Museum Project Assignments

See this LIST

I Have a Dream, Voting Rights, and an EXTRA CREDIT Opportunity

For your first task today, return to the quote from Martin Luther King, Jr.'s I Have a Dream speech that you selected at the end of class on Tuesday.  Then, use that quotation as the first line of a new piece of writing that encompasses your ideas and connections to the ideas expressed in the quotation. This is NOT merely an interpretation or analysis of the quotation but instead, an entirely new piece in which your ideas "explode out" and connect to King's.  Your new piece of writing can be a traditional reflection or perhaps, more interestingly, something creative.  A poem, a letter, a song lyric, an inspirational exhortation...the only requirement is that King's quote is the first line of whatever you create.  This need not be something long.  A few lines or sentences is fine.
You should first write out your entire new piece (including King's quote as the first line) in a new Google Doc.  Then, open this copy of "I Have a Dream" and find your quotation.  Copy and paste your new piece directly after the quotation in the document-make sure that you put your name after your piece.  If you have the same quotation as someone else, just paste yours below theirs.  Perhaps use a different color text or font in order to differentiate it.
When finished, we will have created our own, new version, of this iconic speech.

When we are finished with our exploded speech, we will return to Eyes on the Prize to explore the episodes: Power and the Vote and Selma.  If you missed class, you can see these parts online:
 Power and the Vote 1 and Power and the Vote 2
Selma 1 and Selma 2

As we look at the fight for Voting Rights, it's important to consider the current status of voting rights today. Here are some articles and statements by John Lewis (along with an article that he recently wrote about Michael Brown and Eric Garner incidents.  John Lewis articles.

Finally, for those that are interested, I am offering an extra credit opportunity.  This will be worth 10 summative assessment points if it meets the requirements and is completed thoroughly and thoughtfully.  You can find the assignment HERE

Birmingham and Project Research

Today in class we explored the Birmingham campaign of 1963.  You can see the video that we looked at in class by watching both of the following clips: Birmingham Part I and Birmingham Part II
We also went over the guiding questions for Martin Luther King Jr.'s Letter From Birmingham City Jail.
Hopefully you have been making progress on your initial research for the Civil Rights Museum Project.  You should put your initial research into this FORM and then submit it to turnitin.com.
Once you are finished with your initial research, you may submit a request to me with your choice(s) for further work on the museum project.  The request should be made on the original form I gave you or submitted via this REQUEST FORM.

Protest

Today we explored the methodology of protest in some of the early stages of the Civil Rights Movement in the 1960's. We began by watching this VIDEO about the Nashville sit-ins of 1960 which, while reviewing some of the information we had already learned about Diane Nash, also provided more detailed information and imagery of what this form of nonviolent protest entailed. We then discussed sit-ins and freedom rides by sharing some of our ideas from our portfolios, trying to make conclusions about the effectiveness of non-violent protest.  We also tried to make comparisons between the sit-ins and freedom rides and the die-ins taking place today.  We finished class by reading excerpts from this ARTICLE by Howard Zinn about SNCC, again working to make connections by responding to the questions: What would your generation be called and what is your generation committed to?

Children in the Movement

Today in class we are going to look at stories from the Civil Rights Movement that involve young people. Consider that many of the people that we are going to study were right around your age during the events that we'll discuss.
These are the film clips that we're watching today:
Emmett Till
Little Rock (at least the first 30 minutes-this is longer than the clip watched in class).
This is the notetaking sheet you should use as you watch. Make a copy of it for yourself and then fill in the center column as you watch.  Do a reflection in the right hand column after each clip.  At the end of the unit, print this out and submit it as part of your portfolio.

Without Sanctuary and the Brown Decision

On Friday we looked at Without Sanctuary, a short film with images of lynchings put to the music of Billie Holliday as she sings Strange Fruit.  A different version of the images can be found HERE (although it has narration rather than the music). The song can be found HERE.  After responding to the images for our portfolio, we worked to answer some questions by reading excerpts from Hellhounds an essay by Leon Litwack.
On Monday, we focused on the legal strategy that the NAACP used in preparation for making the argument to overturn the Plessy decision in the Brown v. Board of Education Case.  Mr. Kramer used this PRESENTATION in order to tell the story of the strategy.  We closed class by reviewing some of the questions prepared about the Brown decision.

