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.
And a more critical interpretation provided below from Prof. Naoko Shibusawa of Brown University: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:
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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:
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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:
Note-taking guide below or make a copy HERE.
Think about the "bump back" mentioned in Ellison's Invisible Man. What were the proximate causes of the legislative changes the United States enacted in the the mid-1960s? As you watch the film, Eyes on the Prize: "Ain't Scared of Your Jails" (linked below), fill in the study guide with specific details from each technique used by activists:
If you want to make a Google doc copy of the worksheet below, please click here.
Based on Rothstein's book, The Color of Law, this video explains the following:
Segregated By Design from Silkworm on Vimeo.
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In order to better understand the ultimate factors (long-term causes) leading to civil rights, please watch the first episode of the legendary documentary, Eyes on the Prize and fill out the guide below.
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Given the stakes, why not give it a try? Start with this NPR article. Click the image below for the original challenge put out by the New York Times:
And finally, here is an excerpt from my conversation with Google's AI bot.
Consider his answer in light of your Reconstruction Rebooted plans...
Please wait until you have presented to respond. Click image below to submit:
Here's an interview with Eric Foner, who has a complicated view of the assessment of the Reconstruction era. The second half of the podcast has some key information and critiques of the Reconstruction Amendments (13, 14, 15) that should help you decide how to proceed in your plans. (If you click on the link above, you should also see a transcript which might be faster in finding what you need.)
This PDF (below ) has a set of primary and secondary sources which can be used in your presentation:
Data
source: University of Virginia Geospatial and Statistical Data Center. United
States Historical Census Data Browser.
Finally, here is a relevant example on how two historians THOROUGHLY analyze a primary source (h/t to Kevin Levin). This well-designed presentation features a conversation between Dr. Kimberly Kutz Elliott and Dr. Beth Harris:
Shareable Google doc click here. Read Chapter 16 of OpenStax and bring any questions you have to class.
Student leaders are listed in bold italics at the top of each group. Group "names" are optional and do not necessarily reflect the viewpoints of the named characters! Click here for a copy of the planning document (optional). Here's a short video on the extraordinary era of Reconstruction featuring Henry Louis Gates, Jr. and Eric Foner.
This radio piece is from a very recent interview with Steve Luxenberg, author of the recently released Separate: The Story of Plessy v. Ferguson, and America's Journey from Slavery to Segregation. It may guide your understanding of 19th C. racial politics and Supreme Court decisions.
How will you approach the "new field" of the Reconstruction era?
Make a copy of the worksheet here by clicking here.
And for those of you who can't get enough military history, here is a low-rez version of "The Civil War in 4.5 Minutes":
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Please fill this out ASAP (otherwise no credit will be given). Direct link HERE.
After analyzing the dialogue in the following scene (p. 2 below), we will embark upon the task of Reconstruction: putting the North and South back together after the Civil War. How does the quote from Pvt. Trip relate to General William Tecumseh Sherman's Special Field Order No.15?
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Any/all of the following may be utilized (as long as they are cited) when you write your Douglass paper.
(examine primary source images here)
David Blight's FAN interview on January 25, 2019 and my notes (below):
Here is a link to a positive review of David Blight's biography of Frederick Douglass.
And Blight's commentary over a reading of the Narrative:
Finally, you may also use the PBS documentary, "The African Americans: The Age of Slavery" which can be found here.
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:
