tag:bush.posthaven.com,2013:/posts bOLOS uNITED sTATES hISTORY 2025-01-21T19:08:13Z bOLOS uNITED sTATES hISTORY tag:bush.posthaven.com,2013:Post/1251350 2025-01-21T16:44:40Z 2025-01-21T19:08:13Z Glory - Study Guide

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.'"

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tag:bush.posthaven.com,2013:Post/1631959 2025-01-20T18:00:00Z 2025-01-18T03:43:12Z The Forgotten King The title of this post is intentionally ironic. Everyone knows that we are away from school on Monday because Dr. Martin Luther King, Jr. is commemorated by name with a national holiday. And just about every American alive is familiar with King's "I Have A Dream" speech.


However, as we begin a new year, I invite you to think about what you have previously learned about Dr. King when you were a younger student, in light of this particular speech. The subject of the talk was the Vietnam War, in an excerpt from a sermon given at Ebenezer Baptist Church, on April 30, 1967. During that very perilous time, consider the public response to his words back then:

...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.

  Life Magazine, April 19, 1968, by Alfredo Jaar. (Copyright Alfredo Jaar)

Although the speech is over 20 minutes long, you are encouraged to listen to as much of it as you can (it's audio only). I know what amazing multitaskers you are. Press PLAY and have it on in the background as you message your friends and surf the net ;) Ask yourself the following questions:

  1. Why is this post titled, "The Forgotten King"?

  2. Why don't many Americans celebrate this speech?

  3. Can you make connections to today?



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tag:bush.posthaven.com,2013:Post/1769263 2025-01-15T16:33:31Z 2025-01-15T16:33:34Z George Fitzhugh vs Frederick Douglass

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.

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tag:bush.posthaven.com,2013:Post/1760942 2025-01-13T17:22:23Z 2025-01-13T17:22:27Z The Peculiar Institution

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:

  1. Choose 2-3 contiguous slides, more or less. Claim them before others do.
  2. Leave thoughtful and thorough annotations as comments which will be awarded with the following feedback (ST, OK, NW) based on your choices below:
    • → Short textbook quotes which are explained in relation to the slide content (up to ST)
    • → An original analysis of images or documents covered (or not covered) in class* (up to ST)
    • → Comments as pure narration (up to OK) which is the min. req't for ALL students
Ask yourself: "How can I corroborate, or contradict, or analyze what is in the frame, and also provide empathetic narration on these chosen slides?"
    Feel free to use the tools in Google Slides to draw or highlight specific areas of the slide (highly recommended).

    • Click here for bUSH2 or click there for bUSH5



    *this depends on the slides chosen
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    tag:bush.posthaven.com,2013:Post/1371621 2025-01-09T16:00:39Z 2025-01-09T18:23:44Z The Abolitionists

    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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    tag:bush.posthaven.com,2013:Post/1361116 2025-01-08T18:00:00Z 2025-01-13T15:07:56Z Our next chapter: Douglass' Narrative

    Here is a preview of our next unit:

    1. Buy a copy of the book pictured below as soon as possible. The Book Store should have a few copies for our class, and it must be the exact edition currently in stock. Do not substitute another edition or an electronic version. If you are using this book for your English class, all the better. WARNING: keep in mind that students who rely on what they wrote (or HOW they wrote) in English class tend to do worse on the summative assessment than those reading the book for the very first time. Many do not read the book with the appropriate lens. Be careful, Trevs.
    2. Read Chapters I, II, and III for our next class (feel free to skip the two prefaces). Please write 5 questions on paper that are generative in nature.
    3. 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.

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      tag:bush.posthaven.com,2013:Post/2164119 2025-01-07T18:59:11Z 2025-01-07T19:00:55Z Social Studies Course Recommendations

      Here is a link to the entire catalog:

      And here is a link to the individual form for your personal choices:

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      tag:bush.posthaven.com,2013:Post/2163820 2025-01-06T14:51:08Z 2025-01-06T16:46:24Z Two Questions for 2025

      bUSH2 >>Click here to contribute!<<

      bUSH5 >>Click here!<<


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      tag:bush.posthaven.com,2013:Post/1781666 2025-01-03T16:50:03Z 2025-01-03T16:51:44Z Frederick Douglass: Categories of Credibility

      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.

