Archives

All posts for the month November, 2016

A04_HUS-Unit 04: Migration and Industrialization 1877 – 1917 (Ch.13 – Ch.16)

Posted by Mr.V on 27 November 2016
Posted in: Activity, Published, United States, US History I. Tagged: , , , , , , , , , , , , .

A04_HUS-Unit 04: Migration and Industrialization 1877 – 1917 (Ch.13 – Ch.16)

Purpose:

Along with class lessons and activities, these assignments for Ch.13 – Ch.16 will help us understand how the United States transforms itself from a mostly rural, agricultural society to an urban, industrial one.

The Essential Question is…
How did post-Civil War economic growth and industrialization impact the American lifestyle?

Themes:
– Economic Opportunity
– Diversity and National Identity
– Science and Technology
– Women and Political Power
– America in World Affairs
– Immigration and Migration
– Civil Rights

Given:
Use the The Americans textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.

Task:
We will be using a Cornell Notes Template to gather notes from the assigned readings below.

The notes you compile using the template will augment your class notes and the Auxiliary Notes provided by Mr.V. The completed template must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the date it appears in the course calendar.

There are four assignments in Unit03: A04a, A04b, A04c, and A04d representing the four chapters. Please submit each assignment as a separate file. Label each file assignment in the format 2-digit Pd#_LastNameFirstName-A04# (Example: 09_SmithJohn-A04a). Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

The vocabulary words listed are there to help you target your notes. YOU DO NOT HAVE TO INDIVIDUALLY DEFINE THE TERMS. However, you are expected to be familiar with the term’s historical significance.

A04a (Ch.13)
Changes on the Western Frontier
Terms, Names, Phrases

– Great Plains
– Treaty of Fort Laramie
– Sitting Bull
– George A. Custer
– Assimilation
– Dawes Act
– Battle of Wounded Knee
– Longhorn
– Long Drive
– Homestead Act
– Morrill Act
– Grange
– Populism
– Bimetallism
– Gold Standard
– William McKinley
– William Jennings Bryan

A04b (Ch.14)
A New Industrial Age
Terms, Names, Phrases

– Bessemer process
– Thomas Alva Edison
– Alexander Graham Bell
– Transcontinental Railroad
– George M. Pullman
– Crédit Mobilier
– Interstate Commerce Act (Munn v. Illinois)
– Andrew Carnegie
– Vertical and Horizontal Integration
– Social Darwinism
– John D. Rockefeller (Standard Oil)
– Sherman Antitrust Act
– Samuel Gompers
– American Federation of Labor (AFL)
– Eugene V. Debs
– Industrial Workers of the World (IWW)

A04c (Ch.15)
Immigrants and Urbanization
Terms, Names, Phrases

– Ellis Island
– Melting Pot
– Chinese Exclusion Act
– Gentlemen’s Agreement
– Urbanization
– Americanization Movement
– Tenement
– Mass Transit
– Political Machine
– Graft
– Boss Tweed
– Patronage
– Civil Service (Pendleton Civil Service Act)
– Rutherford B. Hayes
– James A. Garfield
– Chester A. Arthur
– Grover Cleveland
– Benjamin Harrison

A04d (Ch.16)
Life at the Turn of the 20th C.
Terms, Names, Phrases

– Frederick Law Olmsted
– Orville and Wilbur Wright
– George Eastman
– Booker T. Washington
– Tuskegee Normal and Industrial Institute
– W. E. B. Du Bois
– Niagara Movement
– Ida B. Wells
– Poll Tax
– Grandfather Clause
– Segregation
– Jim Crow Laws
– Plessy v. Ferguson
– Debt Peonage
– Joseph Pulitzer
– William Randolph Hearst •Ashcan school
– Mark Twain
– Rural Free Delivery (RFD)

A03_HUS- Era of Growth and Disunion 1825 – 1877 (Ch.09 – Ch.12)

Posted by Mr.V on 27 November 2016
Posted in: Activity, Published, United States, US History I. Tagged: , , , , , , , , , , , , .

A03_HUS-Unit 03: Era of Growth and Disunion 1825 – 1877 (Ch.09 – Ch.12)

Purpose:
Along with class lessons and activities, these assignments for Ch.09 – Ch.12 will help us understand why expansion may have aggravated the nation’s regional and philosophical differences.

The Essential Question is…
How did Westward expansion force the nation to address longstanding, unresolved, conflicts between it’s philosophical bedrock and social/ economic norms?

Themes:
– Economic Opportunity
– Diversity and National Identity
– Immigration and Migration
– Women and Political Power
– State’s Rights
– Civil Rights
– Science and Technology
– Voting Rights

Given:
Use the The Americans textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.

Task:
We will be using a Cornell Notes Template to gather notes from the assigned readings below.

The notes you compile using the template will augment your class notes and the Auxiliary Notes provided by Mr.V. The completed template must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the date it appears in the course calendar.

There are four assignments in Unit03: A03a, A03b, A03c, and A03d representing the four chapters. Please submit each assignment as a separate file. Label each file assignment in the format 2-digit Pd#_LastNameFirstName-A03# (Example: 09_SmithJohn-A03a). Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

The vocabulary words listed are there to help you target your notes. YOU DO NOT HAVE TO INDIVIDUALLY DEFINE THE TERMS. However, you are expected to be familiar with the term’s historical significance.

A03a (Ch.09)
The Market Revolution
Terms, Names, Phrases

– Samuel F. B. Morse
– Specialization
– Market Revolution
– Telegraph
– John Deere
– Cyrus McCormick
– Annex
– Manifest Destiny
– Treaty of Fort Laramie
– Santa Fe Trail
– Oregon Trail
– Mormons
– Joseph Smith
– Brigham Young
– “Fifty-Four Forty or Fight!”
– Stephen F. Austin
– Alamo
– Antonio López de Santa Anna
– Sam Houston
– Republic of Texas
– Gadsden Purchase
– Forty-niners
– Gold Rush
– James K. Polk
– Zachary Taylor
– Republic of California
– Winfield Scot
– Treaty of Guadalupe Hidalgo

A03b (Ch.10)
The Union in Peril
Terms, Names, Phrases

– Wilmot Proviso
– Secession
– Compromise of 1850
– Popular Sovereignty
– Stephen A. Douglas
– Fugitive Slave Act
– Underground Railroad
– Harriet Tubman
– Harriet Beecher Stowe
– Uncle Tom’s Cabin
– Kansas-Nebraska Act
– John Brown
– Bleeding Kansas
– Franklin Pierce
– Nativism
– Know-Nothing Party
– Free-Soil Party
– Republican Party
– Horace Greeley
– John C. Frémont
– James Buchanan
– Dred Scott
– Roger B. Taney
– Abraham Lincoln
– Freeport Doctrine
– Harpers Ferry
– Confederacy (Confederate States of America)
– Jefferson Davis

A03c (Ch.11)
The Civil War
Terms, Names, Phrases

– Fort Sumter
– Anaconda Plan
– George McClellan
– Ulysses S. Grant
– David G. Farragut
– Monitor
– Merrimack
– Robert E. Lee
– Antietam
– Emancipation Proclamation
– Habeas corpus
– Copperhead
– Conscription
– Fort Pillow
– Income tax
– Clara Barton
– Andersonville
– Gettysburg
– Vicksburg
– Gettysburg Address
– William Tecumseh Sherman
– Appomattox Court House
– National Bank Act
– Thirteenth Amendment
– Red Cross
– John Wilkes Booth

A03d (Ch.12)
The Reconstruction and its Effects
Terms, Names, Phrases

– Andrew Johnson
– Radical Republicans
– Thaddeus Stevens
– Wade-Davis Bill
– Freedmen’s Bureau
– Black Codes
– Fourteenth Amendment
– Impeach
– Fifteenth Amendment
– Scalawag
– Carpetbagger
– Sharecropping
– Tenant Farming
– Ku Klux Klan (KKK)
– Panic of 1873
– Samuel J. Tilden
– Compromise of 1877
– Home Rule

AN02b_A New Nation- Challenges: Western Lands and Native Peoples

Posted by Mr.V on 27 November 2016
Posted in: Auxiliary Notes, Published, United States, US History I. Tagged: , , , , , , , , , , , .

