Wednesday-Thursday, December 15th-16th

Advanced American History

We are in the beginning stages of the Roaring Twenties exhibitions.  For the remainder of this week, you and your group should be designing your skits, writing scripts, planning performances.  Monday will be a day of rehearsals and exhibitions will take place Tuesday and Wednesday.


American Studies

1920's project work continues.  Project is due on Monday.

Tuesday, December 14th

Advanced American History

1920's Exam.  If absent, be sure to make this up within 3 days.

photo courtesy baberuth.com

American Studies

Today we begin work on a comprehensive project to help us understand America in the 1920's.  You may create one of the four following products:

1.  A newspaper front page focusing on a singular event from the decade
2.  A board game of 20's trivia that could be used for review
3.  A "Decade in Review" style magazine
4.  A newsreel program including footage from a news event, original narration, music and an advertisement.

You will have 3 days of class time in the lab to work on your product.  Projects are all due at the beginning of class on Monday.

Monday, December 13th

Advanced American History

Here is the sequence of events in class today:

1.  Review NHD calendar for the next month -- Meetings begin Jan 3rd and the UWGB field trip is Jan. 11.
2.  Discussion -- The Harlem Renaissance.  Understand the legacy of this trans formative era of US History
3.  Review for Exam

Reminder:  1920's exam --Tuesday

Duke Ellington

courtesy 8note.com

American Studies

The prosperity of the 1920's was offset by much conflict and tension in American society.  Review Ch. 11. 3 to gain a sense of differing viewpoints on a variety of issues related to social and cultural tension.

Monday, December 6th

Advanced American History

Our examination of the 1920's begins today with a discussion of the 1920's as both a period of great prosperity and significant frustration.  Standardized mass production coupled with higher wages at the beginning of the decade led to the development of a great age of consumerism.  People with more money and free time demanded the new technologies of the decade, and this demand led to factories employing more people. 

Despite this economic boom, many were uncomfortable with the pace of modernization, and traditional rural patters were being upset by urban influences and new technologies. 

Radio broadcasting from the University of Wisconsin Fieldhouse during a basketball game -- 1922

courtesy wisc.edu

American History

Today's class focused on an introduction to some of the events and people in the "Age of Wonderful Nonsense"....the 1920's.  From politicians like Calvin Coolidge to sports stars like Babe Ruth to heroes like Charles Lindbergh, modern America was born in the 1920's. 

Monday, November 29th

Advanced American History

We resume our study of WWI today with an analysis of the causes of America's entrance into WWI.  They are:
1.  Economic and Cultural Ties with the Allies
2.  German U-Boat Warfare
3.  The thought, after the Russian Revolution in 1917, that this war was one pitting Democracies against Monarchies.
4.  The Zimmerman Note

Finally, after a declaration of war in 1917, analyze the mobilization for war, consequences for opposition, and social changes in America resulting from war in Chapter 10.2.

Reminder:  Read pages 301-04 and prep for "Quest" on Thursday.

Propaganda poster from WWI -- dehumanizing the enemy and encouraging enlistment in the Army.  

courtesy wikimedia.org

American History

Our study of WWI continued today with a discussion of how public opinion was shaped during WWI.  We analyzed/reviewed the limits placed on civil liberties during WWI, and the impact of propaganda to shape public support for the war.

Assignment:  2 column notes pages 301-04, Beginning to "The War Ends" 

Week of November 15th, 2010

Advanced American History

Monday -- NHD Work
Tuesday -- Introduction to WWI.  Class discussion based on the causes of WWI, the consequences of nationalism, imperialism, militarism and alliances, and the effects of the assassination of Archduke Franz Ferdinand.   Assignment:  Read text 282-291.
Wednesday -- WWI Quiz #1
Thursday/Friday -- WWI Trench Journal/NHD Work

Reminders:  NHD Contracts/Topics due Nov. 29th.


American History

Monday -- Analysis of the US in WWI
Tuesday -- Examination of Civil Liberties during WWI
Wednesday -- WWI Quiz #1
Thursday/Friday -- The Lost Battalion

Tuesday - Friday, November 9th - 12th

Advanced American History

Much of this week is dedicated to preliminary research and topic selection for NHD.  Please remember that the topic you choose must be historically significant, must relate to the theme of Debate and Diplomacy in history, and must be something that can be researched through accessible sources in the upcoming months. As you begin to research, please consult a number of the helpful sources on the side of this page under NHD links.

American History

Our study of the First World War continues with the construction of a "trench journal".  Consult the following websites to complete the assignment:

www.firstworldwar.com
www.worldwar1.com/dbc

Monday, November 8th

Advanced American History

The introduction to National History Day continues today with a presentation by Sarah Michele Klentz from the Wisconsin Historical Society.






American Studies

WWI, or the "war to end all wars," left a legacy of many problems throughout much of the 20th century.  To begin our analysis of WWI, we discussed this legacy, from bringing political turmoil to Russia, setting the stage for humiliation and economic problems in Germany, and marking the ascendance of the United States to a world power.

Assignment:  Read page 282-291.  Complete note taking guide and questions on handout.

Thursday-Friday, November 4th & 5th

Advanced American History

Completion of Gilded Age Speeches, Artwork, Drama, or Music.  Competition will be completed by Friday.


American Studies

Thursday --  Gilded Age Exam

Friday -- Introduction to WWI.  Complete Map assignment for class on Monday.

Wednesday, November 3rd

Advanced American History

Gilded Age project work -- completed projects/presentations take place Thursday and Friday.

American Studies

Exam review.  Test Thursday.

Tuesday, November 2nd

Advanced American History

Introduction to National History Day--this project will be an extensive research project that we will begin shortly and will conclude in early March.  More information to follow, but check out nhd.org for more details.

American Studies

To finish our study of the progressive era, we examined the life of Teddy Roosevelt.  If absent, review pages 233-39 in your textbook.

Monday, November 1st

Advanced American History

Gilded Age project work day -- combined History and English classes.