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      tag:bush.posthaven.com,2013:Post/1804882 2024-12-17T13:59:00Z 2024-12-17T21:00:09Z End of 1st Semester E X P E R I E N C E

      Dear Mr >B...

      (click image below to submit)

      • Use specific examples, and be sure to note strengths and weaknesses
      • Limit yourself to one to two pages MAXIMUM
      • Use paragraphs to structure your writing
      • Leave enough time to edit your writing in order to make it stronger

      Here are some questions you might consider (pick only the ones you are most comfortable with):

      1. How did this class help you grow as a learner? Where, specifically, do you see this growth? Cite at least one specific example in one or more of the following areas: 
        1. Thinking
          Reading
          Writing
          Discussing
      2. What idea(s) of yours have you reconsidered as a result of the discussions, texts we explored? 

      3. What was your greatest strength in this class? This was exemplified by [explain specific instance here]

      4. How did you contribute to the whole classroom experience throughout the year? What was your most significant contribution in this regard?

      5. What are you most proud of having accomplished in this class? Explain it in detail.

      6. 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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      tag:bush.posthaven.com,2013:Post/1655736 2024-12-04T19:27:39Z 2024-12-04T19:27:43Z RACE: The Power of an Illusion

      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.


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      tag:bush.posthaven.com,2013:Post/1352140 2024-11-21T15:06:32Z 2024-11-21T15:06:34Z Confederation & Constitution: Shays' Rebellion

      How did Shays' Rebellion function as a proximate cause to the adoption of the U.S. Constitution?

       Miss the video? See it here.

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      tag:bush.posthaven.com,2013:Post/1910774 2024-11-18T01:20:10Z 2024-12-18T17:15:14Z Summative Assessment: The Bloody Massacre

      Model essay: click here

      Directions for today's summative assessment:

      1. If you haven't already done so, create a Google doc called, "The Bloody Massacre".
      2. Share this doc immediately with me (boloss@nths.net).
      3. Carefully read the directions on the form, first.
      4. Write your essay in your Google doc. I might "stop by" as you're writing, so don't freak out ;)
      5. When you are finished, please fill out the entire form (heading featured below) by clicking here.

      Top issues/problems in past essays:

      1. Failure to argue HOW (specifically) your chosen witness was the very BEST witness (compared to another witness, for example)
      2. Too much narrative at the expense of YOUR own argument ("Witness said this, then goes on to say this, and then claimed...") / Instead, try following the CLAIM (your argument, not the witness's) / EVIDENCE (short quote) / EXPLANATION (how quote supports argument) formula
      3. Jumping to other witnesses' testimony without thoroughly assessing the testimony of your chosen witness
      4. Utilizing generic transitions such as, "Moving on...", "Adding on...", "Another thing..."

      When you finish, you may work on HW as long as you do not disturb others. 

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      tag:bush.posthaven.com,2013:Post/1212330 2024-11-14T15:54:07Z 2024-11-14T15:54:08Z Declaration(s) of Independence: assignment

      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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      tag:bush.posthaven.com,2013:Post/1628324 2024-11-12T17:49:45Z 2024-11-12T17:49:48Z The War for Independence

      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:

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      tag:bush.posthaven.com,2013:Post/2056783 2024-11-12T17:49:16Z 2024-11-12T17:49:18Z Check for Understanding: War for Independence

      Hi all. Click the words in this sentence to respond. 10 minutes max, open notes (always).


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      tag:bush.posthaven.com,2013:Post/1754735 2024-11-12T14:24:34Z 2024-11-12T14:24:38Z tHE tRIAL oF tHOMAS pRESTON (the teams)
      Was Captain Thomas Preston guilty of 1st degree murder? Or is there enough reasonable doubt to acquit him of this charge? Your selection of witnesses and how you choose to present them will help answer this question. The winning team will earn extra credit on their (individual) summative assessments (next week).

      bUSH2

      bUSH5




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      tag:bush.posthaven.com,2013:Post/1344619 2024-11-07T15:59:53Z 2024-11-07T17:22:40Z The Bloody Massacre Hearing

      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.


