Agenda for 1/6

1862 - Largest Mass Execution in US History - Mankato, MN

1. Aaron Huey and Pine Ridge - TED Talk

• A Long History of broken treaties
• The Pine Ridge Reservation today...
• Unemployment rate of 80-90%
• Per capita income of $4,000
• 8 Times the United States rate of diabetes
• 5 Times the United States rate of cervical cancer
• Twice the rate of heart disease
• 8 Times the United States rate of Tuberculosis
• Alcoholism rate estimated as high as 80%
• 1 in 4 infants born with fetal alcohol syndrome or effects
• Suicide rate more than twice the national rate
• Teen suicide rate 4 times the national rate
• Infant mortality is three times the national rate
• Life expectancy (48 years) is lower than anywhere in the United States and the 2nd lowest in the Western Hemisphere. Only Haiti has a lower rate. 

2. Wounded Knee

3. Bury My Heart at Wounded Knee

4. Crash Course - Westward Expansion 

5. Dawes Act

6. Chinese Exclusion Act - 1882

An Act to execute certain treaty stipulations relating to Chinese. 
 

Whereas in the opinion of the Government of the United States the coming of Chinese laborers to this country endangers the good order of certain localities within the territory thereof: Therefore,
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That from and after the expiration of ninety days next after the passage of this act, and until the expiration of ten years next after the passage of this act, the coming of Chinese laborers to the United States be, and the same is hereby, suspended; and during such suspension it shall not be lawful for any Chinese laborer to come, or having so come after the expiration of said ninety days to remain within the United States

7.  Causes of Westward Expansion and Settlement

• Manifest Destiny (ideological) 
• Immigration (in the millions post war) 
• Cheap land (Homestead Act 1862, Morrill Land Grants 1862, Desert Land Act 1877, Timber Culture Act 1873) 
• Demand for labor (shortage meant higher wages in some industries) 
• Mining Opportunities (Gold, Silver, cooper, lead, zinc, quartz, tin) 
• Cattle Ranching/Sheepherding/ the Cowboy life
•  Farming (fertile prairie land, stronger strains of wheat, advanced technology: steel plow, mechanical reapers, barbed wire, windmills/water-pumps, irrigation)
•  Transcontinental Railroad (cheap and easy transportation of people and supplies) 
• Appeal of Wild West Culture (Turner Thesis)

HW

• The Turner Thesis Assignment
• Unit III Test (Ch. 13-16) on Monday 1/12

Agenda for 12/17

1. Reconstruction Quiz (eBackpack)

2. Add your 1996 DBQ thesis statements to this Padlet

3. Analyze DBQ docs (20 mins to analyze all docs)

• Use APHITS for each document

4. Review Docs as a class

5. Review DBQ Rubric

HW

• Ch. 16 Reading Assignment (due Friday)
• 1996 Reconstruction DBQ - (due Tuesday 1/6)

Agenda for 12/15

*Gettysburg Address

Lincoln's Second Inaugural Address:

"With malice toward none; with charity for all...let us strive on to finish the work we are in...to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all nations."

1. Reconstruction Crash Course

2. 1996 DBQ:  In what ways and to what extent did the constitutional and social developments between 1860 and 1877 amount to a revolution?

 

Categories and Outside Information - Complete T-Chart

o   Constitutional

§  13^th Amend. – p. 2

§  14^th Amend. – p.6

§  15^th Amend. – p. 8-9

§  Nullification Theories/Right of Secession

§  Johnson’s Impeachment – p. 7-8

§  Congressional Override of Johnson’s Veto’s

·       Freedman’s B. – p. 2

·       1866 Civil Rights Bill – p. 6

§  Slaughterhouse Cases p. 12-13

§  Compromise of 1877 – p. 11

o   Social

§  Freedman’s B. – p. 2

§  Black Codes – p. 5

§  KKK – p. 4/10

·       Force Acts – p. 10

§  Scalawags/Carpetbaggers – p. 9

§  1866 Civil Rights Bill – p. 6

§  Military Reconstruction – p. 7

·       Enforcement of citizenship and voting rights – p. 9

·       Black political participation  - p. 9

§  Civil Rights Bill of 1875 – p. 11

§  Tenant Farming/Sharecropping – p. 12

§  Solid South – p. 10

HW

• Finish outside T-Charts
• Read "Reconstruction" 2-page article
• Write preliminary thesis based on T-Chart research (no docs yet)
• Quiz next class:
• 13-15th Amend. - know their purpose.
• Why does Reconstruction end in 1877? The social, economic, and political reasons.

Agenda for 12/11

1. Civil War Quiz - eBackpack

2. Louis CK as Abe Lincoln and Crash Course - Did Lincoln free the slaves?

3. Top 20 Events of the Civil War

HW - Ch. 15 Reading Assignment

Agenda for 12/9

1. Ken Burns "Civil War" clip

2. S.C. Declaration of Secession

• What do they claim the nature of the Union to be?
• What do the claim was done to them by the Northern states?
• What do they claim Lincoln will do as president?
• What do they claim to be once seceded?

