Rethinking the American Dream
Vanity Fair Article on Rethinking the American Dream
Here is a link to the Boston High School Teacher whose Commencement Speech created a buzz.
Here is a link to the Boston High School Teacher whose Commencement Speech created a buzz.
Forrest Gump
CLICK HERE TO VIEW FILM.
The Civil Rights Movement
The Vietnam War
Click here for a link to a British documentary on the Vietnam War Part 1, Part 2, Part 3.
Good Morning Vietnam starring Robin Williams.
Photography telling the story of the Vietnam War Note.
Good Morning Vietnam starring Robin Williams.
Photography telling the story of the Vietnam War Note.
Brad Pitt in a new film about the broken American Dream
Read the review here.
The Cold War - The Cuban Missile Crisis
Background Reading
Timeline of Events
Video: Thirteen Days
Critique of the film "Turning History on its Head" by Philip Brenner
Timeline of Events
Video: Thirteen Days
Critique of the film "Turning History on its Head" by Philip Brenner
The Cold War - The Korean War
Fact Sheet (yes a Canadian source, but the detail on the Page 1&3 gives a generalized overview)
Powerpointon Korean War
Background Reading
Truman's Statement July 27th 1950
Powerpointon Korean War
Background Reading
Truman's Statement July 27th 1950
The Cold War - Berlin, East Germany
Powerpoint on Cold War kicks off - Germany & Berlin
Handout on The Cold War.
NATO and Warsaw Pact Member Nations Map.
Cold War Alliances Map
Video:
The Cold War Part 1, Part 2
Noam Chomsky, The Cold War in 5 minutes."
America & WWII
America & World War I
Video Link for America Enters WWI.
Video Link for Paris Peace Conference 1919
Political Cartoon Links: The Zimmerman Telegraph and All Tied Up in the League
Video Link for Paris Peace Conference 1919
Political Cartoon Links: The Zimmerman Telegraph and All Tied Up in the League
The Spanish American War
Powerpoint:
Link is here.
The White Man's Burden, Poem by Rudyard Kipling
Notes:
Cartoon analysis and two notes are in my class - come see me to pick up.
Video Links:
The Spanish-American War (Media Rich)
Crucible of the Empire (PBS)
Extras:See PBS link to 1890s Music & Sheet Music (to listen to) that glorified the war and celebrated its heroes.
Link is here.
The White Man's Burden, Poem by Rudyard Kipling
Notes:
Cartoon analysis and two notes are in my class - come see me to pick up.
Video Links:
The Spanish-American War (Media Rich)
Crucible of the Empire (PBS)
Extras:See PBS link to 1890s Music & Sheet Music (to listen to) that glorified the war and celebrated its heroes.
The Devil in the White City
Links to book info of Chicago's 1893 Wolrd Columbian Exposition & a serial killer.
Western Expansion and the Closing of the Frontier
In today's class you will complete your in class essay's and them we will examine Western Expansion and the Closing of the Frontier.
Powerpoint of Western Frontier
Video of Old Chisholm Trail
Take the Westernizer Quiz from PBS to find out how you would fair in the Wild West
The Golden Age of the American Cowboy Photo Gallery
Launch the Interactive The Last Frontier - the purchase of Alaska in 1867 for $7.2m (about 2 cents an acre) and read the timeline in the left column.
Read about the Massacre at Wounded Knee.
Watch some of Hidalgo.
Powerpoint of Western Frontier
Video of Old Chisholm Trail
Take the Westernizer Quiz from PBS to find out how you would fair in the Wild West
The Golden Age of the American Cowboy Photo Gallery
Launch the Interactive The Last Frontier - the purchase of Alaska in 1867 for $7.2m (about 2 cents an acre) and read the timeline in the left column.
Read about the Massacre at Wounded Knee.
Watch some of Hidalgo.
Tuesday March 26th 2012 - Robber Barons & Rebels
Robber Barons & the Industrial Age Video
Game Template
Key questions from today's class:
Wat impact did the Robber Barons or Captains of Industry have upon shaping modern American?
Who benefitted from their entreprenurial ventures?
Who didn't and how did they react??
Game Template
Key questions from today's class:
Wat impact did the Robber Barons or Captains of Industry have upon shaping modern American?
Who benefitted from their entreprenurial ventures?
Who didn't and how did they react??
Wednesday March 20th - In Class Essay Potential Topics
Click here to see Powerpoint of "Potential In Class Essay Topics"
Monday March 18th - Aftermath & Impacts of the Civil War
In today's class we will be examining the outcomes of the American Civil War (1861-1865).
Impacts Powerpoint
Specifically I have focused on the following developments:
Technological - Naval Vessels, Rail roads, Medical Advancements
Political - Lincoln's 10% Reconstruction Plan, Assassination of Lincoln, Andrew Johnson (17th President), the state of the Union
Social - Slavery, The Emancipation Proclamation, Role of Women & Family, Southern responses
Economic -
Geographical Growth - 1860, 1870, 1880, 1900, 1920, U.S.A. and outlying areas 1970.
Impacts Powerpoint
Specifically I have focused on the following developments:
Technological - Naval Vessels, Rail roads, Medical Advancements
Political - Lincoln's 10% Reconstruction Plan, Assassination of Lincoln, Andrew Johnson (17th President), the state of the Union
Social - Slavery, The Emancipation Proclamation, Role of Women & Family, Southern responses
Economic -
Geographical Growth - 1860, 1870, 1880, 1900, 1920, U.S.A. and outlying areas 1970.
