Which class(es), if any, are you considering for your senior year schedule? Make your preferences known by clicking here.
Which class(es), if any, are you considering for your senior year schedule? Make your preferences known by clicking here.
How many individual edits are in this 5-6 minute video? MAKE YOUR GUESS BY CLICKING HERE.
]]>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.
]]>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.
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:
