This week we begin a new chapter and begin the end of the Civil War. Looking forward to our time next week. Below is an assignment checklist for you this week:
___at least 30 Minutes studying for Final
___at least 30 Minutes working on Oral Family History
___Listen to Bennett's Introduction under 'Chapter Media'
___Read Chapter 10
___6 Flashcards: Alexander Stephens, Ambrose Burnside, Charles Wilkes, David Glasgow Farragut, Edwin Stanton, Mattew Brady
Monday, February 20, 2012
Thursday, February 16, 2012
Race and Conscription: The NYC Draft Riots of 1863
Source G of the Role of Racism assignment refers to the NY Draft Riot of 1863. Mrs. Newton briefly discussed this two weeks ago. Below is a very good video that tells the story of this event. It's just over 9 minutes long. If you don't want to hear any graphic descriptions of the violence mute the video at 6:25 and turn the volume back on at 7:30. As you watch the video you will see some of the stereotyping in the drawings and posters. You will also see evidence of discrimination against the Irish (Irish need not apply). This is a very good example of NATIVISM that Mrs. Newton discussed.
Wednesday, February 15, 2012
Role of Racism
Some of you have started on the Role of Racism lesson already. I'm going to try and help you through the first two stereotypes to see if you can get the hang of how this works.
First of all a stereotype is when we define or label an entire group based on simplified, generalized, and or exaggerated characteristics. Often times exaggeration is at play. Remember our lesson with the political cartoons? Ask yourself what is being exaggerated in the description. What is implied by that exaggeration?
For Sambo take a look at the words used to describe him. What is being exaggerated in this description and post your ideas in the comment box.
For Uncle Ned you may want to look up and read through all of the lyrics of 'Uncle Ned' HERE. What is the action, what's happening in this song? What might it mean?
Please don't stress about this assignment, there isn't one right answer. We will use it to guide class discussion and it will be 'graded' for completion and effort!
First of all a stereotype is when we define or label an entire group based on simplified, generalized, and or exaggerated characteristics. Often times exaggeration is at play. Remember our lesson with the political cartoons? Ask yourself what is being exaggerated in the description. What is implied by that exaggeration?
For Sambo take a look at the words used to describe him. What is being exaggerated in this description and post your ideas in the comment box.
For Uncle Ned you may want to look up and read through all of the lyrics of 'Uncle Ned' HERE. What is the action, what's happening in this song? What might it mean?
Please don't stress about this assignment, there isn't one right answer. We will use it to guide class discussion and it will be 'graded' for completion and effort!
Homework for February 21st
TIMELINE
We will begin class with a short review of the timeline of Civil War up to the Emancipation Proclomation. To that end please review the timeline from two weeks ago. To this timeline we will be adding a few events taking us to the Gettysburg Address and the beginning of Chapter 10. Below is a list of additional battles (I have assigned one to each of you). Prepare a short description of your battle (include the date of battle, who was in command, what happened there, why it was important to the war) so that it can be printed and placed on an index card. Email these to the class (including me) by Friday evening.
Vicksburg -- Nick
Fredericksburg -- Kaela
Antietam -- Hope
7 Days Battle -- Caleb
McLellan at Yorktown and Richmond advance -- Jonathan
Shiloh -- Julia
2nd Bull Run --Trey
HOW BAD WAS IT?
I will emailing you a follow up to this assignment. Please read the handout and answer the three questions that accompany it. Have them ready to turn in at the beginning of class.
VOICE OF SLAVERY & ROLE OF RACISIM
This week we will begin a deeper discussion about Racism in the United States. This theme is something that we will follow all the way through the end of next year's class. It's difficult to talk about - the words themselves are offensive to us. In your reading you will see the 'n' word and other offensive, derogatory terms. This assignment isn't given to shock you, but to help us all face some hard truths about our history. I think if we use it wisely it can equip us to talk about and even to minister to the residue of these events and attitudes in our own time and culture. If it makes you feel uncomfortable please talk about it with your parents - share with them what you are reading. Unfortunately much of history is ugly.
There are two venues that we will use to begin this conversation. One is the 'My Folks' book, the other is a handout I emailed to you about the role of racism during the Civil War. If you follow the checklist below it will guide you to completing the racism handout with much less stress. If you wait to Monday to start this you won't be able to do a very thorough job. Below are the chapters I would like you to choose from in the My Folks book. Email me which interview you would like to read. If you do not have the book let me know so that I can email you a chapter.
Ann Parker (a103?)
Henry James Trentham (age 92)
Elias Thomas (age 9)
Mary Barbour (age 81)
Hannah Crasson (age 84)
Isaac Johnson (age 82)
Mary Anderson (age 86)
Answer the following questions about your reading and be prepared to share in class:
What can you learn about the Civil War from your interview?
About Slavery?
