Room orientation.
Bring a 3-ring binder with lined
paper for class and a pen to class every day. Keep textbooks in lockers.
Log assignments and collection.
Save paper- do multiple logs on each page, enter number, title and date for
each entry. All logs must be completed before the next day the class meets,
unless there is a different due date.
Log 1.1 Getting to know each other,
Wilson Way and thinking about history
2 Truths and a Lie- about 3 eras of
your life history
Class will try to guess and write
what is true about each student
How can we tell the difference
between lies and truths in history?
How do historians understand and
write history?
Assignment Log
Letter to Mr. Nam due 9/1 (or
end of period)
Log
1.1 Two Truths and a Lie
Log 1.2 Classmates
History Intro and Survey
Also tell me about what you think about studying U.S. History and social studies. What historical, social, political, economic, or cultural issues or topics have interested you before? What did you not like about studying history and social studies before? What should we get out of studying US History? (Be specific and honest.) http://namushistory.blogspot.com
9/1 Welcome to US History with Mr. Nam. You can
sit anywhere for now. We’ll have a seating chart next week.
Please read this agenda daily.
This agenda and assignment can be viewed here http://namushistory.blogspot.com
Turn in letters into box, if you haven’t already
turned them in. Binders, assignment log sheets, textbooks
Review syllabus, class procedures, using effective supporting details
https://www.dropbox.com/s/o6o2fo63l5xmh0w/SYLLABUS2UNITED%20STATES%20HISTORY.doc?dl=0
Sources for history? Primary vs. Secondary sources
Social history
Foundations of U.S. History- Did
Columbus discover America? Is Columbus a part of US History? Should he be
celebrated?
https://news.google.com/newspapers?nid=1129&dat=19730923&id=Z9paAAAAIBAJ&sjid=AG0DAAAAIBAJ&pg=3755,3251883&hl=en
Purpose of Columbus’s journey https://theageofdiscovery.wikispaces.com/The+World+before+1492 http://www.fasttrackteaching.com/ftap/map1trade.html
Theodore De Bry's Illustrations for Bartolome de Las Casas's Short Account of the Destruction of the Indies, 1542 http://www.lehigh.edu/~ejg1/doc/lascasas/casas.htm http://www.columbia.edu/~daviss/work/files/presentations/casshort/
Assignment Log
Letter to Mr. Nam due 9/1 (or
end of period)https://news.google.com/newspapers?nid=1129&dat=19730923&id=Z9paAAAAIBAJ&sjid=AG0DAAAAIBAJ&pg=3755,3251883&hl=en
Purpose of Columbus’s journey https://theageofdiscovery.wikispaces.com/The+World+before+1492 http://www.fasttrackteaching.com/ftap/map1trade.html
Theodore De Bry's Illustrations for Bartolome de Las Casas's Short Account of the Destruction of the Indies, 1542 http://www.lehigh.edu/~ejg1/doc/lascasas/casas.htm http://www.columbia.edu/~daviss/work/files/presentations/casshort/
Assignment Log
Log 1.1 Two Truths and a Lie
Log 1.2 Classmates
Bring Textbooks Tu 9/6 (next class)
Syllabus signatures
9/6 Read this agenda daily. This
agenda and assignment can be viewed here http://namushistory.blogspot.com
Need
Textbooks Today, seating charts next week
Historical evidence and historical interpretation- Read p. 6-11 in
textbook
Historiography: the writing of history based on the critical
examination of sources, the selection of particulars from the authentic
materials, and the synthesis of particulars into a narrative that will stand
the test of critical methods
1 Explain the idea that history
is an argument.
2 How is this exemplified in
stories of Columbus?
3 What’s the difference between
having a distinct point of view and a bias?
http://www.loc.gov/teachers/usingprimarysources/ http://money.cnn.com/2013/08/26/technology/social/facebook-credit-score/
Was what Columbus did 500 years
ago acceptable, because people didn’t know any better?
http://www.merriam-webster.com/dictionary/presentism http://www.history.com/topics/exploration/columbus-controversy
Another perspective- primary
source- Montesinos speaks out (from Bartolome de Las Casas’s history) https://docs.google.com/viewer?a=v&pid=sites&srcid=ZXJhd2FycmlvcnMub3JnfGxlZXBlcnxneDo2MTQwODMzZmQzMmYwNjI3
Write a response from Montesinos’s
perspective.