AN02b_A New Nation: Challenges- Western Lands and Native Peoples

Timeline: 1794 – 1850 and beyond
FQ: How will the Battle of Tippecanoe come to Reflect the Relationship between the US and Native Peoples?

I. The Needs of Native Peoples vs. Wants/ Goals of Colonial America

II. A Young Nation with Eyes Set on Western Lands

Activity: Map Analysis: Geographic significance of ‘Tippecanoe’
Ponder: Can a map analysis attach a geographic significance to the Battles of Fallen Timbers and Tippecanoe witch respect to US westward expansion?

States and Territories of the United States of America (1789)

States and Territories of the United States of America (1789)

Tippecanoe

Tippecanoe

Tippecanoe County

Tippecanoe County

Major River Systems of the US

Major River Systems of the US

A. Land Ordinance of 1785
B. NW Ordinance Act of 1787
C. Milestones on the Frontier

1. British Forts on the frontier (Treaty of Paris 1783)
2. Battle of Fallen Timbers 1794
3. Lewis and Clark Expedition (1804 – 1806)
4. Battle of Tippecanoe 1811

Document Analysis: Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]

III. Lasting Legacies: Confrontation and Uneasy Settlements

Document Analysis: How the Indians Lost Their Land: Law and Power on the Frontier [http://www.ericfoner.com/reviews/020906lrb.html] (A book review by Eric Foner)

Ponder:
1. What is Professor Foner’s contention regarding the author’s position that native peoples were both victims and willing participants in the loss of their ancestral lands?
2. Does the purchase of land make it a legal transaction under the circumstances described by Professor Foner? (Note: A special reference is made by Prof. Foner to the Battle of Fallen Timbers)
3. How does Prof. Foner contextualize the ongoing conflict between the US and Native Americans as the 18th and 19th C. give way to the 20th C.?
4. Have native peoples continued their losses into the 21st C.?

A. Spiritualism (The Ghost Dance)
B. Treaty of Ft. Laramie
C. Protests: Wounded Knee, Alcatraz Seizure, Dakota Access Pipeline (to name a few)

-Who?
-What?
-Where?
-Why?
-How?

Resources
-The Americans, Ch.06, Ch.13
-Indian Prophets, Pan-Indianism, and The Battle of Tippecanoe [http://werehistory.org/tippecanoe/]
-How the Indians Lost Their Land: Law and Power on the Frontier
By Stuart Banner (Harvard University Press, 2005)
London Review of Books, February 9, 2006 [http://www.ericfoner.com/reviews/020906lrb.html]. Accessed 27 Nov. 2016
-Treaty of Ft. Laramie [https://www.ourdocuments.gov/doc.php?flash=false&doc=42]
-Assorted Maps

Pr02a4_Ancient Greece’s Golden Age: Art and Science (Slide by Slide Description)

Posted by Mr.V on 26 November 2016
Posted in: Activity, Published, World History I. Tagged: , , , . Leave a comment

Pr02a4_Ancient Greece’s Golden Age: Art and Science (Slide by Slide Description)

To view the presentation that accompanies the slide descriptions below, please navigate to
Pr02a4_Ancient Greece’s Golden Age: Art and Science

(Cover) Slide #1: The Parthenon

Slide #2: Recognize this capital design? Know what a capital is? Let’s look into our collective knowledge of Greek influenced art forms.

Slide #3: Here we have a very ornate capital: Corinthian.

Slide #4: Recognize this capital?

 

Slide #5: Recognize this famous Renaissance fresco that is meant to illustrate the explosive mental and physical creativity of Ancient Greece?

This painting is NOT Greek, but it represents much of what the Western World thinks of when they think of Greece. Here are some questions to ask yourself:

-Where are the central figures?

-How did you find them?

-Who are the central figures?

-Why were these figures chosen? What was it about their relationship that made them ideal figures for a Europe coming out of a Medieval Period and questioning all thing that once were taboo to question?

Slide #6: Here is another Renaissance painting.

This is Socrates. What do you think is happening here?