3. Lincoln’s First Inaugural Address

4. Identify States that secede on Map, Union States, Confed. states, Border States

5. Why are the Border Slave States (MO, KY, MD, later WV) so important?

6. Lincoln and the Border States?

7. North v. South – advantages/disadvantages

HW

•  Civil War Quiz

• 1. List/describe 4 major advantages of the North at the beginning of the war.
  
  2. List/describe 3 advantages held by the South at the beginning of the war.
  
  3. Explain how Lincoln’s handling of the Ft. Sumter situation was politically and strategically savvy.
  
  4. Provide at least two examples of ways in which Lincoln violated the constitution during the war
  
  5. What were the major reasons for necessity of keeping the border-states in the Union
  
  6. Assess the validity of the statement: The Emancipation Proclamation did not free any slaves in the United States.
  
  
• Articles:

o   Issue 14:

§  Explain the two external causes of Southern defeat.

§  What were the internal problems that  may have led to Southern defeat? (3 main theories)

§  In what way does Albert Castel reject both the external and internal theories?

o   Issue 15:

§  Read both the YES and NO articles

·       Which article do you agree with the most?

o   Provide at least three pieces of evidence to support your position (quotes with explanations)

 

Agenda for 12/5

1. Tim Wise on the history of police violence against blacks in America:
  "To white America, in the main, police are the folks who help get our cats out of the tree, or who take us on ride-arounds to show us how gosh-darned exciting it is to be a cop. We experience police most often as helpful, as protectors of our lives and property. But that is not the black experience by and large; and black people know this, however much we don’t. The history of law enforcement in America, with regard to black folks, has been one of unremitting oppression. That is neither hyperbole nor opinion, but incontrovertible fact. From slave patrols to overseers to the Black Codes to lynching, it is a fact. From dozens of white-on-black riots that marked the first half of the 20th century (in which cops participated actively) to Watts to Rodney King to Abner Louima to Amadou Diallo to the railroading of the Central Park 5, it is a fact. From the New Orleans Police Department’s killings of Adolph Archie to Henry Glover to the Danziger Bridge shootings there in the wake of Katrina to stop-and-frisk in places like New York, it’s a fact. And the fact that white people don’t know this history, have never been required to learn it, and can be considered even remotely informed citizens without knowing it, explains a lot about what’s wrong with America. Black people have to learn everything about white people just to stay alive. They especially and quite obviously have to know what scares us, what triggers the reptilian part of our brains and convinces us that they intend to do us harm. Meanwhile, we need know nothing whatsoever about them. We don’t have to know their history, their experiences, their hopes and dreams, or their fears. And we can go right on being oblivious to all that without consequence. It won’t be on the test, so to speak.
In his contribution to Jill Nelson’s 2000 anthology on police brutality, scholar Robin D.G Kelley reminds us of the bill of particulars.* As Kelley notes, in colonial Virginia, slave owners were allowed to beat, burn, and even mutilate slaves without fear of punishment; and throughout the colonial period, police not only looked the other way at the commission of brutality against black folks, but were actively engaged in the forcible suppression of slave uprisings and insurrections. Later, after abolition, law enforcement regularly and repeatedly released black prisoners into the hands of lynch mobs and stood by as their bodies were hanged from trees, burned with blowtorches, body parts amputated and given out as souvenirs. In city after city, north and south, police either stood by or actively participated in pogroms against African American communities: in Wilmington, North Carolina, Atlanta, New Orleans, New York City, Akron and Birmingham, just to name a few. In one particularly egregious anti-black rampage in East St. Louis, Illinois, in 1917, police shot blacks dead in the street as part of an orgy of violence aimed at African Americans who had moved from the Deep South in search of jobs. One hundred and fifty were killed, including thirty-nine children whose skulls were crushed and whose bodies were thrown into bonfires set by white mobs. In the 1920s, it is estimated that half of all black people who were killed by whites, were killed by white police officers.
But Kelley continues: In 1943 white police in Detroit joined with others of their racial compatriots, attacking blacks who had dared to move into previously all-white public housing, killing seventeen. In the 1960s and early ’70s police killed over two dozen members of the Black Panther Party, including those like Mark Clark and Fred Hampton in Chicago, asleep in their beds at the time their apartment was raided. In 1985, Philadelphia law enforcement perpetrated an all-out assault on members of the MOVE organization, bombing their row houses from state police helicopters, killing eleven, including five children, destroying sixty-one homes and leaving hundreds homeless. These are but a few of the stories one could tell, and which Kelley does in his extraordinary recitation of the history—and for most whites, we are without real knowledge of any of them. But they and others like them are incidents burned into the cell memory of black America. They haven’t the luxury of forgetting, even as we apparently cannot be bothered to remember, or to learn of these things in the first place. Bull Connor, Sheriff Jim Clark, Deputy Cecil Price: these are not far-away characters for most black folks. How could they be? After all, more than a few still carry the scars inflicted by men such as they. And while few of us would think to ridicule Jews for still harboring less than warm feelings for Germans some seventy years later—we would understand the lack of trust, the wariness, even the anger—we apparently find it hard to understand the same historically-embedded logic of black trepidation and contempt for law enforcement in this country. And this is so, even as black folks’ negative experiences with police have extended well beyond the time frame of Hitler’s twelve year Reich, and even as those experiences did not stop seventy years ago, or even seventy days ago, or seventy minutes.
Can we just put aside all we think we know about black communities (most of which could fit in a thimble, truth be told) and imagine what it must feel like to walk through life as the embodiment of other people’s fear, as a monster that haunts their dreams the way Freddie Kreuger does in the movies? To be the physical representation of what marks a neighborhood as bad, a school as bad, not because of anything you have actually done, but simply because of the color of your skin? Surely that is not an inconsequential weight to bear. To go through life, every day, having to think about how to behave so as not to scare white people, or so as not to trigger our contempt—thinking about how to dress, and how to walk and how to talk and how to respond to a cop (not because you’re wanting to be polite, but because you’d like to see your mother again)—is work; and it’s harder than any job that any white person has ever had in this country. To be seen as a font of cultural contagion is tantamount to being a modern day leper.
And then perhaps we might spend a few minutes considering what this does to the young black child, and how it differs from the way that white children grow up. Think about how you would respond to the world if that world told you every day how awful you were, how horrible your community was, and how pathological your family. That’s what we’re telling black people daily. Every time police call the people they are sworn to protect animals, as at least one Ferguson officer was willing to do on camera, we tell them this. Every time we shrug at the way police routinely stop and frisk young black men, we tell them this. Every time we turn away from the clear disparities in our nation’s schools, which relegate the black and brown to classrooms led by the least experienced teachers, we tell them this. Every time Bill O’Reilly pontificates about “black culture” and every time Barack Obama tells black men to be better fathers, we tell them this: that they are uniquely flawed, uniquely pathological, a cancerous mass of moral decrepitude to be feared, scorned, surveilled, incarcerated and discarded. The constant drumbeat of negativity is so normalized by now that it forms the backdrop of every conversation about black people held in white spaces when black folks themselves are not around. It is like the way your knee jumps when the doctor taps it with that little hammer thing during a check-up: a reflex by now instinctual, automatic, unthinking.
And still we pretend that one can think these things—that vast numbers of us can—and yet be capable of treating black folks fairly in the workforce, housing market, schools or in the streets; that we can, on the one hand, view the larger black community as a chaotic maelstrom of iniquity, while still managing, on the other, to treat black loan applicants, job applicants, students or random strangers as mere individuals. That we can somehow thread the needle between our grand aspirations to equanimity as Americans and our deeply internalized biases regarding broad swaths of our nation’s people.
But we can’t; and it is in these moments—moments like those provided by events in Ferguson—that the limits of our commitment to that aspirational America are laid bare. It is in moments like these when the chasm between our respective understandings of the world—itself opened up by the equally cavernous differences in the way we’ve experienced it—seems almost impossible to bridge. But bridge them we must, before the strain of our repetitive motion disorder does permanent and untreatable damage to our collective national body."
 