American Studies

Our discussion of the Gilded Age period concludes with an analysis of the Progressive  Movement.  Primarily active during the early decades of the 20th century, progressives shared a belief that government could build a more fair, just and equitable society. 

Assignment:  Page 212-219 --  answer questions 4 & 6 on pg 419.

Monday-Wednesday October 25th-27th

Advanced American Studies

Monday -- Review for Gilded Age Exam
Tuesday -- Gilded Age Exam (if absent, be sure to make this up within 3 school days)
Wednesday -- Introduction of Gilded Age Project.  Your group will represent an interest group entrusted with advocating reform to the state legislature -- presentations will occur next Thurs/Fri.

American Studies

Monday -- Text assignment based on pages 160-68 (Westward Expansion and American Indians)
Tuesday -- Discussion of text assignment and analysis of changing federal policy directed at Native Americans in the 19th century.  You should understand the impact of changing policies from forced Removal, to Reservations, to Assimilation and Allotment.
Wednesday -- A&E Biography -- Sitting Bull

image of Sitting Bull courtesy pbs.org

Friday, October 22nd

Advanced American History

Gilded Age Final Assessment Part I -- The in class essay on the legacy of the Populist movement is completed today.  Be sure to create a well defined thesis that is specific, opinionated, and significant and support it with rich details from class readings and discussion, as well as the primary sources provided.


American Studies

Muckraker articles are due first thing on Monday.  Use class time today to finish this assignment.

Thursday, October 21st

 Image of Theodore Roosevelt courtesy slate.com

Advanced American History

1.  Quiz #3 (Immigration, Urbanization, Progressivism)
2.  To further our study of progressivism and the transformative figure that was President Theodore Roosevelt, we will be viewing A&E Biography:  Teddy Roosevelt.

Reminder:  Gilded Age DBQ in class essay - Friday.

American History

1.  Introduce Muckraker project.  You will assume the role of an investigative journalist writing for McClure's magazine in the early 20th century attempting to expose a specific social problem.  Research and writing days will be Thurs/Friday and articles will be due Monday. 

Below you will find a number of resources for use in completing your Muckraker article project:

Nellie Bly
http://www.spartacus.schoolnet.co.uk/USAWbly.htm
http://www.ilr.cornell.edu/trianglefire/
http://newdeal.feri.org/library/d_4m.htm


Jacob Riis
http://www.pbs.org/wgbh/amex/1900/peopleevents/pande11.html
http://tenant.net/Community/LES/jacob4.html
http://www.masters-of-photography.com/R/riis/riis.html



Upton Sinclair
http://www.spartacus.schoolnet.co.uk/Jupton.htm
http://www.boondocksnet.com/editions/jungle/jungle_060609.html

Ida Tarbell
http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_tarbell.html
http://www.pbs.org/wgbh/amex/rockefellers/sfeature/sf_6.html
http://www.pbs.org/wgbh/amex/rockefellers/sfeature/sf_7.html

John Spargo
http://historymatters.gmu.edu/d/5571
http://www.historyplace.com/unitedstates/childlabor/index.html

Lincoln Steffens
http://www.spartacus.schoolnet.co.uk/Jsteffens.htm
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=211

Wednesday, October 20th

Advanced American History

The progressive movement at the onset of the 20th century did much to shape modern America.  While there was not one set of characteristics that defined all progressives, most shared a belief that government should be more active and social problems were susceptible to government legislation.  Progressive ideals were represented in things like the works of muckrakers, the settlement house movement, actions in places like Wisconsin by people like Bob LaFollette, and on the national level with individuals such as Teddy Roosevelt.

Assignment:  Read text pages 233-39.  Prep for Gilded Age Quiz #3 tomorrow.

Photo of Bob LaFollette courtesy of wisc.edu

American Studies

1.  Quiz #2


2.  A major change created in the Gilded Age era was driven by millions of new immigrants who poured into American cities in the late 1800's and early 1900's.  For many who arrived at Ellis Island in this era, the promise of new opportunites to work in the newly developing industries of America was met with the reality of tough conditions in American cities, overcoming nativism and trying to build a life in a new land.  In the process, America was reshaped, but not before overcoming substantial urban challenges.

Tuesday, October 19th

Advanced American History

One of the significant changes to American society in the Gilded Age period was the massive urbanization that resulted from a large influx of immigrants combined with the move to an industrial economy.  This created substantial urban challenges, from how to provide services to citizens to finding ways to overcome political corruption.

Immigration accelerated during this era.  After the frontier was declared closed in 1890, 15 million new immigrants flooded through the doors of Ellis Island, many to urban centers in an industrializing America.  Bringing new languages, customs and religions, they enriched American society, but they were also the target of some uglier elements of America, from nativism to outright racist ideologies, like eugenics.

Assignment:  Read 212-219 -- Progressivism

American Studies

Assignment:  Read pages 128-133.  Complete outline handout on key elements driving massive immigration in the late 19th/early 20th centuries.

Monday, October 18th

Advanced American History

After finishing a discussion of the Wizard of Oz as a political allegory of the 1890's Populist movement, we shifted our focus to immigration and urbanization in the Gilded Age.  With 15 million immigrants arriving between 1890 and 1914 alone, and the "frontier declared closed" in 1890, unprecedented urban problems faced the nation in the years around the turn of the 20th century.

Assignment:  Read text 136-142

American History

Our discussion on farm problems and the politics of the 1890's continues today with an analysis of the Wizard of Oz-- a political allegory representing issues from this time period.

Reminder:  Quiz Wednesday

Friday, October 15th

image of William Jennings Bryan courtesy nebraskastudies.org

Advanced American History

Today our discussion of farmers, populism and the election of 1896 continues.  To further our study of this topic, we are analyzing the Wizard of Oz, written in 1900 by Lyman Frank Baum as a political allegory for agrarian discontent and the resulting Populist movement in the 1890's

American History

To analyze the farm problems and political activities of the late 1890's, you should be able to answer the following questions based on class discussion today:

1. What problems did farmers face in the 1890's?
2. Who were the Populists?  What were their demands?
3. Who was William Jennings Bryan?  Why does he fail to win the presidency in 1896?