Why would he point upward?

As Joseph Campbell alluded to, and we reviewed earlier this term regarding myths, much of how interpret the past is influenced by how we ‘perceive’ it. Perception, itself, can be influenced by many things in our lives. Among these we can include our childhood experiences, education, family and friend relationships, religious convictions, etc. These Renaissance paintings helped shaped our images of Classical Greece. We are the inheritors of this imagery.

Slide #7: This image is from one of the greatest, if not greatest, plays ever written. It’s about all the emotions that make us human: Love, moral values, character, meeting expectations, and failure.

Why would any human gouge out their own eyes?

Slide #8: No doubt one of the greatest military leaders in the annals of human history. Singularly responsible for spreading the Greek culture (Hellenism) to most of the known world at that time. probably the most important Non-Greek in Greek history: Alexander the Great (Alexander of Macedon).

 

Slide #9: Artist rendition of the Library of Alexandria. The closest to this we can come to in our modern world would be the Library of Congress.

This structure, in the city of Alexandria in modern Egypt, was believed to have held some of the ancient world’s great works in the field of History, Technology, and Philosophy (which included Mathematics and Science). Since the library was destroyed, most of those works are lost forever.

 Slide #10: The great Syracusan, Archimedes. Inventor and engineer who worked for the rising state of Rome as well as other clients. His inventions have morphed into objects that many of us would recognize, but not have any idea it was traceable to this Greek icon.

Know of any?

Slide #11: The Antikythera Mechanism. Unimpressive you say? You have no idea what this accidental find in a Mediterranean shipwreck means to our knowledge of the Ancients.

The world is far deeper in debt to the Greeks than it ever was before.

Slide #12: Artist rendition of the Antikythera Mechanism as it may have appeared.

Slide #13 – 16: Greek influence on American architecture, Democratic institutions, and ubiquitous material culture.

All of these examples have a direct and uninterrupted connection to the Ancient Greeks. Without them, we don’t have these and many other things we take for granted.

The image on slide 13 is of a building just a few blocks from our school. Recognize it?

The image on slide 14 is also of a building just a few blocks from our school. Recognize it?

The image on slide 15 is of a building in Washington, DC. It is where our Democracy turns to when it needs an issue concerning our Constitution settled. Recognize it?

The image on slide 16 is of a machine that we have in our cafeteria. Why would the Greeks invent this if they did not have candy bars, potato chips, or bottled water? Or did they?

Slide #17: Sources

Pr02a3_Ancient Greece’s Golden Age: Democracy (Slide by Slide Description)

Posted by Mr.V on 26 November 2016
Posted in: Activity, Published, World History I. Tagged: , , , , , . Leave a comment

Pr02a3_Ancient Greece’s Golden Age: Democracy (Slide by Slide Description)

To view the presentation that accompanies the slide descriptions below, please navigate to
Pr02a3_Ancient Greece’s Golden Age: Democracy

(Cover) Slide #1: The Parthenon

Slide #2: Pivotal questions to ask about any study of Democracy. Remember, Greek ‘Direct’ Democracy is not like our ‘Representative Republican’ Democracy. Refresh your memory by referring to the auxiliary notes and reading in the course textbook.

Greek history in general, Athenian history more specifically, could be reexamined by posing hypothetical questions to ourselves. In attempting to answer them, we might better appreciate the choices Greeks made and debate the pros and cons of each. Ultimately, our 20/20 hindsight vision is the final judge.

Slide #3: Samples of two issues Athenian Greeks would have voted on.

Slide #4: Hypothetical questions to ponder.

An example of a public works project that was controversial in general, but it appealed to the rising hubris of Athens. Pericles could push the project as a tangible reminder of Greece’s greatest city-state without revealing to the populace how he intended to build it: Using contributed funds meant to strengthen Delian League defenses against future invasions. Pericles went forward with the project and he did use those funds.

Therefore, we have here an example of how Democracy may be good at home but not when dealing with others. It’s reasonable to expect that a league of Greek City-States would not endorse Pericles’ building project since it only appeased Athenians.

