Homework: POL prep

Come to class on Monday with a plan for your POL!!
1.  Hook?
2.  Project Format
3.  Presentation Content (Claims and Evidence)
4.  Be resourceful!

Exhibition prep/Project Reflection/DP update

Humanities Page:  

• An image or piece of flair?
• Course Description
• What new perspectives do you have about America and/or her history after studying this semester's content?
• Link to Humanities blog
• Link to Narrative History Project

Project Link
1.  Post a picture of your project (if appropriate)
2.  Link the document
3.  Write a description/blurb to accompany your project on your DP.  For some of you, this may be your artist's statement.  For those of you with written pieces, write a brief summary of your story to post on your DP.
4.  Write a project reflection to accompany the links to your project on your DP.  The reflection should address some or all of the following questions:

• How did you connect to this project?
• What was difficult about this project?  How did you overcome these difficulties?
• What did you learn from having to turn history into narrative?

Feel free to add additional commentary that goes beyond the scope of these questions.  You may design this reflection to best fit your purposes.  It should be authentic and specific to your individual project.

PROJECT DUE MONDAY!!!

Draft for Critique tomorrow!

Come to class with a printed draft.  Please print before class!

Thanksgiving Extra Credit?

Thanksgiving Extra Credit Historical Inquiry
Due Monday November 28!

Draft Due today!
Submit with your draft a "cover letter" (on-top of hard copy or in the body of the email)
Answer the following:
1)  What is the historical perspective you are representing in your narrative?
2)  Which narrative elements are well-developed in your project?  Which do you still need to work on?  Explain.
3)  What would you like me to focus on in my feedback?  (What are you struggling with or needing to revise most?)

Project Plan due Monday

Project Plan Guidelines

Annotated Bibliography/Research Synthesis

Annotated Bibliography
1.  Citation with hanging indent

2. Annotation:  One full paragraph

• 1-2 sentences of context
• 3-5 summary

3. Alphabetize

Click here to see Virginia's beautiful model!

Synthesis Prewrite

Researching Your Story

1.  Check Credibility of Websites!
2.  Primary Source Docs
Some are linked below.  If you find other good sites to use, let me know so I can link them for everyone.
3.  Take notes and write annotations AS YOU GO!
4.  Think about planning your narrative as you research.  Research for specifics that you can use in your story.

Click here to see the massive list of story ideas from yesterday's contest!


PRIMARY SOURCES for American History


A Treasury of Primary Documents

Digital History

Library of Congress

From Revolution to Reconstruction

Mr. Lincoln's Virtual Library (a great resource on Abraham Lincoln)

Documenting the American South

National History Day (a great list of links to PS Docs)

Documents for the Study of American History

Authentic History Center  (Popular culture)

A great source on the underground railroad

Archive.org

openlibrary.org

PROJECT TIME!

Narrative History Project

Narrative History Research Note Format

Aftershock: Beyond the Civil War

Annotate the film.
1.  On one side of the paper:  Describe the atmosphere in the South in the period following the Civil War.  Make a list of details that establish this atmosphere.
2.  On the other side of the paper:  Make a list of interesting stories and people that this film presents.


Don't forget to turn in your Huck Finn assignment and any extra credit that you did!

Federal Writer's Project Slave Narratives

Compare to Twain's portrayal of Jim:

• Is Jim "historically accurate" or an exaggerated stereotype?
• How do primary source documents differ from historical analysis and literary accounts?

DUE MONDAY:  Huck Finn Literary Analysis Prewrite

Brainstorming your claim:
1) Look at your notes/work/self-evaluations from the lit circles.  Think about your discussions and the ideas that came out of your discussions.
2) Look to your annotations. (This is why we annotate!)
3) What are your interpretations?
4) SUPPORTING POINTS:  What are the reasons you are claiming your claim?
5) TEXTUAL EVIDENCE:  What is the text makes you interpret it the way that you do?

Starter:  What new perspectives on The Adventures of Huckleberry Finn have emerged for you since watching the films and reading the essays?

Daily Show:  Controversial Change in Text

Discuss in groups:

1)  For each essay, discuss your answers to last night’s questions.  What are the claims?  What is the evidence?  How does the essay illuminate wither or both of the essential questions?

