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.