What evidence to you find about whether the slaves were treated with dignity or not - was their humanity recognized? (In other words what things were they allowed to do/not to do and did that recognize that they were a person created in the image of God?)
Do you see prejudice or racism in your interview? (Look up definitions of these words.)
___Prepare Battle Card
___Email Class Battle Card
___Make cards and bring all to class
___How Bad Was It?
___Read My Folks Interview & Answer Accompanying Questions.
___Racisim Part I Completed by Thursday
___Racisim Part II Reading of Sources A-H and complete #7 the Causes of the Racism by Friday evening
___Racisim #'s 8-11 by Monday evening
___Email me your Oral Family History idea by the 21st
___Spend 20-30 minutes reviewing for Final (suggested)
___Spend 20-30 minutes working on Oral History Project (suggested)
We will begin class with a short review of the timeline of Civil War up to the Emancipation Proclomation. To that end please review the timeline from two weeks ago. To this timeline we will be adding a few events taking us to the Gettysburg Address and the beginning of Chapter 10. Below is a list of additional battles (I have assigned one to each of you). Prepare a short description of your battle (include the date of battle, who was in command, what happened there, why it was important to the war) so that it can be printed and placed on an index card. Email these to the class (including me) by Friday evening.
Vicksburg -- Nick
Fredericksburg -- Kaela
Antietam -- Hope
7 Days Battle -- Caleb
McLellan at Yorktown and Richmond advance -- Jonathan
Shiloh -- Julia
2nd Bull Run --Trey
HOW BAD WAS IT?
I will emailing you a follow up to this assignment. Please read the handout and answer the three questions that accompany it. Have them ready to turn in at the beginning of class.
VOICE OF SLAVERY & ROLE OF RACISIM
This week we will begin a deeper discussion about Racism in the United States. This theme is something that we will follow all the way through the end of next year's class. It's difficult to talk about - the words themselves are offensive to us. In your reading you will see the 'n' word and other offensive, derogatory terms. This assignment isn't given to shock you, but to help us all face some hard truths about our history. I think if we use it wisely it can equip us to talk about and even to minister to the residue of these events and attitudes in our own time and culture. If it makes you feel uncomfortable please talk about it with your parents - share with them what you are reading. Unfortunately much of history is ugly.
There are two venues that we will use to begin this conversation. One is the 'My Folks' book, the other is a handout I emailed to you about the role of racism during the Civil War. If you follow the checklist below it will guide you to completing the racism handout with much less stress. If you wait to Monday to start this you won't be able to do a very thorough job. Below are the chapters I would like you to choose from in the My Folks book. Email me which interview you would like to read. If you do not have the book let me know so that I can email you a chapter.
Ann Parker (a103?)
Henry James Trentham (age 92)
Elias Thomas (age 9)
Mary Barbour (age 81)
Hannah Crasson (age 84)
Isaac Johnson (age 82)
Mary Anderson (age 86)
Answer the following questions about your reading and be prepared to share in class:
What can you learn about the Civil War from your interview?
About Slavery?
What evidence to you find about whether the slaves were treated with dignity or not - was their humanity recognized? (In other words what things were they allowed to do/not to do and did that recognize that they were a person created in the image of God?)
Do you see prejudice or racism in your interview? (Look up definitions of these words.)
___Prepare Battle Card
___Email Class Battle Card
___Make cards and bring all to class
___How Bad Was It?
___Read My Folks Interview & Answer Accompanying Questions.
___Racisim Part I Completed by Thursday
___Racisim Part II Reading of Sources A-H and complete #7 the Causes of the Racism by Friday evening
___Racisim #'s 8-11 by Monday evening
___Email me your Oral Family History idea by the 21st
___Spend 20-30 minutes reviewing for Final (suggested)
___Spend 20-30 minutes working on Oral History Project (suggested)
Monday, February 13, 2012
'High-Tech' Oral Family History Project
For a 'high-tech' project example go to my Mom's blog HERE and read this entry and watch the accompanying video . This video was made by a HS student using a free software, Photo Story 3 which you can download HERE. She says it's very easy to use, it really just creates a slide show and you can layer music and voice over the 'movie' of your slides. I'm sure she would be available to answer questions (or one of her students would) if anyone wants to try this and has a question.
Other software such as Power Point and other photo management software will work, too, or it's ok to just just create a digital film. If you decide to do a 'high-tech' project be sure that we work out compatability issues well in advance of presentation day.
Tomorrow I will post a couple of 'low-tech' examples. I hope these will help get your wheels turning!
Other software such as Power Point and other photo management software will work, too, or it's ok to just just create a digital film. If you decide to do a 'high-tech' project be sure that we work out compatability issues well in advance of presentation day.
Tomorrow I will post a couple of 'low-tech' examples. I hope these will help get your wheels turning!
Tuesday, February 7, 2012
Across Five Aprils
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