2)  Discuss how these analyses are developed.  What do these essays do to convince us of their interpretations?  What elements do they contain?  Are their perspectives convincing?  Why?

3)  Discuss your answers to the starter question.

Huck Finn Literary Analysis Prewrite (DUE MONDAY)

Homework:  Read Zinn, Chapter 9

Answer the following questions:

1)  What does Howard Zinn present about slavery, The Civil War, and Reconstruction that differs from or expands upon what you already knew?  Make a bullet-list if you prefer.

2)  Make 5 connections between this chapter and  Huck Finn.  How does learning about this period of history inform our understanding of the novel?     (Remember that the novel takes place shortly before the Civil War, but it was written several decades afterward during Reconstruction)

Ken Burns' Mark Twain

Due tomorrow:  Critical Essays and questions (see below)

Seminar Rubric/Post-write Questions




Lit Circle #6

Focus on the two essential questions.  For Question #2 (What does Huck Finn teach us about America?), create a group brainstorm.  Someone in the group should scribe.  When you have finished, choose the best two from the list and write them on the board.

Final Reflection

1)  How well did you participate in the literature circle experience?  Were you prepared each time?  Did you participate fruitfully?  

2)  What did you get out of this experience?  Discuss the importance of the discussion groups in helping to form your interpretations of this novel.  Be specific.

3)  Is Huckleberry Finn a racist novel?  Give a detailed explanation of your answer, referring to the text for evidence.

4)  What commentary does The Adventures of Huckleberry Finn make about life in America?

Read:

Critical Overview
Critical Essay #1
"Finding Jim Behind the Mask"
Honors:  Peaches Henry "The Struggle for Tolerance"

Questions:  Critical Essay #1 and "Finding Jim Behind the Mask"
1)  What is the overall perspective of the essay?
2)  What evidence is offered?
3)  Does the essay shed any light on either or both of the essential questions?

Extra Credit Essays (read, annotate, and answer above questions)
Critical Essay #2
Critical Essay #3

  

Seminar tomorrow: Civil Disobedience

Letter from a Birmingham Jail

Questions:

1) According to MLK Jr, what is the purpose and effectiveness of nonviolent action (civil disobedience)?

2) How do MLK Jr’s views parallel those of Thoreau?

Seminar Prep Questions:

1) Do you agree with Thoreau’s philosophy of "Civil Disobedience"?  Why or why not?

2) Is “Civil Disobedience” a sound method for promoting social change?  In what ways is it effective?  What are its flaws?  Is there a better way?

3) Do the current protests qualify as “Civil Disobedience”?  What would Thoreau say to the current protesters?  

Civil Disobedience

According to Thoreau...
1)  What is the relationship between an individual and his or her government?
2)  What is a citizen's duty if his or her government behaves unjustly?

Homework:  Lit Circle tomorrow 30-37

Starter:  Freewrite

• What are the "Occupy Wall Street" protests about? (Who is protesting?  Why are they protesting?)
• Do you support or denounce these protests?

Lit Circle #4:  Chapters 23-30

Homework:  Read Zinn Chapter 8
Answer questions:
1) What were the grounds for supporting the Mexican-American War?
2) What were the grounds for protesting against it?

Huck Finn 23-30 due Monday

Huck Finn Lit Circle #3 (17-22)


Whitman's "Song of Myself"

Don't forget to give your parents the letter about SLC's!

Trail of Tears

PBS documentary:  We Shall Remain, Episode 3

1.  “Annotate” the movie.  Note your thoughts and connections.  What do you find interesting and/or shocking about the experience of the Cherokee?

2.  How is the experience of the Cherokee different than that of the Sioux?

POST YOUR REACTION TO EDMODO!  Discuss!


Lit Circle Meeting #3:  Chapter 17-22
Modified Due Date:  now Friday October 14!

Ø  "The Yellow Wallpaper" Analysis Due Tomorrow!

i

Ø  Read and annotate Zinn Chapter 7.  Answer the following questions (Due Tomorrow):

1.  Why was “Indian removal” important to the leaders of young America?

2.  Explain Andrew Jackson’s approach to Indian removal.

3.  Why do you think the federal government got away with such gross injustices against the Indians?

RECONSIDER COLUMBUS DAY...

Reconsider Columbus Day

Are Women Still Oppressed in America?

