Tuesday, December 6, 2011

One Additional Assignment

Students - sometime tomorrow evening I will post the remainder of today's class along with the answers and some comments to the Missouri Compromise and the Nullification Questions.  Please make sure you have filed those assignments in your notebook next week.

I would like to add to your assignment list for this week one item.  I was not able to get to 'Jackson's response to the People of SC' in class today and I think that's an important document for you to read to round out this lesson.  So, please open the link to an excerpt from this document HERE and print out pages 2, 3, and 4 only.

Read the excerpts and answer only the first and last questions on the chart at the end.  Once you have finished that  read the  following paragraph from Jackson's response:
"How is it that the most perfect of these several modes of union should now be considered as a mere league that may be dissolved at pleasure?  It is from an abuse of terms.  Compact is used as synonymous with league, although the true term is not employed, because it would at once show the fallacy of the reasoning.  It would not do to say that our Constitution was only a league, but it is labored to prove it a compact (which, in one sense it is), and then to argue that as a league is a compact, every compact between nations must, of course, be a league, and that from such an engagement every sovereign power has a right to recede.  But it has been shown that in this sense the States are not soverighn, and that even if they were, and the national Constitution had been formed by compact, there would be no right in any one State to exonerate itself from the obligation."
Think about what you have learned in logic class thus far this year.  See if you can find and identify the faulty logic at work here.  Be prepared to discuss this paragraph during the first part of logic on Tueday.  I hope ot sit in on the discussion to hear your thoughts and learn from you all!

Wednesday, November 30, 2011

Questions for Chapter 7

You can print out this assignment - due Tuesday December 13th -  HERE.  Please follow the instructions AND I suggest you start on these this week and do a few a day.  There are 30 questions in all.  Please place the completed assignment in Chapter 7 tab.

Assignment Guide/Checklist Through Christmas Break

Due Tuesday Dec. 6th ALL STUDENTS
____Finished Missouri Compromise Questions
____Finished Nullification Treaty Questions
____Finish Reading the Chapter
____2 written narrations – one of your choice the other on Jackson’s War on the Bank.
(8th and 9th grade students narrations should be typed and be no less than 250 words each).  Students not using a journal for narrations should place them in the chapter 7 tab.  THERE ARE NO OPPORTUNITY QUESTIONS UNTIL NEXT YEAR - all students will complete the written narration assignment intead :)

In class we will use the completed questions that you have answered in a group discussion regarding the sectionalism that was quickly taking the whole nation captive. 

Online Friday Class (8th and 9th grade only)
We will finish up where we left off last on how to use Historical Documents.  Please have all of the materials with you for class – this was the timeline of the Louisiana Purchase handout and the letters – remember?  It’s been awhile!  I’ll try and dig out the email and send it again before class in case anyone has misplaced materials.

Due Tuesday Dec. 13th
ALL STUDENTS
____Completed Short Answer/Essay Questions for Chapter 7
____Timeline and Key People completed in notebooks for Chapter 7
____Make sure you remember to bring some kind of technology device that has internet capability for our multiple-choice ‘test’.  Let me know ASAP if you need to borrow/share.

8th & 9th Graders
____PSH Lincoln on the Mexican War - (A typed narration of this reading in Chapter 7's tab)
____Make sure you are caught up on Penny Candy Readings
____Review Economics Handouts/Notes we’ve covered thus far.
____Send to me questions that you have regarding economics and any economic issues that we’ve covered in the class - or haven’t covered in class for that matter.  We will have a guest speaker/teacher in January and I would like to present to him questions that we have as a class.  You must submit at least one question!

No Online Class Friday Dec. 16th!

Assignments over Christmas Break
____Read pp 269-292 in Bennett
____Complete Accompanying Questions
____Timeline/Key People in Notebook
____For second semester, make sure you have a copy of  My Folks Don’t Want me to Talk About Slavery by Belinda Hurmence
____Those of you who are reading the autobiography should have that completed when you return.  We will schedule a group discussion after break.
____Since you will be with family again over the holidays please consider this as a time to get some idea/start on your final project for the year – the Oral Family History!
____One last thing – if you are so inclined I recommend viewing Amazing Grace and Amistad.  Both of these films have to do with the abolition of slavery and I wish there was a way we could watch them together, but I can’t squeeze it in.  (WARNING – Amistad is rated R for some nudity and for violence so please make sure you discuss it with your parents first!)

After Christmas Break
____We will have a special class covering the Trail of Tears and the Indian Removal sometime during the week of January 3rd.  There’s no preparation for this – just show up.  It will be a longer class – we’ll watch a video during part of it.  Why don’t we plan to bring a snack to share?
____We will also schedule our trip to the Andrew Jackson Museum (and it may make sense to do those in the same day?)

Tuesday, November 29, 2011

Nullification Crisis Assignment

This assignment is similar to the Missouri Compromise assignment in that to answer the questions you will need to use interactive maps, text of actual documents, and this time I'm also going to provide you with a chart.

In class we will put what you've learned from both of these assignments together and further discuss the commercial differences of the North and South and the widening rift that was continuing to grow between them.  We will focus especially on South Carolina and Calhoun (who Jackson did not murder, btw - he said one of the things he regretted in his life was NOT hanging Calhoun!).  We will strive to really understand why these tariffs made more serious than ever the threat of secession.  I want also to make sure you have a clear understanding of what 'nullification' means - this was not the first appearance of the idea of nullification, but it was the most serious.

Print out the assignment HERE.

Tariff of 1828 is HERE - the tariff begins at the bottom of the page.  You'll have to click 'next image' to page through the book containing the text of this tariff.

Tariff of 1832 is HERE - also beginning at the bottom of the page.

Interactive Maps of Slave Crops in the American South are HERE.  There are 5 pages of this website for you to go through and use as a reference for your questions - just click "Next" at the bottom of the page.  You have to click the timeline at the bottom of each image to reveal the changes over time.

Chart showing Occupational Distribution of 1820-1860 is HERE.

The South Carolina Ordinance of Nullification can be found HERE.

New Multiple Choice Question

I posted the new question.  This is a much harder question than last week's, but I encourage you to answer this WITHOUT looking up the answer or doing any research.  (It's ok to look it up afterward- but don't discuss the question with someone who hasn't voted...)  Before reading the answers think about what you know of The Great Awakening.  Once you have that in mind THEN read over the answers and go through a process of elimination. 

There use to be a slight penalty for guessing on the AP exam - you could skip a few questions without them being considered wrong, but that is currently suspended.  A skipped question is a missed question, so it's to your advantage to guess.  You just have to increase your skill at guessing (not to mention increasing the amount of US History you know)!!

Missouri Compromise Assignment

I noticed as I reviewed notebooks that many of you had some difficulty with Part III of this assignment.  The answers to Part III can be found in the actual text of the Missouri Compromise - I provided you a link to the text in a previous post to bring to class.  I also noticed that a few of you did not have this assignment in your notebooks - please bring this completed assignment and the one I am assigning this week on the Nullification Crisis to class with you next week.  Our class discussion and activities require that you have these completed!

French Settlement of North America

(Map from Wikipedia)

Three of you answered this weeks multiple choice question, "Thanks!"  As you can see from the map above (French settlement is indicated in blue) the French claimed and settled the Mississippi Valley and Canada.  They sent Giovanni da Verrazzano (he was Italian) to explore this region between Florida and Canada.  He was to look for a route to the Pacific.  Cartier was another French explorer and he attempted North America's first settlement, but it failed. 

While the French explored and attempted settlement in North America earlier, remember though, that their settlement was different than that of the English - it was not as dense consisting mostly of male coureurs and voyageurs and of scattered forts.  (As a side note the French and Spanish had more of a mission focus than did the English, did, so there were traveling missionaries from both of these European countries.  A French missionary that Bennett mentions is Father Jogues - remember the one whose fingers were eaten by the Mohawks?)  French settlement was built essentially upon the fur trade.  These factors contributed to them having more successful indian relations than much of the English colonies.  It was one advantage they had during the French and Indian War (aka the Seven Years War).

Make note of any of this information that either you don't have in your notebook or that you felt like you didn't know well.  Place it in your Chapter 1 tab.  (Don't, however, just print out this post and put it in your notebook!  Pick up your pencil and put it to paper...you'll be more likely to remember it...)

I'll post a new question tonight - take the time to attempt it this week!

Monday, November 28, 2011

Recitation RePost

When you are preparing - don't forget the tips that you have received from Mrs. Calder and Mrs. Newton and as a reminder HERE is a link I gave you long, long ago that has presentation tips.  If you didn't check it out then, take the time to check it out today.  Remember your recitation is more than just memorization - it is also 'presentation'.  See you tomorrow!

Preparing for Tomorrow and Notebook Helps

Dear Students,

I hope that you are all prepared for tomorrow's Recitation Day.  After morning prayer we will remain in the sanctuary for your recitations.  The order of your recitations will be random.  After recitations are over we will return to our room and you will write a description of one of the pieces that you heard and if there is any time left we will begin our study of Andrew Jackson.

I mentioned this before break, but make sure that you have taken the time to give your notebooks some attention.  All your papers should be correctly filed in their proper places.  I also promised some tips for the keeping of your timelines and key people in your chapters, so here goes:

#1  When doing both of these assignments put the entire chapter onto one timeline and one list.  Don't do a seperate one for each weeks readings - you want the whole period accessible at a glance.

#2 Put your timeline first and one that you created yourself will serve your SELF - EDUCATION better than one you printed out.  It's ok to check and revise your timeline by another and it's ok to include another in addition to your own, but take the time to do this work.

#3  As you may have noticed the chapters are not strictly chronological, there is a bit of shuffling because of how different topics are related.  When you make your timeline it is a good idea to leave space between dates to add more information later.  On the timelines I have made it has worked well to leave about 5 lines between each year.  So if my first date is 1806 and my next is 1808 - I have ten lines between them - but figure out what works for you!

#4  A list of people's names with absolutely no indication of who they are or why they are in this chapter is of nearly no use to you.  You should not write down someone's name without also recording relevant information about them.  Some people require more space than others.  I have found that there have been at least a couple of people in each chapter who warrant their own page.  For instance in a few chapters Thomas Jefferson has warranted his own page, likewise Burr in last chapter, and even Jackson.  It should be obvious that in this era of 'Andrew Jackson' that he will most likely warrant his own page as well.

Below I've included a couple of photographs of some of my notebook pages so you get the idea:

Tuesday, November 22, 2011

Multiple Choice Question of the Week

I'm going to try and post one question a week on the blog so that you get continual practice.  I've set it up so that you can select an answer and then see everyone else's answer, too.  At the end of the week I'll post the correct answer and put up a new question.  Check out this weeks question to the left...

Multiple Choice Test Taking Strategies...

...this will be a topic we will be talking about in the upcoming weeks.  But for now - I've learned of a really fun strategy for improving your ability to navigate multiple choice questions - Sudoku -- you know, those little gridded number puzzles!

Multiple choice tests require logical thinking and are often a process of elimination - get rid of the wrong answers to reveal the right ones.  It's Sudoku!  So, grab yourself a book of them, find yourself a website, or scroll down to the bottom of this blog where I posted a Sudoko gadget for your convenience.  Try at least one a week, more if you can! 

There is plenty of time between now and May 2013 to get ready, but multiple choice is 50% of the AP Exam - currently 80 questions in 55 minutes.  We're going to practice, practice, practice to eliminate intimidation - and Sudoku is one of the first pages in the gamebook! 

Oral Family History Projects

DUE:  Not until the month of March -- the first presentation will begin Week 26 and we will have one or two presentations each week until we are finished.

REQUIREMENTS:  Since it is an 'oral' project there must be an 'oral' component -you must get in front of the class and share.  Even if your project can stand alone on it's own, you must introduce it at the beginning or provide some sort of summary at the end.  The only other requirement is that your project is in someway connected to your family history within the time frame of this class (1400s to 1920s).

I mentioned this project to you in the first weeks of class when we went over the syllabus together because I wanted it to be in the back of your mind all year.  I brought it up again a couple of weeks ago because I know that many of us will be getting together with family over the holidays.  It is a good time to ask questions, get family to tell stories and begin forming a plan for your project.

I'm going to leave the format of this totally up to you.  You are welcome to use technology - slide shows, digital photos, mp3's, movies, etc.  Feel free to ask me questions, but I want to leave a lot of room for interpretation - room for your creativity!

Friday, November 18, 2011

What are Primary Sources?

One of the things we talked about in today's online class was primary source materials - these aren't always 'documents' like the copy of the Missouri Compromise that I handed out in class on Tuesday. Historians use primary sources materials (including documents) to study and to write about history.  When we read history we are one step removed from the process - we are reading what someone else is reporting/interpreting from their study and work with primary materials.  Much of the history that we read is even farther removed from that - like our text book.  Bennett did not write our text using his own studies of primary sources - he used other historian's works to write our book.  He selected certain points of view of history in order to write his own point of view --- we are at least twice removed from primary sources! AND if you are relying on ME to interpret Bennett for YOU, you are even further removed!! 

It is good for you as a history student to have access to primary sources and to practice the work of historians by using those sources to form your own view of history.  One of the greatest sources for primary source materials we have is the Library of Congress and they have some parts of their collections available digitally so we can access them whenever we want.  Check out their website HERE...I'll be posting a permanent link in our sidebar soon.

I'd like you to watch the following video which is a short introduction to the LOC and their collection.  As you watch, think about how limited our list of primary sources was!


History Channel - Library of Congress - Visitor Experience from Viewpoint Creative on Vimeo.

