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.