March 8th 2012, Civil War Diaries Due
Today, your Civil War Diaries are due! Please submit them in today, or at the very latest tomorrow, before 3:30pm, directly to myself.
Any lates submitted after the March Break will be penalized accordingly (to RCI late policy).
Here is an interesting clip on how tintype photographs were created during the Civil War era.
The Washington Post has created an intreguing article on how the Civil War "gave birth to modern journalism in the nations capital." Read it here.
The Camera Goes to War Photo Gallery
Any lates submitted after the March Break will be penalized accordingly (to RCI late policy).
Here is an interesting clip on how tintype photographs were created during the Civil War era.
The Washington Post has created an intreguing article on how the Civil War "gave birth to modern journalism in the nations capital." Read it here.
The Camera Goes to War Photo Gallery
Tuesday February 21st, 2012 - Civil War Presentations Begin!
Today we will be starting with our first Civil War Presentations.
Remember - have any AV set up before class time, all handouts need to be submitted to me in advance for photocopying - preferably in person, or be considerate and give me advance warning if you plan to email them to me on my TDSB email that I will provide you with in class tomorrow.
Next class we will be looking at Nat Turner's Rebellion as an event that contributed to the Civil War and the Slavery issue between North and South states. Here is a short clip to prepare.
Additionally, The Atlantic magazine has a special commemorative issue out at the moment on the American Civil War. It is excellent and the readings from writers during the of the Civil War supplement our in class presentations brilliantly. Click on the link above to their online website to browse and see if any of the publications may assist with your research.
Remember - have any AV set up before class time, all handouts need to be submitted to me in advance for photocopying - preferably in person, or be considerate and give me advance warning if you plan to email them to me on my TDSB email that I will provide you with in class tomorrow.
Next class we will be looking at Nat Turner's Rebellion as an event that contributed to the Civil War and the Slavery issue between North and South states. Here is a short clip to prepare.
Additionally, The Atlantic magazine has a special commemorative issue out at the moment on the American Civil War. It is excellent and the readings from writers during the of the Civil War supplement our in class presentations brilliantly. Click on the link above to their online website to browse and see if any of the publications may assist with your research.
Tuesday, February 7th, 2012 - Trail of Tears
Today we will be examining how the expansion of the United States occurred in the early part of the 19th Century. Here are some links to today's lesson:
Trail of Tears (lyrics) - Billy Ray Cyrus (video)
Map of Trail of Tears
Video of Trail of Tears "We Shall Remain" - EPISODES 4, 6 & 7
Trail of Tears National Historical Trail
Trail of Tears (lyrics) - Billy Ray Cyrus (video)
Map of Trail of Tears
Video of Trail of Tears "We Shall Remain" - EPISODES 4, 6 & 7
Trail of Tears National Historical Trail
Wednesday February 1st, 2012 - War of 1812 Debate
Click here for the Powerpoint linked to the background information regarding the War of 1812 debate.
Also, there are 8 students who have not provided an excuse, or seen me about missing the test last week. There will not be any rewrites tomorrow during class as the debate on the War of 1812 is happening. The only opportunity for a rewrite will be on Thursday at lunch in my room - 212. I will restate this in class tomorrow.
Also, there are 8 students who have not provided an excuse, or seen me about missing the test last week. There will not be any rewrites tomorrow during class as the debate on the War of 1812 is happening. The only opportunity for a rewrite will be on Thursday at lunch in my room - 212. I will restate this in class tomorrow.
Monday January 30th, 2012 - Library Research Lesson
Today I am at a Professional Development Course.
As mentioned in class, today's lesson is to spend time researching your Civil War Event and Historical Figure.
Here is the updated copy of your evaluation outline, as well as the rubrics with changes from your insightful comments (scroll through).
Thank you for your help in creating these. If you are the student who suggested the comment lines, you also offered a lot of other great criteria that I used - but you didn't sign your name! Let me know who you are, I thought you had some excellent ideas and questions.
HOMEWORK: THE WAR OF 1812 DEBATE IS NEXT CLASS - the TWO handouts have been provided to your supply teacher, please collect, read and consider arguements for and against the following statement. Here is an additional short article that discusses the issue from Saturday's Globe and Mail.
Next class, the Box of Fate will determine your position:
BE IT RESOLVED THAT THE CANADIAN GOVERNMENT'S $28 MILLION EFFORTS TO CELEBRATE THE BICENTENNIAL OF THE WAR OF 1812 ARE A COMMENDABLE GESTURE TO CONNECT CANADIAN'S WITH THEIR HERTIAGE AND HISTORY.
As mentioned in class, today's lesson is to spend time researching your Civil War Event and Historical Figure.
Here is the updated copy of your evaluation outline, as well as the rubrics with changes from your insightful comments (scroll through).
Thank you for your help in creating these. If you are the student who suggested the comment lines, you also offered a lot of other great criteria that I used - but you didn't sign your name! Let me know who you are, I thought you had some excellent ideas and questions.
HOMEWORK: THE WAR OF 1812 DEBATE IS NEXT CLASS - the TWO handouts have been provided to your supply teacher, please collect, read and consider arguements for and against the following statement. Here is an additional short article that discusses the issue from Saturday's Globe and Mail.
Next class, the Box of Fate will determine your position:
BE IT RESOLVED THAT THE CANADIAN GOVERNMENT'S $28 MILLION EFFORTS TO CELEBRATE THE BICENTENNIAL OF THE WAR OF 1812 ARE A COMMENDABLE GESTURE TO CONNECT CANADIAN'S WITH THEIR HERTIAGE AND HISTORY.
Wednesday January 25th, 2012 - Obama Delivers his State of the Union Address
Click here for the link to American President Barack Obama's State of the Union Address.
Wednesday January 18th, 2012 - Test Revision
Here are some guiding topics/themes/terms to help you revise for the upcoming test on the 26th - next week:
- Road to Revolution & the Fundamental Causes for the American Revolution.
Knowing what you know now, would you still support your chosen "tipping point" as the major cause that led the Patriots to rebel against England? At what point, was there no turning back for the Patriots? Why were some colonist in support of the Revolution, and some greatly opposed? Consider how some of our "Tea Party" participants would have defending their ideas for or against the revolution.
- Rebels and Redcoats: How Britain Lost America - Video
Why was Boston the center of the colonies resentment for Britain and King George III? Consider key personalities like Samuel Adams, Paul Revere, Patrick Henry, Benjamin Franklin, and the delegates at the 1st Continental Congress. Also review events such as The Boston Tea Party, the Boston Massacre, Lexington and Concord, Colonists vs. Redcoats in the first battles, George Washington, Continental Army
What were the major principles the Revolutionaries were fighting for and fighting against?
How did the American Revolution differ from the American War? Or did it?
What were the strengths and weaknesses of each militia?
How did the Revolutionaries win their indepenence?
How did the war impact the new nation of the United States?
The Declaration of Independence
What is it? Who inspired it? What do some of its key phrases and parts mean/represent? Why is it historically significant? What were the major issues of concern to the framers/revolutionaries? Who was involved in its creation?
2nd Continental Congress, Thomas Jefferson & John Locke's purpose of government
Revolutionary War Debates
Be familiar with some of the strongest debates and arguements that you participated in as a class. The rankings of the final top five are below. What are the major impacts of the American Revolution?
The Constitution
How revolutionary was/is it? What are the major impacts of this document upon life in America?
How did the Articles of Confederation contribute to it? Why is Shays' Rebellion linked to the creation of the Constitution? How did American's react to the Rebellion? What are the positives and negatives of a strong central government? How does Canada's Constitution compare? How did Federalists and Anti-Federalists views in response to the Constitution differ (Hamilton vs Smith)? How did the Federalists views prevail? How were the Anti-Federalists views acknowledged by the Bill of Rights?
Washington's Presidency
What are the problems the new nation, and its' President, faced? How did they solve these issues? How did the 1st President and his administration set precedents? Who were the major players in his office? What major barriers would the United States have to face in becoming a truly unified nation?
- Road to Revolution & the Fundamental Causes for the American Revolution.
Knowing what you know now, would you still support your chosen "tipping point" as the major cause that led the Patriots to rebel against England? At what point, was there no turning back for the Patriots? Why were some colonist in support of the Revolution, and some greatly opposed? Consider how some of our "Tea Party" participants would have defending their ideas for or against the revolution.
- Rebels and Redcoats: How Britain Lost America - Video
Why was Boston the center of the colonies resentment for Britain and King George III? Consider key personalities like Samuel Adams, Paul Revere, Patrick Henry, Benjamin Franklin, and the delegates at the 1st Continental Congress. Also review events such as The Boston Tea Party, the Boston Massacre, Lexington and Concord, Colonists vs. Redcoats in the first battles, George Washington, Continental Army
What were the major principles the Revolutionaries were fighting for and fighting against?
How did the American Revolution differ from the American War? Or did it?
What were the strengths and weaknesses of each militia?
How did the Revolutionaries win their indepenence?
How did the war impact the new nation of the United States?
The Declaration of Independence
What is it? Who inspired it? What do some of its key phrases and parts mean/represent? Why is it historically significant? What were the major issues of concern to the framers/revolutionaries? Who was involved in its creation?
2nd Continental Congress, Thomas Jefferson & John Locke's purpose of government
Revolutionary War Debates
Be familiar with some of the strongest debates and arguements that you participated in as a class. The rankings of the final top five are below. What are the major impacts of the American Revolution?
The Constitution
How revolutionary was/is it? What are the major impacts of this document upon life in America?
How did the Articles of Confederation contribute to it? Why is Shays' Rebellion linked to the creation of the Constitution? How did American's react to the Rebellion? What are the positives and negatives of a strong central government? How does Canada's Constitution compare? How did Federalists and Anti-Federalists views in response to the Constitution differ (Hamilton vs Smith)? How did the Federalists views prevail? How were the Anti-Federalists views acknowledged by the Bill of Rights?
Washington's Presidency
What are the problems the new nation, and its' President, faced? How did they solve these issues? How did the 1st President and his administration set precedents? Who were the major players in his office? What major barriers would the United States have to face in becoming a truly unified nation?
December 21st 2011 - Federalist vs. Anti-Federalist views of Constitution of 1787.
Here is the powerpoint from today's lesson concluding the end of the American Revolution Unit.
Consider further issues that the United States of America will face as it tries to forge its identity both nationally and internationally.
Consider further issues that the United States of America will face as it tries to forge its identity both nationally and internationally.
December 19th 2011 - Comparing the Canadian and American Constitutions
Today we presented about half of the Venn diagrams you created comparing the two constitutions. We will finish this next class.
Additionally, for homework there are two pieces to complete for Wednesday 1) your Republican nomination sheets with dates and
2) The Federalists and Anti-Federalist responses to the American Constitution chart summary distributed in class.
We also viewed footage of CBC coverage of the news of the death of Kim Jong-il, the North Korean leader.
The Revolutionary War Debate Evaluations were also returned.
Additionally, for homework there are two pieces to complete for Wednesday 1) your Republican nomination sheets with dates and
2) The Federalists and Anti-Federalist responses to the American Constitution chart summary distributed in class.
We also viewed footage of CBC coverage of the news of the death of Kim Jong-il, the North Korean leader.
The Revolutionary War Debate Evaluations were also returned.
December 8th 2011 - The Great Debaters
Congratulations to my Top 5 Ranked Debaters:
They are,
MORNING CLASS:
1) Laura and Dennis (#2 topic)
2) Julie and Sarah S. (#3)
3) Daniel and Michael P. (#5)
4) Natalia & Will (#4)
5)Demi & Kaitlyn (#9)
AFTERNOON CLASS:
1) Niki M. & Olivia Cat.
2) Anjelica (#10))
3) Jacquie W. & Austen (#9)
4) Corey & Connor (#14)
5) Alex M. & Wolfe (#8)
They are,
MORNING CLASS:
1) Laura and Dennis (#2 topic)
2) Julie and Sarah S. (#3)
3) Daniel and Michael P. (#5)
4) Natalia & Will (#4)
5)Demi & Kaitlyn (#9)
AFTERNOON CLASS:
1) Niki M. & Olivia Cat.
2) Anjelica (#10))
3) Jacquie W. & Austen (#9)
4) Corey & Connor (#14)
5) Alex M. & Wolfe (#8)
Tuesday December 6th - Debate Ranking
In case you missed it, today the rankings were given out during class time. On Tuesday come prepared to present your arguements, 2 minutes long, and with alternatives to add if challenged a second time. I am hoping some of you will be able to think on your feet as the class unfolds and challenge debators as we progess with new material that they reveal to you.
For my morning class these are the following ranked students:
1) Laura and Dennis (#2 topic)
2) Elisa and Christina (#12)
3) Sara z. and Wayne (#11)
4) Daniel and Michael P (#5)
5) Julie and Sarah S. (#3)
For my afternoon class these are the following ranked students:
1) Louis and Alex V. (#5 topic)
2) Jonathan and Olsi (#11)
3) Marcus and Clemence (#7)
4) Jacquie, Shalina and Bianca P (#3)
5) Carly and Bianca D (#12)
**The first challenge to any rank will be scripted (2 minutes prearranged presentation you have created) and uninterrupted), only once the second round starts will we allow some rebuttal time, so presentation style and arguments will totally count in convincing the audience you should keep your rank!**
For my morning class these are the following ranked students:
1) Laura and Dennis (#2 topic)
2) Elisa and Christina (#12)
3) Sara z. and Wayne (#11)
4) Daniel and Michael P (#5)
5) Julie and Sarah S. (#3)
For my afternoon class these are the following ranked students:
1) Louis and Alex V. (#5 topic)
2) Jonathan and Olsi (#11)
3) Marcus and Clemence (#7)
4) Jacquie, Shalina and Bianca P (#3)
5) Carly and Bianca D (#12)
**The first challenge to any rank will be scripted (2 minutes prearranged presentation you have created) and uninterrupted), only once the second round starts will we allow some rebuttal time, so presentation style and arguments will totally count in convincing the audience you should keep your rank!**
The Revolutionary War Debates
1. Be it resolved that the American Revolution was mainly caused by Britain’s determination to impose policies by parliamentary fiat rather than negotiations or a social contract as suggested by John Locke.
2. Be it resolved that the American Revolution was mainly caused by demagogues and firebrands like Samuel Adams, Thomas Paine and Patrick Henry who aroused people’s opinions by their words and actions. LAURA & DENNIS
3. Be it resolved that the American Revolution grew out of a growing sense of American identity; the colonists recognition that their experiences diverged sharply from Britain’s and Britain’s reluctance to acknowledge and support American desires for economic and geographical growth.
4. Be it resolved that the American Revolution lay in the colonists perception and interpretation of events; that liberty was fragile and threatened by conspiring politicians. This ideology led colonists to interpret British policies as tyrannical oppression to reduce the colonist to slaves.
5. Be it resolved that the American Revolution was a “tax revolt” launched by people unwilling to pay the costs of government.
6. Be it resolved that George III, the English monarch, instigated the Declaration of Independence by his claims, before the English Parliament, on October 26th 1775 that America was in rebellion and desiring independence – long before the revolutionary leaders indicated this objective.
7. Be it resolved that the American Revolution could have been avoided if Britain had issued an emancipation proclamation, freeing all slaves in the rebellious colonies.