Tuesday, November 15, 2011

Friday Class

Dear Friday Class,

Please respond to this post letting me know whether or not you will be able to join class this week at 3:00.  We do not have any Opportunities to discuss, but I would like to give you some instruction on the writing of opportunities, I would like to finish going over our last economics handout, and I would like to have a lesson about working with historical documents.

Thanks,

Mrs. Benton

Assignments Over Thanksgiving Break

Remember this painting of William Penn's Treaty with the Indians by Benjamin West?

As always we move forward without neglecting to look back!  As you enjoy your holiday spend at least a moment reflecting on the Pilgrims and Puritans and their influence on the begining of our nation! 

I announced during class that I will not be assigning any opportunities this week, but that doesn't mean NO, homework.  Middleschool students who are keeping journals - you may choose to journal this week or not.  Here is a summary of what you do need to do before we meet again:

Text Book Reading:  
pp 220-247
(We begin Chapter 7 and our study of Andrew Jackson -- I'd like you to really learn as much as you can from the text becuase in the New Year we will be visiting the Andrew Jackson Museum in Waxhaw!)

Missouri Compromise Assignment:
Finish your maps and your worksheets and file them in Chapter 6 in your notebooks.  Also make sure that you have a summary of the Constitutional Slavery Compromises alongside these pages.  HERE is the link to the interactive map we used in class.  You will need both this map and the actual text of the Missouri Compromise (see previous post) to complete this assignment.  We will use this information again - we will build upon it when we look at the tarriffs during Jackson's presidency.  We will refer back to these worksheets leading up to our study of the the Civil War so make sure you have completed it!  It is not ok to 'guess' or estimate answers to these questions even if you think or know you are right.  Use the data on the map - it is information from historical documents and it's your first practice at using historical documents to answer questions.  As a note to help you answer the density question --- density compares the population per land area.  Division is used to calculate how many people there were per square mile.  This is already calculated for you and located at the bottom of each table, but I just wanted you to know what this number means and where it came from. 

Notebook Work: 
Use this time to reorganize and re-establish order in your notebooks.  File things where they go.  Some of your notebooks are becoming dangerous - spilling out their contents into the crate when I check them.  Also many of you are not completing notebook assignments... 
Chapter Timeline & List of Important People
This was designed as a tool to help you organize and think about your reading.  It was also designed to help you create a study guide for yourselves.  I will be making a post about each of these notebook assignments over the holidays to give you some tips and advice.  Do not neglect this notebook work - it is a part of your grade, but it will also help you be prepared for class!
Vocabulary
I apologize that we have not recently been able to fit this into our class time.  It is a valuable habit that I would like to help you develop and I'll try and reestablish this routine in the coming weeks.

Autobiography:
Those of you who are reading the autobiography use this time to either follow or catch up on your reading plans.  We will meet to talk about your readings, but it may not be until after the holidays, I'll keep you updated.

PSH:
pp 53-55 William Lloyd Garrison
I also encourage you to read the next piece which is a selection from Washington Irving's periodical in which he establishes the Gotham as a fictionalized NY!

Economics:
Make sure that you are caught up in your Penny Candy readings.  If all works out we will have a guest speaker on Economics in a few weeks.  Look over and review the handouts you've been given, and if you can, I encourage you to read the essay posted a couple of weeks ago 'I, Pencil'.

Projects:
Recitation
Use this time wisely to work on your recitations.  Finish memorizing and work on your presentation using the tips that Mrs. Calder shared with us last week.  Please refer to the recommendations and encouragements that Mrs. Newton shared with you in class today.  I had a chance to review them and they are very helpful -- Nick your's fell out of your notebook, I'll try and email you a summary soon!
Oral Family History
I'll be making a separate post detailing this project - it's due much later, but use this time of families getting together to ask for stories.  Basically, your project is just to present to the class (various formats are acceptable) something regarding your family history from the time period of this class (1400s - 1920).

Monday, November 14, 2011

The Missouri Compromise

Class tomorrow will focus on The Missouri Compromise.  You will need to bring to class:

Colored Pencils
A copy of a transcript of The Missouri Compromise which you can print from HERE.
A copy of the blank map from HERE.
I hope you are all prepared to leave the classroom one by one to go to the sanctuary with Mrs. Calder and practice your recitations.  We will begin this as soon as the class activity is introduced.  It doesn't have to be perfect, but the more prepared you are the more she can assist you!

If any of you arrive to the classroom before me - please make sure we have a white board - we will need it tomorrow.

Sunday, October 30, 2011

Madison, Jefferson, and the Separation of Church & State



I’m going to list page references in the book that you can use to help you in answering this question.  They go all the way back to chapter four:

pp 110-112 The congress under the Articles of Confederation include a couple of components that deal with this issue.  The first is at the top of the page and talks about moral education.  The second is a quote from the first article of the Northwest Ordinance.  It is important to note that this part of the Ordinance was modeled after the Virginia Statute for Religious Freedom which was authored and introduced into the Virginia assembly by Thomas Jefferson.

Also in this passage you can see an excerpt of Madison’s Memorial and Remonstrance which was a response to a religious bill introduced by Patrick Henry.

p 121 On this page there is a quote from Article VI of the Constitution of the United States (this is not the Bill of Rights, but the actual Constitution itself). 

pp 129-130 This passage talks about Madison’s election to the VA ratification congress.  The Baptist pastor, Leland, mentioned here is the same pastor of the ‘mammoth cheese’ when Jefferson is elected president!  In this passage Bennett really tries to explain Madison’s belief about religious liberty. 

p 142 The first amendment of the Constitution (the Bill of Rights) written by Madison includes a reference to freedom of religion.

Now we are up to Chapter 6.

p 179 Here is John Leland again of the mammoth cheese. You need to consider what happened after he arrived to see Jefferson and pay attention to the foot notes in your text.  (You should always read your foot notes!!)

pp 179-180 The Danbury Baptists ask President Jefferson to declare a national day of fasting and prayer.  Consider Jefferson’s response and pay attention to the last sentence of the second paragraph.

Pp 180-181 What was Jefferson’s response to the Federalist’s attacks on Jefferson’s beliefs?  This is the quote from the letter to Dr. Bejamin Rush.

After you have considered all of this evidence and summarized it, ask yourself what kind of case Bennett is making and laying out regarding Jefferson’s intentions when he speaks and acts in favor of a separation between Church & State.  I think Bennett is expressing a particular point of view here and I’m asking you to consider if he is making a fair case, one that you can agree with or trust.

The Demise of the Federalist Party


To understand the Demise of the Federalist Party you need to make sure you understand how it was formed.  It was the very first American political party.  Prior political parties were actually English political parties – the Whigs and the Tories which originated during reformation era in England.  The Whigs wanted Parliament to have more power than the king, they were anti-Catholic and pro-Protestant, and called themselves the ‘Country’ party as opposed to the ‘Court’ party.  The Tories, the ‘Court’ party, were for the king and believed in his ‘Devine Right’ to rule.  They were in favor of the Church of England (the Anglican Church) and hated non-conformists all of which made the protestant Whigs think they were pro-Catholic.

