How far were the abolitionists willing to go? Although Garrison, for example, was a radical pacifist, most like-minded reformers were willing to enlist in the army in order to fight in the Civil War for their ultimate goal: abolition.
Glory (1989), directed by New Trier graduate, Ed Zwick, was revolutionary not only in its subject matter, but also in its marketing. Consider this cover art:
As you view the film (click link), consider the quote on the very last page of the study guide (click here for a Google doc version). It will inform our next assessment.
Why did Ed Zwick make this film? It might have been because of this man:
Although the article cuts off at the end, here is the last paragraph with the missing text:
]]>"Zwick brought the movie premier to Chicago in 1989 at the Chicago Historical Society and invited McClendon. Looking out at the audience he assumed McClendon could not make it. At the end of the movie an explanation appears on screen explaining that the 54th Massachusetts lost over half of their troops in the assault on Fort Wagner. On the screen: 'As word of their bravery spread, Congress at last authorized the raising of Black troops throughout the Union. Over 180,000 volunteered. President Lincoln credited these men of color with helping turn the tide of the war.' When the movie ended, Zwick looked out at the audience. There was McClendon, his face wet with tears. 'He came up to me and hugged me in a way that I remember to this day,' Zwick said. 'It gave me closure, a way of letting him know what he meant to me.'"
...after giving the speech...King was dropped from Gallup’s annual list of the most admired Americans and was ridiculed by the New York Times, among too many others. Soon after, he was murdered (Robert Scheer, Truthdig.com).As a kind of evidence, look closely at this 3-frame diagram of King's funeral photo which highlighted Black Americans using black dots, and Whites, using red dots.
Click here for a Google doc version of the worksheet. If you missed class, this is due on paper at the beginning of our next class.
Please take detailed notes and ask questions in class, as this process will be critical in aiding you on your next summative assessment:
How to do the annotation assessment on Google Slides. Consider the following requirements:
Note: this video series (DVD) is available in the NTHS Library or may be available to stream if you have Amazon Prime. Otherwise, please click here to view the film. Due on paper at the END of class. Need an electronic copy? Try this.
After viewing the PBS film, The Abolitionists (click to view), ask yourself how monolithic were the opponents of slavery (Stowe, Brown, Garrison, Grimke, etc.)? Which of their methods did you think was most effective?
Transcript is available below:
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Here is a preview of our next unit:
Here is a link to the entire catalog:
And here is a link to the individual form for your personal choices:
]]>Read Chapters I, II, and III for next class. Write a list of FIVE generative questions for HW.
Consider the following prompt: “Because Frederick Douglass was an atypical slave, and later became an abolitionist, he is not a credible source of information regarding the ‘peculiar institution’.” Agree or disagree, using specific evidence (quotes and page numbers). This essay has not been assigned yet.
]]>Dear Mr >B...
(click image below to submit)
Here are some questions you might consider (pick only the ones you are most comfortable with):
What idea(s) of yours have you reconsidered as a result of the discussions, texts we explored?
What was your greatest strength in this class? This was exemplified by [explain specific instance here]
How did you contribute to the whole classroom experience throughout the year? What was your most significant contribution in this regard?
What are you most proud of having accomplished in this class? Explain it in detail.
How well did you work with your classmates? What did you learn from them? Cite at least one specific example.
Here is another form I have used with students to get them to reflect on their class participation. Feel free to use parts of it in your final reflection.
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If you missed the film or need to review it, please watch it here or you might find it here.
A transcript is available here.
How did Shays' Rebellion function as a proximate cause to the adoption of the U.S. Constitution?
Miss the video? See it here.
Directions for today's summative assessment:
Top issues/problems in past essays:
When you finish, you may work on HW as long as you do not disturb others.
IYOW (In Your Own Words):
"The Declarations of Jefferson and of the Congress"
This is not HW, but make sure you save a copy for class discussion:
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Be prepared to answer a question from either video. Feel free to use the captions function and the 1.25x speed.
Part I:
Part II:
]]>Hi all. Click the words in this sentence to respond. 10 minutes max, open notes (always).
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Help your group choose your side's 3 best witnesses for the upcoming trial. Make sure you have written responses for each witness in your annotated packet or in a separate Google doc. You only have to analyze the witnesses your group has assigned. You do not have to take notes on all of the witnesses unless you choose to. Here's a copy of the assignment if you want to type your response.
Read and ANNOTATE this packet for our next class and bring any questions to ask. Pay special attention to the embedded primary source, "Deposition of Captain Thomas Preston", as this will become our "baseline" testimony. Though this is a formative assessment, failure to read closely will certainly have a deleterious effect on your next summative assessment (TBA).
Due next class (based on "Tightening the Screws", part I).
Based on this interpretation (parts I & II), was the American Revolution justified?
BONUS (optional) material: Interview with historian Woody Holton regarding the Founding Fathers and why the creation of America still matters to Americans.
Favorite quote: "We’ve got to let go of the heroes and replace them with heroics. That is, to see that the same person can do something heroic on Monday and be an enslaver or a town destroyer....And is that so hard? Does anybody have any perfect friends? Most of us are some of this and some of that. And I think we are more likely to unify around the founding if we admit the feet of clay, as well as the virtuous aspects. And I think one way to do that is to focus on people’s heroics rather than insisting on heroes."
]]>For HW, please take notes on the presentation below and be prepared to answer the following question:
HINT: add up the amount of money raised by the taxes on the colonists and compare that to the amount of money the "Peace Force" cost the British, for example.
Feel free to watch this at 1.25x speed!
A few questions to think about, courtesy of bETH tHE silc:
Note: the worksheet below is homework (if you did not complete it in class). Try your best to complete it and do not worry if your answers are incorrect.
While watching the School House Rock video, consider jotting down a few answers to the following critical analysis questions in your notebook:
What questions do you have?
WORKSHEET:
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Fill out the following worksheet on your own or with one of your peers. For the NTHS portion, sketch out a few ideas on the back of the worksheet and then transfer one of them to the appropriate Google slideshow. If you work with someone else, please leave a comment with both of your names for credit. Make it NEW TRIER-specific, not just high school-specific :)
The original:
Worksheet (only) due next class, printed. This is a formative assessment. Click here for an editable Google doc.
]]>If you missed class, please print and complete side 1 and 2 of the first document below.
BONUS: Bacon's Rebellion (1676)
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How to do the homework on Google Slides (VA). Consider the following requirements:
Using the 1624/25 Virginia muster database, can we determine if the Africans listed on the census document were either enslaved individuals OR indentured servants?
Lastly, why do some linguists believe that Midwesterners have an accent, not Southerners who speak with a drawl? Check out this explanation of the "dropped r":