If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be. -Thomas Jefferson
Welcome!
Here you will find information on class discussions, readings and assignments, and links to supplementary information for success in American History. Enjoy!
After a brief discussion of the Reconstruction era, our major focus is preparation for the Document Based Question on the Civil War scheduled for Thursday and the exam scheduled for Friday. If absent, be sure to get both the DBQ essay prompt and essay guideline handouts as well as the review guide for Friday's exam.
American History
Civil War Exam today! If absent, you have 3 days from the day of your return to class to make up this test. Make arrangements ASAP.
Today we are continuing our look at the decade after the Civil War, the period of Reconstruction. To do so, please use the website www.pbs.org/wgbh/amex/reconstruction and answer the questions distributed on the handout in class.
Reminder: DBQ Essay in class on Thursday. Objective Exam on Friday
American History
After a brief overview of a few final documents regarding the Civil War, including Walt Whitman's famous poem O Captain, we engaged in a review of Civil War material in preparation for tomorrow's test. The review guide is worth a few extra credit points on your test tomorrow so be sure to complete as much of it as possible. If absent, see Mr. Brice for a copy of the handout.
After culminating the film Glory, we will begin the final stage of analyzing the Civil War era with a look at Reconstruction. To begin, please read pages 87-91 in your text and answer the corresponding questions on the handout in preparation for tomorrow.
Assignment: p. 87-91 questions Reminder: Civil War Essay on Thursday. Civil War Exam on Friday
image of Lincoln's funeral courtesy illinois.edu
American Studies
All assignments from my absence last week are due at the beginning of class today!
We finished our discussion of the Civil War today with an analysis of the war from Gettysburg to the end (Vicksburg, Sherman's March to the Sea, and the Surrender). We also took a specific look at the Gettysburg address and how this short speech has come to define the meaning of the Civil War as well as a call to citizens today to carry out the unfinished work of building America that was begun generations ago.
Reminder: Civil War exam Wednesday. Study guide to come Tuesday, however, it is never to early to begin reviewing and preparing for your first major exam!
In my absence today you will be responsible for doing some research on the period of Reconstruction. To do so, please use the website www.pbs.org/wgbh/amex/reconstruction and answer the questions distributed on the handout in class.
Memorial in Boston dedicated to the 54th Massachusetts Regiment(photo coutesy of 54thmass.org)
Advanced American Studies
For the remainder of the week we will be viewing the film Glory. This film chronicles the exploits of the 54th Massachusetts regiment, the first regiment of black soldiers to see action in the Civil War. For background on the film and the true story of this regiment, click HERE.
American Studies
In my absence today we completed a few handouts/readings on a few aspects of the Civil War including Sherman's March to the Sea and Civil War era medicine. All assignments should be completed by Monday at the beginning of class.
Assignment: Complete questions associated with pgs. 87-91 in your textbook (The Reconstruction Era)
Image of Grant and Lee at Appomattox courtesy of army.mil
Advanced American Studies
In class today we are finishing our discussion of the key turning points in the Civil War from Gettysburg/Vicksburg through the surrender at Appomattox. Particular attention was paid to the tone of the meeting between Lee and Grant in April of 1865 when the terms of surrender were negotiated. The concilliatory and respectful tone set by Grant and Lee would do much to begin the process of reunification after the war.
We also examined the text and context of the Gettysburg address in class today. Text of the speech can be found HERE.
American Studies
Our focus for class today was specifically on the events of the battle of Gettysburg. We examined the three days of battle, with the Union taking up a fishook formation south of Gettysburg on July 2nd and successfully defending it against two flanking maneuvers and ultimately Pickett's Charge on July 3rd. Be sure to understand what happened at Gettysburg and why it marked the beginning of the end of the Confederate Army.
1. Civil War Quiz #2 (1st Bull Run - Gettysburg)
2. Examination of the Battle of Gettysburg. In class we looked at both on-line battle materials as well as a few selected clips from the film Gettysburg.
American Studies
After a brief examination of the draft during the Civil War and its impact on Wisconsin, we continued mini presentations. Any battle between Antietam (Sept 1862) and Gettysburg (July 1863) was discussed in class today. If absent, be sure to get notes that were missed.