While during the American Revolution I think that neither party was opposed to protestant ideas (I’m not certain of this however), the terms Whig and Tory were used to differentiate people who were for American Independence (Whigs) and people who were still loyal to the crown of England (Loyalists or Tories).
Most of the Tories fled to England or Canada or other places during the Revolution.  There was a large group who fled to Florida and later resettled in Georgia.  Some of them however stayed and suffered persecution and indignities during the war, had property ceased and confiscated, etc.  Since most of the Tory political leaders left, though, there was no longer a Tory political powerbase and because many of the Tories were wealthier citizens during Colonialism – merchants and the like, when they left it destroyed the hierarchy and class stratification that was very prominent during colonialism in New England. 

This removal of a previous power base allowed the rise of a new class of wealthy men and smaller merchants to grow in standing, but these men did not hold the same views of aristocracy and elitism as the loyalist Tories.  Their ideas were very ‘Republican’ meaning Democratic/Republican of the variety of Jefferson who saw their fellow men as equal.  Here’s an interesting quote from a rich patriot in Boston in 1779:  "fellows who would have cleaned my shoes five years ago, have amassed fortunes and are riding in chariots."

So at the end of the Revolution and the beginning of the United States there was really only one political power – the Whigs.  So how did the Federalist Party begin?  It was begun by Alexander Hamilton.  Remember that he was a member of Washington’s cabinet – he served as Washington’s Secretary of Treasury and Washington relied on his financial knowledge.  While serving under Washington Hamilton amassed a group of supporters for his fiscal ideas – remember that he urged that the Federal government assume the states Revolutionary War debts (which created our very first national debt) but he also had a plan for paying it off.  He also advocated for a National Bank, was in favor of tarriffs, and saw that we would need to have good relations with Brittain in order to survive.  In esssence they believed in a very strong, centralized Federal government that had powers above that of the states.  Do you remember Hamilton’s argument for ‘energy in the Executive’?  (This was the same argument that threatened to boil over during the writing of The Constitution, remember?  States Rights vs. Federal rights?  It was part of the reason why some states refused to ratify the constitution without a Bill of Rights.  Their ideas were laid out in detail in 'The Federalist Papers'.) 

That group of supporters that Hamilton gathered around him?  They were rich merchants and bankers and centered around larger cities and was much more prominent in New England.  John Adams allied himself with the Federalist party and was the only Federal U.S. President.  Washington was sympathetic to some of their ideas but never joined the party choosing to remain ‘independent’.  Jefferson’s followers, the ‘Jeffersonians’, came to be known as the ‘Republicans’ because they were opposed to mainly the fiscal policies of the Federalists.  Jefferson was vehemently opposed to the idea of a National Bank, and there seemed to be a sense of elitism associated with the Federalists that rankled more people than just Jefferson.  Remember that how Washington ‘held court’ while president had ranlked Jefferson and he made a pointed effort to put everyone on equal footing in the White House when he became president.  He called Hamilton and Adams and their supporters ‘Monocrats’ referring to monarchists.  (Remember the debaucle Adams had while VP over what to call president Washington?  I made up a little rhyme ‘too long gone and a royalist tone’ to describe Adams.  He had spent to much time in London and came back talking more like a Brit than a patriot!  Refer to the dinner conversation with Washington, Adams, Hamilton and Jeffeson on page 152 to see more of these ideas and how shocked Jeffeson was by them.

Jeffeson gave in to Hamilton though on this issue when he ‘log-rolled’ or voteswapped, exchaging support for Hamilton’s ideas and influencing is more southern power base to favor them in exchange fore buildig the capital on the Potomac (which put it between two slave states).  Hamilton’s Department of Treasury quickly became the largest portion of the federal governmet with close to 500 employees while all the others all together only had 22!  This idea of ‘big government’ and ‘small government’ is not a new disagreement!!   

All of this background brings you to the moment of the election of 1800 and the beginning of the demise of the Federalist party.  It began actually at the end of Chapter 5 (pp 171-176).  Here are some questions to ask yourself and help you answer this opportunity question:
            #1 Why/how did Adams lose this election?
            #2  Look at the election of 1802 on p 181.   What did they use in order to attack Jefferson and gain votes in the House during that election?  What does that say about the focus of their political ideas and actions?
            #3 On pp 184-185 look at how Federalists acted toward Jefferson sending Monroe to France to help Livingston in his dealings with Napoleon.  How did the deal that Jefferson actually made reflect on the Federalists?
            #4 Look at how the success of Jefferson as president despite their attacks on him from all sides made the Federalis feel (p 186).  These fears and ideas played out with VP Burr (pp 189-191) and influenced the results of the 1804 election.  Even after Jeffeson’s less successful 2nd term what were the results of the 1808 election? (p. 196-197 – yes, I know this is beyond what you read this week, but I just thought I could use it to underline the point.)

Keep all of these things in mind as we continue reading this chapter.  The term ‘Federalsit’ will become almost as detested as the term ‘Tory’!

Wednesday, October 26, 2011

Chapter 6 The Jeffersonians

Chapter 6 is a very long and action packed chapter.  For this reason we will be spending 3 weeks on Chapter 6.  Below are your readings and assignments for the next 3 weeks.  The Google Document of these assignments is HERE.   

In the coming days I'll be making blog posts with some explanations and helps of some things in the reading.  If you have questions as you read please talk with one another and as a last resort ask me!
Chapter 6 Assignments

Recitation Project

Dear students,

I was very sorry to not be with you yesterday and will try and figure out how we will review the last half of Chapter 5 together.  I wanted to speak to you now however about your recitation projects - I wanted to use yesterday to go over the requirements and see how you are doing.  Because of my abscence and because of the density of Chapter 6 and the nearness of Thanksgiving Break I have decided to push back this deadline until after Thanksgiving.  We have the time and there is no reason to rush.  I want to give you ample time not only for the memorization, but also some time to practice the presentation of your pieces.  I want this to be something that you have the time to do well and not just something to check of a list.

I will be speaking with you each privately in the next couple of weeks to see how things are going.  I would like an official record of what pieces each of you have chosen.  Could you respond to this post with a comment telling me the name and authorship of the piece you have chosen?

The assignment details for Chapter 6 are forthcoming momentarily, but you should have already looked the chapter over and at least read the summary by now!

Thanks,

Mrs. Amber

Saturday, October 22, 2011

Asking the right questions...

I have several goals in teaching this class and one of those goals is in encouraging you to struggle to find the right questions that we as Christians living in America should be asking.  I began the year with that idea when I asked you to read your very first article on American Exceptionalism.