"The Yellow Wallpaper" by Charlotte Perkins Gilman

Read or listen or read and listen.

Click here for text.  Librivox audio recording:  "The Yellow Wallpaper"

Analyze "The Yellow Wallpaper" through a feminist lens.  (minimum one well-developed paragraph)

The Celebrated Jumping Frog of Calaveras County

Due Friday:
When you have finished reading the assigned chapters of Huck Finn, you may move on to Friday's reading assignment.  Read and annotate Howard Zinn, Chapter 6 and answer the following questions:

1.  Describe some ways in which women have been historically oppressed in our culture.
2.  How does the oppression of women differ from that of other oppressed groups?
3.  Are women still oppressed in American society today?  Support your answer.

Post your answer to #3 on Edmodo and respond to your peers' ideas!

Final Draft of Synthesis Due tomorrow!

The Adventures of Huckleberry Finn Literature Circle Project

Please read Chapters 1-8 and do your assigned tasks for the first official meeting on Thursday.

Literature Circle Roles

Draft due Monday!

Have a great weekend!

Have a complete draft for peer critique on Monday October 3!

Modified Due Dates!

Based on overall class progress, I am pushing the dates back a little on the Revolution Inquiry.
New dates:
Thursday 9-29:  SID Questions due
Friday 9-30:  SID
Monday 10-3:  Draft of Synthesis due for Peer Critique
Wednesday 10-5:  Final Draft of Synthesis posted to blog (email me the link!)

A Declaration...

Declaration Group Work

1.  Clarifying questions?  Help each other make sense of any confusion.

2.  Probing questions?  Pose and answer questions on your list that are designed to provoke thought.

3.  Did you see any changes having been made for political reasons?  Discuss with your group why you think such changes were made.

4.  Discuss Jefferson's rhetoric.  What is his purpose?  His audience?  Is his argument effective?  What is effective about it?  Why does it persuade?

5. Do you see any connections to the present?  What American principles are laid out in this document?  Does anything in this declaration remind you of anything that you hear politicians speak of nowadays?

Homework?

Take a look at your progress on the Revolution Inquiry.  Be honest with yourself.  Are you ahead or behind? Looking at the due dates for next week, decide for yourself if you have homework.

Reminder:  Activity on the Declaration of Independence should be done before class on Monday September 26!!

You Say You Want A Revolution?

Reading/Activity List and Synthesis Description

Revolution Inquiry Checklist and Rubrics

Links to electronic copies of some readings:

Patrick Henry's Speech to the Virginia Convention

Thomas Paine's "The Crisis No. 1"

The Declaration of Independence:  Jefferson's 1st Draft

Ray Raphael, "Re-examining the Revolution"

Howard Zinn, A People's History Chapters 4 and 5

Synthesis (60 points)

·         The synthesis should  be 4-6 paragraphs. 

·         It should contain a main claim (thesis statement) near the beginning (unless you are confident that your command of writing warrants breaking this norm).

·         It should be organized into cohesive paragraphs that contain evidence and analysis that builds upon your main claim.

·         It should be revised and proofread before posting it to your blog.

·         Turn in your synthesis by sending me a link to your blog to jessicaahs11@gmail.com.  Your email should have a subject that tells me what the assignment is.

Possible Synthesis Questions (choose one): 

1.  Why did the colonies fight a revolution against Britain?  (Don’t just give an account of the events-make an interesting claim and support it.)

2.  What did the American Revolution mean for the different groups that lived in America at the time?  Consider focusing on one of these perspectives:  rich white males, poor whites, black slaves, Indians, women.

3.  What were the economic underpinnings of the American Revolution?

4.  How did the rhetoric (persuasive language) of the American Revolution affect the political and/or cultural ideology that was to evolve in this nation?

5.  Deconstruct the traditional narrative about the American Revolution.  Examine the way that it is generally taught in school.  What purpose does it serve to mythologize our move toward independence?

6.  Your own idea?

Due Dates:

Monday, September 26:  Please complete Declaration of Independence activity by this date.

Thursday, September 29:   Ungraded seminar on the American Revolution.   Come with your seminar questions on this date.

Friday, September 30:  Come to class with a draft of your synthesis for peer critique.

