| June 2 - Work on the Chapter 17 assessment (Civil War Anthology).
Instructions are on a handout.
May 30 - Read p. 500-510. First period, begin the Civil War assessment
project. Fourth period, we'll start on Monday.
May 28 - Finish, present, and turn in recruitment fliers. Read p. 496-499.
With your groups, write a statement explaining how each of the following
would likely have reacted to the Emancipation Proclamation: A. a slave in
Georgia; B. a slave in Maryland; C. slave owners in Georgia and Maryland; D.
a free African American in Philadelphia; E. an abolitionist in Boston; F. a
Union soldier; G. a Confederate soldier.
May 23 - Turn in "Slave Dancer" test. Also turn in the four assignments from
Chapter 16 (those listed on May 13, 15, 19). Take Chapter 16 Test. Read p.
486-494. Do the flier project with a partner (instructions on a handout).
First period, we'll finish next week.
May 21 - Discuss work from p. 473-481. We'll turn all this Chapter 16 work
in on Friday, when we'll take a quiz on this material. (See May 19 for the
study list.) Share with the group the results of your research on secession
and hold a mock Virginia legislature session to discuss the wisdom of
secession. Turn in your secession paragraphs. 4B, read p. 486-489. Make a
list of the advantages of both the Confederacy and the Union and then explain
which you believe is the most important advantage for each. Explain your
reasoning.
May 19 - Discuss work from p. 468-472. For next time, read p. 473-481.
Identify Republican Party, John Brown, Election of 1860, Fort Sumter. Put
Republican Party and the Election of 1860 on your graph. Get the Virgina
Legislature assignment. We spent half the class period in the library doing
the research for this. Be prepared to report on your state on Wednesday,
when the paragraph is due. On Friday, we'll take a quiz on Chapter 16. You
should know: Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act,
Dred Scott Decision, Fugitive Slave Act, Caning of Sumner, John Brown,
Republican Party, Election of 1860, and "Uncle Tom's Cabin."
May 15 - Discuss work from p. 460-466. You'll need this for a test study
sheet, so we'll turn it in when we take the quiz on Chapter 15. Read
play, "Harriet Beecher Stowe." For next time, read p. 468-472. Identify the
Kansas Nebraska Act, "Bleeding Kansas," the caning of Sumner, and the Dred
Scott Decision. Continue your graph (not all these terms are on the graph)
through Dred Scott. Have our final discussion on "Slave Dancer." Go over
requirements for the take-home test. It's due no later than Friday, May 23.
May 13 - First period, finish and share reform marching songs. Fourth
period, finish and share Seneca Falls banners. Discuss "Slave Dancer" (under
the direction of #4's in 4B). Finish the book for Thursday. Each person
should have one question to discuss. (In 4B, #1's and #2's will do questions
on "Ben Stout's Mistake," and #3's and #4's will write questions for "The Old
Man" and "Home and After." ) In the textbook, read p. 460-466. Identify:
Missouri Compromise, Free Soil Party, Compromise of 1850, Fugitive Slave Act,
and "Uncle Tom's Cabin." Also complete the graph (on a handout) for those
items.
May 9 - #4's lead the discussion of "Slave Dancer." For Tuesday, read "Ben
Stout's Mistake," to p. 120. Each person should have one question written
down, ready to discuss. Share Seneca Falls banners. With your group, do
Activity, p. 453. We'll hear these on Tuesday, May 13. There was no 4B
today because of the WOW.
May 7 - Discuss and turn in the work from 439-442. Read play, "Harriet
Tubman." #3's lead discussion of "Slave Dancer." For next time, read "The
Spaniard" (to p. 102) "when #4's will lead the discussion. In the textbook,
read p. 444-447, and do the activity on p. 447. You may do this
individually or with a partner, and if you prefer, you may write an
editorial expressing an opinion about the Seneca Falls conference rather
than doing the banner. This editorial should reflect attitudes of the time.
May 5 - Discuss and turn in the work from p. 434-437. For next time, read p.
439-442. Explain the difference between these approaches to the abolition of
slavery: colonization, gradual abolition, and immediate abolition. If you
were part of that reform movement, which approach would you promote? Why?
Also the Activity, p. 442. In "Slave Dancer," read "Nicholas Sparks Walks on
Water" (p. 82). #3's will be discussion directors next time.
May 1 - Discuss and turn in the chart on southern society. Read p. 434-437.
Do Graphic Organizer Skills, p. 435, #3; Political Cartoon Skills, p. 436, #1-
3, and then rank the reform movements discussed in this section in order of
their importance to society. Explain your rankings. Also, read the next two
chapters, "The Shrouds" and "The Bight of Benin" in "Slave Dancer" (to p.