Assignment Log
Letter to Mr. Nam due 9/1 (or
end of period)
Log
1.1 Two Truths and a Lie
Log 1.2 Classmates
Syllabus signatures
Log
1.3 historical interpretation
Log
1.4 Montesinos
Remembering September 11th and the other 911 in Chile (omitted from txtbk) http://www.cnn.com/2013/07/27/us/september-11th-hijackers-fast-facts/
Ken Loach documentary http://www.dailymotion.com/video/x415e_ken-loach-september-11_shortfilms
http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB8/nsaebb8i.htm http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB470/ http://www2.gwu.edu/~nsarchiv/NSAEBB/NSAEBB437/ http://www.forbes.com/sites/jameshenry/2011/09/10/the-other-september-11/ https://consortiumnews.com/2013/06/06/hitlers-shadow-reaches-toward-today/
http://www.democracynow.org/2013/9/10/the_pinochet_file_how_us_politicians_banks_corporations_aided_chilean_coup_dictatorship
This was Sept 11, 1973 with US backed coup in Chile where military trained by the School of Assassins in Georgia raped women with rats- [For women, it was an especially violent experience. The commission reports that nearly every female prisoner was the victim of repeated rape. The perpetration of this crime took many forms, from military men raping women themselves to the use of foreign objects on victims. Numerous women (and men) report spiders or live rats being implanted into their orifices. One woman wrote, “I was raped and sexually assaulted with trained dogs and with live rats. They forced me to have sex with my father and brother who were also detained. I also had to
listen to my father and brother being tortured.” Her experiences were mirrored by those of many other women who told their stories to the commission.]
Reflection- What do you think about this omitted history? How does this make you feel? Questions? Explain.
http://mobile.reuters.com/article/idUSKCN0RA2RM20150911 http://www.mintpressnews.com/classified-evidence-us-soldiers-raped-boys-in-front-of-their-mothers/200160/
Victor Jara- Chilean military (trained by US taxpayer in Ft. Benning) killed and tortured Chileans, broke Victor Jara's hands and shot him with 44 bullets. killed for his music https://www.youtube.com/watch?v=KuFMoWV1cns http://en.wikipedia.org/wiki/V%C3%ADctor_Jara http://en.wikipedia.org/wiki/Mothers_of_the_Disappeared
The Clash – Washington Bullets http://www.youtube.com/watch?v=jZA300yj0WM http://en.wikipedia.org/wiki/Washington_Bullets_%28song%29
What were the Americas before Who were the original Americans? http://www.vox.com/2015/2/17/7917165/maps-that-explain-america
http://www.smithsonianmag.com/history/ancient-pyramids-around-the-world-10343335/?no-ist http://news.nationalgeographic.com/news/2014/03/140307-cahokia-native-american-archaeology-mississippian/
http://www.livescience.com/27853-who-invented-zero.html https://www.theguardian.com/cities/2016/mar/21/story-of-cities-6-potosi-bolivia-peru-inca-first-city-capitalism
http://www.theatlantic.com/magazine/archive/2002/03/1491/302445/ http://indiancountrytodaymedianetwork.com/2014/06/30/10-foods-natives-had-europeans-155555
Assignment LogLetter to Mr. Nam due 9/1 (or end of period)
Log 1.1 Two Truths and a Lie
Log 1.2 Classmates
Syllabus signatures
Log 1.3 historical interpretation
Log 1.4 Montesinos
Log 1.5 reflections on 911
9/12 Roots of US/English history http://www.vox.com/2015/2/17/7917165/maps-that-explain-america
Review English/American colonial
history- origins of US, from colony to country- what was the purpose of the
first colonies? Myths of founding vs Facts: The different early English colonies – who came to Jamestown and Plymouth and for what reasons?
http://www.teachingushistory.org/lessons/col_his_bg_notes.html http://www.learnnc.org/lp/editions/nchist-colonial/2029 http://www.maps.com/ref_map.aspx?pid=11319
http://education-portal.com/academy/lesson/jamestown-settlement-virginias-failed-colony.html#lesson http://mayflowerhistory.com/mayflower-passenger-list/ http://www.virtualjamestown.org/census_main.html
http://www.newsweek.com/whats-difference-between-pilgrim-and-puritan-397974
Review of English and US History- notes
1585 Roanoke did not survive (N. Carolina)
1607 Jamestown, Va. (Virginia Company)
1620 Plymouth, Mass. (Pilgrims -Puritan)
1775 Revolutionary War
1776 Declaration of Independence adopted - USA
1781 End of war and Articles of Confederation ratified
1783 Treaty of Paris
1786/1787 Shays Rebellion
1787 Philadelphia Convention- Constitution
What is the Declaration of
Independence? The US Constitution? http://www.archives.gov/exhibits/charters/declaration_transcript.html
American Ideals from the
Declaration (p15-20 in text) - Contradictions? Important? http://historymatters.gmu.edu/d/6445/Summarize in your own words: equality, rights, liberty, opportunity and democracy; survey on ideals
http://www.alternet.org/story/154587/1_in_3_black_men_go_to_prison_the_10_most_disturbing_facts_about_racial_inequality_in_the__u.s._criminal_justice_system http://www.wweek.com/news/2016/09/05/wages-are-up-in-portland-for-white-people/ http://curiosityclub.handeyesupply.com/new-events/2016/4/5/christian-kaylor-workforce-economist-oregon-employment-department
Grades on logs and using accurate and relevant supporting details in your writing, v+, v, v-
What is the constitution and why does it matter? How do different groups have different perspectives on the US government?
