Civil Disobedience

Today, we'll use this worksheet to explore Thoreau's Civil Disobedience in depth.
Civil Disobedience Worksheet.

Manifest Destiny

Today in class, we'll answer any questions about the Preamble Essay and then go over the research component.

We'll then see if there are any lingering questions about the origins of the Women's rights movement that you discussed in groups last Friday.

The main focus of our work today will be on the concept of Manifest Destiny and how the Mexican War was a culminating point of that idea. We'll begin by looking at Thomas Gast's painting below and then explore some definitions of Manifest Destiny found at the beginning of this handout.  We'll then use this packet of evidence to determine whether the ideas of Manifest Destiny justified the Mexican War.

12 Years a Slave

Today in class, we'll take some time to continue to process the film, 12 Years a Slave. With time remaining, you will have an opportunity to work on the formal response to the film that you can find HERE.  You should submit this response to turnitin.com by Friday, October 30.

Beginning the Fight for Women's Rights

Today in class we'll finish the abolitionist chart that we started yesterday. Then, we'll respond to the questions in this WORKSHEET in order to analyze the documents that you read for today (Declaration of Sentiments and Stanton's Address to the Legislature of New York on Women's Rights)

Meet the Abolitionists

Today in class, we'll finish the video we started yesterday.
Then, after hearing and discussing Frederick Douglass' Independence Day Speech at Rochester, we filled in the corresponding row in this CHART. We then split into the groups below to share information from the documents we read last night and discuss which of the abolitionists seemed most threatening to the status quo and why.

1. Eli, Andrew, Alina, Meshi, Miles
2. Jesus, Dani, Isabel, Allison, Gil
3. Seth, Hope, Luke, Matt, Mackenzie
4. Aaron, Zoe, Zach, Sami, Anthony
5. Sarah, Charlie, Will, Talia

The Culture of Slavery

Today in class we'll discuss the Preamble Evaluation Essay.

Then, we're going to focus on the impact of slavery and the rise of abolitionism by watching the first 35 minutes of Africans in America: Judgment Day, using this STUDY GUIDE to take notes.

Your HOMEWORK for tomorrow requires the following:
Read and take notes from Foner 348-356
Read and annotateyour assigned document from one of the four abolitionists below. All documents are in The American Reader. For your selection:

• Make sure you read the introduction carefully.
• Annotate for the author's tone, language and argument.
• As you annotate, pay attention to what was effective about the argument and what the biographical information suggests about the person's perspective.

Look for where your name falls alphabetically in the following list in order to determine your reading:

1. David Walker (AR 175): Bush through Goltsman
2. William Lloyd Garrison (AR 179): Gorden through Jones
3. Theodore S. Wright (AR 184): Kuzhiyil through Murphy
4. Angelina Grimke (AR 188): Paz through Simmons
5. Henry Highland Garnet (AR 192): Ury through Wolski

Evaluating the Nation

Today you'll continue to identify main ideas and key facts from your Foner readings. Remember, as you review your notes and the text, you should be making conclusions about how the nation was accomplishing (or not accomplishing) the goals set forth in the Preamble.
Your task for today is to continue your work on this CHART. The entire chart needs to be completed by Monday, 10/26.

Indian Removal

On Friday in class, you'll be working to learn more about the Indian Removal policies of the 19th Century. To do so, follow the instructions and complete the activities in this document:
Indian Removal: Policy and Impact. You should be able to complete this during class. If not, please complete for homework in addition to what's scheduled on your assignment sheet. When you're finished, please upload the completed document to turnitin.com.

Mapping the Antebellum Period

Last Friday, you took your first Foner assessment quiz which have been graded and you'll receive back as soon as everyone has taken it. In the future, the STUDY SPACE linked to your textbook may provide some helpful tools. Click on the chapter at the top of the page to access the study materials for that chapter.
Today, after having a brief discussion on your blog posts about Columbus, you will be using a series of maps to gather information and make inferences about the expansion of American society and increasing sectionalism in the late 18th and first half of the 19th centuries. You'll receive a packet of maps in class and then with a partner, work through as many of the tasks on this Mapping the Antebellum Worksheet as time allows.

Judging the Nation contd.

After reviewing our work on the Jefferson Presidency from yesterday, we'll use this CHART to continue to explore the growth of the new nation, remembering to classify the main ideas and details we are citing as either helping to accomplish or going against the goals set up in the Preamble.
Also, note that there will be an open note quiz tomorrow on Chapter 8 (not open book).

New groups for today:

1. August-Anthony-Alina
2. Eli-Mackenzie-Isabel
3. Jesus-Gil-Luke
4. Seth-Miles-Zach
5. Aaron-Will-Zoe
6. Sarah-Meshi
7. Andrew-Matt-Allison
8. Dani-Charlie-Hope

Judging the New Nation

Today in class, we'll continue the work that we did on Monday where we used Washington's Farewell and information from Foner in order to distinguish between main ideas and supporting facts and details. Today, we'll use this CHART in order to review information from Monday as well as make conclusions about the Jefferson Presidency that you read about for today.
In groups, you'll first work through each section of the chart individually and then discuss your conclusions before moving on to the next section of the chart.  Begin with the section on the Adams presidency, then do the Jefferson presidency, and if time, return to the Washington presidency.
Here are the groups for today:

1. August-Eli-Jesus
2. Seth-Aaron-Sarah
3. Andrew-Dani-Hope
4. Zoe-Charlie-Alina
5. Isabel-Luke-Zach
6. Will-Meshi-Allison
7. Matt-Sami-Talia
8. Miles-Gil-Mackenzie-Anthony

Washington's Farewell

Today in class we reviewed the political viewpoints of Alexander Hamilton and Thomas Jefferson. Then we examined George Washington's Farewell address, first annotating it while hearing it read aloud and then answering the questions listed at the end of the document that is posted HERE.

Strengthening the New Government

We will begin by taking a short quiz covering the reading that was prepared for today.
Then, after discussing the quiz, our focus for today will be on the debate and political ideas presented by Alexander Hamilton and Thomas Jefferson.
After watching the clip from the John Adams miniseries, students will work with partners to complete the tasks in this worksheet-Hamilton and Jefferson: Two Views.

Working on the Constitution Test

Today will be a work day on the written portion of the Constitution test. As you draft your responses, you should consider the RUBRIC that I'll be using to assess your work.  Also note that the new assignment sheet (including homework due tomorrow) is posted in the link list to the right and in the Unit 2 tab above.