Yesterday during our online class I briefly spoke about my goals for you in the Current Event component of the class.  I'll post a summary of those goals at a later point, but I was surprised when I mentioned the Occupy Wallstreet movement in relation to the First Ammendment and no one had even heard of it.  I hope that you take the time this week to find out what is going on in this movement.  Take a look at their demands HERE.  



Early this morning I watched a documentary film called 'The One Percent'.  (This is available as an Instant Play selection on NetFlix.)  It is not in any way I don't think a part of the Occupy Wallstreet protests - it was released in 2006.  It was made by a grandson of the Johnson and Johnson corporation as he is grappling with being from one of the wealthiest families in our nation and yet he sees the disparity between the wealthy and the poor and realizes that he's a part of that.  I don't know that this film presents any clear answers and I think that's why I like it.  It causes one to ask questions and to struggle with what are the right questions?  There are viewpoints in this film that I clearly disagree with, there are one maybe two viewpoints in this film that I find I do agree with, but that's not the point really.  I like it because it's not propoganda - someone else telling us what we should think - I like it because it's a painful portrayal that puts us face to face with a struggle in our nation and forces us to think about what we believe.  I also like it because of it's relation to a conversation we were having just this week. 

This week we were talking about the struggle that John Adams had in the first congress and what his role in the government was going to be as Vice President.  We talked a bit about why others felt he was making an argument for aristocracy and why America  and Americans were so opposed to the idea of aristocracy.  This film talks about aristocracy, and one of the questions we might ask is, is the idea of aristocracy still a repugnant idea in America?

This film plays into our economic discussions as well.  We will talk more about free markets and more about the differences between capitalism and socialism.  There is a reference in this film to 'Progressivism'.  That is an idea that we will begin next year with - as we look at Roosevelt's 'New Deal'.  I'm still struggling to figure out exactly what it means and what the implications of it are.

If you do watch it (and I hope you will) keep in mind it's POV (point of view) - who it was made by, why it was made, and what do you think he's trying to accomplish.  Do you think he answered any of his own questions - how is it going to change how he lives his life?  There are several men in this film that he could use as role models (sons born into wealthy corporations) - who do you think a good one might be?  Does it change how you view your future at all?  What's the goal of your education?  What's the responsibility of being a Christian in America?

You could look at the drastic contrast between this film and his life and choices with those of this young girl who has written a book that has been on the NY Times Best Seller list for 12 weeks now:


Thursday, October 20, 2011

The Bill of Rights


Federal Hall in New York, the country’s first federal capitol, where the Bill of Rights was debated and passed 1789.


You can find a printer friendly version of the Bill of Rights to place in Chapter 5 of your notebooks HERE.

You can read a bit more about them HERE.

The Bill of Rights are housed in the National Archives building in Washington, DC.  You can view a copy online in their Digital Vault HERE.  Just type 'Bill of Rights' into the search box.

There are also a couple of YouTube videos that could be helpful to you.  One is called Mr. Rupert Bill of Rights.  It has some movie clips and clips from comedians and contemporary cartoon shows that are not all of my taste.  That's why I didn't post the clip!  It's not too bad, just fair warning.

The other video is a 2 part series produced by the Freedom Project.  It is very thorough and detailed teaching a little mini class on the Bill of Rights.  Just keep in mind the bias of the organization that produced these videos.  They are a very conservative group that has an online Classical school.  It's just good to know a groups bias even if it's one you share!

Notes for Honors Students Before Tomorrow's Class!

This post is for the Honors Level class meeting online Friday at 3:00:

The following question was this weeks opportunity question: During Washington’s two terms, early signs of sectionalism appeared. What caused these divisions? Do you think they helped set us on a road toward civil war? If so, how?


We will begin class by discussing this question orally.  Afterwards I will go over the new class format and offer some advice on the pace of your reading, etc. in order to get through your assignments in this new class format.  (Basically I will suggest that you complete all your reading and assignments before Tuesday's class just like before - but just table our discussion of them until Friday.  Friday morning you can look over them again before class.) 

I have been thinking about how to conduct our opportunities in this new format.  I think that we will do them orally.  We will each pick a question to answer/teach to the rest of the class and then we will give each other feedback and discuss the questions.  (You should still try and answer all the questions before class so that you can comment on your peers answers!)  After class is over you will prepare a written answer and turn it in to me the next class.  We'll at least try it this way a couple of times to see how it goes!

We will not have our economics lesson this week, I will reschedule that. I feel like since we did not cover the Bill of Rights in class that we should go over that in more detail instead.  I will post a link to the first 10 ammendments on the blog for you to print in the morning.

We will also talk about Bartram and look back over some other PSH readings that we haven't discussed so make sure you have your PSH handy.

If I can fit it in we will also have an introductory lesson on how to examine a historical document. If we don't fit that in, there will be plenty more opportunities in the next two years!

If you can, look up the definitions of those different forms of government before we meet!

I'll 'see' and 'hear' you tomorrow!

Mrs. Amber

Monday, October 17, 2011

Notes to Clarify the Grading of Week 7's Opportunity (The John Jay Opportunity)

I wanted to clear up a couple of questions about Week 7’s opportunity. First, I greatly enjoyed reading your letters, there were very creative. I wanted to ensure you that I did not use your letters to withhold any points from your score. On the contrary, if you demonstrated to me knowledge of or understanding of this situation which was more clear in your letter than in your opportunity question I gave you additional credit on your score. I did not for anyone take points away based on your letters!

You may have noticed my shorthand notes in how I scored this week’s opportunity and wondered what in the world I meant by it! I was looking for four main points in your answer (described briefly below) and I awarded/withheld points of your score based on how well you addressed each area:

I. The first item I was looking for in your answer was a concise description of what the situation was – John Jay was the Secretary of State. Congress had given him the power to negotiate a treaty with Spain that was supposed to secure the navigation rights of the Mississippi River and the use of the port of New Orleans. John Jay was not able to secure such a treaty – Spain did not recognize our right to use the Mississippi or the port, we were in debt to them after our revolution and basically we had no bargaining power. Some of you went on to describe the second congressional vote that gave John Jay power to make a treaty that did not include these access/navigation rights.

II. The second important piece of information that I wanted to see in your answer was that you put the situation in context. You gave me some indication of when it occurred – just after the revolution. Even better if you described to me how the Treaty of Paris ensured Spain’s territory in Louisiana and further west and that it granted to Spain an extension of the panhandle of Florida cutting off any access to ports on our southern border. Another important piece of information was that there were people already beginning to move west into other territories and if they were not able to use the Mississippi they were essentially cut off from the rest of the states.

