tag:bush.posthaven.com,2013:/posts bOLOS uNITED sTATES hISTORY 2024-02-23T18:54:46Z bOLOS uNITED sTATES hISTORY tag:bush.posthaven.com,2013:Post/1387994 2024-02-23T18:54:39Z 2024-02-23T18:54:46Z Reconstruction -- a podcast, a video, and possible primary (and secondary) sources

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:


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tag:bush.posthaven.com,2013:Post/1258564 2024-02-23T16:14:20Z 2024-02-23T16:23:27Z Why did Douglass change his mind?
Matthew Pinsker from Dickinson College:

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tag:bush.posthaven.com,2013:Post/1383932 2024-02-21T16:05:29Z 2024-02-21T16:05:32Z Reconstruction...REBOOTED

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.


Addendum: as mentioned in class, here are three writers grappling with the case for reparations:
  1. David Brooks
  2. Ta-Nehisi Coates
  3. Charles Ogletree
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tag:bush.posthaven.com,2013:Post/1253851 2024-02-15T16:55:46Z 2024-02-15T16:55:50Z Group Project: preliminary self-assessment

Please fill this out ASAP (otherwise no credit will be given). Direct link HERE.

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tag:bush.posthaven.com,2013:Post/2089330 2024-02-15T16:53:30Z 2024-02-15T16:53:30Z General Sherman's Special Field Order No. 15

If you missed class, please read the primary source and answer the following questions (or type):


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tag:bush.posthaven.com,2013:Post/1790336 2024-02-14T17:27:44Z 2024-02-14T17:27:46Z The Veteran in a New Field

How will you approach the "new field" of the Reconstruction era?

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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tag:bush.posthaven.com,2013:Post/1251350 2024-02-02T16:43:31Z 2024-02-02T16:43:35Z 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:

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tag:bush.posthaven.com,2013:Post/1769263 2024-02-01T19:11:13Z 2024-02-01T19:14:53Z 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/1371261 2024-01-31T18:27:15Z 2024-02-01T02:26:59Z Slavery Resources

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:


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tag:bush.posthaven.com,2013:Post/1371621 2024-01-26T15:58:50Z 2024-01-26T15:58:52Z 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/1760942 2024-01-26T14:35:50Z 2024-01-26T14:35:53Z 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 bUSH5 or click there for bUSH6



    *this depends on the slides chosen
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    tag:bush.posthaven.com,2013:Post/1652120 2024-01-24T19:34:15Z 2024-01-24T19:34:18Z Responses to Abolition(ism)

    For our next class, you need to complete the following:

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    tag:bush.posthaven.com,2013:Post/1914247 2024-01-19T14:57:12Z 2024-01-19T15:18:29Z The African Americans (part II): The Age of Slavery
    Please click here to watch the video if you were absent. Also, please read read Chapters V and VI in Frederick Douglass.

    A copy of the study guide is available here and must be turned in.



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    tag:bush.posthaven.com,2013:Post/1631959 2024-01-15T23:30:31Z 2024-01-15T23:30:38Z The Forgotten King The title of this post is intentionally ironic. Everyone knows that we are away from school today 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. How does it relate to our course themes?

    4. Can you make connections to today?



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    tag:bush.posthaven.com,2013:Post/1930422 2024-01-10T16:30:45Z 2024-01-10T16:30:46Z Course Selections for Social Studies

    Let me know your preference for next year by clicking here:

    Access the online catalog here:

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    tag:bush.posthaven.com,2013:Post/1655736 2023-12-15T19:17:29Z 2023-12-15T19:17:42Z 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/1361116 2023-12-12T18:49:23Z 2023-12-12T18:49:25Z 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 Wednesday's 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/1352140 2023-12-08T15:05:14Z 2023-12-08T15:05:18Z 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/2056783 2023-12-01T14:40:05Z 2023-12-01T14:40:06Z 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/2056753 2023-12-01T14:30:05Z 2023-12-01T14:30:05Z Reluctant Revolutionaries?

      If you missed class, please watch the film here and fill out the study guide below:

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      tag:bush.posthaven.com,2013:Post/1212330 2023-11-29T20:06:05Z 2023-12-04T21:42:05Z 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 2023-11-29T19:59:31Z 2023-11-29T19:59:34Z The War for Independence

      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:

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      tag:bush.posthaven.com,2013:Post/1346617 2023-11-21T14:38:32Z 2023-11-21T19:50:06Z Freedom From Want

      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."
      We'll see these images again in the future. But for now, please enjoy your time with your families :)
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      tag:bush.posthaven.com,2013:Post/1344619 2023-11-15T20:35:31Z 2023-11-15T22:01:57Z 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 2023-11-14T16:30:52Z 2023-11-14T16:30:54Z "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 2023-11-10T18:29:20Z 2023-11-10T18:29:22Z Sons of Liberty Primary Source Analysis

      Due next class.

      Feel free to watch Tightening the Screws (part II), but this is optional.

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      tag:bush.posthaven.com,2013:Post/1897363 2023-11-10T16:00:32Z 2023-11-10T18:08:56Z Tightening the Screws - Assessment

      Please click here or the image below to leave your response.

      Massacre in Boston by Jacob Lawrence, 1955

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      tag:bush.posthaven.com,2013:Post/1615914 2023-11-07T14:26:27Z 2023-11-07T14:26:36Z "No More Kings": Was the American Revolution justified?

      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:

      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/1612111 2023-10-24T03:07:19Z 2023-10-26T14:08:27Z The Visual Essay: A Collaborative Project


      Dodging Bullets in Presentations from Fortify Services


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      tag:bush.posthaven.com,2013:Post/1889796 2023-10-20T13:23:48Z 2023-10-20T13:23:51Z 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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