Monday October 3:  Turn in folder with all assignments, annotations, and research notes.  Send me a link to your blog by email before the beginning of class.

QUIZ: How did race-based slavery become an institution in America?

Turn in your image analysis!

When you finish with the quiz, please work on the assignment for tomorrow.

Howard Zinn, Chapter 3:  Read, annotate and answer questions below.

Questions for Chapter 3 (Due Wednesday)

1)  Describe the conditions in the Virginia colony that led to Bacon’s Rebellion in 1676.

2)  Compare the social class hierarchy that emerged in the 18^th century to what we have today.  What is the same?  What is different?

Quiz tomorrow!

Starter: Galeano selections
1)  What is Eduardo Galeano's approach to telling history?
2)  What do you think about it?
3)  What is valuable about it?  What might be its flaws?
4)  What would you call this genre?


QUIZ REVIEW!!



If you feel ready for the quiz, you may begin to read and annotate Howard Zinn, Chapter 3:  “Persons of Mean and Vile Condition” or “Who Were the Colonists?”  Answer the questions below.

Questions for Chapter 3 (Due Wednesday)

1)  Describe the conditions in the Virginia colony that led to Bacon’s Rebellion in 1676.

2)  Compare the social class hierarchy that emerged in the 18^th century to what we have today.  What is the same?  What is different?

Watch the PBS video:   Africans in America: The Terrible Transformation

How did race-based slavery become an institution in America?

In groups,

1.  Discuss Zinn’s claim about racism.

2.  What is a historical force?  

3.  What were the historical forces that caused white plantation owners to choose black slaves as their labor source?

4.  What seems to be Zinn’s perspective on history?  

Vocabulary

Define:

·         institution

·         indentured

·         providence

·         avarice

Required Readings

Secondary Sources:

1.  Zinn, A People’s History of the United States Chapter 2

2  Africans in America, Part 1 The Terrible Transformation (pbs.org)

Primary Sources: 

1. Olaudah Equiano’s Biography, Chapter 2

2.  William Byrd’s Journal

3. Honors: Look at colonial laws regarding slavery.

Extension

1. Do additional background research on colonial slavery, either through primary or secondary sources.  Document your findings.

Image Analysis:

Choose two of the paintings or engravings from the Africans in America website to analyze.

1. What is the name of the painting and artist?

2. What seems to be occurring in the image?

3. What is the tone of the image?

4. What is the artist’s perspective on slavery?

Study Guide Q’s

1. How did the African slave-trade get started?

2. What was the economic necessity for labor in the new British colonies?

3. What is the difference between indentured servitude and slavery?

4. Why did the planters in the colonies transition into the latter?

5. Why did they choose to enslave Africans?

6. How were slaves obtained in Africa?

7. Describe the conditions of “The Middle Passage.”

8. What measures were taken by slaveholders to keep slaves from rebelling?

9. What were the economic reasons for the expansion of slavery in North America?

10. Honors: Explain how the economic conditions in the Virginia colony were ripe for slavery.  

11. Honors: How does the case of Antonio Johnson lend evidence to Howard Zinn’s view that racism was not built into the ideology of the early colonies?

12. Honors:  Explain how colonial laws led to the institutionalization of racism.  Give examples.

Seminar: Crash

Seminar Post-write

After the seminar, write a blog entry that synthesizes your ideas about the film and/or racism in America.  You may do one or more of the following:

1.  React to the film Crash.  What new insights about America or about human beings do you have after watching this film?

2.  Choose one of the pre-write questions to elaborate on.  Use the film as evidence. (see my DP from Monday if you forgot what these questions are)

3.  Make an interpretive claim about the film and elaborate on it.

4.  Your own idea?

Send me a link to your blog by Friday!

For tomorrow:

Finish Zinn, Chapter 2.  Identify the claim he makes near the end of the chapter about racism.  Do you agree with the claim?  Why or why not?

Next...How did race-based slavery become an institution in America?
If you are finished with everything, please preview this website (Read Part 1 narrative):
Africans in America, Part 1: The Terrible Transformation

Film screening: Crash

1.  What are some of the racial stereotypes that you see highlighted in this movie?

2.  Racist and un-racist are not absolute binaries.  Where does this binary get complicated in this movie?

3.  Choose a character and discuss what he or she learns.

4.  Choose one of the questions from the pre-write.  How did viewing this film change, expand, or support your answer to the question.  Re-write your answer to the question using the film as evidence.               

