Hi all. Click the words in this sentence to respond. 10 minutes max, open notes (always).
Hi all. Click the words in this sentence to respond. 10 minutes max, open notes (always).
If you missed class, please watch the film here and fill out the study guide below:
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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 at the beginning of our next class. Feel free to use the captions function and the 1.25x speed.
Part I:
Part II:
]]>Happy Thanksgiving, all.
Below is a diptych of a rather famous image on the left by Norman Rockwell, and a much more recent image created by an organization calling themselves For Freedoms. The group describes themselves as:
"[A] platform for greater participation in the arts and in civil society. We produce exhibitions, installations, public programs, and billboard campaigns to advocate for inclusive civic participation. Inspired by American artist Norman Rockwell’s paintings of Franklin D. Roosevelt’s Four Freedoms (1941)—freedom of speech, freedom of worship, freedom from want, and freedom from fear—For Freedoms Federation uses art to encourage and deepen public explorations of freedom in the 21st century."
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).
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Due next class.
Feel free to watch Tightening the Screws (part II), but this is optional.
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Massacre in Boston by Jacob Lawrence, 1955
Note: the front page of the worksheet below is homework (if you did not complete it in class).
After watching the School House Rock video, consider (do not write) responses to the following critical analysis questions:
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.
]]>Here are some student-created slides from a previous year. WARNING: these are not necessarily exemplars and do not feature the explanations.
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:
This is a formative (low-stakes) assignment, but should help you in the project.
Need an editable Google Doc? CLICK HERE.
]]>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.
]]>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?
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Please take thorough notes on this in-class presentation. You will use that work (and more) on the next assessment.
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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.
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.
Trigger warning: feel free to include or exclude 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 provided by the National Park Service.
In the end, this writing challenge will function as a mirror to the final exam.
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.
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Assignment:
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:
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Please fill out the form below, or I would recommend simply clicking on these words.
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Watch the entire video below. It might help you with first assessment...[sound UP]
]]>Good luck next year with your coursework and the college selection process (if that's what you decide to do). Remember that the more choices you have, the more dissatisfied and paralyzed you will be, but that MAKING a choice is the most important way to end the agony. You WILL love what you choose, provided that you commit to that choice and don't look back.
I thoroughly enjoyed being your instructor and most importantly, I treasure the relationships we created. Now please enjoy your summer!
Mr > B
Please make sure you are taking notes on EACH presentation before transferring your comments to either the paper form or the electronic form below. Everyone must turn in one piece of paper AND vote using the form linked below:
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.