Role play prep on the 1787 Philadelphia Convention - Multiple proposals for constitution
Read and highlight roles, answer questions from role perspective in first person.
What is important for the country now? Being true to ideals? Which? The economy?
Different perspective on Shays rebellion
Assignment Log
Letter to Mr. Nam due 9/1 (or end of period)
Log 1.1 Two Truths and a Lie
Log 1.2 Classmates
Log 1.3 historical interpretation
Log 1.4 Montesinos
Log 1.5 reflections on 911
Early Chronology of US
Log 1.6 Ideals survey
Log 2.1 Role questions
Turn in late logs – with self
grade on each log, v+/- and first and last name and period number, keep your
log sheet
How do different groups have
different designs for government?
Role play on the 1787
Philadelphia Convention - Multiple proposals for constitution
Different perspective on Shays rebellion- Enslaved African Americans, Workers, Farmers, Bankers/merchants, Plantation owners
Different perspective on Shays rebellion- Enslaved African Americans, Workers, Farmers, Bankers/merchants, Plantation owners
Federalism- US govt. vs.
state legislature https://jbapgovt.wikispaces.com/file/view/dualfederalism.jpg/85574955/612x460/dualfederalism.jpg
Bonds- IOUs from the US
govt.; Money and debt – paper money, inflation/deflation
What is important for the country now? Being true to
ideals? Which? The economy?
Discuss role and burning
issues with your group- come up with best
arguments and detailed support, each needs to write after group discussion
http://drpop.org/banking-on-slavery/ http://www.pri.org/stories/2016-08-26/slave-trade-roots-us-private-prisons http://plsonline.eku.edu/insidelook/brief-history-slavery-and-origins-american-policing
Negotiate realistically to build
a majority for your ideas
Prepare speeches- explain your
group, experiences and positions on burning issues with reasons
Speeches- ideas/content,
organization, language, DELIVERY
Make final changes to your
positions and arguments
Debate/respond to other groups
speeches and arguments
Assignment Log
Early Chronology of US
Log 2.1 Role questions
Log 2.2 Burning Issues (as a group)
Log 2.3 speech outline/notes on negotiations
Bring Textbooks Fri
1787 constitutional convention- secret meeting; no bill of rights originally (but amended)
What is best for the new United States? Being true to ideals in Declaration? Economy?
Debate/respond to other groups speeches and arguments
Who was able to shape the constitution?
Enslaved African Americans, Workers, Farmers, Bankers/merchants, Plantation owners – who were allies or opponents?
Also see textbook pg 66-67 to see how they how the founding fathers are described.
HW - Comparing constitutions, use notes from 2.4 for class constitution with 3 out of 5 groups for any burning issue, representing the class constitution - why isn’t the word slavery used?
Early Chronology of US
Log 2.1 Role questions
Log 2.2 Burning Issues (as a group)
Log 2.3 speech outline/notes on negotiations
Log 2.4 Class constitution notes
HW Log 2.5 Comparing constitutions due Tues USE textbook pg. 808-818
Bring books on Tuesday
9/20 Please read this agenda
daily. Make sure you turn in late work and check w/me after absence http://namushistory.blogspot.com
Bring books What should be the purpose of a government and constitution?
What kind of constitution and design for a new nation and government did the “founding fathers” create? http://www.historyisaweapon.com/defcon1/zinnkin5.html
Review HW: Compare with real constitution- textbook pg. 808, why isn’t the word slavery used?
1787 constitutional convention- secret meeting; no bill of rights originally (but amended)
Relevance of the 13th Amendment today https://theintercept.com/2016/09/16/the-largest-prison-strike-in-u-s-history-enters-its-second-week/
http://koin.com/2016/09/09/protesters-snarl-traffic-block-max-lines-in-portland/ https://mic.com/articles/88461/a-modern-day-slave-plantation-exists-and-it-s-thriving-in-the-heart-of-america#.SxnDGlFdX http://www.yesmagazine.org/peace-justice/video-a-brief-history-of-the-mass-incarceration-of-black-americans-20150918
Who were the “Founding Fathers?”- http://www.rethinkingschools.org/static/publication/roc2/sla2roc2.pdf
Also see textbook pg 66-67 to see how they how the founding fathers are described.
