grade" the presidents in class, during your next class period, you're going to begin the process of formalizing that work.
Here is the essay that we'll work on: Preamble Evaluation Essay 2017
Here is the planning sheet that will guide you through the process: Preamble Planning Sheet

Washington-Jefferson

Today we'll finish Washington's Farewell Address and then, in groups, we'll make some judgments about the first three presidencies using this chart: Washington-Jefferson Analysis Chart

Washington's Farewell Address

Today we'll talk a bit about the NFL protests and the First Amendment.
Then we'll turn our attention to George Washington's Farewell Address.  We'll use this activity to guide our work: Washington Farewell Chart

Hamilton v. Jefferson

Today, we discussed how to read and take notes from the online textbook. We also discussed how to annotate notes for Preamble purposes (find moments that connect to "forming a more perfect union" for example).
Then, after a short discussion about Judith Murray Sargent's document from Foner, we spent most of the period looking at the conflict between Alexander Hamilton and Thomas Jefferson. We created a T-chart in our notes to compare them and then used the following sources to make the comparison:

• Hamilton v. Jefferson from John Adams
• Cabinet Battle #1 from Hamilton
• Hamilton and  Jefferson

Constitution Test Day

Please be sure to check the new assignment sheet posted to the right.
In addition to your notes, please bring your completed Constitution worksheet to turn in tomorrow.

Bill of Rights and Constitution Review

Today in class we finished going over the Bill of Rights.  If you'd like more practice to ensure you understand, you can go through this activity. You Be the Judge. For each scenario, identify what right/amendment is at stake and what the result should be. The answers are included.

Remember, you may only use ARTICLES 1-7 and AMENDMENTS 1-10 in your responses to the Written Constitution Test

Constitution Contd.

We'll continue with our study of the nuts and bolts of the Constitution, exploring Articles 4-7.
In preparation for the test (both written and objective) there are a few resources that will be helpful posted under important links on the right side of the blog. These include the targets that students will be expected to meet on the objective test as well as an annotated version of the Constitution that can help with your interpretation.
We'll also introduce the written portion of the Constitution Test.
Written Constitution Test

Also here is the link to the list of upcoming review sessions. Constitution Test Review Sessions

Constitution Contd.

Today we discussed Articles 2-3, considered checks and balances and started our discussion of Articles 4-7.
If you need extra help or review on the Constitution, review sessions are scheduled.
See this list of dates: Constitution Review Sessions

Constitution Contd.

Today we discussed Article I, focusing on powers of Congress among other topics.

What Next? Intro to the Constitution

Today, we'll finish the film Liberty (see previous post) and introduce our work on the Constitution.

The World Turned Upside Down

Today we'll begin by reviewing the key ideas from the Declaration of Independence.
Next, we'll consider the notion of the "world turned upside down" by watching this video from the musical Hamilton: Yorktown-The World Turned Upside Down.
We'll follow that up by listening to another song from Hamilton: What Comes Next. We'll ask ourselves that question and then look for those answers by watching a portion of Liberty using this study guide for focus and notes:  Liberty Note Taking Guide (already in your folders).

The American Crisis

One of the skills that we're going to focus on this year is reading-specifically reading primary documents. Today, you're going to take the first assessment that will provide a baseline to measure your growth in this skill during the course of the year. The baseline grade on this assessment does count towards your semester grade but at the end of the semester, I will drop your lowest grade from this set of assessments (should be this one).
You can find the assessment in your U.S. History folder.You should use your annotated version of Thomas Paine's American Crisis as you work.  You have the entire period to complete it. Submit it to turnitin when you're finished.

Declaring Independence

Yesterday in class we went over John Adams dissertation on Liberty and Knowledge. Today, we'll start by hearing the conclusions that you made about your characters and their desire (or lack thereof) for independence. After hearing your conclusions, we'll look briefly at the arguments in the Continental Congress for and against independence exemplified by the speeches of John Dickinson of Pennsylvania and John Adams of Massachusetts. Then we'll get into the specific text and language of the Declaration of Independence, using these questions to guide our work: Declaration of Independence Worksheet.

Liberty and Knowledge

Today, with a partner, you'll do a close review of John Adams' Liberty and Knowledge that you read for homework.
In your U.S. History folder, you'll find a worksheet to guide you through your reading. Discuss EACH response with your partner and then write the answer on your own copy. Some answers require analysis and interpretation and thus need a full sentence; others may be answered in one word. Make sure to define the vocabulary words according to how they're used in the document.
When finished, submit your responses to turnitin.com.

At the end of class, Mr. Kramer will explain the homework (make sure you look at the changes made on the assignment sheet).

How to Read a Document

Today, after confirming our seats, we'll practice reading documents by reading three selections from early American history that all in some way show roots of key American ideals and values.
The Mayflower Compact
Model of Christian Charity
Letters from an American Farmer

What Does it Mean to Be an American-First Conclusions

The first thing you need to do today is enroll in this class on turnitin.com. If you've already done this in another class, your account should still be valid.  Here are the instructions: turnitin signup.

The rest of the period is going to be spent making some conclusions about the materials you've read and worked with this week. I've intentionally let you work through a lot of this material on your own or with peers. Thus, today, you'll be doing an in-class writing which is your opportunity to express what you've understood from the work this week. Here is the question you'll be responding to:

“What does it mean to be an American?"  In your first paragraph, spend some time on your own to answer to this question.  Consider, how would you define “American”?  Once you have developed that, in your 2nd (and/or 3rd paragraphs) enter into conversation with at least three of the readings that we have done this week.  Respond to specific text from three authors, explaining how their ideas are related to yours (you may agree, disagree, both).  You must choose one from each of the following lists:

1) Foner, Baldwin, Von Drahele

2) Excerpts

3) Landrieu

Use the entire period, and spend a couple of minutes editing at the end.  Remember that this is the first of your writing that I will read this year; impress me with your depth of thinking. Submit to turnitin.com when you are done.  If you need a few more minutes to finish, you can do that, but please have it submitted by noon on Sunday.

What Does it Mean to Be an American (contd.)?

Today we made some conclusions about the three articles we read for class today and then in groups on big paper we looked at and annotated excerpts from other articles that also added to our ideas about what it means to be an American.

Welcome!

Welcome to United States History. Today in class we'll begin our discussion of "what it means to be an American" by considering the events in Charllotesville from last week. We'll start with this video recap from CNN (What Happened in Charlottesville)and then we'll let this article by Eric Foner help to guide our discussion: Confederate Statues and "Our" History. Please take note of the assignment sheet posted to the right for tonight's homework.