III. The third component of your answer that I was looking for was an understanding of the differing view points and interests of the northern and southern states as regards this treaty. The northern states were in dire economic straits after the war. England was blockading the coast and tightly controlling their trade and intimidating them by keeping soldiers in forts in the North West territory. (They had reasons for doing this, remember!) The Southern states wanted to have their own access to ports and harbors to take their crops to markets without depending on the ports and harbors of the northern states. For the more southern states this was a quicker more direct and efficient route. I was looking for you to tell me that southern states were agricultural based and the population was more spread out. Northern states were more merchant oriented, more dependent on fishing and trade for their economies.

IV. The fourth component I hoped to see in your answer was some indication of the disunion that occurred over this issue and what the cause/effects of this were. One area of concern the northerners had was the growing population in the western territories. If these territories became states would they upset the balance of free and slave states? The southern states were upset because the second vote that granted to Jay the power to make this second treaty they viewed as illegal because it did not meat a 2/3rds majority vote. A consequence of this was that they were very reluctant to ratify the constitution because they did not trust a government that had a power superior to that of the states themselves that seemed to overlook their interests. They saw it as larger states overpowering smaller states (population wise).

Thursday, October 6, 2011

Here are the opportunity questions for Chapter 5.  I suggest you look over them all now before your reading.  I have also suggested that you divide them up - each taking two or three and then swapping answers and giving feedback on answers. 

If you prefer Google Documents the link is HERE

Chapter 5 the New Republic

Chapter 5

Here are your assignments for the next two classes.  This gets us through Chapter 5!  You will notice there is  a format change because of the adjustment I have made in the class.  I have divided the assignments between the Tuesday class (which are for everyone) and the Honors/AP Prep portion of the class which meets separately.

Chapter 5 Assignments

If you prefer using Google Documents the document is HERE.

You should still prepare for your reading and study in the same way as before - just not all of you will be doing the opportunity questions:

#1  Read over the chapter summary and flip through the chapter looking at what sections it is divided into.
#2  Read over and or listen to the summary available on the Online Roadmap
#3  Read with a pencil in hand to mark as you go (index card for vocab)
#4  Look over the topics we will discuss in class and take note of them even during your first reading
#5  Do the first reading - reading for understanding (some of you are using the audio for this reading, just remember to pause it).  Make sure to break your reading into 'bytes', do some form of narration/retelling, and take breaks.  You should be able to complete the reading in two days - don't scream through it all at once!
#6  Build your timeline and lists of important people (make sure you note something about them) in your notebooks
#7  Work through the content using the class topics and opportunity questions.  Go back to sections you marked that you didn't understand and look for help if needed.  Make sure that you can talk/write about each of these topics/questions.

For the Honors/AP Prep class I'm giving you all the opportunity questions at once - use both weeks to go through them.  Our first week's opportunity will be the one on Washington and sectionalism.  The second weeks opportunity is your choice - you choose which of the remaining questions you want to answer.  Spend more time on that question, but do try and spend some time with each of them! 

Recitation Project Requirements

You should be ready for your recitation on November 1st.  (The original due date was the 25th of October, but since we now have fewer students I can allow some extra time for this assignment.)

#1  Your piece should be pre-approved by me to make sure it fits the requirements
#2  Your must memorize your piece (no helps or notes)
#3  Your piece should be no shorter than 1 minute to recite
#4  Your piece must be related to this class in some fashion - either written by an author who lived during the time period of our book, or a speech given or a document written during this time period, or have some other connection.
#5  You must introduce your piece (tell about it and where it came from and what the connection to US History is if it has one).
#6  It is ok to recite only a portion of a long piece - just be mindful and thoughtful in your editing and make sure you inform us that it is edited.
#7  It is ok to perform a piece of music if anyone is so inclined!

For example, in your text when Bennett tells of Nathaniel Hale's execution he refers to Hale's speech and his reference to a quote from Cicero (a Roman), "Give me liberty, or give me death."  You could take this event and do a couple of things.  One, you could look up the rest of Hale's speech and recite it, or you could look up the rest of Cicero's speech fore recitation since it's obvious that Hale knew Cicero.  It is ok to memorize Cicero even though he's Roman, because of the Hale connection - you just have to tell us what that connection is.  Make sense?

Some Recitation Helps

Many of you have asked for some help in picking your recitation pieces.  I thought I would start first with some inspirational help - a scene from one of my favorite movies, The Dead Poets Society starring Robin Williams:


I know that some of you are choosing a poem for your piece, and this movie is full of wonderful recitations by Williams and his students.  It is rated PG, but I think that is a  very liberal rating not only because of some sexual references but also because of  the circumstances surrounding the death of one of the students.  Please speak with  your parents before watching this film. 

If your recitation interests tend toward more of a literary interest - poetry or fiction - I have a website that you may find very helpful.  It's a page put together by a literature professor at Washington State University.  You can find a list of American Authors and a list of American Literary movments, but most helpful to you may be the timeline.  That way you can pinpoint poets or authors within a particular time period that may be of interest to you (or check to make sure that your author/poet wrote in the timeperiod of this first section of our class).  Take a look at it HERE and you may want to bookmark it - it could be helpful in your English/Lit classes, too!  Your recitation doesn't have to be a poem - it can also be a selection from a piece of fiction!

If your interests tend more toward the political or military interests you may be most interested in reciting a speech (or portion of a speech).  I have found two helpful resources (in addition to your text):
Biblical Patriot's Important and Historical Speeches (these are only of American Interest, but be careful of the dates!)
Wikipedia's List of Speeches (this is a very comprehensive list, so not all of them are appropriate for this assignment)

Your text is actually a good resourece, too.  It is full of quotes of speeches, famous documents, and poems which are all appropriate for this assignment.  They are easy to spot because they are either indented to set them apart from the rest of the text or they are in italics.  Also check those footnotes for more ideas!

I also found a very good resource for helping your with the presentation portion of the assignment.  It's a website called Poetry Out Loud.  Look at their tip page HERE.  Take a few minutes to listen to listen to some of the student recitation videos.  Poetry Out Loud is actually a national competition that encourages youth in memorizing and reciting poetry!

Another post this afternoon will clearly and simply lay out the requirements for this assignment... 

Friday, September 30, 2011

Alabama Immigration Law - State Laws vs. Federal Laws

One of the major points of conflict in the writing and ratification of the Constitution is State's Rights vs. Federal Powers.  Whose laws are preeminent?  Did you think this issue was resovled way back in the 1780s?  Maybe you thought it wasn't resolved until after the Civil War?  Well, it's still not resolved!  The following Federal Court Case regarding Alabama's Immigration Law that they passed this week is a case in point.  This case may quickly wind up in the Supreme Court, and it may be one of the biggest Supreme Court Decisions in our lifetime.  Here is an excerpt from an article in the NY Times:


(Alabama students protesting the Federal Court's ruling)

A federal judge on Wednesday upheld most of the sections of Alabama’s far-reaching immigration law that had been challenged by the Obama administration, including portions that had been blocked in other states.
The decision, by Judge Sharon Lovelace Blackburn of Federal District Court in Birmingham, makes it much more likely that the fate of the recent flurry of state laws against illegal immigration will eventually be decided by the Supreme Court. It also means that Alabama now has by far the strictest such law of any state.  (Read the rest of the article HERE.)