62.) #2's will be discussion directors next time.
April 29 - Discuss and turn in work from p. 413-417. Read p. 418-426. Make
a chart showing these groups in Southern society: planters, small farmers,
poor whites, free African Americans, slaves. Show the definition of each
group (except slaves and free African Americans, which are self explanatory),
the portion of the population that each group represented, and the lifestyle
of each. Then do Section Assessment, p. 421, #6. This is due on Thursday.
Begin "Slave Dancer." Read the first two chapters, "The Errand" and "The
Moonlight" (p. 1-31). #1's will be discussion directors on Thursday for
those chapters.
April 25 - Read p. 413-417. In the voice of each of the following, write a
statement explaining what life was like in the North in the mid-1800's:
skilled worker, unskilled worker, woman worker, factory owner, Irish
immigrant, German immigrant, nativist, African American. Do the Chart Skills
on p. 415. Then read p. 412. In Morse Code, write three words or phrases
that best express the important ideas in this section of the chapter. Trade
with a partner and decode.
April 23 - Chapter 13 test today.
April 21 - First period went to the computer lab to do an internet assignment
on the gold rush. We'll turn it in when we take our test on Wednesday.
Fourth period, get the who, what, when, where, and why notes from our
newspaper editors from the press conference last time. Also do Analyzing
Primary Sources, p. 405, as well as Critical Thinking, p. 404, #17. Read p.
398-403. Make a chart comparing these elements of the settlement of Utah and
California: years of American settlement, reasons for settlement, problems
encountered, and year statehood achieved. Also, do the activity on p. 403.
We spent a few minutes doing review Jeopardy. Remember the test on
Wednesday. See April 17 for details.
April 17 - Test alert: We'll take a test on Wesward Expansion (Chapter 13)
on Wednesday, April 23. You should be knowledgeable about the Oregon Trail,
The Lone Star Republic, the Mexican War, and the California Gold Rush. 4B
missed this class for an assembly. 1B took the who, what, when, where, and
why notes from our newspaper editors from the press conference last time.
Also do Analyzing Primary Sources, p. 405, as well as Critical Thinking, p.
404, #17. Read p. 398-403. Make a chart comparing these elements of the
settlement of Utah and California: years of American settlement, reasons for
settlement, problems encountered, and year statehood achieved. Also, do the
activity on p. 403. We finished and discussed this today, but we'll wait to
turn it in when we take our test.
April 15 - Read p. 391-397 and be a participant in a Mexican War press
conference. Hand in either your questions (reporters) or prepared statements
(historical figures). Instructions are on a handout. If you missed this,
write a short news article on the Mexican War, including the who, what, when,
where, why, and how. Include at least three important background details that
explain why this whole episode came about, and include two quotes (that you
make up) from one of the historical figures mentioned in Section 4 of Chapter
13.
April 11 - Do a group project today, writing a script for an event tied into
the Republic of Texas. 1B, we'll perform the rest of them on Tuesday.
April 9 - Share and turn in your Oregon Trail journal entries. Read p. 385-
389. Do the timeline (on a handout) for the history of the Republic of
Texas. On the back, do Section Assessment, p. 389, #8. You can do this in a
well-written paragraph, and you may take the perspective of either a Texan or
a member of the U.S. Congress. Most people turned this in today, but it's
officially due on Friday.
April 7 - Read a play, "The Whitmans and the Movement West." Finish the
video, "Trail of Dreams." Read p. 380-384. Choose a perspective (head of
household, mother, child, grandparent, etc.) and then write three journal
entries conveying the essence of a pioneer's trip west. Write one about your
reason for going and your feelings upon departure; write a second about what
a typical day is like; write a third about one conflict, disappointment,
satisfaction, special landmark or event, etc. You choose. You can do these
in one paragraph each.
April 3 - Discuss and turn in the results of your investigation into the
modern campaign. Do a group preview assignment on westward movement. Begin
the video, "Trail of Dreams." Make a chart, keeping notes on supplies,
attitudes, conflicts, and daily life on the Oregon Trail.
April 1 - Finish campaign songs. Read the biographies of the current
candidates, and for the two you didn't write your song about, list five
things you could use to appeal to voters if you were trying to "sell" that
candidate. Answer this: Based on the candidate's biographical information,
what kind of person would he/she appeal to? We'll discuss and turn this in
on Thursday. Spend the second half of the class in the computer lab taking
the voter questionnaire and comparing your opinions with those of the
candidates (instructions on a handout).
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