Thursday, October 14th

Advanced American History

1.  Gilded Age Quiz #1 (Industrialization and the Labor Movement)
2.  Begin our discussion of Populism and Farm Problems of the 1890's.  Beginning on page 197 in your textbook, analyze what complaints farmers had in the late 19th century, who the populists were and what their platform was, and who William Jennings Bryant was.

Assignment:  Read Text 128-135 for Monday

American Studies

In class, we finished and discussed the documentary on the Homestead Strike.  Please be sure to turn in the video guide as well as the related homework chapter 4, section 3 --  The Labor Movement.

Wednesday, October 13th

Advanced American History

As we culminate our viewing of the documentary on the Homestead Steel Strike of 1892, consider the questions that arose from this clash between industrialists and workers.  Many are still relevant today.

• Carnegie owned the steel works.  It was his property.  Did the workers have any right to take over the steel mill.
• Employees always retain the right to quit.  Should they have more rights than that singular right?
• What was the legacy of the steel strike?

Reminder:  Quiz on Chapter 4 (Industrialization in the Gilded Age) Thursday.

Photograph of Homestead PA courtesy of Penn State University

American Studies

Class today was focused on an analysis of the labor movement in America in the late 1800's.  Be sure you understand some early unions and their objectives (Knights of Labor, AF of L, IWW).  Also, be aware of some of the infamous job actions of the 19th century (Haymarket Affair, Homestead Strike, etc.)

Assignment:  Complete Ch.4, Section 3 Handout for class on Thursday

Tuesday, October 12th

 

Advanced American History

After a review of the changing nature of work and the conflict produced in the Gilded Age, we began viewing the documentary 10 Days that Unexpectedly Changed America:  The Homestead Strike.  This account of the actions of steelworkers at Andrew Carnegie's Homestead Steel Works would do much to shape the balance of political and economic power in America for the next few decades.

Click the link below to view or review the video shown in class today:

10 Days that Unexpectedly Changed America:  The Homestead Strike

Assignment:  Read Text pages 114-121 The Labor Movement.

American Studies

After a review of the changing nature of work and the conflict produced in the Gilded Age, we took a quiz.  Be sure to make this quiz up within three days if you were absent.

Assignment:  Handout related to a text reading 114-121 The Labor Movement.

Monday, October 11th

Advanced American History

After reviewing the concept of industrialists of the Gilded Age being labeled as Robber Barrons or Captains of Industry, we discussed those less fortunate in society during this era.  As the nation moved to an industrial economy, the new work in factories was increasingly unskilled and a steady pool of immigrant labor led to the degradation of wages and working conditions in many industrial cities and factories.  How best to deal with the gap between the rich and poor, industrialists and workers, became a source of substantial conflict in the late 19th century.

Assignment:  Read Andrew Carnegie's Gospel of Wealth.  Complete questions on handout.

 

American Studies

After reviewing the concept of industrialists of the Gilded Age being labeled as Robber Barrons or Captains of Industry, we discussed those less fortunate in society during this era.  As the nation moved to an industrial economy, the new work in factories was increasingly unskilled and a steady pool of immigrant labor led to the degradation of wages and working conditions in many industrial cities and factories.  How best to deal with the gap between the rich and poor, industrialists and workers, became a source of substantial conflict in the late 19th century. 

**Review Chapter 4 Section 2 for key elements in this discussion.  Quiz Tuesday!

 

Friday, October 8th

Advanced American Studies

Today, we reviewed some of the economic and social turmoil that resulted from the change from and agrarian society to an industrial one. The new inventions and innovations of the industrial age produced fabulous wealth for some who capitalized on this transition, and dire economic consequences for many who were at the bottom of the economic ladder.

This gap created a difference of opinion about those that benefited from this economic shift. Business titans like Andrew Carnegie were both revered (captains of industry) or hated (robber barrons). Be sure to understand both who some of these business titans were, how they developed such great wealth, and the differences of opinions regarding their actions.

American History

Today, we reviewed some of the economic and social turmoil that resulted from the change from and agrarian society to an industrial one. The new inventions and innovations of the industrial age produced fabulous wealth for some who capitalized on this transition, and dire economic consequences for many who were at the bottom of the economic ladder.

This gap created a difference of opinion about those that benefited from this economic shift. Business titans like Andrew Carnegie were both revered (captains of industry) or hated (robber barrons). Be sure to understand both who some of these business titans were, how they developed such great wealth, and the differences of opinions regarding their actions.

Thursday, October 7th

Advanced American Studies

Our study of the Gilded Age begins today with an analysis of both the explosion of technical innovation that happens in the United States after the Civil War and the reasons for it.  Developments such as steel, railroads, the telephone, electric grids and lights, recorded sound, motion pictures, airplanes etc. create a modern industrial age and thrust the US to the forefront of the global economy for much of the 20th century.  Abundant natural resources, a steady stream of immigrants, capitalism, and a system of patents and legally binding contracts all create a fertile environment for innovation and industrial expansion.

Assignment:  Read text pages 107-113 The Rise of Big Business

Thomas Alva Edison was the most prolific inventor in American history. He amassed a record 1,093 patents covering key innovations and minor improvements in wide range of fields, including telecommunications, electric power, sound recording, motion pictures, primary and storage batteries, and mining and cement technology. As important, he broadened the notion of invention to encompass what we now call innovation-invention, research, development, and commercialization-and invented the industrial research laboratory. Edison's role as an innovator is evident not only in his two major laboratories at Menlo Park and West Orange in New Jersey but in more than 300 companies formed worldwide to manufacture and market his inventions, many of which carried the Edison name, including some 200 Edison illuminating companies. 