1. Pass back tests

• Short Answer 1:
• A. What does POV mean?
• B. Explain - connect element and POV.
• C. Specific gov. action
• Short Answer 2:
• A and B - "main point" is what is the main idea the author is trying to portray
• C. Impact = result. Be specific and explain how one thing leads to another.
• Short Answer 3: pretty good all around

2. Essays

• Intro
• establish time and place in the first sentence
• thesis - establish categories, answer the question, 3 categories, UNDERLINE
• Body Paragraphs
• TOPIC SENTENCES
• SPECIFIC FACTS
• ANALYSIS/WRAP UP

3. Antebellum Compromise / Senate vote

4. 2005 DBQ

• Analyze Answer
• Categories
• Analyze Docs
• Historical Context (what event(s) is it related to)
• Intended Audience
• Purpose
• POV

• Thesis

HW - Chapter 14 Reading Assignment 

 

Agenda for 12/1

1. Review MC from Unit II Test

2. Manifest Destiny/Westward Expansion PPT

• Complete "Enlarging the Nation State" handout

3. Slavery in the US - Attempts at, and the failure of, compromise.

4. Senate Debate Assignment

• Assign roles - state/senators
• Begin work on position paper

HW - Complete "position paper" for the Senate Debate Assignment

• One paragraph per "issue"
• Each "issue paragraph" should explain essential details of the issue (explain what the issue was, using specific historical detail), and then explain your state's/senator's position (how he would vote and why) on that issue.
• Typed, size 12, submitted to eBackpack 
• Quiz grade