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.
After analyzing the dialogue in the following scene (see 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?
Make sure you have viewed the film clip above before completing the worksheet below:
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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 premiere 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.
For our next class, you need to complete the following:
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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 next 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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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 enslaved man, a devout Christian, and an abolitionist, he is NOT a credible source of information regarding the institution of slavery.” Agree or disagree, using specific evidence (quotes and page numbers). This essay has not been assigned yet.
]]>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.
Please take notes on this if you missed class or if you had a sub.
How did Shays' Rebellion function as a proximate cause to the adoption of the U.S. Constitution?
Miss the video? See it here.
"The Declarations of Jefferson and of the Congress"
This is HW, and make sure you save a copy for class discussion:
IYOW (In Your Own Words):
Be prepared to answer a question from either video. Feel free to use the captions function and the 1.25x speed. Remember: you may use your notes on any summative assessment.
Part I:
Part II:
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).
Please click here or the image below to leave your response.
Massacre in Boston by Jacob Lawrence, 1955
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.
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."
]]>Photo by Joel Sternfeld, 1978
]]>“Photography has always been capable of manipulation. Even more subtle and more invidious is the fact that any time you put a frame to the world, it’s an interpretation. I could get my camera and point it at two people and not point it at the homeless third person to the right of the frame, or not include the murder that’s going on to the left of the frame. You take 35 degrees out of 360 degrees and call it a photo. There’s an infinite number of ways you can do this: photographs have always been authored.” -- Joel Sternfeld, 2004
For HW, please take notes on the presentation below and be prepared to answer the following question:
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:
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:
What questions do you have?
WORKSHEET:
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How to do the homework on Google Slides (VA). Consider the following requirements:
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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This is a formative (low-stakes) assignment, but should help you in the project.
Need an editable Google Doc? CLICK 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?
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":
Hi guys,
I'm sorry I can't be there today, but please watch this video lecture either with the sub or on your own for homework. Keep in mind that this was created in a single take and you can either pause it or speed it up as you take notes in your paper notebook.
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.
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