Dred Scott and John Brown

Today we went over the Dred Scott decision that you prepared for homework.
We then set some additional context for the rest of the unit by watching 26:51-32:50 of Ken Burns' The Civil War. We used the first part of the notetaking guide that is in your U.S. History folders as we watched.
Make sure that you bring your American Reader to class with you for the duration of the unit.

Fugitive Slaves

Yesterday we discussed the impact of the Fugitive Slave Act of 1850. Today, we'll take a closer look at the stories of fugitive slaves, attempting to understand their experience on the Underground Railroad and beyond. To do so, we'll use this activity:
Fugitive Slave Activity

Here are the groups you'll be working with today.

1. Traia, Aaron, Claire, Kate
2. Andy, Rachel, Matt G.
3. Betsy, Haley, Mason
4. David, Matt F., Wyatt
5. Ben, Marissa, Holden
6. Nicole, Zach, Jake
7. Danielle, Jonah, Ashley
8. Brittany, Sarah, John, Emmett

During the last part of class we'll use this video to review the Kansas/Nebraska Act 

The new assignment sheet is posted. 

Can We Compromise On Slavery?

Today we'll look at the ways that the United States tried to address the issue of slavery from the ratification of the Constitution through 1850.
First, we'll look at this presentation:
Compromises on Slavery
Then we'll  watch a clip from Africans in America:America's Journey Through Slavery (38:13-54:40)
We'll use this study guide to take notes as we watch: Africans in America Study Guide.

HOMEWORK for tonight is to read and take notes from Foner 378-389 

12 Years a Slave

If you're not attending today's field trip to see the film 12 Years a Slave, please complete the assignment linked here: 12 Years a Slave Alternate Activity

Civil Disobedience

Today, we'll explore the Henry David Thoreau's ideas of Civil Disobedience.  In groups, you'll use this worksheet to analyze what he wrote.
Civil Disobedience Analysis 2016

Here are your groups for today:

1. David, Nicole, Emmett, Jonah
2. John, Ashley, Betsy, Matt G., Ben
3. Zach, Jake, Sarah, Wyatt
4. Traia, Matt F, Brittany, Kate, Holden
5. Rachel, Claire, Danielle, Aaron
6. Andy, Marissa, Mason, Haley

Manifest Destiny and the Mexican War

The main focus of our work today will be on the concept of Manifest Destiny and how the Mexican War was a culminating point of that idea. We'll begin by looking at Thomas Gast's painting below and then explore some definitions of Manifest Destiny found at the beginning of this handout.
We'll then review the Texas War for Independence and the Mexican War by using these maps:
American Expansion
Mexican War
We'll then use this packet of evidence to determine whether the ideas of Manifest Destiny justified the Mexican War.

Intro to Women's Rights

With partners, you'll complete the activities listed here: Declaration of Sentiments Worksheet

Partners for today:
Traia-Jake
Andy-John
Betsy-Sarah
David-Brittany
Ben-Jonah
Aaron-Zach
Rachel-Ashley
Haley-Kate
Matt F.-Emmett
Marissa-Danielle
Claire-Nicole
Matt G.-Holden
Mason-Wyatt

Meet the Abolitionists

After watching All Night Forever (and taking notes) from the Ken Burns series, "The Civil War", we then heard Frederick Douglass' Independence Day Speech at Rochester read aloud. Asking ourselves questions about how people are resisting the institution of slavery, we filled out this chart, first with commentary on Frederick Douglass and next with information from the documents we prepared for today.  Abolitionist Chart.

Intro to Slavery

First, we'll look at the assessment to close this unit: The Preamble Essay

Then we'll explore some of the key elements of the institution of slavery-
From the slave trade  (warning: graphic-we only watched about the first 4:30 minutes)
to slave auctions
to the implements of slavery
to historical perspective
to oral histories  (22:50-25:58 and 44:35-46:20).
Students took notes and responded to what they saw.

Tonight, as you read about the movement to abolish slavery (abolitionism), each of you is responsible for reading and annotating one "abolitionist document" as assigned below in your American Reader. 

1. Read the selection and annotate for author’s language, tone, and argument.  Make sure that you read the introductions carefully and identify key quotations as you read.
2. In your notebook, write a response for your document that provides several sentences answering the following questions: What was effective about this argument? What does the biographical information about the author suggest about this person’s perspective?

Assigned readings are as follows:

1. Walker (AR 175): Al Rabi-Bluman

2. Garrison (AR 179): DeLisle-Garfinkle

3. Wright (AR 184): Garrett-Heller

4. Grimke (AR 188): Himel-Morgan
5. Garnet (AR 192): Ofner-Wasilewicz

Mapping the Antebellum Period

Today we started with a short discussion about Columbus and Indigenous People's Days based on the article you read this week.
We then worked on this activity with partners, making conclusions about American expansion and slavery based on the maps.
Mapping the Antebellum Period
Maps of the Antebellum Period

Indian Removal

Today, we'll turn away from some of the big picture main ideas we've been studying and instead narrow our focus to look at the United States' Indian policy during its formative years.
As we consider the current debate in our country about whether to abolish Columbus Day and instead celebrate an Indigenous People's Day, it's important to understand the complex history of the relationship between Native American people and the new government. Not only is it important to understand the story of Columbus and how the natives were treated upon his arrival (don't forget, this reading, Columbus and Western Civilization is due tomorrow), but the policies of the U.S. as settlers began to move further south and west.
To do so, we'll complete the tasks in this web activity with partners in class today.
Indian Removal Web Activity

Here are your partners for the day:
Traia/David
Andy/Ben
Betsy/Aaron
Rachel/Marissa
Haley/Claire
Matt F/Matt G
Mason/Nicole
Wyatt/Danielle
Holden/Emmett
Ashley/Brittany
Zach/Sarah
Jonah/John
Free Agent=Jake (Join any group)

The Rise of Andrew Jackson

We'll start by introducing the reading that we'll do to allow us to consider Columbus Day or Indigenous People's Day: Columbus and Western Civilization
We'll then receive the Presidential Debate Assignment: Debate Watching
Then, we'll continue to work on the Preamble Charts with a focus on the reading that you did for today (charts 4,5,6).