Using the bolded terms in chapter 1 explain how American Foreign Policy changes from a Policy of Isolation to involvement in World War I. 

Create a Timeline

 

 

 

 

 

 

 

 

 

 

 

Civil War to Civil Rights

 

The Amistad is the hook to our next unit on Civil War to Civil Rights.  Below is the general outline of our study:

1.  To Be a Slave

2.  How we got to the Civil War (Politics, abolition, and slavery extension)

3.  Emancipation and the 13th Amendment

4.  Reconstruction

5.  Jim Crow South

6.  Eye on the Prize- The Civil Rights Movement

 

Emancipation and the 13th Amendment

 

Driving Quesiton:

How has Lincoln evolved around the issue of Emanicpating from his First Inaugural Address to his Second Inaugural address? 

 

Read the following primary sources (First Inaugural Address, Gettyburg Address, Emancipation Proclamation, and Second Inaugural Address) and watch 4 short video segments to discover the story you would tell as a historian to debunk the myth that Lincoln was always for getting rid of the institution of slavery.  Your historical account will include the following.

 

1st- Context of the state of the country at the time of Lincoln first taking office.

2nd- Evidence such as qoutes you can use to support your historical account. Use Lincoln's own words!

3rd-Conclusion- Did the times define Lincoln or did Lincoln define the times?  Support your answer with evidence!

 

 

 

 

 

 

 A Short History of Slavery in America   

Assignment Description:  Using Julius Lester's To Be a Slave and the following website: The Atlantic Slave Trade and Slave Life in the Americas create a narrative (as a historian) that you feel justly explains slavery in America in the early 1800's to after Emancipation.  You are encouraged to write the narrative using your own words AND short passages/qoutes from the reading and pairing those words with the pictures you have found.  BE SURE THAT YOU CAREFULLY SITE THE WORKS/WORDS OF OTHERS!  

 

This will be done in you folders on a new page titled: A Short History of Slavery in America

If someone feels like that they need or want extra credit they can create a photostory or other digital story to be saved and accessed via your folder on this wiki.

 

Helpful suggestion:  

1. Read and skim To Be A Slave  and find passage/qoutes that speak out to you.

2. Then go to the website and select your pictures that you would like to use to tell your narrative of history. 

3. Make sure that your introduction is in your own words and your balance your words carefully with the support of the qoutes/passages that you have found.  Then write your conclusion!  What about this part of American history is significant to who we are today and were we as a people need to be? 

Slave Narrative-Rubric.doc

 

 

How we got to the Civil War (Politics, abolition, and slavery extension).

(Note: Quiz on this section will be given next week, tenatively on 2/18/09.)

1.  The Compromise of 1820 and 1850: 

Blank map of the Missouri Compromise-  Print, color and label the map: Free States, Free Territory,

Slave States, Slave Territory, Unorganized Territory.  Then explain in your own words the Missouri Compromise. 

 

Blank map of the U.S. in 1850 - Print, color and label the map in terms of the changes from the map of the Missouri Compromise.  Use the information below to label and color your map.

 

Maine became a state in 1820. Missouri became a state in 1821. For the next 15 years no states entered the Union. From 1836 to 1850 six states were admitted:

Arkansas	1836	slave
Michigan	1837	free
Florida	1845	slave
Texas	1845	slave
Iowa	1846	free
Wisconsin	1848	free

In 1850 California asked to be admitted to the Union. The Missouri Compromise had cut California in half. Congressmen argued over whether California should enter the war as a free or slave state.

 

Henry Clay, the man who worked out the Missouri Compromise, came out of retirement to try to work out another compromise. The new agreement was called the Compromise of 1850. In this compromise Northern California entered the Union as a free state.

 

The Compromise of 1850 added some new laws. Buying and selling slaves in Washington, D.C. was outlawed. The people living in Washington, D.C. could still own slaves, but could not buy or sell new ones. In the South the land received from Mexico was broken up into two states, New Mexico and Utah. In these states the settlers could decide for themselves whether they wanted slavery or not.