Slide #5: The Parthenon, then and now. The artist rendition shown here of how the structure may have appeared after completion, is still lacking. Some of the masonry work above the columns, the color that must have been applied to the exterior, and of course, the interior adornments, are missing. Knowing this, the structure is still beautiful even in that ‘plain’ condition.

Slide #6: The General, Pericles. We have an idea of just how much of an Athenian cheerleader he was when we look at the Parthenon. But, it doesn’t stop there. In a class activity, we will look closely at one of the greatest speeches of all time, which happened to be given by him. In this speech, we will try to squeeze out any information about the man and his views.

Slide #7 – 9: Relates to the class activity alluded to in slide #6.

Slide #10: Hypothetical questions to ponder.

We enter the next, and final, phase of the Greek Golden Age: The Peloponnesian War (war between the Greek City-States).

We know who won the war. But, who won the minds of the Western World for the next 2500 years (until the present)?

Slide #11: Sources

P02_HUS-Mindmap: ‘Panics’ of the Young Nation

Posted by Mr.V on 23 November 2016
Posted in: Activity, Published, United States, US History I. Tagged: , , , , , , , .

P02_HUS-Mindmap:’Panics’ of the Young Nation

Fall HUS Research Projects
Phase III

I. The purpose of this research project is to…

A. Practice academic research skills.
B. Sharpen skills with computer applications in the gathering, analysis, and presentation of findings (data).
C. Expand our understanding of the historical value of the nation’s early challenges.

II. Phase III: “Panics” of the Young Nation
This is the third phase of our exploration of the history of our nation.
Our focus is the nature, causes, and impact of the nation’s financial woes, often referred to as “Panics”.

A. Purpose: Through an analysis of textbook and digital resources, we want to investigate further, the financial ‘Panics’ of the first 50 years of our nation’s history.

B. ‘Panics’ of Interest

1. Panic of 1785

2. Copper Panic of 1789

3. Panic of 1796

4. Panic of 1807

5. Panic of 1815 – 1821

6. Panic of 1825

C. Instructions
Given: Computer workstations, digital versions of chapters 5 through 8, research primer mindmap created by Mr.V, Mindmeister application, course notes, and access to Internet resources.

1. Setup

A student from each group creates a new mindmap and will be it’s ‘Owner’. The Owner must share the map with all group members and Mr.V. The email address to share with Mr.V is “avalent5 (AT) schools.nyc.gov”.

a. Label the Central (Node) Idea: P02_Topic Name-Group#. Example: P02_Panic of 1785-01 Where ‘P02’ means “Project Unit 02”, Topic Name is “Panic of 1785”, and the Group is #1.

b. Create four child nodes off the central idea. Label each of the three nodes respectively: Context, Causes, Repercussion, and Solution(?). These nodes will branch off into additional nodes as you provide additional detail.

c. Assign group members accordingly and be sure to show this by using the ‘Task’ feature of Mindmeister. This feature is marked by a ‘Check mark’ icon on the lower-third of the palette that appears on your screen.

d. Using your experience with P01_Declaration of Independence and P02_Building a New Nation, make P02_Panics of the Young Nation reflective of your increasing mastery of Mindmeister and mindmapping.

2. Special Consideration
Consider this as you investigate your assigned financial crisis (Panic):

a. Vocabulary may become complex as you descend further into economic theory. Be sure that unknown terminology is understood to avoid misinterpretation or faulty conclusions.

b. Not every financial panic was fully understood by those who lived through it. Therefore, it’s eventual end may not have been the result of a specific initiative or legislation. If this is the case with your assigned panic, don’t worry. Instead, help the viewer of your mindmap understand what could have led to the panic’s ultimate end.

c. Be sure to practice proper citations and source selection. This skill is absolutely vital in ‘the real world’ and important in our efforts here.