Columbus Wrap-up

Historical Inquiry Feedback:

1.  What did you like about this research assignment?

2.  What was difficult about it?

3.  What was rewarding about it?

4.  What would have helped you have more success on this assignment?  What changes would be beneficial for next time?

Columbus Inquiry group discussion:

1.  Share your claims with each other.   What did you conclude about Columbus?

2.  Which sources were the most illuminating/interesting/shocking?  Why?

3.  What do you still want to know?  What are you confused about?

Post your claim to Edmodo!  Click here to see the participation rubric.

Racism Prewrite (due Tuesday)

1.  What is your perception of the current state of racism in the United States?

2.  Is racism natural? 

3.  What would it take to end racism in our culture?

For Wednesday:

Read A People's History, Chapter 2 ("Black and White" OR "Drawing the Color Line")

Identify the main claim that Howard Zinn makes near the end of the chapter.  Do you agree with the claim?  Why or why not?

Homework:  Please remember to get the movie permission signed!!

Click here to view the images we looked at in class!

Columbus: Hero or Villain?

Week of Sept 6-9 

Readings/Activities:

Read, Annotate, Research Notes

Required

1.  Zinn, A People’s History of the United States Chapter 1

2.  “Columbus”  The Lincoln Reader:  Book 4, p. 43-47 (search Google books p.65-69)

3.  Hero history: Christopher Columbus

4.  Selections from Eduardo Galeano, Genesis

5. An article on the origins of Columbus day  

Primary Source Documents (required everyone)

6. Bartolomé de las Casas, Brief Account of the Devastation of the Indies. (1542)

7. Columbus’ Journal  (1492)

Optional (Honors required)

8. Find Washington Irving’s biography of Columbus online.  It is available on Google books.  You do not have to read the whole thing, but rather skim for information and tone.  Address in your notes how Washington Irving’s biography may have influenced our collective historical memory of Columbus.

-AND/OR-

9. Read/Skim Chapter 1:  The American Tradition. How does the spin of the textbook compare to Howard Zinn’s?

10. Vocabulary Extraction

Make a list of 3-5 vocabulary words you extracted from the readings. (See formatting on my DP)

Extension

11. Independent Background Research

Find your own sources to analyze, primary or secondary.  Take good research notes!

12 . Watch more youtube cartoons about Columbus: are there any out there that diverge from the main myth?

 

Blog Synthesis (due Monday September 12)

Make a CLAIM and support it with evidence from your research.

a. Deconstruct our conception of Columbus:  Hero or Villain?

b.  Should Columbus Day be celebrated?

c.  Was conquest a necessary part of human progress?

d. Pose your own question and answer it. 

Write a reaction to the film/readings.
What did you find the most interesting/shocking about the historical events contained in the film and readings?
What new perspectives have you gained on the American West and/or American history?

Bury My Heart at Wounded Knee

Work time:
Seminar Reflection/Synthesis
Post your claim to Edmodo
Read excerpts from Galeano
Read "The Ghost Dance War" (Ohiyesa)--optional except for Honors

Film:  Bury My Heart at Wounded Knee

Seminar: Montana 1948

Seminar Rubric

Post-seminar writing (Due Friday Sept 2):

1.  Reflection/Self-Assess

·         Reflect on the outcome of the seminar.  Consider your own performance and the seminar overall.  How did you do personally and how did the group do collectively?   Based on the rubric, what grade do you deserve on the seminar? 

·         React to your peers’ ideas (be specific) and the meaning you all constructed together.  Was there anything that enlightened you?  Something you particularly disagree with?  How did your thinking about the text change as a result of this seminar? 

2.  Synthesis

·         Make an interpretive claim about the text and support it with evidence.  Your claim may be something you develop further from your seminar prep, or it may be a new idea that you acquired during the seminar.  In some way, it should address the key question of the seminar:  What commentary does Montana 1948 make about life in America? 

Seminar Prep

Key Question:  What commentary does Montana 1948 make about American life?

Required Prep  (make some claims!  find some evidence!)

1.  Choose one character from the novel and explore his or her moral dilemma.  How does this character evolve (or not) over the course of the novel?   