8. Be it resolved that the colonists would have lost the Revolutionary War if France, Spain, and the Netherlands had not intervened on the Patriots side during the Revolution.
12. Be it resolved that the American Revolution was predominantly a civil, not a global, war. (ELISA & CHRISTINA)
9. Be it resolved that George Washington’s Continental Army won the Revolutionary War by running from, rather than fighting, the enemy.
10. Be it resolved that the American Declaration of Independence is a document of little historical value as it only addresses the “people” of wealth and in possession of property in the colonies.
11. Be it resolved that the American Revolution and the American Revolutionary War are two separate incidents of historical importance and should be studied as such; one is about ideological battles of will, the other about military battles of might.
13. Be it resolved that in a true democracy acts of civil disobedience, such as the Boston Tea Party, are appropriate weapons in the fight for justice.
14. Be it resolved that the historical attention given to the American Revolution is over rated and mainly used to perpetuate the myth of the “American Dream” as one-third of the population at the time supported the revolution; one-third was loyal to the British, and one-third was indifferent.
15. Be it resolved that the American Revolution is an example that might is never right; justice can never be achieved by military means.
2. Be it resolved that the American Revolution was mainly caused by demagogues and firebrands like Samuel Adams, Thomas Paine and Patrick Henry who aroused people’s opinions by their words and actions. LAURA & DENNIS
3. Be it resolved that the American Revolution grew out of a growing sense of American identity; the colonists recognition that their experiences diverged sharply from Britain’s and Britain’s reluctance to acknowledge and support American desires for economic and geographical growth.
4. Be it resolved that the American Revolution lay in the colonists perception and interpretation of events; that liberty was fragile and threatened by conspiring politicians. This ideology led colonists to interpret British policies as tyrannical oppression to reduce the colonist to slaves.
5. Be it resolved that the American Revolution was a “tax revolt” launched by people unwilling to pay the costs of government.
6. Be it resolved that George III, the English monarch, instigated the Declaration of Independence by his claims, before the English Parliament, on October 26th 1775 that America was in rebellion and desiring independence – long before the revolutionary leaders indicated this objective.
7. Be it resolved that the American Revolution could have been avoided if Britain had issued an emancipation proclamation, freeing all slaves in the rebellious colonies.
8. Be it resolved that the colonists would have lost the Revolutionary War if France, Spain, and the Netherlands had not intervened on the Patriots side during the Revolution.
12. Be it resolved that the American Revolution was predominantly a civil, not a global, war. (ELISA & CHRISTINA)
9. Be it resolved that George Washington’s Continental Army won the Revolutionary War by running from, rather than fighting, the enemy.
10. Be it resolved that the American Declaration of Independence is a document of little historical value as it only addresses the “people” of wealth and in possession of property in the colonies.
11. Be it resolved that the American Revolution and the American Revolutionary War are two separate incidents of historical importance and should be studied as such; one is about ideological battles of will, the other about military battles of might.
13. Be it resolved that in a true democracy acts of civil disobedience, such as the Boston Tea Party, are appropriate weapons in the fight for justice.
14. Be it resolved that the historical attention given to the American Revolution is over rated and mainly used to perpetuate the myth of the “American Dream” as one-third of the population at the time supported the revolution; one-third was loyal to the British, and one-third was indifferent.
15. Be it resolved that the American Revolution is an example that might is never right; justice can never be achieved by military means.
Thursday November 30th 2011 - Am. Rev'n Debates!
Debate day is this upcoming Tuesday December 6th 2011.
Remember, Friday is "preparation day" so research your topic (selected today) for homework and bring your arguments in to class for Friday so you write your scripts and practice the delivery over the weekend.
Also, if you would like some basic tips to prepare for the debate, here is a link to help give you some guidelines. DEBATE TIPS
Remember, Friday is "preparation day" so research your topic (selected today) for homework and bring your arguments in to class for Friday so you write your scripts and practice the delivery over the weekend.
Also, if you would like some basic tips to prepare for the debate, here is a link to help give you some guidelines. DEBATE TIPS
Monday November 28th 2011 - Declaration of Independence
See the attached powerpoint for today's lesson about the Declaration of Independence.
Make sure you come to class with the Declaration READ and the question sheet completed.
ALSO - HERE IS THE LIST OF THE DEBATE TOPICS.
There will be a research lesson this Friday to prepare - but it is suggested that you research ahead of time and use Friday's lesson to formulate your debate methodology with your partner.
Debate day is Tuesday December 6th 2011.
Make sure you come to class with the Declaration READ and the question sheet completed.
ALSO - HERE IS THE LIST OF THE DEBATE TOPICS.
There will be a research lesson this Friday to prepare - but it is suggested that you research ahead of time and use Friday's lesson to formulate your debate methodology with your partner.
Debate day is Tuesday December 6th 2011.
Tuesday November 15th 2011 - Library Lesson
Today's lesson is focused upon using interactive technology to investigate who fired "The Shot Heard 'Round The World" on Lexington Green.
