Tuesday, October 12th

Starter 10.12: What examples have you seen of indigenous activism and/or resistance in U.S. History? (past or present...)

Here is a new one from yesterday.

FINISH FILM? Where were we?

DISCUSS FOR CLARIFICATION OF THE FILM RESPONSE ASSIGNMENT....
1. What ideology did European explorers bring with them to the Americas? What were their values and their motivations?
2. How did it differ from the ideology of the indigenous peoples that inhabited the lands? (What do we know about this? How do some indigenous belief systems differ from "Western" ones?)
3. Why were these ideologies in conflict?
4. How do we see these ideological conflicts manifest in modern times? Can you think of other examples beyond the Cochabamba protests?

What other questions do you have that will help you write the TEA paragraph? The questions again....

1. How does this film juxtapose historical events to make ideological connections across time? What are these connections? (How can we view “La Conquista” on the same ideological timeline as the events in Cochabamba in 2000? See Wikipedia links below if you want to expand your knowledge of La Conquista and/or the Cochabamba protests.) 2. Why is this film called Tambien la Lluvia (Even the Rain)? What does this have to do with the ideological conflict portrayed in the movie?

Reading: Chapter 1, A People's History of the United States

THREE CHOICES!

1. Online version from Historyisaweapon.com

2. Printed hard copy of the chapter

3. Borrow a copy of A Young People's History (modified! easier!)

ANSWER QUESTIONS IN GOOGLE CLASSROOM (due Thursday)

1. What are some things you learned from this chapter that you didn't know before? What is surprising, interesting, disturbing?

2. In Chapter 1, Zinn reveals to us his A People's History's approach/bias. What is this approach? What is Zinn's goal as a historian? Can you find a quote that feels like the "thesis" of the work? If not, summarize what you think it might be.

3. A People's History of the United States is one of the history sources that is up for debate in the current controversy about how US History should be taught (President Trump mentioned Zinn by name in the speech he gave announcing the 1776 Commission). Why do you think this source is controversial? Do you think it should be avoided by history teachers?

HONORS:

Let's check in!

FILM RESPONSE DUE TONIGHT at midnight

Monday, October 11th

Film Screening: También la Lluvia (Even the Rain)

 

Questions to THINK about...

1. What ideology did European explorers bring with them to the New World? What did they want? What did they believe/value/care about?

2. How did it differ from the ideology of the indigenous peoples that inhabited the lands? (What do we know about this? How do some indigenous belief systems differ from "Western" ones?)

3. Why were these ideologies in conflict?

4. Do we see these ideological conflicts manifest in modern times? Can you think of examples?

WRITING ASSIGNMENT IN GOOGLE CLASSROOM

(We will have time in class tomorrow to work on this after discussing the film)

"ANNOTATE" SPECIFICS AS YOU WATCH IN ORDER TO DEVELOP YOUR RESPONSE.

 FILM RESPONSE: Tambien la Lluvia/Even the Rain

Choose ONE of the following questions to write a solid TEA paragraph. 

Use specific examples (E) from the film to support your T (claim) and be sure to explain (A) your connections.

1. How does this film juxtapose historical events to make ideological connections across time?  What are these connections? (How can we view “La Conquista” on the same ideological timeline as the events in Cochabamba in 2000?)

2. Why is this film called Tambien la Lluvia (Even the Rain)? What does this have to do with the ideological conflict portrayed in the movie?

Friday, October 8th

1619 Reaction Interviews

• Please record them on voice memo apps and submit them in Google Classroom.

Interview Questions:

• What did you learn from this podcast that you didn’t know before?

• What questions and curiosities did it bring up for you?

• How did this podcast make you feel about America?

• Why do you think there has been backlash against the project? Why do you think Donald Trump mentioned it by name? Why are folks trying to ban it?

• Should the 1619 Project be included in the US history curriculum? Why or why not?

• What concerns or feelings does this information bring up for you as a young American?

TWO CHOICES:

1. Take turns interviewing each other and submit two files.

2. Do a co-interview where you are answering the questions together in more of a dialogue/discussion format.

THEN: Share out! What did you hear from your partner? What did you discuss?

PREVIEW Monday’s controversy

Deconstruct….Columbus: Hero or Villain?  

1. What do we remember/what have we learned about Columbus throughout our education?

Mine went a little something like this….