 

The South got a new law called the Fugitive Slave Law which said that any slaves escaping from the south to freedom in the north should be returned to their masters. Bounty hunters received a bounty for each slave they returned. Some free black people were captured by bounty hunters and sold as slaves. Any person who did not help a bounty hunter could be punished under the law.

 

Abolitionist

Essential Terms and People:

• Fugitive Slave Act of 1850 : a federal law requiring state and city authorities, as well as ordinary citizens, to assist in the capture and return of enslaved persons who were runaways.
• Underground Railroad : a well-organized series of routes and stopovers (stations) leading north to Canada for runaways.
• Harriet Beecher Stowe : author of Uncle Tom's Cabin , a worldwide best-selling book which highlighted the evils of slavery.
•  

Directions: Visit the following websites and write a historical narrative (accompanied with visuals) of the abolitionist movement prior to the Civil War. Be sure to cite your sources that you use to help you with your historic narrative on abolition prior to the Civil War.

 

Abolition- Read and take notes on the background and history of abolition.

Abolition in America

Underground Railroad -Visit this website and read and follow the prompts as if you were a slave.

History of the Underground Railroad- The Fugitive Slave Act - Read the paragraph.

The Fugitive Slave Bill of 1850 - Click on posters from this era.

Slavery in America - Read the map and click on the Slave Insurrections and Slavery and Abolition States

 

 

 

 

 

 

Illustration of the Amistad Mutiny publishe in 1839

 

 

The AMISTAD was a Spanish schooner used in the Atlantic slave trade.  The film presents a graphic depiction of the despicable conditions under which Africans were held captive and sold into slavery.  As you view the film you will learn about the slave revolt on board the Amistad and the subsequent trials that led all the way to the United States Supreme Court. 

'All We Want is Make Us Free!'

   

ASSIGNMENT:

1. Create a timeline, complete with illustrations, offering background information leading to the first hearing (August 29, 1839) and tracing the journey of the Amistad case through the American legal system to its final dispensation (the distribution or giving out of something). Your timeline will illustrate the events of the AMISTAD revolt.  You will analyze the central conflict as this drama unfolds, themes that underlie the events as well as people and places involved in the case.

 

Your timeline will be evaluated using the rubric.

 

2. You will use a BLOG to express your views on the question, "Which is more valuable, human rights or property rights?"

 

Resources for your timeline- Click here

 

How to create a BLOG

We will be using Blogger for our weblogs it is owned by Google so you will have to set up a Google account if you don't already have one.

 

Steps:

1. First step is to go to Blogger.com

2. Once you are on this page you have the option of signing in using your Google account or starting from scratch and creating your blog (click on the orange arrow that says CREATE YOUR BLOG NOW)

3. This page will bring you to the Create a Google account page. It is self-explanatory.

4. The next step is to name your blog. It is very important that you follow the naming conventions I give you below

• Your blog title should be your first and last name.   (Example: Mary Smith)

• The blog address should be your first and last name followed by 01, with no spaces (Example: marysmith01)

5. The next step is selecting a template. Don't pick one that is too wild...some are harder to read than others.

6. You are now ready to start blogging, but first you must email me with you blog address so I can add you to the class website. berthiaj@harwood.org

 

7. To post to your blog click on the New Post in the upper right corner.

• The Title should be "Amistad”.

8. Now you are ready to type your journal or reflection in the box below. The editor works just like word processor. When you are finished remember to click publish post at the bottom of the page.

 

 

 

 

 

Welcome to U.S. History! 