Task: By the end of today's lesson you will be required to visit many of the following websites and to complete the inquiry question and source analysis sheet about the Battles of Lexington and Concord located here:
Activity Sheet Due by End of Class
**The completed sheet is to be dropped off to me in the Drop Off folder under the course code and "Lexington & Concord Lesson" file before the end of class. See me to make sure I have received it before you leave today!**
Website #1: Introduction and Summary of the Battle of Lexington and Concord
Website #2: Interactive Overview of the American Revolution 1775-1778
Website #3: British Expedition and Patriot Messengers Road Map, April 18-19, 1775
Website #4: Why Historical Thinking Matters - Critical Thinking and Source Analysis of The Battle on Lexington Green
Website #5: Play History.com's Warriors Game vs. and American Revolutionary figure
Website #6: YouTube - Re-enactment of the Battle of Lexington Green
Website #7: Ralph Waldo Emerson's poem Concord Hymn
Website #8: Schoolhouse Rock "The Shot Heard 'Round the World" musical rendition
Additional Enrichment Resources:
Website #9: Examining Primary Documents from the Massachusetts Historical Society
Website #10: Extension Reading from AmericanRevolution.org
Task: By the end of today's lesson you will be required to visit many of the following websites and to complete the inquiry question and source analysis sheet about the Battles of Lexington and Concord located here:
Activity Sheet Due by End of Class
**The completed sheet is to be dropped off to me in the Drop Off folder under the course code and "Lexington & Concord Lesson" file before the end of class. See me to make sure I have received it before you leave today!**
Website #1: Introduction and Summary of the Battle of Lexington and Concord
Website #2: Interactive Overview of the American Revolution 1775-1778
Website #3: British Expedition and Patriot Messengers Road Map, April 18-19, 1775
Website #4: Why Historical Thinking Matters - Critical Thinking and Source Analysis of The Battle on Lexington Green
Website #5: Play History.com's Warriors Game vs. and American Revolutionary figure
Website #6: YouTube - Re-enactment of the Battle of Lexington Green
Website #7: Ralph Waldo Emerson's poem Concord Hymn
Website #8: Schoolhouse Rock "The Shot Heard 'Round the World" musical rendition
Additional Enrichment Resources:
Website #9: Examining Primary Documents from the Massachusetts Historical Society
Website #10: Extension Reading from AmericanRevolution.org
Monday November 7th 2011 - Test Revision
Just a reminder that your test is this Wednesday on Founding the American Nation.
Also, I just wanted to say that it was lovely to have you all to tea today. Both classes decided that the time had come to dump the tea into Boston Harbour. Such rebels!
Here are some guiding topics/themes/terms to help you revise for the test:
Also, I just wanted to say that it was lovely to have you all to tea today. Both classes decided that the time had come to dump the tea into Boston Harbour. Such rebels!
Here are some guiding topics/themes/terms to help you revise for the test:
- History vs. The Past
- Establishing a "New World" and the factors that encouraged explorers like Columbus to discover a new land.
- Explorers Motives, Hopes, Desires, Challenges & Positive and Negative Impacts i.e.) The Columbian Exchange etc.
- New vs. Old World - Europeans vs. Aboriginals - Contact & Clash of Cultures
- Settling Jamestown & The Starving Time
- The London or South Virginia Co., John Smith, John Rolfe, Pocahontas & Powhatan, House of Burgesses
- 13 Colonies; types, names, regions, and
- Reasons for establishment and the types of settlers that were drawn to the "New World." i.e. Puritans, "Desperate Crossings" of the Pilgrims & Mayflower Compact (film), Indentured Servants etc.
- The establishment of slavery in the 13 Colonies, the Triangle Trade, Middle Passage, economic impacts etc.
- "Night John" and Passive/Indirect and Active/Direct resistance to the institution of slavery in the colonies
- Rebellion and tensions within the colonies i.e. Bacon's Rebellion, Pequot and King Philip's War, Witches of Salem etc.
- Also, we have evaluated various primary and secondary sources including written, visual and film excerpts and I like to put these on tests to evaluate your application and understanding skills - consider how sources may or may not be reliable and accurate depictions of a historical event. Who created them, why and what is the message they try to convey.
Friday October 28th 2011
HOMEWORK:
Period 1 - your Night John movie anaylsis sheets are due next class.
Period 3 - Research causes of the American Revolution and be prepared to share 5 next class. Also, here are some updated correct maps to suppliment the work you did today with the archaic textbooks - never again!
1763 Map of North America
1783 Map of America after Treaty of Paris
Here is a great interactive mapping site of settlement of the colonies and there is a game to test your knowledge - good test preparation!
Period 1 - your Night John movie anaylsis sheets are due next class.
Period 3 - Research causes of the American Revolution and be prepared to share 5 next class. Also, here are some updated correct maps to suppliment the work you did today with the archaic textbooks - never again!
1763 Map of North America
1783 Map of America after Treaty of Paris
Here is a great interactive mapping site of settlement of the colonies and there is a game to test your knowledge - good test preparation!
Wednesday October 26th 2011
Today I am going to be absent for the Period 1 class and partially the Period 3 class as I am supervising a Grade 10 trip to the Holocaust Centre. Materials have been left, mainly textbook and a Colonial Population chart focused. Please complete all the required material and review the powerpoint materials I have provided. Specifically make sure you are aware of Bacon's Rebellion and other examples of conflict and disunity among the colonists.
Your test is going to be held the week of November 7th - so start revising!!!!