How might economic interests of founding fathers influence their writing the constitution? How well might they represent the concerns of most Americans on slavery, debts, bonds, voting, etc.?
What are the biggest causes of social conflicts throughout history? Include some examples.
Assignment Log
Early Chronology of US
Log 2.1 Role questions
Log 2.2 Burning Issues (as a group)
Log 2.3 speech outline/notes on negotiations
Log 2.4 Class constitution notes
HW Log 2.5 Comparing constitutions due Mon. USE textbook pg. 808-818
Log 2.6 “founding fathers”
Log 2.7 Cause of factional conflicts?
9/22 Please read this agenda daily. http://namushistory.blogspot.com (on top of your log sheet too)
New students and if you’ve
been absent-check in with me during tutor time
What are the important causes of social conflicts
throughout history? Include some examples.
What should be the purpose of a
government and constitution?
What kind of constitution and
design for a new nation and government did the “founding fathers” create? Federalist
Papers- design for the constitution and the US as a large
federal republic
Answer
the questions in your own words with detailed support. http://civics.sites.unc.edu/files/2013/05/WhoseMorePerfectUnion10.pdf
Federalist
and anti-federalist debates on ratifying the constitution
Did you agree with Madison’s
ideas about govt. as federal republic with strong central govt. over a large
territory?
Do self grade and turn in
Logs 2.1-2.8
Assignment Log
Early Chronology of US
Log 2.1 Role questions
Log 2.2 Burning Issues (as a
group)
Log 2.3 speech outline/notes
on negotiations
Log 2.4 Class constitution
notes
HW Log 2.5 Comparing
constitutions due Mon. USE textbook pg. 808-818
Log 2.6 “founding fathers”
Log
2.7 Cause of factional conflicts?
Log 2.8 Federalist Papers Questions
Review Federalist Papers and Madison’s ideas about govt. Did you agree with Madison’s ideas about govt. as federal republic with strong central govt. over a large territory?
On democracy and voting? Inequality and class conflicts today? http://www.bbc.com/news/blogs-echochambers-27074746 https://represent.us/action/theproblem-4/ http://www.nytimes.com/2016/09/22/opinion/campaign-stops/the-divided-states-of-america.html?_r=0
Factional conflicts today? Black lives matter and examples of racism today http://www.vox.com/2015/4/30/8520305/systemic-racism-video
National anthem: considering the historical context, what do you think of the protest?
https://theintercept.com/2016/08/28/colin-kaepernick-is-righter-than-you-know-the-national-anthem-is-a-celebration-of-slavery/ http://www.theroot.com/articles/history/2016/07/star-spangled-bigotry-the-hidden-racist-history-of-the-national-anthem/
Wilson was a key figure in promoting it- “Throughout the 19th century, “The Star-Spangled Banner” was regarded as the national anthem by most branches of the U.S. armed forces and other groups, but it was not until 1916, and the signing of an executive order by President Woodrow Wilson, that it was formally designated as such. In March 1931, Congress passed an act confirming Wilson’s presidential order, and on March 3 President Hoover signed it into law.” http://www.history.com/this-day-in-history/the-star-spangled-banner-becomes-official
https://s-media-cache-ak0.pinimg.com/564x/81/7b/7c/817b7cb998ce1eb3606d6a0fa30b2797.jpg
Portfolios- Review old logs and Using Supporting Details. Keep all graded and returned work in your portfolio. You will use this for self-evaluations.
Westward expansion- How did the US extend its territory? http://www.globalpolicy.org/component/content/article/155/26004.html
Shrinking Indians Lands- explain how the borders of US territory and Native American lands changed from 1790-1890.
http://books.google.com/books?id=nRuTGkz-zTsC&pg=PA155&lpg=PA155&dq=%22shrinking+indian+lands%22&source=bl&ots=9jhSKVzoaU&sig=3Op0yCj_0qleQhsZxvCgulLc7eM&hl=en&sa=X&ei=yqMtVIWfCJHYoATEjIGADg&ved=0CCoQ6AEwAg#v=onepage&q=%22shrinking%20indian%20lands%22&f=false
http://www.vox.com/2015/5/27/8618261/america-maps-truths
Assignment Log
Log 3.1 National anthem
Log 3.2 Western Expansion
9/28 Turn
in late work Read agenda daily. http://namushistory.blogspot.com (on top of your log sheet too)
History and Social history-- Personal timeline assignment with primary sources http://libraries.iub.edu/identifying-primary-and-secondary-sources-0
Like detectives, historians construct timelines/chronologies and stories from historical evidence and artifacts, by selecting and interpreting primary source evidence and making claims about their meaning.
