If you missed class, you can access the film here.

Or below:

You can also make an Google doc copy of the study guide by clicking here.

Please take thorough notes on this in-class presentation. You will use that work (and more) on the next assessment.

https://padlet.com/boloss/u32g24w5tbvyhy50

Remember that asking generative questions is one of our classroom norms:

And this is my own interpretation of the chain of events leading to 9/11. Note the distinction between ultimate and proximate causes, which you will need to identify for your individual 4th Quarter Project. Others may disagree regarding the relative importance of the factors below, but that interpretive piece is inherent to the writing of history:

This assignment demands your critical attention to bias in historical writing. Give it your very best attempt, even if you're unsure that you're doing it correctly. Because it is in preparation for a future writing challenge (see further below), we would classify this as a formative assessment.

If you need a copy of the textbook reading, please click here.

SUMMATIVE ASSESSMENT

Focusing on the six paragraphs under the subheadings, “Indians Fight Back” and “Chivington Massacres the Cheyenne” (pp. 415-16), now rewrite the history textbook selection without changing the factual aspects of it. Meaning, after identifying the bias of the current text, think about how you might use diction, voice, length and inclusion/exclusion to create a different bias in your own version. 

You may confine your rewrite to any THREE contiguous paragraphs for this assessment. In a fourth and separate paragraph, you will need to explain which method(s) you employed (inclusion/exclusion, length, diction, voice, or other) to substantively change the bias, citing specific examples (i.e., quotes) from the text. Click here for a link to the raw text so you can avoid retyping sentences.

Content warning: feel free to include some of the primary source details provided by two US soldiers (Silas Soule and Joseph Cramer) who were at the Sand Creek (Chivington) Massacre. Make sure to scroll down in order to read the primary source material. The last link is a more recent interpretation (meaning, a secondary source) provided by the National Park Service.

In the end, this writing challenge will function as a mirror to the final exam.

Please CLICK HERE to contribute.

Assignment:

BONUS: Had enough of your eight hours of daily screen time? Want to try the "Bored and Brilliant" challenge? Try any one of these techniques and see your creativity soar and your ability to self-reflect, deepen.

Having watched the sped-up version of the film without narration, what do you believe was the story of Jess's life and the relationship with their father? CLICK HERE TO RESPOND.

The International Center for Photography, New York:

Jess T Dugan's website

For today's class, please contribute one of your strongest research findings to the collective by clicking here.

Various photos and videos I found from his place. Click image below:

Watch the entire video below. It might help you with first assessment...[sound UP]

And make sure you mind these:

Click here for a editable small group worksheet.

Featured Theme Song: "We Belong Together" by Vampire Weekend

Songwriters: Rostam Batmanglij / Ezra Koenig

Please make sure you turn in your script (essay with citations) and bibliography on paper. Now click the appropriate link below to upload your video presentation (only if you are NOT using VoiceThread):

• Period 2 = "Just America"
  

  

• Period 5 = "Real America"
  

  

The images above are adapted from George Packer’s most recent book, Last Best Hope: America in Crisis and Renewal. His essay version is called, "The Four Americas" and originally appeared in The Atlantic.

Download Annotated_RUBRIC_-_4th_quarter_project_.pdf

Click here to see three student-created exemplars from a few years ago.

MLA citation protocol (the basics):

And don't believe what this student wrote ;)

If you missed class, you need to watch the following video and turn in the study guide (below)

>>bUSH2<<

>>bUSH5<<

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WHY does this kind of research matter?

See The Atlantic: "The Books of College Libraries Are Turning Into Wallpaper"

In order to see your feedback on your iPad beyond the color-coding, please follow the directions below:

1. Click on the link below to access the spreadsheet of possible questions
2. Make sure Google Sheets is in "light theme", not "dark mode"
3. Select your question (or any other) cell
4. Tap it once and then select, "NOTE" to see the written feedback

LINK to VIEW FEEDBACK

If you still need to submit a successful 4QP proposal, click here.

>>SUBMIT YOUR PROPOSAL(S) HERE<< 

>>NTHS LIBGUIDE HERE<<

Here is a link to a journalistic example (using a very similar method).

RECENT CONTEMPORARY ISSUE: In his State of the Union address...President Obama celebrated the fact 'that for the first time in 40 years, the crime rate and the incarceration rate have come down together.'"