Also, in Period 1 we did not complete NightJohn - please view it on Youtube on the link in an earlier posting below.
Your test is going to be held the week of November 7th - so start revising!!!!
Also, in Period 1 we did not complete NightJohn - please view it on Youtube on the link in an earlier posting below.
Monday October 24th 2011
Today's class will be for completing our viewing of Night John and evaluating methods of direct/active and indirect/passive resistance.
We will also be completing our unit on Settling the Colonies with a final lecture and powerpoint. 13 Colonies
Next, we start examining the causes of tension in the colonies which paved to the road to American independance from British rule.
We will also be completing our unit on Settling the Colonies with a final lecture and powerpoint. 13 Colonies
Next, we start examining the causes of tension in the colonies which paved to the road to American independance from British rule.
Tuesday October 18th 2011
Following up from our last class together on Primary Source Image Analysis from various points in the Transatlantic (aka Triangle) Trade here "The Slave Trade" powerpoint I created of all sources distributed.
My initial response to the photo analysis sheets that you all submitted is that many of you need to really start formulating some questions about the sources I am asking you to view. If you don't understand them - ask ask ask!!!! This critical inquiry process is such an important skill to develop this year.
Also, we are going to examine methods of resistance to enslavement in Colonial America this week. Consider the difference between "active" and "passive" resistance. Can you develop a list of possible examples for each?
We will be viewing NightJohn in class. Here is a brief summary from Bookrags.com:
This [story] is a stark portrayal of American slavery in the 1850s through the eyes of the slaves. Its narrator is Sarny, a twelve-year-old girl, who tells of the momentous events that follow the arrival of Nightjohn, an enslaved adult male, at the plantation of Clay Waller. Nightjohn's impact is immediate, devastating in some ways, and hopeful in other ways. Himself a literate man who escaped from the South, Nightjohn has voluntarily returned to servitude in order to help slaves learn to read and write. Nightjohn has realized that illiteracy is the slave owner's tool of oppression and that literacy is the slave's weapon to fight back. It is such a dangerous weapon that those brave enough to seize it risk disfigurement and death at the hands of their masters.
My initial response to the photo analysis sheets that you all submitted is that many of you need to really start formulating some questions about the sources I am asking you to view. If you don't understand them - ask ask ask!!!! This critical inquiry process is such an important skill to develop this year.
Also, we are going to examine methods of resistance to enslavement in Colonial America this week. Consider the difference between "active" and "passive" resistance. Can you develop a list of possible examples for each?
We will be viewing NightJohn in class. Here is a brief summary from Bookrags.com:
This [story] is a stark portrayal of American slavery in the 1850s through the eyes of the slaves. Its narrator is Sarny, a twelve-year-old girl, who tells of the momentous events that follow the arrival of Nightjohn, an enslaved adult male, at the plantation of Clay Waller. Nightjohn's impact is immediate, devastating in some ways, and hopeful in other ways. Himself a literate man who escaped from the South, Nightjohn has voluntarily returned to servitude in order to help slaves learn to read and write. Nightjohn has realized that illiteracy is the slave owner's tool of oppression and that literacy is the slave's weapon to fight back. It is such a dangerous weapon that those brave enough to seize it risk disfigurement and death at the hands of their masters.
Thursday October 13th 2011
Tomorrow in class we will be evaluating the usefulness of illustrated and photographed sources linked to the experiences of slaves in the 13 Colonies. We will also be examining methods of resistance to enslavement.
Tuesday October 11th 2011
1. Next class we will be reviewing essay writing. Here is the Powerpoint if you wish to review it before then:
writing_the_argumentative_essay.pptx | |
File Size: | 74 kb |
File Type: | pptx |
2. Here is an essay organizer that you can copy and use to type your ideas and research into as you work on your outline. Essay Outline Template
3. If you are still concerned about how to use your Works Cited, here is an excellent 5 minute tutorial from Dalhousie University You Quote It, You Note It!
4. Finally, here is the link to a "Transitions" in writing website.
3. If you are still concerned about how to use your Works Cited, here is an excellent 5 minute tutorial from Dalhousie University You Quote It, You Note It!
4. Finally, here is the link to a "Transitions" in writing website.
Friday October 7th 2011
The final edit of "Requested" and "Suggested" Readings has been updated. Apparently this site has been hit 231 times already (minus my 50+ edits) so it is obvious that some of you making good use of the sources. Fantastic.
I have also created the Turnitin.com account for our class. Details are below and posted on our class bulletin board:
CHA3U1-01 Class ID: 4450520 P/W: americanh1
CHA3U1-02 Class ID: 4450527 P/W: americanh2
Also, here is the link for EasyBib.com to help you with the Works Cited page. Remember MLA is the method we in the Humanties.
I have also created the Turnitin.com account for our class. Details are below and posted on our class bulletin board:
CHA3U1-01 Class ID: 4450520 P/W: americanh1
CHA3U1-02 Class ID: 4450527 P/W: americanh2
Also, here is the link for EasyBib.com to help you with the Works Cited page. Remember MLA is the method we in the Humanties.
Tuesday October 4th 2011
As promised, I have finally got my site up and running after some debate over which site was the most user friendly.
Today, I have your first evaluation - the Founding the Nation Essay - information available for you with the corresponding links to help guide your research. As I get more experience, I hope to improve the layout but for my first attempts bear with me as I go through the time consuming task of mastering the design and uploading the links and sources.