Courtesy Thomas Edison Papers -- Rutgers University

American History

Our study of the Gilded Age begins today with an analysis of both the explosion of technical innovation that happens in the United States after the Civil War and the reasons for it.  Developments such as steel, railroads, the telephone, electric grids and lights, recorded sound, motion pictures, airplanes etc. create a modern industrial age and thrust the US to the forefront of the global economy for much of the 20th century.  Abundant natural resources, a steady stream of immigrants, capitalism, and a system of patents and legally binding contracts all create a fertile environment for innovation and industrial expansion.

Assignment:  Read text pages 107-113 The Rise of Big Business

Wednesday, October 6th

Advanced American Studies

After finishing the film Glory, please complete the following reading assignment:
Text pages 100-106.


American History


After finishing the film Glory, please complete the following reading assignment:
Text pages 100-106.  Answer questions 4, 5 & 6 on p. 106.

Wednesday, Sept. 29th - Tuesday October 5th

Advanced American Studies

Wednesday -- Civil War Exam
Thurs - Tues -- To finish the Civil War unit, we will be viewing the film Glory, an account of the 54th Mass. regiment, the first regiment of color in American history.  Colonel Robert G. Shaw volunteers to lead the first company of black soldiers in the Federal Army during the American Civil War. Dealing with the prejudices of both his officers and his enemy, Colonel Shaw strives to lead his men to victory and recounts his tale along the way.

American History

Wednesday -- Civil War Exam
Thurs - Tues -- To finish the Civil War unit, we will be viewing the film Glory, an account of the 54th Mass. regiment, the first regiment of color in American history.  Colonel Robert G. Shaw volunteers to lead the first company of black soldiers in the Federal Army during the American Civil War. Dealing with the prejudices of both his officers and his enemy, Colonel Shaw strives to lead his men to victory and recounts his tale along the way.

Tuesday, September 28th

Advanced American History

In Class Essay.  Completed essays are due at the end of class today!

American Studies

Review for Civil War Exam -- be sure to understand concepts related to the causes of the war, the course of the war itself, and the period of Reconstruction and the legacy of the Civil War.  Complete the study guide for extra credit points added to your test score.

Monday, September 27th

Advanced American History

Final preparations for the Civil War essay and test take place today.  In class essays are being distributed, as well as test study guides.

To best prepare for the DBQ essay, be sure to review the documents in the packet and craft a thesis statement in support of or refuting the statement "Despite its original purpose as an instrument of national unity, by the 1850's the Constitution was failing to hold the nation together." 

American Studies

After the surrender at Appomattox and the assassination of Lincoln, tremendous challenges face the fractured nation.  How will 4 million former slaves be assimilated into American society?  How does the nation move forward?  Should the south be punished?  What will their economy look like?

The period of Reconstruction sought to answer these and other questions.  Some were answered, while we, yet today, are still feeling the legacy of this era.

Assignment:  Answer questions based on a review of the PBS Reconstruction website (click link below).

American Experience:  Reconstruction--The Second Civil War

Friday, September 24th

Advanced American History

After a presentation by Student Services, we took Civil War Quiz #3.  If absent, please make arrangements to make this quiz up within the next three class days.

American Studies

After a presentation by Student Services, the remainder of the class was dedicated to learning the basics of the period of Reconstruction, 1865-76.  Please complete handout based on text 87-91 for Monday.

Assignment:  87-91 worksheet

Thursday, September 23rd

Advanced American History

After the surrender at Appomattox and the assassination of Lincoln, tremendous challenges face the fractured nation.  How will 4 million former slaves be assimilated into American society?  How does the nation move forward?  Should the south be punished?  What will their economy look like? 

The period of Reconstruction sought to answer these and other questions.  Some were answered, while we, yet today, are still feeling the legacy of this era.

Assignment:  Answer questions based on a review of the PBS Reconstruction website (click link below).

American Experience:  Reconstruction--The Second Civil War

American History

1.  Quiz #1
2.  Overview of the war from Vicksburg to the end in April of 1865. 
3.  The assassination of Abraham Lincoln

Wednesday, September 22nd

image of Grant (left) and Lee (right) at Appomattox courtesy army.mil

Advanced American History

After beginning class with a reading of the Gettysburg Address, we finished our discussion of the Civil War with an analysis of the war after Gettysburg and Vicksburg.  Lee and Grant are engaged in a brutal war of attrition in northern Virginia, while Sherman's March to the Sea marks a shift to the strategy of "total war."  Finally we examined the tone and events surrounding the surrender at Appomattox, as well as the assassination of Abraham Lincoln one week later.

Assignment:  Read text 87-91.  Quiz Friday

American Studies

Our discussion of the battle of Gettysburg continues today.  While breaking down the events of this high water mark in the Civil War, special attention was given to the second and third days of the battle.  After confederate flanking maneuvers on July 2nd on Little Round Top and Culp's Hill, the battle culminates with Pickett's Charge, the failed confederate advance at the center of Union lines on cemetery ridge.  We viewed scenes from the film Gettysburg related to this failed tactic.

Tuesday, September 21st

Advanced American History

Our discussion of the battle of Gettysburg continues today.  While breaking down the events of this high water mark in the Civil War, special attention was given to the second and third days of the battle.  After confederate flanking maneuvers on July 2nd on Little Round Top and Culp's Hill, the battle culminates with Pickett's Charge, the failed confederate advance at the center of Union lines on cemetery ridge.  We viewed scenes from the film Gettysburg related to this failed tactic.

Reminder:  Quiz #3 Friday

American Studies

Class presentations continued today with a look at some of the key events from Anteitam to Gettysburg.

Monday, September 20th

Advanced American History

1863 was the turning point in the Civil War.  After stunning Union failures at Frederickburg and Chancellorsville, the tide of the war turns in Gettysburg in the east and Vicksburg in the west, and both on the 4th of July.  These events were studied and presented today.

American Studies

1861-62 Presentations.  Ask Mr. Brice for notes if you were absent.

Assignment:  Complete Weapons/Health worksheet for class tomorrow.