Washington and Dubois

Today in class we did some in-class writing for our portfolios and discussed the laws and customs that existed during the Jim Crow era.  We then used this chart to examine the differences between Booker T. Washington and W.E.B. Dubois.

Jim Crow Contd.

Today in class we discussed the ongoing portfolio assignment (linked in the Unit Four tab above) and then worked on finishing the Jim Crow web activity (also linked above).

Post-Reconstruction and the Plessy Decision

Today in class, we looked at the excerpted articles on the situation in Ferguson, Mo.  We brainstormed questions that arose from the articles and began to think about how our current unit might help to answer those questions.
We then took a look at the new assignment sheet that is posted in the Unit Four Tab above and noted that it is necessary to access the electronic version of it to be able to use the hyperlinked articles and assignments.
We finished by looking at the Supreme Court's majority opinion from the Plessy v. Ferguson decision, using these QUESTIONS to go over it.  We finished questions 1-12.  The responses to the remaining questions should be annotated in the opinion.

Reconstruction

While it can be said that the Civil War ended with the surrender at Appomattox Courthouse or the passage of the 13th, 14th, and 15th Amendments, the reunification of the country was a far more complicated story.  Both Lincoln (in his Second Inaugural Address) and Grant (in the terms of surrender) laid the foundation for the reintegration of the Southern states into the Union.  That foundation, however, does not tell the whole story.  What came to be known as “Reconstruction” would prove to be a much more complicated era, sometimes called “the second civil war.”  

To examine all of that complexity, we will study the website America’s Reconstruction. You should read the text carefully and study the images.  Please note: these images reveal the era’s dark depths, making them important for careful historical study.  I expect you to approach the images with seriousness and respect.

Please read and follow the instructions on this WEB ACTIVITY carefully.

2nd Inaugural and Appomattox

Today in class we will explore Lincoln's 2nd Inaugural Address by answering the questions on this WORKSHEET and then take a look at the end of the Civil War and the terms of surrender at Appomattox in Ken Burns' The Civil War, using the NOTETAKING SHEET that we've been compiling along the way.

The War Winds Down

Today in class, we'll be watching some additional clips from Ken Burns The Civil War and continuing to fill in the notetaking sheet that can be found HERE. We'll also begin talking about the passage of the 13th Amendment and the end of the war.

The Gettysburg Address

Today in class we took a quiz on Chapter 11, Sec. 4.  We then talked about the significance of the Battle of Gettysburg and watched the clip, "A New Birth of Freedom" from Ken Burns' The Civil War that introduced us to the Gettysburg Address.  We used this WORKSHEET to frame our discussion of the speech and took notes in our Lincoln portfolios as we discussed.  We finished by creating our own reading of the Address that we submitted to learntheaddress.org, Ken Burns' project to honor the 150th anniversary of the Address by having as many people as possible film themselves reading it.  Here is the link to our version of the Address on Ken Burns' website.
Kramer's US History Gettysburg Address

Effects of Emancipation

Today in class we will be finishing up our look at the Emancipation Proclamation and looking at its consequences. First, with a careful examination of Frederick Douglass' Men of Color to Arms by adding responses to the worksheet to our portfolios.  We will then look at a clip from Ken Burns' The Civil War.  As you watch the clip, take notes on this STUDY GUIDE.

Emancipation

On Monday in class we continued to look at the progression of Lincoln's ideas.  We focused most specifically on the factors that went into Lincoln's decision to issue the Emancipation Proclamation and the text of the document.  We continued to use the Lincoln/Douglass Worksheet to focus our work.
I also assigned the LINCOLN ESSAY.
There is a PLANNING SHEET, that corresponds to the requirements of the essay.
I've also posted the STUDY GUIDE for the exam.

Lincoln and Douglass

Today we will begin with a short quiz and then discuss the relative strengths and weaknesses of both sides in the Civil War as well as their strategies necessary to win.  We will then take a closer look at the progression of Abraham Lincoln's ideas about slavery as he was being pressured by Frederick Douglass and Horace Greeley.
Here is the WORKSHEET that we will begin in class today.