Click here for course syllabus:  U.S. History Syllabus 08-09.doc

======================================================================================

3 Branches of the U.S. Government

Separation of powers under Articles I, II, and III

LEGISLATIVE makes laws	EXECUTIVE carries out laws	JUDICIAL explains laws
CONGRESS must meet at least one time each year Senate --100 senators --2 senators from each state --term:  6 years Qualifications --at least 30 years old --citizen for 9 years Presiding officer --the Vice president, or --an elected President pro tempore  House of Representatives --435 representatives --435 representatives are divided among the 50 states.  States with larger population get more representatives. --term: 2 years Qualifications --at least 25 years old --citizen for 7 years Presiding officer Speaker of the House	President  and Vice president --elected by the Electoral College who are elected by the people at the November general election --a person can be elected president only two times --term:  4 years Qualifications --at least 35 years old --a native-born citizen --lived n the U.S. for 14 years before the election Cabinet --14 cabinet departments  --14 cabinet officers --appointed by the President but must be approved by the Senate --term: determined by President. Serve as long as the President wants them --meet whenever the President wants	Supreme Court -- 9 justices --serve for life unless impeached --appointed by the President  but must be approved by the Senate Circuit Court of Appeals 12 courts throughout the U.S.  --serve for life unless impeached --appointed by the President  but must be approved by the Senate District Courts 91 trial courts throughout the U.S. --serve for life unless impeached --appointed by the President  but must be approved by the Senate

 

Take a Quiz on the U.S. Constitution

OR

Play a Game!

 

We the People…

An understanding of the U.S. Constitution is vital to our ability to participate in our republic and to be a participant in our democratic society.  Knowing your rights and how YOUR government works is key to protecting your rights and the rights of others.  This document is one of the most famous in the world and is modeled and admired by many freedom-seeking people across this earth. 

Using the following documents complete the following tasks.  Ultimately, the last assignment will be your mid-term exam.  ALL ASSIGNMENTS SHOULD BE A NEW PAGE IN YOUR DIGITAL TEXTBOOK FOLDER and clearly labeled as numbered below.

 

1.  Separation of Powers- FEDERAL GOVERNMENT

Read the handout entitled Separation of Powers.  Create an illustration (1 sheet of white paper) for the following:

a. Three branches of government: provide a picture (clip art, etc.) that you associate with each branch.  Each picture must be a reminder (mnemonic device) to help you remember the role and function of each branch. 

         In addition, please find and label pictures of:

          • the President and Vice-President (future or present) for the executive branch

          • your House of Representative member and Senators

          • and the Supreme Court Justices

b. Checks and Balances:  Create a model of how checks and balances work.  Be sure to explain the model.

 

2.  Federalism

Read the handout entitled Federalism and Exclusive Powers of National Government and State Government.  Explain at least two ways you see that there might be potential conflict between the Federal Government and State government.  Be sure to explain specifically how you see it as a potential conflict. 

 

3.  Major Principles of the Constitution

Define the following terms on the handout entitled Major Principles of the Constitution. 

 

4.  Bill of Rights

List and give an example TODAY that illustrates/shows each right that makes up the Bill of Rights.

 

5.  Federalist vs. Anti-Federalist

MID-TERM EXAM

Read the handout Jeffersonians and Hamiltonians (Anti-Federalist and Federalist) and the list of Past and Present Issues.  Create a digital story that highlights the points of view (fears) shared by Jefferson (and company) and Hamiliton (and company).  Select one issue in the past and one in the future to illustrate the concerns about the U.S. Constitution.  Remember there are two sides to every concern!

 

PAST ISSUES:

Although they may not grab the headlines anymore, these issues have challenged the nation in the past to redefine itself in some way, and have been solved in some way. In some cases, their effects can still be seen today. 

 

Affirmative Action-- Should minorities receive special entitlements to offset past bias?  Or is it just discrimination in the opposite direction?

 

Incorporation-- This doctorine made the states accountable to the Bill of Rights, like the Federal Government.

 

Judicial Review-- Supreme Court Chief Justice John Marshall was instrumental in establishing this power of the Supreme Court.

 

Presidential Powers-- Because they're not well-defined in the Constitution, there has always been a question as to the powers of the Executive branch.

 

Prohibition-- Through it may seem silly or downright ludicrous today, at one time it was thought that banning alcoholic beverages would improve society.  Wait a minute...

 

Slavery-- The issue that sparked the bloody Civil War.  Its after-effercts lasted for decades and had a profound impact on the course of the United States history.

 

Term Limits--How long should the President serve for?  The Twenty-second Amendment solved this problem, but it is still debated today.