Friday, September 17th

Advanced American History

Our presentations on the general course of the Civil War continue today as we finish some of the key events of 1861-62.  We will culminate with Antietam, a strategic Union victory that led to the Emancipation Proclamation and the failure of Britain to recognize the Confederacy.  While not a resounding military victory for the north, Antietam still had a substantial cost.  Today, September 17th is the 148th anniversary of this battle that yet today remains the bloodiest day in American military history.

We also finished class by taking Civil War Quiz #2.  Be sure to make this up within 3 days if absent.

Antietam battlefield image courtesy civilwaracademy.org

American Studies

Project work continues today.  Have presentations ready to go for class on Monday.

Thursday, September 16th

Advanced American History

Discussion and presentations on the course of the war begins today.  Keep in mind the following elements as context for the battles that begin in June of 1861.

• Northern Strategy:  3 pronged attack and the Anaconda Plan
• Leadership strengths:  Northern civilian leadership vs. the effectiveness of Southern military leadership

Finally, we analyzed the first third of the war marked by many key victories for the Confederacy.  Starting with the first Battle of Bull Run, we also examined events like Shiloh, the Clash of the Ironclads, the Peninsular Campaign, Second Bull Run, and Antietam.  

Reminder:  Quiz #2 on Friday

American Studies

Today's class was dedicated to research and work on battle projects.  Presentations are due Monday.

Wednesday, September 15th

Advanced American History

Class time today was devoted to preparation for turning point presentations.  Presentations will begin on Thursday.

American Studies

1.  Quiz #1
2.  Comparison of the North and South at the beginning of the war.

**If absent, be sure to make up the quiz within 3 class days.  See me if you would like to review in ELT.

Tuesday, September 14th

Advanced American History

After the attack on Fort Sumter, many northerners unified around the cause of saving the Union.  Northern enthusiasm was buoyed by expectations for a short war.  Many thought the conflict would only last 3 months.  It would last almost 4 years.  Many were well aware that the north had 70% of the people, 96% of industrial production, and was more varied agriculturally.  However, the difficulty of occupying southern states proved more difficult than expected.

We also introduced the Civil War Turning Points project.  These short presentations will begin Thursday, and will focus on one key battle of the Civil War.

American Studies

The following topics were discussed in class today:

• The hanging of John Brown
• The election of 1860
• Southern Secession
• Fort Sumter

Reminder:  Civil War Quiz #1 on Wednesday!

Monday, September 13th

 Map of the election of 1860 courtesy knoledgerush.com

Advanced American Studies

After taking care of some housekeeping items like returning paperwork and reviewing the quizzes from last Friday, we concluded our discussion of the causes of the Civil War.  Specifically, we examined the election of Lincoln, the resulting secession of southern states, and the war that begins with the firing on Fort Sumter.  If absent, review pages 72-79 in your textbook.

Assignment:  Complete Sumner reading by Tuesday

American Studies

After reviewing the 1850's culminating with John Brown's attack on Harper's Ferry, we analyzed the major players and results of the election of 1860.  Review pages 72-79 in your textbook.

Assignment:  Complete Political Cartoon or illustrated timeline for Tuesday.

 

Fervent Abolitionist John Brown, executed for his assault on Harper's Ferry in 1859

Photo courtesy umd.edu

Advanced American History

After a brief review, students took the first Civil War quiz.  If absent, this quiz must be made up within the next three days.

Assignment:  Assault in the Senate Reading--Due Tuesday

American History

Today, we continued our look at the 1850's and the path to Civil War.  If absent, be sure to ask for a review of questions on the green sheet associated with Ch. 3 Section 1. 

Thursday, September 9th

 "The Little Giant" -- Illinois Senator and architect of the Kansas - Nebraska Act Stephen Douglas

 Photo courtesy politico.com

Advanced American History

Our discussion of sectionalism and tensions between North and South continues today with a discussion of some of the key events and individuals that lead to Civil War in the 1950's.  You should understand the following:

• How and why the Compromise of 1850 produces unintended consequences that lead to conflict.
• How the Kansas-Nebraska Act produces tensions, leads to the formation of the Republican party, etc.
• The impact of things like the Dred Scott Case, Uncle Tom's Cabin, etc.

Reminder:  Quiz #1 -- Tomorrow!

American Studies

After checking your homework for today, we reviewed the concept of Sectionalism, the Abolitionist Movement, and problems of the early 1800's between North and South.  We also began work on questions from Chapter 3, Section 1 (p. 66) that summarize some of the key events leading to war in the 1860's

Wednesday, September 8th

Advanced American History

The Civil War did not happen in a vacuum, there were dozens of causes and decades worth of division between northern and southern regions in the United States. Today, we explored this idea of sectionalism, the development of slavery as an institution in the south, the triangle of trade and the growing diversity and economic power of the north. All of these factors drove a wedge between north and south that would inevitably lead to the outbreak of war.

Assignment: Read Chapter 3 Section 1. Answer questions on green handout.
Reminder: Quiz #1 Friday

American Studies

The Civil War did not happen in a vacuum, there were dozens of causes and decades worth of division between northern and southern regions in the United States. Today, we explored this idea of sectionalism, the development of slavery as an institution in the south, the triangle of trade and the growing diversity and economic power of the north. All of these factors drove a wedge between north and south that would inevitably lead to the outbreak of war.

Assignment: Read pages 44-48. Answer Questions 2, 4 & 5.

Tuesday, September 7th

Advanced American History

Today we begin our first unit, a discussion of the American Civil War.  As we begin the examination of some of the root causes of the Civil War, consider these statistics:

• 3 million served
• 620,000 were killed (2% of the population)
• it is the bloodiest conflict anywhere in the world in the 19th century
• it is the bloodiest conflict in American history
• 4 of 10 who served were killed or wounded
• One soldier killed for every 6 slaves freed

Between 1861 and 1865, in the words of David McCullough, "Americans made war on each other and killed each other in great numbers, if only to become the kind of country that can no longer conceive how that was possible"

If absent or for review, please view the introductory piece by Ken Burns found above.

Assignment:  Read text pages 44-48 

American Studies

To finish our introduction to the study of American history, we discussed our oral history results about high school students of a generation or two ago.  After completing this, we introduced the first unit of study for the school year, The Civil War.  If absent or for review, please view the introductory piece by Ken Burns found above.