Some Fun Constitutional Resources

You may think it's silly, but one of the best resources I have come across for the writing of the Constitution is a children's picture book by Jean Fritz called, "Shhh!  We're Writing the Constitution"



 If you have a copy of this book or can get it from the library I suggest you do so!  If you can't get a copy, you can watch this version from School Tube, but is not the book in it's entirety - it leaves out quite a bit.  This isn't bad, but I recommend the book above just the video!  




You guys may be too young to know about School House Rocks, but here is a short clip of the Preamble to the Constitution (which by the way is an option for your recitation):



If you do choose to memorize the Preamble, though --- try to do a better job than Barney!!


Revolutionary War Tree Timeline

I found this image online at a site called RosewoodTimes.  I'm not sure of the origin of the illustration, but I thought it might be a helpful reference for those of you who are visual.  If you would like a copy to print out and put in your notebook let me know and I'll send it in an email.

Wednesday, September 28, 2011

This Weeks Homework

Class, you will find your weekly homework check list below.  Please note the change of format for our class discussions and prepare your reading accordingly.  This will be a permanent change until further notice.

In addition to this change, please review your schedules for the following opportunities to meet with me outside of class time (Location will be at Dilworth Coffee):

WEEKLY OFFICE HOURS - I have set aside Saturday from 1:00-3:30 for one on one meetings with parents and students.  If you have questions you would like to discuss with me,  would like a special one on one tutoring/review session, or if I have requested a private meeting with you please email me with a specific time within these hours that you can arrive.  I'll schedule slots in 30 minute increments.

LITERATURE EVENING - I am offering another evening for discussing literature next week on Thursday.  I would like to meet with groups individually and this week we will focus on our novels instead of autobiographies.  I will schedule an autobiography meeting in 2 weeks with the entire class.  Here is the planned schedule - please let me know if you will be able to attend or not.  If there is a conflict let me know as soon as possible and perhaps we can work out alternate arrangements.

Washington Irving 6:30-7:15
Edgar Alan Poe 7:20-8:05
Last of the Mohicans 8:10-8:55

SKYPE CHAPTER REVIEW SESSION
I'm still working out the technical details on this, but this review is for the following students:  Kaela, Trey, Julia, Samantha, and Jonathan.  I have set aside NEXT Friday afternoon, October 7th, from 3:30-4:30 and need to know how many of you are available during this timeslot.  We will do a comprehensive review beginning with Chapter 1.  You will need your notebooks and your text book alog with a computer and webcam.  I'll email more technical details later.

Week 7

Monday, September 26, 2011

John Jay and the Mississippi River Rights

I realize that this week's opportunity is a difficult question.  There are two reasons why it's difficult for you.  First of all, you need to lift your eyes from looking just at this chapter and remember all that we have read and discussed so far in this class pertaining to the differences between the northern and southern colonies, now states. 

This needs to be a constant exercise - the going over of all that you have read and learned to see how things are related.  It is also a good idea to look forward as far as you can to what you know what is coming and ask how does what's happening right now in my reading cause, effect, or influence that?  What's coming is the Civil War and even before these states are 'United' the issues that are at the root of that war are already in place.  The differences and tensions between northern and southern states were born back in their infancy as colonies.  Do not fall into a habit of focusing only on the portion of the chapter we are currently reading!

The second reason this question is difficult for you is that I don't believe Bennett gives you all the information clearly.  I'm going to attempt to fill in the missing holes for you in this post.  Even though this is a difficult question, it is a very important one.  It was because of the controversy over this treaty that many southern states held out for so long against signing the Constitution!  They were skeptical of a union that they felt favored the interests of one group of states over another.  This controversy of John Jay's treaty was in large part the foundation for those feelings.

Before I give you the background on John Jay and Gardoqui I wanted to give you a few references to review for the differences between the northern and southern colonies/states.  Specifically you want to examine and think about the differences in the economies of northern states and southern states.  The northern conlonies/states based their economies on trade - remember the settlement patterns - they were crowded along the coast of New England with many, many harbors.  Shipping was their lifeline.  The fishing industry was also a large part of their economy.  If you remember our economy lessons they had more capital (harbors and ships) to take their resources to places where they could be sold or traded.  Their harbors were also a point of entry for goods from Europe that got distributed throughout the other colonies/states.

The southern states economies were based on agriculture.  Their main resource was land, they had a shortage of capital and they depended upon a large force of slave labor in order to make their economy work.  Their need for land meant that their colonies/states were more sparsely settled - that they were spread out and they did not have easy access to harbors to get their crops to markets.  These agriculturists also saw their future in western lands - remember that idea of Manifest Destiny - the right to all the land all the way to the sea.  (A good example of this feeling of going west is Pa in the Little House series.)

Remember these class conversations?  Can you visualize or picture how different the interests of the northerners and the southerners were?  Now let's take a look at the controversy over the Mississippi River.  I'm going to begin by laying out the setting filling in some information that Bennett does not tell you:

#1  The Revolution had ended - the colonies had won their independence from Brittain and they considered themselves states.

#2  Neither Brittain nor the states were honoring the Treaty of Paris drawn up and signed in 1783.  It was ratified by the Continental Congress in 1784.  The problem was that each state saw itself as a separate entity - they did not all think that a treaty passed by the Confederation should have more authority than laws passed by their own governing bodies.  There were two main areas in which the states were disregarding the treaty - the first was in paying back their debts.  Each state was supposed to pay back it's own debt to their British creditor, but not all were doing so.  Some thought these debts should be renounced.  Under the Treaty of Paris states also were supposed to make restitution for property and land confiscated from British loyalists during the war and they were supposed to prevent any future prosecution or harrasment of British loyalists.  This was also not happening in many states.  The Articles of Confederation had no authority to force states to abide by the treaty.  As a result Brittain had not yet pulled its forces out of the Northwest territory.  This was threatening to the infant states.

#3  In addition to occupying it's forts in the Northwest Brittain kept her Royal Navy in American waters as a constant threat.  (The fighting had stopped, the peace treaties were signed, but the hostilities were not ended!)

#4  There was more than one treaty negotiated to end the American Revolution.  Our treaty with Brittain was called the Treaty of Paris.  Brittain negotiated other treaties as well with Spain, France and the Netherlands resolving their involvement in the war.  One part of the treaty with Spain gave back to Spain the territory of Louisiana and extended the panhandle of Florida west to meet the territory of Louisiana.  If you look at a map you will see that this cut off all access to any ports along the southern borders of southern states.  It essentially landlocked them and they lost access to the important port at New Orleans.  (It was not until later that France gained control of this territory and not until the Jefferson presidency that we purchased it from Napoleon!)