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      tag:bush.posthaven.com,2013:Post/1343924 2024-11-06T14:34:45Z 2024-11-07T17:24:18Z "What Really Happened in the Boston Massacre?"

      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). 


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      tag:bush.posthaven.com,2013:Post/1618411 2024-10-31T14:42:45Z 2024-10-31T16:35:20Z Sons of Liberty Primary Source Analyses

      Due next class (based on "Tightening the Screws", part I).


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      tag:bush.posthaven.com,2013:Post/1614953 2024-10-30T15:25:15Z 2024-10-30T15:25:17Z Tightening the Screws (part II)

      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.

       The Ezra Klein Show

      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."

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      tag:bush.posthaven.com,2013:Post/1614949 2024-10-30T15:23:16Z 2024-10-30T15:23:20Z Tightening the Screws (part I)

      For HW, please take notes on the presentation below and be prepared to answer the following question:

      How does the School House Rock interpretation of colonial resistance differ from that of bUSH? Compare and contrast the relative biases of each. 

      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:

      1. Who gained a significant amount of land after the war?
      2. Why was defense a concern for the British post-war?
      3. How was living in the colonies a financial advantage compared to living in Britain (consider deficit spending)?
      4. What did the British government do to attempt to compensate for the debt after the war?
      5. What was the main difference between the Navigation Acts and the Parliamentary taxes? 
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      tag:bush.posthaven.com,2013:Post/1615914 2024-10-28T17:47:47Z 2024-10-28T17:48:15Z "No More Kings": Was the American Revolution justified?

      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:

      1. Who is missing from this video?
      2. How is King George portrayed?
      3. How are the colonists portrayed?
      4. What is the apparent purpose of the taxes?
      5. How is the characterization of the U.S. President contrasted with the King of England?

      What questions do you have?

      WORKSHEET:

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      tag:bush.posthaven.com,2013:Post/2148589 2024-10-28T16:22:55Z 2024-10-28T18:11:58Z The Keys to the White House ]]> Spiro Bolos tag:bush.posthaven.com,2013:Post/1889796 2024-10-21T17:29:37Z 2024-10-21T17:41:14Z A Puritan Primer / A New Trier Primer

      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: 



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      tag:bush.posthaven.com,2013:Post/1612111 2024-10-14T15:48:21Z 2024-10-14T15:48:27Z The Visual Essay: A Collaborative Project


      Dodging Bullets in Presentations from Fortify Services


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      tag:bush.posthaven.com,2013:Post/1609271 2024-10-07T17:44:35Z 2024-10-07T17:44:38Z New England Primary Sources

      Worksheet (only) due next class, printed. This is a formative assessment. Click here for an editable Google doc.

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      tag:bush.posthaven.com,2013:Post/1606583 2024-09-30T17:47:05Z 2024-09-30T17:47:07Z Virginia Colony Primary Sources

      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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      tag:bush.posthaven.com,2013:Post/1598838 2024-09-30T16:16:55Z 2024-09-30T16:16:59Z Virginia Colony: slide annotations

      How to do the homework on Google Slides (VA). Consider the following requirements:

      1. Choose 2-3 contiguous slides, more or less. Claim them before others do.
      2. Leave thoughtful and thorough annotations as comments which will be awarded with the following feedback (ST, OK, NW) based on your choices below:
        • → Short textbook quotes which are explained in relation to the slide content (up to ST)
        • → An original analysis of images or documents covered (or not covered) in class* (up to ST)
        • → Comments as pure narration (up to OK) which is the min. req't for ALL students
      Ask yourself: "How can I corroborate, or contradict, or analyze what is in the frame, and also provide empathetic narration on these chosen slides?"
        Feel free to use the tools in Google Slides to draw or highlight specific areas of the slide (highly recommended).

        • Click here for bUSH2 or click there for bUSH5


        *this depends on the slides chosen
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        tag:bush.posthaven.com,2013:Post/1885051 2024-09-26T18:23:46Z 2024-09-30T18:32:01Z Slaves or Servants?

        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":


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