Monday, September 7th

Advanced American History

Today we begin our first unit, a discussion of the American Civil War.  As we begin the examination of some of the root causes of the Civil War, consider these statistics:

• 3 million served
• 620,000 were killed (2% of the population)
• it is the bloodiest conflict anywhere in the world in the 19th century
• it is the bloodiest conflict in American history
• 4 of 10 who served were killed or wounded
• One soldier killed for every 6 slaves freed

Between 1861 and 1865, in the words of David McCullough, "Americans made war on each other and killed each other in great numbers, if only to become the kind of country that can no longer conceive how that was possible"

If absent or for review, please view the introductory piece by Ken Burns found above.

Assignment:  Read text pages 44-48 

American Studies

To finish our introduction to the study of American history, we discussed our oral history results about high school students of a generation or two ago.  After completing this, we introduced the first unit of study for the school year, The Civil War.  If absent or for review, please view the introductory piece by Ken Burns found above.

Advanced American History

Both American history and American literature classes are in the auditorium for a two period block.  Here students will be introduced to the nature of the interdisciplinary course with an overview slideshow of the two courses and other activities including quizzes, group trivia and music in history. (note:  Mrs. Koehler and myself have been known to entertain in this intro experience, but you won't see anything like the video above).

Assignment:  Be sure to cover your textbook by Tuesday

American History

Our study of American history continues with an analysis of the nature of historical study.  What does it mean to think "historically?"  Why would you want to?  Through a few informal class activities, we will come to understand how studying our collective past allows us to better understand our present and plan for our future.

Assignment:  Complete oral history interview questions for Tuesday.

Thursday, September 2nd

 

 

Advanced American History

As a precursor to our study of American history, we set out to try to define America and Americans, examined the responsibilities of citizenship, etc.  Questions on John Steinbeck's essay were collected.

Assignment:  Cover Textbook by Tuesday

American History

As part of a discussion of American citizenship, we took a sample citizenship test and examined a few statistics on American knowledge of civics and history.

Assignment:  Cover Textbook by Thursday

Wednesday, September 1st

 Back to School......

Advanced American Studies

Welcome Back! After a short explanation of the class syllabus, rules, expectations, etc., you will be responsible for providing a bit of info about yourself on a text info sheet. We will also begin our study of American history by examining what exactly binds Americans together as a people. To begin this process, we will examine an excerpt from John Steinbeck's America and Americans. Be prepared to discuss this reading Wednesday.

Assignment: Steinbeck Questions (Thurs). Cover textbook (Mon).


American Studies

Welcome Back! After a short explanation of the class syllabus, rules, expectations, etc., you will be responsible for providing a bit of info about yourself on a text info sheet. After these tasks are completed, we will take a short quiz testing your knowledge of American history.

Assignment: Cover textbook for Friday.

Summer job as a reporter awaiting the 2010-11 academic year.

June 1st - 8th

Final Exam Reminders:

• Be sure to keep your manilla folders with your unit tests!  I will collect these during your final time.
• Be sure to be on time for your final!  Tardy = summer school completion of the test.
• Use the exam review guide to summarize those items from each unit of the class that you are really sure you do not know.  Then spend your time studying those items.  

Final Exam Schedule:

Monday June 7th

Hr 2    8-9:30
Hr 6    9:35-11:05
Hr 5    11:10 - 1:25
Hr 4    1:30- 3


Tuesday June 8

Hr 1    8 - 9:30
Hr 3    9:35 - 11:05
Hr 7    11:10 - 1:25

Friday, May 21st

Advanced American History

Today we take a look at the 1980's.  After the turning point that was the election of 1980, the Eighties were defined by Reaganomics, new technologies and continuing struggles with the Soviet Union.  In class we are discussing Reagan's first inaugural as well as some of these aforementioned developments.

American Studies

The 1970's were a time of difficulty in the United States for many reasons.  Today, we are examining the concept of "stagflation" and how it impacted the country, specifically the "Rust Belt".

Assignment:  Complete handout using text pages 727-733.

Thursday, May 20th

Advanced American History

1.  1970's Quiz
2.  An analysis of the election of 1980.  Visit www.livingroomcandidate.org to view some of the political television ads from this election to gain an understanding of the campaign issues.  Finally, read Ronald Reagan's inaugural address to know why his election will usher in what some have called a conservative revolution.

image of Ronald Reagan courtesy whitehouse.gov

American Studies

After finishing and discussing The Killing Fields, we engaged in a discussion of theWatergate Scandal.  If absent, consult text pages 713-717 for further information.

Wednesday, May 19th

Advanced American History

image of Iranian Hostage Crisis courtesy iconicimages.wordpress.com

Our discussion of the 1970's continues today with an analysis of some of the foreign policy troubles of the era.  Specifically, the Camp David Accords, the Iranian Hostage Crisis and the Soviet invasion of Afghanistan all have implications for foreign policy issues the United States continues to deal with today.

Reminder:  1970's Quiz Thursday

Tuesday, May 18th

Advanced American History

We examine the post Watergate era today with an analysis of some of the economic and social troubles of the 1970's.  Dubbed the "malaise" era by some, the remainder of the 1970's seemed to be riddled with economic stagflation and flaws in the social fabric of the nation.

Assignment:  Read text 727-733 (4&5)

Monday, May 17th

Advanced American History

Our final unit begins today with an analysis of the Watergate Scandal.  Class discussion will focus on the sequence of events as well as the legacy of the downfall of Nixon.

Assignment:  Read text 719-23 (4,5,6)

American Studies

To finish our study of the Vietnam War era, we are viewing the film The Killing Fields.  It focuses on the rise of the Khmer Rouge in Cambodia in the late 1970's.

Friday, May 14th

 Advanced American History

Today we took a look at the fruits of your NHD labor by viewing a few student made documentaries.  Be prepared to discuss Watergate on Monday by reading pages 713-717 in your text.

