Promises and Problems Day 3

Today we'll start by watching a short video of Jacob Riis images with the Bruce Springsteen song, American Land in the background.

We'll then return to our group initial research document and comment on the person following you on the list (section C). For section D, comment on the person two down from you (essentially 1 will comment on 3, 2 will comment on 1 and 3 will comment on 2).

Then we'll read Jacob Riis -- The Battle with the Slum (AR 365) Jane Addams--the Subjective Need for Settlements in pairs, taking turns annotating while the other is reading. Discuss when finished.

After reading the documents, students will watch the Crash Course -- Cities and Immigration. They will continue to take notes in the two column format and work to create at least one simple and two critical questions.

Promises and Problems Contd.

Today we'll begin by reviewing our entry level research from last night. We'll then introduce the Primary Source Organizer. Students will make a copy of  the organizer and fill in the rows for Carnegie, George, and Gompers (if finished).
Then, students will watch Crash Course -- Westward Expansion. Students should take notes in their notebooks as they watch using the following format. Notes should go in the left column and upon completing the video, questions and commentary should be written in the right column.

Main Ideas/Information	Commentary/Simple and Critical Questions

After completing the crash course, students should read and annotate the excerpt from A Century of Dishonor by Helen Hunt Jackson (AR 290). Remember, you should annotate for context, main ideas and assertions, key evidence/quotations, vocabulary, and connections. When finished, students should fill out the row for this document in the organizer.

Promises and Problems

Our new unit will focus on preparing us for the research project by layering three different kinds of sources. On Monday we watched a very rapid Crash Course on Industrialization. This gave the conceptual background to understand the era. Next, for homework, students read primary documents by Andrew Carnegie and Henry George, presenting differing viewpoints on the wealth accumulated during that time. Students will be assessed on one of those documents using this form. Finally, we turned to what we will call "entry level sources." Students are very familiar with these from previous work in this and other classes. Using the library data-bases, students are to read one source on their assigned person/term, and fill in their row on this Group Initial Research Document. We will continue to use these these forms to lay the content foundation for the period 1865-1914 before moving into our research projects next week.

We also took some time to look at What Makes a Good Question in preparation for our research.

Intro to Promises and Problems

Notes about grades:
Final exam grade will be open to see on Turnitin.com today after school. Remember that it is worth 90% of your final with the brainstorming sheet worth the other 10%.  There are comments on turnitin for your final. If you would like to discuss your final with me, please make an appointment to see me AFTER THURSDAY.
Civil Rights Portfolio rubrics (for those of you that submitted them) will be returned at the end of class today.
In class today, I introduced our next unit which is going to culminate in the writing of a research paper. However, in order to help set the context for that paper as well as find potential topics, we are going to begin 2nd semester with a mini-unit on the Promises and Problems of post Civil War America.
To gather information, we will make use of the "Crash Course" series of videos as well as entry level research databases and primary documents. Students will be asked to take careful notes on the Crash Course videos, annotate* and then answer questions and analyze the documents, and add their research to a group research document that will be explained in class tomorrow.
Today, we watched Crash Course -- Industrial Society in class. Tonight's homework is posted in the new assignment sheet.

*For all documents that you annotate during this unit, you should consider their context, main ideas and details, significant quotations, difficult vocabulary and language, what the document says about its time period, and connections to other events in history.

Last Tips and Checks

Put each part of your final into a single document. The first page of that document should be this completed TABLE OF CONTENTS. Then, before you submit:

• Make sure that you've carefully followed all instructions.
• Make sure that each paragraph begins with a topic sentence that makes an assertion about your larger point.
• Make sure that your final is proofread and polished. During your editing and revision process, use this list of inexcusables to revise your work as necessary. There are also additional tips about paragraph writing that may be helpful.
• Make sure that your final is written in Times New Roman, 12 pt font.
• Make sure that the document you submit to turnitin contains:
• The filled out table of contents.
• Section 1 Doc. 1 Response
• Section 1 Doc. 2 Response
• Section 2 
• Section 3

Then, after you've done all of the above, submit your final to turnitin.com prior to 10:40 AM on Thursday, 1/21.

Final Exam Schedule

Here is a suggested schedule to help you complete your final exam in a reasonable time frame. Note that the homework is listed on the day that you should do it.

Date	In-Class	Homework to do ON THIS DAY
Mon. 1/11	Intro Brainstorming Sheet Discuss Class Options for next year	Reread Document 1 Begin brainstorming for Sec. 1, Doc. 1
Tue. 1/12		Continue work on brainstorming for Sec. 1, Doc. 1
Wed. 1/13	Finish Brainstorming Doc. 1 Select Doc. 2	Reread Doc. 2 Complete Brainstorming for Sec. 1, Doc. 2
Thu. 1/14	Brainstorming Sec. 2	Finish Brainstorming Sec. 2 Begin Brainstorming Sec. 3
Fri. 1/15	Finish Brainstorming Sec. 3 Begin Drafting Sec. 1	Continue Drafting Completed brainstorming DUE to turnitin by 11:59 tonight.
Sat. 1/16-Sun. 1/17		Finish Full Draft of Sec. 1, Docs 1 and 2
Mon. 1/18		Finish Full Draft Sec. 2
Tue. 1/19		Finish Full Draft of Sec. 3
Wed. 1/20		Final Edits of Secs 1,2,3
Thu. 1/21		Completed Final Due to Turnitin.com at 10:40 AM NO LATE PAPERS ACCEPTED

Voting Rights Today

We spent today reading about and responding to the issues of voting rights as they play out today in the United States.  With the Supreme Court actively examining the implications of the Voting Rights Act of 1965, it is important to think about this issue as one that is not settled, but continues to challenge our country.  Use this portfolio entry: Voting Rights Today to do this work.  If you do not complete the work in class, remember to complete it for your final portfolio submission on Monday!

If you have time and want to start putting together your portfolio-here is the rubric that you'll fill out and print to hand in on Monday. The portfolio itself will be submitted to turnitin.com.

Deerfield Housing Case

Today we started class by considering the benefits and privileges of living in Deerfield and then we read a series of articles about the Deerfield Housing case of 1959. When we finished reading the articles, we did a portfolio response to the following questions:
1) What is your reaction to this story? How did it make you feel and did it make you rethink the list of benefits and privileges to living in Deerfield that you created?
2) Did the article surprise you? Had you heard this story before? If so, in what context and is there anything different when reading about it now? If not, why do you think you hadn't heard about it before?
3) What questions do you have after reading the article?
4) In what ways does this story link to or echo the ideas in the first parts of the Coates article that you read for today?

A Case for Reparations

Today, we began class by getting our Final Exam Portfolio.  Students are not required to begin work on this prior to next week, when we will have all class time devoted to that work.  However, they may wish to begin organizing their materials. 

We then launched into the final section of our discussion of race, civil rights, and the Constitution by bringing the discussion into the present day.  Author Ta-Nehisi Coates (recent winner of the National Book Award for his book Between the World and Me), offered an argument in 2014 for an examination of the issue of reparations.  We will use his Atlantic Monthly article The Case for Reparations as the basis for our work this week.  Each evening, students will read and annotate sections of the article and complete questions in this worksheet.  The worksheet will be submitted to turnitin.com, and a final reflection on the Coates piece will figure in their Civil Rights Portfolio, which is due on Monday, January 11th.