 

Voting--Originally in this nation, only white, landowning men could vote.  The path to universal voting rights has been long and hard.

 

Present Issues

These issues are ones that have not really been solved yet by any government measure.  Although some, like abortion, have gotten attention, public opinion varies widely. 

 

Abortion-- One of the most controversial issues, abortion can be seen from numerous (legal, ethical, religious) viewpoints.

 

Affirmative Action-- A level playing field is needed to let minorities be on equal footing with the rest of society.  True or false?

 

Capital Punishment-- The Death Penalty has always been a sticky subject - find out why.

 

Regulation of Cyberspace-- Should we limit what people can access on the internet, the communications medium you're using right now?

 

Gay Rights & Marriage-- Recently the question of gay marriages has surfaced.  The way America sees gay relationships is a pressing issue.

 

Illegal Immigrants-- Currentyly, any woman who bears a child on U.S. soil is entitled to welfare benefits, and her baby to health care and education.  You be the judge.

 

National Language-- Ebonics was a really hot topic in the first half of 1997, and its controversy affected the entire nation.

 

Victim's Rights-- Are laws like Megan's law wrong, even unconstitutional?  Or should we be protecting victims and potential victims from criminal offenders?

 

(ERA) Equal Rights Amendment?  Equality for men and women in the workplace, pay, etc.?

 

 

END OF UNIT ON U.S. CONSTITUTION and the Creation of the American Democracy!

=================================================================================

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Directions:

For the remainder of quarter 1 and into quarter 2 we will focus on the theme of Creation of American Democracy.  We will use a digital history textbook instead of a traditional textbook.  This digital textbook will be found and linked from this website (wiki) and will provide us with the core of our history.  From our collective work we will paint a picture of our understanding through this narrative.

 

1.  Your job is to supplement this digital history by hyperlinking texts such as: concepts, important terms, terms that are unfamiliar to you, historical figures, etc.  When you do be sure to give yourself credit for your contribution by giving your name AND a brief annotation of your link or contribution to our digital textbook.  If you find a maps, illustrations, film clips, charts, pictures, protraits, etc.  annotations will be in the form of a caption to that image that you have included and of course your name.

2.  Find primary sources:

• ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records 
• CREATIVE WORKS: Poetry, drama, novels, music, art 
• RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

    AND secondary sources:

• PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias                                         Examples of secondary sources include:
  • A journal/magazine article which interprets or reviews previous findings 
  • A history textbook 
  • A book about the effects of WWI

Link these sources you have discovered in such a way that will enrich our digital textbook.  BE CAREFUL... if you include a primary source be sure you have read it and understand it's value before linking it.  Interpret sources you have found and establish hyperlinks for important terms (and terms we may not know).  In supplementing the readings in this way we will begin to own and understand the a narrative about our history and its contribution to the American identity today.

Our National Archives as wonderful sources for you to use.  Visit: http://www.digitalvaults.org/

 

Rubric   Contribution  to Digital Textbook	Significant to our understanding	Somewhat important to our understanding	Trivial to  our understanding
Student's               contribution         helps further        understanding of history.	Wow!  This student's contribution enriched our understanding of the text.  His/her findings represent nuances and discoveries that took time and effort to find.  Furthermore, this student has become a slueth in finding historical connections and adds depth to our learning.	Student found connections and sources that helped him/her understanding of the text.  The findings certainly enrich the text, but might not promote the making deeper connections.	Student's findings do not help further big picture thinking about the text and therefore our history. Student maybe struggling to identify and find supplementary material that contributes well to making the subject come alive.

 

Table of contents of digital history textbook: (Click on each chapter listed below.  More will be added as we move along!)

Colonization: Here, you will learn about the economic, religious, and social developments that led Europeans to colonize new lands; the differences between Spanish, French, and English colonization; and the difficulties they encountered as a result of the varied climates and topographies.