Washington Post headline courtesy asu.edu

American Studies

Vietnam War Exam.  If absent, you must make this exam up within 3 days.

Monday, May 10th

Senate Briefing Roundtables! -- Have memo ready to discuss and turn in.

Advanced American Studies

Assignment:  Vietnamization Reading


American Studies

Read 20.4 (p. 664-71) -- Questions 1, 4, 5, 6.

Thursday/Friday May 6-7

American Studies

To further our study of Vietnam, you are to prepare a policy memo for a Senator on some issue related to the Vietnam War (topics on handout in class).  Memo and Senate Roundtable is scheduled for Monday.

Tuesday/Wednesday May 4th and 5th

Advanced American History

Tuesday -- Discussion of American strategy in Vietnam by reviewing primary sources, including excerpts from A Rumor of War by Phil Caputo.

Wednesday -- Viewing of 1968--The Year that Changed Everything.

 Black Power protest by John Carlos and Tommie Smith at the 1968 Olympics in Mexico City.

American History

Today, we are viewing 1968--The Year that Changed Everything. You should recognize how the war in Vietnam contributed to substantial divisions at home based on race, socioeconomics, age, etc.  Many of these divisions are still present in American society today.  Be prepared to discuss the ways in which the US was divided in 1968.

Monday, May 3rd

Congratulations to Courtney Banker and Laura Harris -- 2010 NHD National Qualifiers!!

Advanced American History

Senate Briefing memos and presentation work was conducted today.  You are a staffer responsible for briefing a US Senator on some element of the Vietnam conflict and developing a memo and participating in a Vietnam roundtable on Friday.

American Studies

After a bit of review, we took quiz #1 on the Vietnam War.  If absent, please make up the quiz in the next 3 days.

Assignment:  read 20.3 (questions 4,5 &6)

Thursday, April 29th

Advanced American History

To further examine the causes of American involvement in the Vietnam War, we looked at a few key primary source documents including the Gulf of Tonkin Resolution, transcripts of LBJ tapes, and the script of the Senate debates regarding the resolution.

Reminder:  Quiz Friday!


American Studies

To further examine the causes of American involvement in the Vietnam War, we looked at a few key primary source documents including the Gulf of Tonkin Resolution, transcripts of LBJ tapes, and the script of the Senate debates regarding the resolution.

Assignment:  Read Ch 20.2 (handout)

Wednesday, April 28th

Advanced American History

Today, our focus is the beginning of the Vietnam War.  While there was no one singular event that sparked American involvement in southeast asia, we are examining the multiple factors beginning in the early days to the cold war up to the Tonkin Gulf Resolution in 1964 that embroil the United States in a deepening conflict.

American Studies

Today, our focus is the beginning of the Vietnam War.  While there was no one singular event that sparked American involvement in southeast asia, we are examining the multiple factors beginning in the early days to the cold war up to the Tonkin Gulf Resolution in 1964 that embroil the United States in a deepening conflict.

Assignment:  Read 644-48 (Questions 4, 5 & 6)

Monday/Tuesday, April 26th-27th

Advanced American History

Introduction to the Vietnam War -- A Different Kind of War.  In analyzing this in class reading, discover why the Vietnam War was a different experience for Americans in comparison with other historical conflicts.

Assignment:  Read Text Ch. 20.1 (p. 644-48).  Answer Questions 3,4 & 5.

American Studies

To further introduce the Vietnam War era we are viewing Letters Home from Vietnam.(View the Sample clip below)

Wednesday, April 21st

Advanced American History

After culminating our discussion on Freedom Summer, the March from Selma to Montgomery, and the Voting Rights Act of 1965, our focus shifted to the final topic for this unit, LBJ and the Great Society.

Assignment:  Complete Great Society Handout (text pg 629) for Thursday.  Exam Friday!

American History

Exam Review -- "A Time For Justice Video overview of the Civil Rights Movement and Study Guide.  Exam Thursday!

Tuesday, April 20th

Advanced American History

After finishing speeches, we briefly transitioned from the victory of the Civil Rights Act of 1964 to the push for voting rights in 1964-65.  Complete the two questions assigned in class in preparation for tomorrow.

Reminder:  Exam Friday

American History

Class today focused on the comparison of Martin Luther King and Malcolm X.  By reviewing the "Letter from Birmingham Jail" as well as excerpts from Malcolm X's autobiography and selected speeches, we discussed each leaders's philosophies on violence, segregation, the US government, the white population, and rioting in northern cities.

Assignment:  Complete Great Society handout (text pg 629).

Monday, April 19th

Advanced American History

Women's Hall of Fame Speech Projects!  Be prepared to deliver you speech in the auditorium today.

American Studies

We are finishing our study of the Civil Rights movement by a review of the push for voting rights in 1964-65 and the subsequent problems that remain unsolved (economic opportunities, defacto segregation, etc.)

Assignments:  Malcolm X Reading and compare/contrast organizer

Tuesday, April 13th

Advanced American History

1.  Quiz #1 (on early CR movement through the early 1960's)
2.  Discussion of James Meredith

Assignment:  Speech project -- due Monday


American Studies

1.  Quiz #1 (on early CR movement through the early 1960's)
2.  Discussion of James Meredith
3.  Videoclip -- Birmingham and the Summer of 1963

Monday, April 12th

Advanced American History

To continue our analysis of the Civil Rights movement, we discussed the case of James Meredith and analyzed Kennedy's response to this crisis.

Assignment:  Finish Meredith questions.  Quiz Tuesday!

Freedom Riders John Lewis (from Georgia) and Jim Zwerg (from Appleton WI) courtesy spartacus.schoolnet.co.uk

American Studies

Class began today with review of the change produced in Montgomery and Little Rock in the 1950's and a discussion of how these events will set the precedent for events such as Freedom Rides and Sit ins in the early 1960's. 

Assignment:  Complete James Meredith Questions and Timeline.  Quiz Tuesday!