3. Sharing Findings with Classmates

Describe your ‘Panic’s’ historical context and unique elements that made it a crisis for the young nation in brief oral presentation.

a. Context
b. Offer your thoughts on what caused the panic.
c. Share something unusual about your panic.
d. Share something that many may not know about your panic.
e. Share your thoughts on the attempted solution for your panic (Remember, there may not have actually been a solution that worked).
f. Offer your thoughts on any lasting impact of your panic on the young nation (economic, political, social,…).
g. One person per group (pre-selected by Mr.V) offers the presentation in front of the class. You may have 3×5 inch index cards to jot notes, but do not read from the note cards.
h. Keep the presentation to 3 – 5 minutes in length.
i. There are no additional presentation aids required or expected.
j. Questions from the audience are encouraged.

Resources
-The Americans, ch.05 – 08.
-Varied digital resources: Course and Internet

P02_HGS-Mindmap of Marvels of Classical Civilizations

Posted by Mr.V on 18 November 2016
Posted in: Activity, Published, World History I. Tagged: , , , , .

Fall HGS Research Project: Introduction and Phase II (P02_Mindmap of Marvels of Classical Civilizations)

I. The purpose of this research project is to…

A. Practice academic research skills.
B. Continue familiarization with research data manipulation.
C. Sharpen skills with computer applications in the gathering, analysis, and presentation of findings (data).
D. Familiarize with and exploit the organizational features of mind mapping using Mindmeister.

The term’s research requirement is to be tackled in school (in-class on Fridays that are not prescheduled for exams) and out of school (home, museum, library, etc.). The project will be divided into phases that have deadlines. Each phase will focus on a component (a distinct product) of our term topics. As each phase is completed, you’ll receive a grade, from Mr.V, for that product.

II. Construction of a Mindmap of Marvels of Classical Civilizations
Students will construct a mind map using their Mindmeister accounts. The mind map will serve dual roles as a:

A. Research primer.
B. Study tool for exams later in the term.

1. This is a group activity.
2. Each group member must be assigned a task to complete and be accountable for.
3. The mind map being constructed must fully exploit all the application features available and accessible to the student on mindmeister.
4. The mind map must reflect the concepts, imagery, overlapping relationships, and factual content that support and enrich the knowledge of the central idea.
5. It’s expected that the mind map will contain: text, images, relevant iconography, and Internet links. All sources must be cited using the MLA citation resources below.
6. Completion

a. A student within each group will be the ‘Owner’ of the map. That student will share the mind map with Mr.V using Mr.V’s DOE email address. Ask Mr.V for it if you don’t know what it is. The map ‘Owner’ will also share the map with each member in the group using the distinct email addresses of each member.

b. Every group member, and Mr.V, must have “Can Edit” access to the mind map.

c. The mind map must be labeled in the following fashion: Pd#_Classical Marvels of…: … -Grp# (Ex.: 08_Classical Marvels of Han China: Paper-02).

d. Remember, the label of the mind map has to be inserted in two places within Mindmeister’s interface. One place is the central node. The other place is in the mind map’s profile.

e. Be sure to refer to your accomplishments in project P01 to revisit some of the challenges and successes you and your group members encountered.

III. Content & Analysis Components of the Mindmap

A. Context
B. Construction/ Manufacture Details

1. Materials used.
2.Labor needs.

C. Evaluation of the ‘Marvel’

1. Purpose of the ‘Marvel’
2. Pro/ Con about the construction, implementation, and use of the ‘Marvel’.
3. Modern Legacy

D. Marvels

1. Anc. Greece: Parthenon
2. Anc. Greece: Antikythera Mechanism
3. Anc. Rome: Pantheon
4. Anc. Rome: Cement/ Concrete
5. Han Dynasty: Civil Service System
6. Han Dynasty: Paper

IV. Sharing Discoveries with Classmates

A. Highlight your ‘Marvel’s’ wonders and flaws.

– Context
– Share something special about that Marvel.
– Share something that many may not know about that Marvel.
– Share a flaw or other negative aspect of that Marvel (Cost burden, design, impact on society, etc.).

B. Brief Oral Presentation

– One person per group offers the presentation in front of class
– 3 – 5 minutes in length.
– The speaker may have note cards to refer to, but not read from.

Resource
– Modern Language Association (MLA) citation resources
– Purdue’s Online Writing Lab ([https://owl.english.purdue.edu/owl/resource/747/01/](#))
– EasyBib Citation Generator ([http://www.easybib.com](#))