The Civil War Begins

Today in class we'll be watching clips from The Civil War by Ken Burns. Make a copy of this STUDY GUIDE and then take notes as you watch.  During the second part of class, we will be using our annotated copies of Lincoln's First Inaugural Address to answer the questions on this WORKSHEET.  Again, make a copy and put it into your folder.

Lincoln Speeches

Today in class we reviewed the Dred Scott decision and then began to think about Abraham Lincoln. After watching a short video clip, we started to familiarize ourselves with his thinking about slavery prior to his election as President by reading and analyzing The House Divided Speech (AR 208) and excerpts from The Lincoln-Douglas Debates (AR 216). We completed this WORKSHEET in class. When finished, the worksheet should go in your CW Documents Portfolio folder in your drive.

Dred Scott

Today in class we worked through the Supreme Court opinions in the Dred Scott case.  If you missed class today please:
Create a new folder in your Google Drive labeled CW Doc Portfolio.
Then, in that folder, create a document labeled Dred Scott Analysis where you will use these EXCERPTS to respond to these QUESTIONS.  Make sure you review the facts of the Dred Scott case from your textbook prior to looking at the opinions.
HOMEWORK FOR MONDAY is:
Finish the Dred Scott questions.
Finish and upload the 12 Years a Slave Response to turnitin.
Read and take notes on pages 325 (start on the bottom)-327 (end at Problems Ignites) in your textbook.

12 Years a Slave Responses

If you saw the film, please use this WORKSHEET

If you did not watch the film, please use this WORKSHEET

Your responses should be uploaded to turnitin.com by class time on Monday, 11/3.

Editing and Revising the Preamble Essay

Today in class we will be working to revise and edit the drafts of the Preamble Essay that were prepared for today.  To do so, your first step is to read through this: Tips for Revising Your Preamble Essay.  Then use it to relook at your draft and begin your editing and revision process.

Frederick Douglass

Today in class we heard Mr. Kramer read Frederick Douglass' "Independence Day Speech at Rochester" aloud.  You can find the speech on page 203 of the American Reader.  We then answered these QUESTIONS regarding the speech.  We closed by reading the final section of the speech that was not printed in the American Reader.

Today in Class and EXTRA CREDIT Opportunity

Today in class we continued our work with Civil Disobedience, finishing the worksheet from Tuesday and opening up a discussion of Thoreau's ideas.  We then began to look at abolitionists from the assigned readings for today, exploring how their ideas match up with Thoreau's.  We used this CHART to do so.

There is also an extra credit opportunity that will be equivalent to one free homework assignment if you choose to complete it.
First read these articles:
Colorado Students Walk Out to Protest Proposed Curriculum Changes
In Moral Monday, Activists Protest Brown Shooting With Acts of Civil Disobedience

Then, in a post to your blog, answer the following questions for each article.

• Identify what “Civil Disobedience” means in this article and what role is plays in the actions it describes.

• How does / doesn’t this fit in with Thoreau’s definition of “Civil Disobedience”

Finally, in the same blog post, do a personal response-what are your thoughts and opinions on civil disobedience in 2014 based on what you know about the ideas behind it from your study of Thoreau's essay?

Civil Disobedience

Today we continued our discussion on the Mexican War and began our discussion of Civil Disobedience using this WORKSHEET.

Class on Friday, 10/17-Exploring Manifest Destiny

Oregon settler (and later governor of Colorado) George Gilpin said of American expansion, "The American realizes that 'Progress is God.'...The destiny of the American people is to subdue the continent -- to rush over this vast field to the Pacific Ocean... to change darkness into light and confirm the destiny of the human race... Divine task! Immortal mission! The pioneer army perpetually... strikes to the front. Empire plants itself upon the trails. 
Much like the Massachusetts Puritans who hoped to build a "city upon a hill, "courageous pioneers like Gilpin believed that America had a divine obligation to stretch the boundaries of their noble republic to the Pacific Ocean. Today, you are going to use a variety of different sources in order to further explore notions of "Manifest Destiny".  Please follow the instructions on this WORKSHEET.

Class today

We spent time trying to describe slavery as an institution.  We began by discussing important facts from the homework for today.  We then watched a clip from ROOTS and discussed the importance of the language that was used in the clip.  We finished by looking at these IMAGES.