2. Columbus Day or Indigenous People’s Day?

THINK or RESPOND:  What are some reasons in favor of celebrating Columbus Day?

Reconsider Columbus Day

Durango and FLC have reconsidered

THINK or RESPOND: Do you think Durango and FLC made the right decision in changing this holiday officially?  Why does it matter?  

***What might one's answer to this question say about their own ideology?

Thursday, October 7th

 Starter: Backlash against 1619

Discuss yesterday’s work and “America the Beautiful”

Why did the founders of 1619 publish the project? What is their goal/motivation?

What were we confused about in Bret Stephens’ Op-Ed?

How did you answer the questions from yesterday?

1. According to the author, what makes America unique?

2. What does he want us to see about America?  What is his thesis?

3. Why does he discuss the atrocities/injustices of the past in conjunction with celebrating foundational principles?  

4. Would you say Bret Stephens’ view of history is more patriotic or cynical? What is the evidence?

5. How might this article connect to the conversation we have been having about how to teach US History?

Let’s see what all the fuss is about! 1619 Project, Episode 1

Here is the transcript if you want to follow along.

Tomorrow we are going to be doing recorded interviews of each other reflecting on the experience of learning this material.

ASSIGNMENT IN GC: Listening Guide for 1619

Wednesday, October 6th

PSAT Preadministration: Welcome, Suze!

Introduction to the 1619 project

It is fine to work in groups on this stuff! If you work with others, please put all names on the master doc and be sure all groups members note in Google Classroom who turned in their group’s assignment!

1. Review this brief video; it’s the part of his speech where Trump specifically denounces the 1619 project.

2. Explore the 1619 Project Website. Read the Introduction. Click around if you like.

1. How do they answer their own question in the header: Why did they publish the 1619 project?

3. Read Bret Stephens op-ed, “America the Beautiful” in the days that the project was released. Annotate important passages and any place that confuses you.  Answer the following questions in writing.

1. According to the author, what makes America unique?

2. What does he want us to see about America?  What is his thesis?

3. Why does he discuss the atrocities/injustices of the past in conjunction with celebrating foundational principles?  

4. Would you say Bret Stephens’ view of history is more patriotic or cynical? What is the evidence?

5. How might this article connect to the conversation we have been having about how to teach US History?

Tuesday, October 5th

 Roses/Thorns/Buds 

• Junior Year and/or Humanities-specific

• Circle up! Share out!

CASE STUDY DISCUSSION Q’s 

1. What is critical race theory and is it being taught in schools? 

2. What are the arguments on each side?

3. Which of these arguments feels like it needs further investigation?

4. What does each side care about/value?

5. What might be the motives on each side of the debate?

6. How should America’s history be taught to young people? 

7. To what degree should we be taking a critical lens to issues of racism and systemic oppression (in the past and the present)?

8. How is rhetoric shaping this issue?

META:

• What to investigate next in order to pursue this question?

• What opportunities do we have to weigh in on the conversation about how US History should be taught? (WE are a project-based school!)

• Who do we need to hear from?

• What might we ask them?

WORK TIME:

1. Do I still need your self-assessment? Or RD mini-project components? Turns into a zero in the gradebook today, so please rectify the situation.

2. Finish up all parts of your case study and turn it in TODAY! 

3. Honors assignment (primary sources) and/or NHD topic brainstorm

4. If you are finished with everything….

• Listen to the podcast: The Great American Textbook Wars

• Do some research on the 1619 project and the controversy surrounding it.

Monday, October 4th

Check your grades in IC! Process grade broken down in Google Classroom. Check the notes I left you!

• Some of you have no Self-Assessment grade! If this is you, please complete the Self-Assessment: Daily Classwork and Intellectual Presence TODAY, FIRST THING, and email it to me ASAP!
• Some of you turned in the mini-project, but didn't do the reflection questions (see page 2 of doc). This is a huge piece of the assignment! Do this today before moving on!
• Email me today with questions or other communication.

Wrap Case Study

• Work in groups (or solo) on part 5 Arguments/Appeals section
• Personal take on arguments/appeals and biased TEA paragraphs should be done individually!
• TODAY IS THE LAST WORK DAY ON THIS!
• Seminar tomorrow will be informal, not graded (YET!)

Honors: Keep working on Primary Sources!