After a brief discussion of northern and southern advantages at the beginning of the war, we highlighted the union 3 pronged plan for victory (On to Richmond, Tennessee River valley, Mississippi River). After building this context for war, we saw mini presentations on the First Battle of Bull Run, Clash of the Ironclads, and Shiloh.
(picture on right of the deck of the ironclad USS Monitor courtesy of brooklynhistory.org)
Today begins the mini presentations on the key turning points of the Civil War. Our focus today is 1861-62. We will discuss the impact of First Bull Run, Clash of the Ironclads, the Peninsular Campaign, 2nd Bull Run and Anteitam. If absent, be sure to get the notes on those particular engagements.
Reminder: Civil War Quiz #2 on Monday.
American History
Today is a work day in the lab in preparation for your mini-presentation. Be sure you are answering these items about your battle:
1. Who was involved? 2. Where did it happen? 3. When did it happen? 4. What is the context? Why did it happen? 5. What were the results? Why was this a turning point?
Today was strictly a work day to prepare for the Civil War mini-presentations you will be conducting in the next few days. We will begin by taking a look at the first Battle of Bull Run on Thursday.
American Studies
1. Civil War Quiz #1--if absent, you have three days to make this quiz up.
2. Introduction to Civil War mini presentations. In class we selected groups and a singular turning point to focus on (Antietam, Gettysburg, Vicksburg, etc.).
Reminder: Presentations will begin of Friday (9/18)
After returning and discussing the first Civil War Quiz, we will be examining some of the strengths of the North and South at the onset of the Civil War. While the north had the majority of economic and military might, the south did have the advantage of excellent military leadership and fighting a defensive war.
After this discussion, we will begin the process of analyzing key turning points in the war itself. Students will, with a partner, be responsible for presenting the key facts of a specific turning point beginning in class on Thursday.
American Studies
After sharing our political cartoons, we took a look at a few primary sources on Lincoln's views on slavery and secession (blue handout). Finally, we viewed a short videoclip on the fall of Fort Sumter and the beginning of war.
After a brief review of the events of the 1850's, we discussed the election of 1860 and the subsequent secession of a number of southern states. When reviewing the 1860 election, pay specific attention to the collapse of the national party system into a patchwork of regionalized groups. This is a fundamental cause of Civil War. Finally, understand how Linconln's decision to resupply Fort Sumter was the beginning of armed conflict between north and south.
American Studies
After a brief review of events from the 1850's, we examined the election of 1860. Please read pages 72-78 in your text for an overview. Also, you will be responsible for the creation of a political cartoon to reflect the events of that election or the months after that lead to Civil War. If absent, please ask Mr. Brice for further clarification.
For contemporary examples of political cartoons on local and national issues, click HERE.
Assignment: Political Cartoon based on text pgs. 72-78.
Please take a moment to reflect on the tragic events that occurred on this day 8 years ago.
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 / Read Ch. 3 Sec. 2 (p. 72-79)
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 gold sheet associated with Ch. 3 Section 1.
In class today we took a close look at the 1850's and the events and people that led the nation toward disunion and Civil War. Specifically we examined the following:
California and the Compromise of 1850
Uncle Tom's Cabin
Stephen Douglas, popular sovereignty and the Kansas Nebraska Act
Founding of the Republican Party
Dred Scott v. Sanford (1857)
Lincoln Douglas Debates
John Brown and Harper's Ferry
Assignment: Complete the reading "Assault in the Senate" (due Monday) Reminder: Civil War Quiz #1 Friday
American Studies
After reviewing some elements of the anti-slavery movement in the early 1800's, class time was used to complete the gold question sheet on events of the 1850's.
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 blue handout. Reminder: Quiz #1 Friday
American Studies
After a brief overview of some of the facts of the Civil War (see below), we discussed the development of slavery as an institution in North America and discussed how this created great differences between the northern and southern regions of the United States.
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
Assignment: Read text pages 44-48. Answer questions 2, 4, & 5 in your notebook.
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.
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.
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.