In class activities for Friday, 10/10

1) Blogging Columbus (20 Minutes)

• On your blogs, write a post that responds to the article that you read for today.  Work to integrate specifics from the article into your post.  Consider the following guiding questions in your post:
• What was your reaction to the article? How much of this information did you know before? What surprised you?
• What does Zinn suggest about what it means to be an American?  About how history is traditionally taught?  About whose history is valued and why?  Do you agree with him?  Disagree?  Both?
• If you could write to him (he passed away four years ago), what would you say?
• How does this correspond to what you’ve been reading so far in class during this unit?
• Then read this article. Continue your post-What is your opinion about what Seattle has decided to do?
• When finished with your post, click on the blog that is listed below yours in the blog list on the right. Read what they wrote in their post and then write a comment to the post that responds to what they wrote.

2) Prepping for the Preamble Essay and using "entry level sources" (30-40 minutes).

• The purpose of entry level resources is to give you a deeper foundation in the topic. Think of this as one step beyond the textbook, a jumping off point for research. When using entry level sources, you should cite specific information, but should rarely need to use quotations from it.  The entry level sources we will be using are found in the subscription databases on the DHS library website. You should be familiar with these databases from prior social studies classes.
• The subscription databases that contain good entry level sources to use are the ABC-CLIO American History Database, the GALE Virtual Reference Library, Salem History, and for biographical information-American National Biography.
• Choose an term from the list on the bottom of your assignment sheet (preferably one that you already have some knowledge about/that you have begun to think about connecting to the Preamble) and do a search for that term in one of the databases listed above.
• Identify a REFERENCE article (not a primary source, image, etc) that resulted from your search.
• Read the article and take notes using this FORM
• Select a different database and repeat the process for a different term or example.

3) Clarifications and Updates

• Several people have asked if I will be collecting the Preamble charts (both the first one with terms and the blank ones that you will be using as the unit progresses).  I will be checking them for completion but not collecting them for a grade.  As you do the assigned readings during the unit, you should continue to add terms to the charts and making notes about the connections that exist.
• I have extended the date for the draft and final version of the essay to be due.  The draft is now due on 10/27 and the final essay is due to turnitin on 10/30.  Updates have been made to the calendar.
• Have a great weekend.

10/9-Today in Class

Today we continued our discussion about women's roles in the 19th Century.  We then explored how the goals of the Preamble were (or were not) being accomplished from women's points of view at the time.  We then read through the Preamble Evaluation Essay Assignment and spent the rest of class time filling out the Preamble Charts to continue our evidence gathering for the essay.

Indian Removal

As we continue our discussion about the Early Republic and the Constitution, we must address the plight of Native Americans. With the strengthening of the federal government and settlers wanting to move westward, Native Americans were forced to leave their homes that they had occupied for generations. The webquest below will allow you to explore the American values and beliefs as well as the political factors and actions that resulted in this policy. As you make your way through the sources linked on the webquest, make sure that you are looking carefully at the language of the documents and paying careful attention to the detailed information provided. Be sure to respond specifically and explicitly to each question posed.

INDIAN REMOVAL WEBQUEST

Blogging Washington's Farewell

Towards the end of his second term, George Washington prepared a letter addressed to "Friends and Fellow Citizens" announcing his retirement and reflecting on his terms in office and the nation moving forward.  Originally published in newspapers, today you are going to bring Washington's ideas to a more modern forum for debate-your blogs.  
In a post to your blog, respond to the following questions.  Make sure to use quotations (introduce them, interpret the language, analyze a "why" or "so what") for those questions where they are required.

1. What actions and/or advice does Washington offer in response to:
1. The potential threat of political parties and interest groups (use quotation).
2. The mounting criticism of government and the authority of the executive (use quotation).
3. The proper role of the United States in international politics (use quotation).
2. Based on what you read in your textbook over the last few days, was the new nation taking heed of Washington’s advice/warnings? How so?  Explain and be specific.
3. Were the actions advocated or advice given above wise or foolish? (Do you agree or disagree with Washington’s assessment?
4. In what ways do Washington's ideas address issues of trust in the government (use quotation)?
5. In what ways might Washington's ideas enhance the unity of the young nation (use quotation)?
6. How might Washington’s ideas apply to the current situation in the United States in 2014? In other words, what kind of advice might Washington give to the nation today and why (use quotations)?