–OR-

Discuss how one character could be thought to represent something fundamental about America.

2.  What is the significance of the setting of this novel?

3.  Is justice served at the end of the story?

4.  What does this novel seem to imply about history?

5. Choose a theme from the list and explore how the novel treats the theme. 

·         Privilege/disadvantage

·         Racism

·         Social Class Structures

·         Power

·         Loyalty/betrayal

·         Justice/injustice

·         Maturity (Coming-of-age)

·         American values

·         Other?

Optional Prep

6.  What would you have done in Wesley’s shoes?

7.  What does Wesley mean at the end when he says “Never blame Montana!”?

8.  Was Frank still a good person despite his actions?

9.  How does the novel’s point-of-view (narrated from his memories of childhood) contribute to meaning?

10.  Choose another theme from the list above (#5) and discuss how the novel treats that theme.

11.  At what point would you feel the need to turn in a close friend or family member that had committed a crime?

12.  Why did Frank commit suicide?

13.  Why did Frank kill Marie?

14.  How could the jars breaking be a metaphor for something bigger?

15.  How was Frank able to get away with his crimes for so long?

16.  Why did David cry for his horse and nothing else?

17.  How can we connect this story to other events in American history?

18.  How is Montana 1948 like a traditional story of the American West and how does it differ?

19.  Do you think the US will ever outgrow racism?  What would have to happen?

20.  How would this story be different if it were written today?

Historical Research (optional)

Investigate the history of white/Sioux relations.

(Possible subtopics:  Little Big Horn/Custer; Ghost Dance Movement; Red Cloud; Sitting Bull; Crazy Horse; Wounded Knee Massacre; Indian Boarding Schools; the Sioux today)

Binaries/Seminar Prep

"The Creation" by Eduardo Galeano
1. Read, listen, read again, annotate.
2. Illustrate
3. Discuss
4. Find the binaries
5. Interpret


A binary (in textual analysis) is a pair of ideas in semantic opposition  (opposing meanings).
ie. war and peace, empty and full, etc.


Did we deconstruct it?  (Did it deconstruct itself?)

Group Seminar Prep, Montana 1948

1.  Reaction:  Discuss your individual experiences reading this book.  What was your emotional reaction?

2.  Clarification:  Help each clear up any confusion that you have about the plot, characters, resolution, etc.

Choose a scribe for the group to write up or type the following:

3.  Questions:  Share your seminar questions with each other.  As a group, evaluate each one on its merit as a seminar question.  Eliminate or revise those that do not meet the standard.  Compile a list of questions.  Write the two strongest questions on the board.

4.  Universal themes/Binaries:  Make a List.  Discuss as a group how this novel addresses each of these binaries.  Where do the binaries get complicated?  Where do they dismantle themselves?

At the end of the hour, turn in one piece of paper (electronic or physical) with:

·         everyone’s name

·         list of questions

·         list of universal themes/binaries

 

Pink Houses lyrics 

 

Starter #2:  Pink Houses

1.  Do you think that John Cougar Mellencamp’s tone is more patriotic or cynical?  Explain why you think so.

2.  Make an interpretive claim about this song using evidence. (1 paragraph) What is he saying?  What is the message?

 

Post your claim to Edmodo!

 

 

 

What are good seminar questions? 

 

Independent Work Time
Please use your time to do all of the things on this week's TO DO list.  (See yesterday's post)



Turn in TODAY to my inbox (physical or electronic):

• Starters 1 & 2
• Info Card
• Tell Me About Yourself

 

Weekend Homework:
Finish Montana 1948.  Write 5 good seminar questions about this novel.

Welcome to 11th Grade Humanities!

Let's deconstruct America!!!

Starter #1

"I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. "
-Henry David Thoreau, Walden


1.  What did you learn in the woods about yourself or about life?
2.  How is this quote uniquely "American"?

Business and Syllabus


Tell Me About Yourself

Edmodo group #'s:

AM:  8dbstw

PM:  ronp7b

"America Is..."

Post your best one to edmodo!

Montana 1948

To Do this Week:

Read syllabus and get questions answered

Tell me about yourself

Info cards

Edmodo account

1^st Edmodo post

blog set-up

Begin reading Montana 1948 (Write 5 seminar questions)

Welcome back Ospreys!