Friday, April 9th

Advanced American History

Our study of the Civil Rights movement continued today with a discussion of Brown v. Board of Education, the Little Rock Crisis, and the Montgomery Bus Boycott.  Pay special attention to some of the key philisophical arguments that arise here, from the use of non-violence and civil disobedience to the concept of states' rights.

Assignment:  Read text pages 589-99 / Questions 4, 5, & 6 on 599.  Quiz Tuesday!

 Members of the 101st Airborne outside Little Rock Central High School - 1957 courtesy pbs.org

American Studies

Our study of the Civil Rights movement continued today with a discussion of Brown v. Board of Education, the Little Rock Crisis, and the Montgomery Bus Boycott.  Pay special attention to some of the key philisophical arguments that arise here, from the use of non-violence and civil disobedience to the concept of states' rights.

Assignment:  Read text pages 589-99 / Questions 4, 5, & 6 on 599.  Quiz Tuesday!

Thursday, April 8th

Advanced American History

Our analysis of the Civil Rights movement in America began today with a discussion of the historical context of this struggle.  We reviewed the period of reconstruction after the Civil War, discussed the development of Jim Crow America and the legal basis in Plessy v. Ferguson, and why things begin to change in the years following WWII. 

Assignment:  Read pages 580-587, answer questions 4,5 & 6 on 587.

 Jim Crow image coutesy spartacus.schoolnet.co.uk

American Studies

Our analysis of the Civil Rights movement in America began today with a discussion of the historical context of this struggle.  We reviewed the period of reconstruction after the Civil War, discussed the development of Jim Crow America and the legal basis in Plessy v. Ferguson, and why things begin to change in the years following WWII. 

Assignment:  Read pages 580-587, answer questions 4,5 & 6 on 587.

Wednesday, April 7th

American Studies

Today we held a class discussion of the JFK assassination.  Some of the concepts discussed were the background of Lee Harvey Oswald, details of the assassination, the killing of Oswald, etc.  We also discussed a few questions that remain, like why does this event, nearly 50 years later, still resonate with so many Americans?  How was American society changed by this event?

If you are interested, take a look at the following PBS film entitled American Experience:  Oswald's Ghost. 



Watch Oswald's Ghost - American Experience in Educational  |  View More Free Videos Online at Veoh.com

Monday & Tuesday, April 5th & 6th

Advanced American History

This Saturday marks the beginning of the NHD competition process.  Pay attention to the rules and judging times if you are competing.  More info can be found at www.uwgb.edu/nationahistoryday.

To begin the week, we will be viewing the film 13 Days.  This film chronicles the Cuban Missile Crisis in October of 1962.

Assignment:  NHD permission slip is due Tuesday!


American Studies

To examine some of the conflicting views regarding the assassination of President John F. Kennedy, read and report on some of the summaries at the website www.spartacus.co.uk/JFKindex.htm.

Assignment:  Reports due Wednesday (see handout)

Wednesday, March 24th

Advanced American Studies

After a couple days compiling research and composing a script, rehearsals for the WWII and Cold War Exhibitions take place today.  Final performances will take place tomorrow!

American Studies

Upon the conclusion of 13 Days and our discussion of the Cuban Missile Crisis, we will review for tomorrow's exam.  The last exam of quarter 3 will assess your understaning of the early Cold War period, from the development of the iron curtain, responses by the Truman Administration, the Korean War, the Red Scare, Eisenhower and Kennedy.

Friday, March 19th

Advanced American History

To conclude our study of the Cold War period, both history and literature classes viewed The Crucible.

American Studies

13 Days -- the story of the Cuban Missile Crisis.

Thursday, March 18th

Advanced American History

Cold War Exam

American Studies

Our study of the early Cold War concludes today with an analysis of some of the key events from JFK's administration.  In doing so, you should understand the importance of television in the 1960 election, Kennedy's idea of "flexible response", the Peace Corps, the Bay of Pigs, the Cuban Missile Crisis and the Berlin Crisis.

Wednesday, March 17th

Advanced American History

Our study of the early Cold War concludes today with an analysis of some of the key events from JFK's administration.  In doing so, you should understand the importance of television in the 1960 election, Kennedy's idea of "flexible response", the Peace Corps, the Bay of Pigs, the Cuban Missile Crisis and the Berlin Crisis.

Reminder:  Exam Thursday!

American Studies

Life in America in the 1950's was a time of domestic confidence and Cold War anxiety.  In class today, we examined both student political cartoons as well as pictures of Green Bay during the 1950's to highlight some things like suburbanization, the growth of the middle class, etc.

 drive in image courtesy saturdayeveningpost.com

Tuesday, March 16th

Advanced American History

Discussion of the Cold War continued today with an analysis of Cold War Events from the 1950's. Understand the following developments:

• Policies of Eisenhower and John Foster Dulles
• The Role of the CIA
• Issues Related to Sputnik
• the Rise of Khruschev

Assignment:  Complete Questions on Kennedy years from pages 616 in textbook

American Studies

Political Cartoons -- Develop an original cartoon based on events of the 1950's.

Monday, March 15th

Advanced American History

1.  Quiz #2 (1950's--Red Scare--Korean War_
2.  To further contrast the economic security of the 1950's with the Cold War insecurity, we viewed an episode of the Twilight Zone entitled "The Shelter." 

Reminder:  NHD registration due Tuesday!  Cold War Exam Thursday!

American Studies

After a brief review of McCarthy and the Red Scare era, please complete the gold handout with questions on the Cold War in the 1950's (p. 524-530).

Thursday, March 11th

Advanced American History

To further our study of the Red Scare, we are collectively viewing Good Night and Good Luck.  This film chronicles the conflict between journalist Edward R. Murrow and Joseph McCarthy in the spring of 1954 over the tactics of Sen. McCarthy.




American Studies

Our analysis of the Red Scare in the early 1950's will require you to complete two tasks by the end of class on Friday.  They are:

1.  Complete pink handout to introduce you to "The Cold War at Home" associated with Ch. 16.4.

2.  Complete a news article on the impact of Sen. Joseph McCarthy.