When you are finished with your post, go to the blog that follows yours on the blog list, read that person's post, and then leave a comment that agrees or disagrees with the ideas in the post; poses questions about it; and/or pushes the person's thinking further. If there is time, continue by going on to the next blog and writing another comment.

9/30 Today in Class

We took an open note quiz on today's readings.
We then explored the differences between Thomas Jefferson and Alexander Hamilton, first by looking at this VIDEO CLIP and then by beginning to analyze the excerpts from the two documents that are posted HERE and in the Unit Two tab above.

Today in Class

Today we worked on the written portion of the Constitution test.  There is a new assignment sheet posted in the Unit Two tab above.  Please note your homework for this evening.

Today in Class

1) Sign up for Turnitin.com !!  Here are the INSTRUCTIONS
2) Work on written test in class.  Brainstorming sheet must be done prior to writing.  Draft responses for Monday.

Written Constitution Test

The written portion and the corresponding brainstorming sheet are posted in the Unit One tab above.

What we did in class today

Continued our review of the Constitution.  Passed out written portion of the test.  Review guide and written portion are posted above.

9/15-What we did in class today

We took a quiz.  If you were absent it is in the testing center.  We then discussed Articles I and II of  the Constitution.

9/12-What we did in class today

Today we discussed and defined the phrases in the Preamble and then explored the conflicts that existed at the time of the writing of the Constitution.  We spent the last part of the class considering several provisions of Article I.

Blog Post Due Thursday, 9/18

As today is the anniversary of the attacks that took place on September 11, it is important that as students of history, we reflect on that moment.  Thus, in a post to your blog that is due next Thursday, 9/18, please respond to the following.  You may consider the questions in #3 below as guiding questions and need not respond to all of them individually but instead work to compose a cohesive paragraph that addresses the issues raised.

1. Any thoughts, reflections, commentary on 9/11.
2. Watch President Obama's speech from 9/10/14 regarding military engagement with ISIS.   
3. Consider that the United States has been a nation at war for most of your lives.  What does this mean?  How has it impacted your lives or your vision of what America is?  What issues are raised as a result?  What do you think of the plans that President Obama outlined in his speech? Do you support them or not?  Why not?  How does his speech define what it means to be an American?  Does that match up with your vision?  How does 9/11 impact that vision?

9/11-The Great Debate

In class today, we explored the options that existed for Americans in regard to the new proposed Constitution in 1787. If you were not in class, here are your tasks (all readings and documents are posted in the Unit One Tab above).
1) Read and annotate the Options that you did not prepare for homework.
2) Fill out Part I of the Great Debate Chart.
3) Choose any four "Travellers at the Inn" and fill out Part II of the Great Debate Chart.

HW for tomorrow is to begin the Constitution Worksheet that is also posted in Unit One above.  You may find the link to the Interactive Constitution under Resource Links to the right to be helpful.

9/9-What we did in class

We finished the film Liberty. Took notes as we watched.
Assigned the "Great Debate" assignment for Thursday.  Handouts are linked in the Unit One tab above.

9/8-What we did in class today

Checked in and then discussed responses to the Declaration of Independence.
Began the film Liberty-only watched about the first five minutes, tbc tomorrow.

Defining Liberty

Today in class we will be examining two additional documents and then working to make some conclusions about the notion of liberty and how it was defined during our origins as a nation and how it's defined today.
Here are your tasks:

1) With a partner, read Chief Logan's Lament in the American Reader(30).  Then discuss and annotate the document according to the following questions:  Annotating is becoming an ACTIVE reader- and not just underlining everything! You need to engage with the text by having a conversation.

a.      Who wrote this document? (Circle this)  How much do you know about him/her/them?

b.      Who is the intended audience? (Circle this)  Could there be more than one?  What is the relationship between the author(s) and the audience?

c.      What is the context of the document? (Underline) What is happening during this time in history? What event in history is the document relating to?

d.      What is explicitly stated? (Underline) The basic information?

e.      What questions do you have based on the text? (Put a question mark and the question within the text) Think about what questions you would pose during a discussion about the text.

f.      What connections can you make within the text and to other aspects outside of the text? (Underline)

g.      Why was this document written?  (Underline) What is the author trying to prove? Multiple reasons?