Founding the Nation Essay Topics Founding the Nation Essay Rubric
Today, I have your first evaluation - the Founding the Nation Essay - information available for you with the corresponding links to help guide your research. As I get more experience, I hope to improve the layout but for my first attempts bear with me as I go through the time consuming task of mastering the design and uploading the links and sources.
Founding the Nation Essay Topics Founding the Nation Essay Rubric
A Research Tip:
For all research the TDSB's EBSCO research site is a fantastic resource to read quality articles and locate good books to support your investigations. Specifically, search their "Online Databases" and look for the "History Reference Centre" to direct your study. You need the passwords to activate this site from home so make sure you collect them from our librarians.
Topic 1 -Settling the Colonies
Requested Reading:
Estimated Population of American Colonies
Academic American Compares and Contrasts the New England, Middle and Southern Colonies
Chart of 13 Colonies from your class notes
Websites to assist your research:
Laws of Massachusettes 1648
Teens in Colonial America
Comparing the (VERY) Basics of Life the 13 Colonies (introductory source)
Estimated Population of American Colonies
Academic American Compares and Contrasts the New England, Middle and Southern Colonies
Chart of 13 Colonies from your class notes
Websites to assist your research:
Laws of Massachusettes 1648
Teens in Colonial America
Comparing the (VERY) Basics of Life the 13 Colonies (introductory source)
Topic 2 - Slavery and the 13 Colonies
Requested Reading:
Slavery in the Colonial World
Read: Page 1, Page 2, Page 3, Page 4, Page 5 and Page 6.
Websites to assist your research:
Slavery in the North
* VIDEO* Origins of Slavery in America - History.com
* VIDEO* Slavery and the Making of America (Part 1 of 4) (Part 2 of 4) (Part 3 of 3) (Part 4 of 4)
1) Enter "Richview Collegiate Library" into your search engine
2) Use the EBSCO search for Online Databases then the History Reference Centre (you may need the password if you use from home, I will tell you this in class) type in "Slavery in Colonial America (169-1787" by Kenneth Estell (1994). The article is best read in the PDF version.
3) Read!
Slavery in the Colonial World
Read: Page 1, Page 2, Page 3, Page 4, Page 5 and Page 6.
Websites to assist your research:
Slavery in the North
* VIDEO* Origins of Slavery in America - History.com
* VIDEO* Slavery and the Making of America (Part 1 of 4) (Part 2 of 4) (Part 3 of 3) (Part 4 of 4)
1) Enter "Richview Collegiate Library" into your search engine
2) Use the EBSCO search for Online Databases then the History Reference Centre (you may need the password if you use from home, I will tell you this in class) type in "Slavery in Colonial America (169-1787" by Kenneth Estell (1994). The article is best read in the PDF version.
3) Read!
Topic 3 - Women & Witches in Colonial America
Requested Reading:
Salem Witch Trials Events, Causes & Aftermath
Websites to assist your search:
Gender in Colonial America
Women in Colonial America
Women in Colonial America by Holly Brewer
National Geographic Interactive Site on the Salem Witch Trials
Primary Sources on detailed site of the Salem Witch Trials
17th Century Life in New England
Documentary Archive and Transcription Archive for the Salem Witch Trials
Notable Women of Early America on Archiving America Website
Judge Sewall Repents his Role in the Salem Witch Trials
Discovery Education on the Salem Witch Trials
About the Duties of Husband and Wife (Boston, 1712)
Salem Witch Trials Events, Causes & Aftermath
Websites to assist your search:
Gender in Colonial America
Women in Colonial America
Women in Colonial America by Holly Brewer
National Geographic Interactive Site on the Salem Witch Trials
Primary Sources on detailed site of the Salem Witch Trials
17th Century Life in New England
Documentary Archive and Transcription Archive for the Salem Witch Trials
Notable Women of Early America on Archiving America Website
Judge Sewall Repents his Role in the Salem Witch Trials
Discovery Education on the Salem Witch Trials
About the Duties of Husband and Wife (Boston, 1712)
Topic 4 - Metacom/Kings Philip's War
Requested Reading:
1) Enter "Richview Collegiate Library" into your search engine
2) Use the EBSCO search (you may need the password if you use from home, I will tell you this in class) type in "The Long Shadow of King Philip" by Glenn W. Lafantasie (2004). The article will give you the option of PDF or HTML - PDF is the orginal version.
3) Read!
Websites to assist your search:
History Net on King Philip's War
Military History Resource with Primary Sources
King Philip's War and the "Sudbury Fight" - analytical source from Sudbury Senior's Centre
The Authentic History Centre Article
Pilgrim Hall Museum Site
1) Enter "Richview Collegiate Library" into your search engine
2) Use the EBSCO search (you may need the password if you use from home, I will tell you this in class) type in "The Long Shadow of King Philip" by Glenn W. Lafantasie (2004). The article will give you the option of PDF or HTML - PDF is the orginal version.
3) Read!
Websites to assist your search:
History Net on King Philip's War
Military History Resource with Primary Sources
King Philip's War and the "Sudbury Fight" - analytical source from Sudbury Senior's Centre
The Authentic History Centre Article
Pilgrim Hall Museum Site