WHY QUESTION: Why does the USA incarcerate such a high percentage of its population, despite falling crime rates?

ANSWERS:

1. Crime surged during an era of social upheaval (historical look-back)
2. The federal government got more involved in local law enforcement.
   
3. A War on Drugs was launched.
   
4. Politicians changed sentencing laws.
   
5. More?? Others? Consider the role of race.

"Coming up with good questions in history is often more difficult than the answers."--Stephen Berry. @CWI_GC

— Kevin M. Levin (@KevinLevin) March 9, 2021

Need more help understanding proximate versus ultimate factors (causes)? Perhaps this will trigger your memory:

Lastly, here is a rationale for writing your own piece of history. Listen to the last half of the Today, Explained "American_history_v9" podcast (transcript) where David Blight, Yale University Professor and President of the OAH (Organization of American Historians) weighs in on recent efforts by the Trump Administration to "celebrate America's greatness" in Executive Order #14253:

Read carefully, distinguishing between the primary and secondary sources included in the following packet and answer the questions:

>>DEBRIEF FORM CLICK HERE<<

>>Click here for the role assignments<<

Here is a rather strong interpretation (below) of how the United States initially became a world power. Johnny Harris is a filmmaker, journalist and has a degree in international relations. This is a master class in presentation design, so think about how you could incorporate some of his explanatory techniques into your 4th Quarter Project. Feel free to visit Johnny Harris' YouTube page to see other work he has done and scroll down for his presentation design tips.

>>CLICK HERE FOR THE AD-FREE VERSION<<

What is the author's opinion on whether or not America is an empire? How does he demonstrate/communicate his viewpoint?

How did the "United States" become "America"? This 33-minute podcast features historian Daniel Immerwahr:

How do historical and artistic depictions of the American landscape connect to the idea of an American empire? Pay special attention to "manifest destiny" and the Turner Thesis.

Miss the video? See it HERE.

To help you better understand what the Turner Thesis is, the video below provides a novel approach at explanation:

An Introduction to Frederick Jackson Turner's The Significance Of The Frontier In American History from Macat on Vimeo.

Listen carefully to the embedded 9-minute podcast from BackStory, which details Americans' historical relationship with their domesticated animals. How are cows and pigs, for example, “creatures of [the American] empire”?

Make a copy of the worksheet by clicking here.

The following sources may give you more insight:

And/or watch an 18-minute excerpt from American Experience: Freedom Riders by clicking below:

If you're struggling with the 3rd requirement (conditions in Parchman Farm Penitentiary in Mississippi), you should watch this 18-minute clip from The PBS film, Freedom Riders. And/or read this article about Hezekiah Watkins, a 13-year old put on death row in that very same prison.

2001 interview with John Luther Dolan:

or Click here for improved audio.

This is an ANONYMOUS survey, so feel free to be as honest as possible, keeping in mind my role as a mandated reporter. This will make more sense once you have seen the assessment for John Dolan, the young Freedom Rider working with CORE.

UPDATE: after reading so many of your heartfelt comments, I listened to this show about sleep deprivation, competition, grades, homework, and parental pressure. If you get a chance, it's worth a listen: 

If you need access to the primary source materials, please see below and/or click here:

Please leave your slide annotations (as comments) in VoiceThread using the appropriate link below:

bUSH2

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Why did it take approximately 100 years for basic civil rights to be granted to Black Americans? What were the proximate and ultimate factors contributing to the passing of Civil Rights legislation?

Please read OpenStax by clicking here. The assessment (based on both the reading and the presentation below) will be formally assigned once the presentation is concluded. But early commenters can get feedback in class.

NOW, consider the following requirements:

1. Choose 2-3 adjacent slides, minimum.
2. Leave thoughtful and thorough comments (annotations) as text, audio, or video (w/ partner, only)
3. The strongest comments are tied directly to the textbook (cited), but you may also respond to another student's comments, and/or provide an original analysis for slides, images or documents not covered in class. Other comments can and should provide narration, but won't be assessed as highly as textbook-based or original analysis kinds of comments.
4. Ask yourself: "How can I corroborate or contradict, analyze what is in the frame, or provide empathetic narration on this particular slide?"

Note-taking guide below or make a copy HERE.