2) With a partner, read The Slaves' Appeal to the Royal Governor of Massachusetts in the American Reader (31).  Then follow the same instructions above.

3) When finished, write a post to your blog that explores the notion of liberty in colonial times and makes a connection to your notions of liberty today.  Be sure to consider John Adams' Liberty and Knowledge as well as the two documents you just read.  You should use quotations to support the assertions you make.  Your textbook reading from today can also provide context to your post.

4) After you've done your own post, go to someone else's blog and read what they wrote.  Make a comment to their post in which you critique (agree or disagree) with the ideas they expressed.

**NOTE-the readings for tonight's homework are posted in the Unit One Tab above.  They are also now linked on the assignment sheet.

Let's Blog

Today you will all become part of what has become known as the blogosphere, a modern day adaptation of the public square.  In a tradition that has it's roots in early American society, the public comes together to explore the interesting and provocative ideas of the day.  In 2014, that universe has expanded to allow anyone's ideas to be put into the marketplace for the world to see or hear.  Today, you will set up your blog that will allow you to do just that.  Our blogs will have a variety of different uses over the course of the year, allowing us to explore United States History and to continue to delve deeper into the question of what it means to be an American?

So, let’s make a blog! (Note-make sure that you are signed in with your school gmail account).  We are going to use Google's Blogger platform to create our blogs.  Find it in your Google Apps or you can click here.  Note-it may ask you to create a Google+ profile which you may (although this takes longer) or you can continue with a limited blogger profile (I would start here and then upgrade to Google+ later) Then:

1. Click the button to create a new blog. 
2. Decide on a catchy title for your blog.
3. Identify an available URL for your blog.
4. Choose a template to begin (don't worry, you can customize this later)
5. Then click "Create Blog" 

Some things to consider as you begin to blog

• Choosing a design-many different templates and ways to customize  Click on the Template link on the left side to choose.
• The layout tab allows you to change the layout of your blog and add gadgets-gadgets allow  you to post links, add pages, have newsfeeds, etc.
• Click on the settings tab and then language and formatting to change to Central Time Zone.
• Warnings before going too far
  • Audience
  • Privacy - no full names, personal information
  • Expectations - tone, respect, acceptable topic

Blogging-so now that your blog has been created, you are ready to post.  You can create a new post from your blogger dashboard or from your blog itself (as long as you are signed in).  Remember, anyone can see and comment on your post so consider your audience.  You can also incorporate images, videos, and links in your posts.  As we continue to blog this year, I will show you how to do this.

Need help?     

·         http://www.google.com/support/blogger/

So, here are your ultimate tasks for today (and the weekend if you don't finish in class):

1.  Create a blog!
2.  Think of a catchy title.  Make sure you add a description of what you want your blog to be or to express.
3.  E-mail Mr. Kramer with the name of your blog and its URL address.  He will create a link to it on the class blog.
4. Write an initial post that introduces yourself and your ideas to your readers.  Your post should introduce the class that you are blogging for and explore some of your initial ideas about what it means to be an American?  Good first posts will incorporate and reflect on ideas from the sources and materials we've used in class during our first few days (especially Crevecouer and Stegner that you read for today). Spend some time with this.  It will be the first time for your followers to get to know you and your ideas thus you want them to have a good sense of your voice.
5. As the blogs get linked to the class blog, explore what others have said and posted on their blogs.  Post a comment to someone else's post.

Welcome!

Greetings U.S. History Scholars,
As we get started on our journey towards increased knowledge about our shared history, it is important to consider that we are a part of a country that greatly influences the world.  This bears with it a responsibility to know and understand our past and how that past continues to shape our present, and our future. Over the course of this year, we will listen to voices of the past. We will examine their thoughts on what it means to be an American and think about how that definition has grown and changed over time, and how it has remained constant.  We will also become a part of that conversation, developing our own definitions of what it means to be an American and considering the nature of citizenship.  As the year goes on, you will all become participants in the "town square" both in and outside of class.  I look forward engaging in the process with you.  Good Luck!
Your first assignment sheet (and first homework assignment) is posted in the Unit 1 Tab above.
Mr. Kramer