Through this process we try to understand change over time, links between events, and cause-effect.
To develop a good understanding, we need to examine multiple pieces of evidence and multiple points of view.
Personal historical timeline assignment- evidence, chronology, interpretation/description
Student leadership- Classroom Chief Officer, CCO to assist in reviewing and amending class rules, using passes, cell phones, absences, tardies, etc.
Treaties, sovereignty and jurisdiction - reading and questions
why was our class treaty not legitimate?
https://intercontinentalcry.org/a-sovereign-nation-stands-tall/
http://www.dailymail.co.uk/news/article-2902380/Story-Native-American-dispossession-told-unforgettable-new-visualizations.html
Assignment Log
Log 3.1 National anthem
Log 3.2 Western Expansion
HW Timeline project due 10/6
Log 3.3 Treaties
Primary Sources in History
As we have discussed, primary sources are documents,
writings, artifacts, pictures, charts or maps from a specific historical
period or figure. Secondary sources tend
to be about a specific historical period, event or persons and are
interpretations of primary evidence.
Primary sources provide us with archaeological or historical evidence
about events and people.
Social history is the story of real people and their
relationship to society. It is not just
the recounting of heroes and battles.
You are a part of history in the making.
With that in mind, your task is to create a time
line telling the story of key events in your life using only references to
primary sources (try to have a variety of types). Some examples of primary sources you may want
to use include pictures, photos, yearbooks, letters, journals, postcards,
tickets, objects/artifacts, etc.
Remember – the documents and artifacts must come from each period/event
of your life that you are including in your personal time line. Like
historians, you will have to choose what to include and exclude.
Please bring your written time line and some of
your primary sources to class and be prepared to share with the class on ______________.
Assessment for the project will be based on the
following criteria:
·
Time line events are clearly displayed in a chronology and evenly
dispersed in a pattern of one or two years;
·
There are at least 10 key lifetime events, clearly marked on the
time line;
·
Each event is followed by a one paragraph description;
·
Each event includes a reference to a primary source that is
evidence for the event and a variety of evidence is used;
·
The project is neat and legible, in ink or word-processed, and visually
clear.
9/30 Read this
agenda daily http://namushistory.blogspot.com Turn late
work and make up work after absences
Questions on timeline project?
Westward expansion- How did the
US extend its territory? http://www.globalpolicy.org/component/content/article/155/26004.html
Review Treaties and
sovereignty http://www.vox.com/2015/2/17/7917165/maps-that-explain-america http://en.wikipedia.org/wiki/Indigenous_peoples_of_the_Americas
Case study, Lakota Nation
(Sioux): Theft of the Black Hills and
Louisiana “Purchase” - “Custer’s last stand”
What has been the conflict between the Lakota and the U.S. government?
Has it been resolved?
What should be done about this conflict today? Why? https://books.google.com/books?id=H7FMDztgSfkC&pg=PA153&lpg=PA153&dq=theft+of+the+black+hills+philip+martin&source=bl&ots=ZB1BANwDwi&sig=SNEN0HINV6FBWVM64JkEF9Ix1GA&hl=en&sa=X&ved=0CCsQ6AEwAmoVChMI5LH7kJ2uyAIVgTKICh3I8wuG#v=onepage&q=theft%20of%20the%20black%20hills%20philip%20martin&f=false
The Indian and the buffalo
vs. railroads and homesteads – excerpt of The Earth and the American Dream film
Excerpt from Earth and the
American Dream 4:15-22m - primary sources: ideas that fueled
colonization/expansion
What major developments and
opportunities pushed white settlers westward and how did it affect Native
Americans?
By 1900, out of 60 million
buffalo, 500 survived; out of 2 million Native Americans- 390,000 survived.
http://www.telesurtv.net/english/opinion/The-Popes-Blind-Spot-on-the-USs-Genocidal-Past-20150924-0011.html http://planet1051.com/ancient-louisiana-city-poverty-point-is-as-old-as-the-pyramids-in-egypt/
http://www.nytimes.com/2015/10/27/science/nothing-simple-about-hunter-gatherer-societies.html https://priceonomics.com/why-do-tourists-visit-ancient-ruins-everywhere/
Assignment Log
Log 3.1 National anthem
Log 3.2 Western Expansion
HW
Timeline project due 10/6
Log 3.3 Treaties
Log
3.4 Theft of Black Hills
Log
3.5 Indian, buffalo, homesteads
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