#5  There were many Americans who were moving west to settle.  There were two tensions on this front.  The first was that there were suspicions that both the British and the Spanish were agitating the western indians agains these western settlers.  The other tension with this westward movement had to do with territories gaining the right to statehood (the Northwest Ordinance p 110).  This ordinance said that the way expansion would be handled was by creating new states and not making existing states larger.  It also said that slavery was banned from these Northwest territories (it was in this territory that Brittain still held occupying forces).  There was the question of slavery to be answered in all new territories and as the western population grew this question became more crucial.  This also held the possiblity of upsetting the tenuos balance of slave and non slave states in the Confederation.  Slave states did not want more free states and free states did not want more slave states.

#6  The government of the Confederation wanted to negotiate a treaty with Spain  over the southern border, but had very little power.  (The army had been disbanded and there were only about 100 soldiers at this time).  To give you more background - in the midst of the Revolution John Jay was sent to Spain to gain their help in the effort for independence.  He failed, but Spain did agree to give the Americans secret loans so they could purchase armaments.  So the young confederate states were in debt to Spain, too!  After the war was over Spain revoked the states rights to navigate the Mississippi River and closed the port of New Orleans to them.

#7  After the war there was an economic depression - especially in the northern states.  They depended on shipping.  The British were not trading with them, they British occupied American waters, and they were doing everything they could to strangle their trade.  They were becoming desperate.

Now enters Don Diego de Gardoqui!  He is acting on behalf of the king of Spain and Spanish interests and has been granted the power to negotiate with the states.  In addition to trying to turn heads and win favors with Jay and other political leaders through bribes and favors he wants to protect the rights of Spain and Spanish power in the Americas and this means New Orleans and Florida.  Spain does not recognize the right of  American states to use the Mississippi or the port of New Orleans.

The Confederate Congress votes to give Jay the power to negotiate a treaty with Gardoqui (Spain) and his instructions cover two points - southern boundries and free navigation of the Mississippi with access to New Orleans.  They gave him the power to negotiate a treaty only if it had those two elements in it.  Gardoqui works to entice Jay to forfeit navigation rights on the Mississippi or any access to the port of New Orleans in exchange for favored trading privelages with Spain.  Jay to his credit is probably less enticed by Gardoqui than he is pressured by the powerful northern states and their merchant interests.  They clamor for an opportunity to get their economy moving again.  The Mississippi really means nothing to them. 

No treaty was negotiated and Jay goes back to congress and there is a second vote to give him the power to negotiate a treaty that does not include navigation rights.  The issue the southern states had with this treaty was that the first instructions to Jay passed with a 2/3 majority vote (9 in favor) but the second set of instructions only passed with a 7 to 5 vote with southern states voting against giving Jay the power to negotiate such a treaty.  They did not accept that second vote as valid. 

Nevertheless, Jay does negotiate a treaty, and in it he forfeits America's use of their navigation rights of the Mississippi and access to the port of New Orleans (of interest mainly to southern states and settlers in western territories) for a period of 25 years.  Jay's argument is that if Spain signs a treaty that says that America forfeits use of their rights for 25 years they are really recognizing that at least they do have such a right which can be used in later negotiations.  Southerners accuse Jay of trying to split the confederation and it is such a contentious point that it keeps states from signing the Constitution after it is written.

This is not fully resolved until 1795 when Thomas Pinckney negotiates a treaty with Spain called the Treaty of Madrid!

Friday, September 23, 2011

Church History Slam

I thought you guys might enjoy this very abbreviated version of Church History - some of this we talked about a couple of weeks ago.  I don't think that your literature teachers have Slam Poetry as a literature genre on you handouts - but it's a legitimate form of literature.


Monday, September 19, 2011

Week 6 Homework & Opportunity

Here are your homework and opportunity handouts for this week.  For those of you who are having difficulty using scribd I'm providing links to the same handouts as Google Documents.

You can find Week 6 homework HERE

and

You can find the Chapter 4 Opportunity Review HERE.

Week 6

Chapter 4 Reflection and Choice

Saturday, September 17, 2011

A Number Four Essay

It's not as hard as you think - your answers need not necessarily be long nor complicated.  They need to answer the question, they need to make sense even to someone who hasn't read the question, they need to be specific naming details, giving backround information and contain few if any general statements. 


Here is the answer that received a four on our last opportunity.  It was written by Caleb a sixth grader.  It's not perfect, but I think he's on the right track with the most important things that I expect out of you all.  I hope posting this example helps you and I appreciate Caleb allowing me to share it:



I think Thomas Paine was an agitator of war and to back that up I would say that because he wrote Common Sense urging people to fight for freedom.  And it was the best selling pamphlet in America and he donated about every penny to the Continental Army.

If I were at this point grading writing and not just content (and especially for some of you eigth and ninth graders I do take this into account a bit) I think you could take Caleb's answer and turn it into this:
Thomas Paine was an agitator for war in the years that led up to the Declaration of Independence.  He published a pamphlet titled 'Common Sense' that urged people to fight for their freedom.  Common Sense was the best selling pamphlet in America.  Instead of keeping the profit for himself, though, Paine used it to support the war effort donating nearly every penny to the Continental Army.
For some of you older students right now I hope for this answer (a second hurdle answer), but frankly would be thrilled with the first hurdle as a warm up.  The next goal is for you to be able to add to the second answer things like the date, and more specific details about what Paine wrote in Common Sense - like that his writing spoke directly against the king and even against all kings.  This is what I'm calling a third hurdle number four answer.


Even better if you could use the quote of the pretended 'Father of his people who can unfeelingly hear of their slaughter, and composedly sleep with their blood upon his soul' or even just paraphrase or refer to it.  Even better still would be to compare Paine to John Adams who Bennett said helped men see their political and legal rights. He said Paine moved men's emotions AND that he used the Bible and their strong religious beliefs to stir them up against the king.  All this information and even more is on p 81 of your text.  These are components of a fourth hurdle numer four answer! 


My goal over the next two years is to encourage you and exhort you in your reading so that you can begin to form second hurdle and third hurdle answers.  My hope is that some of you can begin to approach and clear the fourth hurdle by the end of next year.


But for now Caleb's answer is the first hurdle I've placed on the track.  A few of you have come close, but he was the first to clear it.  Once most of you are jumping the first hurdle and doing it routinely we'll move on to a second hurdle answer in which I raise the bar on the difficulty of reaching a four.  To quote Jan Karon, "There is rest for the weary and the wicked don't need none."


Also note for many questions it's not really about 'what' your answer is - it's how well you answer it!  When I came up with this question I had two or three people in my mind (I didn't sit down and make a list of them all) and Thomas Paine wasn't on my short list!  If Caleb had only named Paine and given me general statements I might have given him 2 points, but he made a good argument and backed it up. 


So, don't worry about what answer you think I'm looking for.  What I'm really looking for is how well you form YOUR answer!