English Colonization Begins

Founding of New England

The Puritans

The Puritan Idea of the Covenant 

Regional Contrast

The Salem Witch Scare

Stuggles for Power in Colonial America

Patterns of Change 1700-1775 In this chapter you will learn about England’s efforts to create an empire based on mercantilist principles and the conflicts that these efforts to assert control produce. You will also learn about the forces that transformed colonial life, including an expanding population, economic stratification, the Enlightenment, and the Great Awakening.

The Emergence of New Ideas about Personal Liberties and Constitutional Rights

The Great Awakening

The Seven Years’ War

The Road to Revolution

What American's Don't Know about the Constitution

The Convention

Republicanism

Articles of Confederation

Drafting the Constitution

U.S. Constitution

Organization of Our National Government

Constitution and Slavery

Federalist and Anti-Federalist

Bill of Rights

Example of a digital story (Mid-term exam)

Motivations for English Colonization

Reading 1:

There is no commonwealth at this day in Europe, where in there is not a great store of poor people, and those necessarily to be relieved by the wealthier sort, which otherwise would starve and come to utter confusion. With us the poor is commonly divided into three sorts, so that some are poor by impotencies, as the fatherless child, the aged, the blind and lame, and the diseased person that is judged to be incurable: the second are poor by casualty, as the wounded soldier, the decayed householder, and the sick person visited with grievous and painful diseases: the third consisteth of the thriftless poor, as the rioter that hath consumed all, the vagabond that will abide no where...and finally the rogue and strumpet....

For the first two sorts...which are the true poor in deed, and for whom the word doth bind us to make some daily provision: there is order taken through out every parish in the realm, that weekly collection shall be made for their help and sustentation....The third sort...are often corrected with sharp execution, and the whip of justice abroad....

Some also do grudge at the great increase of people in these days, thinking a necessary brood of cattle far better than a superfluous augmentation of mankind.

William Harrison, 1586

Reading 2:

We, for all the statutes that hitherto can be devised...cannot deliver our commonwealth from multitudes of loiterers and idle vagabonds. Truth it is, that through our long peace and seldom sickness...wee are growing more populous than ever heretofore; so that now there are...so many, that they can hardly live one by another....and often fall to pilfering and thieving and other lewdness....These petty thieves might be condemned for certain years in the western parties....in sawing and felling of timber...in the burning of the fires and pine trees to make pitch, tar, rosen, and soap ashes; in beating and working of hemp for cordage; and in the more southern parts, in setting them to work in mines....in planting of sugar canes...in dressing of vines....

This enterprise may stay the Spanish King from flowing over all the face of that land of America....How easy a matter may it be to this realm, swarming at this day with valiant youths, to abate the pride of Spain and of the support of the great Antichrist of Rome....

Richard Hakluyt, 1584

Reading 3:

1. It will be a service to the church of great consequence to carry the gospel into those parts of the world...to raise a bulwark against the kingdom of AnteChrist which the Jesuites labor to rear up in those parts.

2. All other churches of Europe are brought to desolation and sins for which the Lord begins already to frown upon us and to cut us short, do threaten evil times to be coming upon us and who knows, but that God hath provided this place to be a refuge for many whom he means to save out of

the general calamity....

3. This land grows weary of her inhabitants...masters are forced by authority to entertain servants, parents to maintain their own children, all towns complain of the burden of their poor....

6. The fountains of learning and religion are so corrupted as...most children...are perverted, corrupted, and utterly overthrown by the multitude of evil examples....

John Winthrop, first government of Massachusetts Bay Colony, 1629

1. Why were the English interested in overseas colonizations?

2. What do these quotations indicate about English attitudes toward the poor?

---

England on the Eve of Colonization

Population in 1600: 3 million

Real Wages in England, 1500-1700
Year	Pounds Sterling
1500	100
1550	50
1600	40
1650	38
1700	55

Mortality, London, 1604-1661
Age	Number of Survivors
0	100
6	64
16	40
26	25
36	16
46	10
56	6
66	3
76	1
80	0

1. How does the size of the English population in 1600 compare to the size of the English population today?

2. Did real wages in England rise or decline between 1500 and 1700?

3. How high was the death rate in England around 1600? At what ages did the largest number of Englishmen die? What might have been some of the social implications of this high death rate?