Looking Back and Looking Ahead

Dear Historians,

It's our last official class before finals.  Hard to believe, but true.  I remember the first B day, our first class together.  You were museum curators who analyzed the historical significance of images that related to the Culture Clash that became America.  You listened to each other, you asked sharp questions, you made deep connections and you designed a museum exhibit that I would love to witness and enjoy. 

And that was only Day 1.  Nine months have passed since that Septemeber day.  You have completed numerous SOAPSTones, draft after draft of DBEQs, you've read and written and read and written some more.  You put the System of Empire on trial, you became the shoemakers and slaves who never made it to the original Constitutional Convention, and you interviewed (or became) Roger Sherman, Anne Hutchinson and William Penn. 

You came to school on Saturday (in the snow!) You made Prezis, brochures, Powerpoints, and study guides.  You taught each other and me so many things, new ways of thinking, and new information.

I could clearly go on and on.  But I think I should leave something for you to write about.  So with this in mind, please use your time during today's opening to answer these questions.  You can send your answers directly to me via email:  leslieharper75@gmail.com

1. We have spent a lot of time discussing and analyzing the American Identity.  Now shift your thinking to our class directly.  What do you think the Identity of our class it?  Explain your thinking with evidence from our year together. 
2. When you think of our AP US History class, what will you remember most?  Why do you think will you remember this? 
3. When you think about your work in this class, what are you most proud of?  It doesn't have to be a specific assignment, it can also be the development of new habits or new ways of thinking.  Explain why you are proud of this aspect of your work and/or personal growth. 
4. How do you think this class has positively impacted your future?  What have you learned, accomplished or made progress on that will help you as you continue on your educational journey? 
5. I'm going to teach AP Government next year and AP US History again the year after that.  Think about the students who haven't taken an AP class yet at Metro.  What advice do you want to offer them?  Be as specific as possible with your advice; offer them concrete ways to succeed in a rigorous and highly-challenging class.
6. Finally, please also share specific advice for me.  This was my first year teaching this course.  Please let me know what I did well and what I need to improve.  We all rely on feedback to improve and I value your experiences and your opinions.

Thank you so much for a most memorable class.  I will certainly never forget you, my first AP class.  Your spirit, your energy, your intelligence and your persistence will serve you well for all the days of your amazing lives!

Respectfully,
Ms. Blatteau

Final Project: How to Create a Works Cited Page

Greetings Historians:

Please review and use this link to ensure that you properly cite your sources.

This MLA format provides multiple examples of how to cite the following sources:

• Books
• Films
• Interviews
• Magazines
• Photographs
• Webpages

In addition to including paranthetical citations in your essay or project, you also must create an entirely seperate Works Cited page using the MLA format.

Questions?  Please post them here!  Your classmates will appreciate your willingness to ask questions and find out more information.

What do the Medals of Freedom tell us?

I heard on the radio tonight that President Obama awarded 13 individuals with the Medal of Freedom.  I want to learn more.  So far, I've reviewed the list and I'm trying to figure out what these awards tell us about the American Identity.

Of course Dylan relates to folk music and protest, and Toni Morrison writes beautiful American novels, but what about John Doar, John Glenn and Jan Karski?

Find out here and make your own connections to the American Identity:  http://www.washingtonpost.com/blogs/election-2012/post/presidential-medal-of-freedom-obama-to-honor-bob-dylan-john-doar-and-more/2012/05/29/gJQAcxzUzU_blog.html

Think about science, politics, religion, gender, ethnicity, and change.

As we close this momentous school year of many firsts, please take with you the habits of mind you have effectively developed this year.  Remember that learning can happen anywhere, as long as you are paying attention.    

When you have time listen to this podcast: http://www.pbs.org/newshour/rss/media/2012/05/29/20120529_tonimorrison.mp3

We will watch a preview together:  http://www.pbs.org/newshour/bb/entertainment/jan-june12/tonimorrison_05-29.html

The Changing American Identity

As you already know, we have focused heavily on the American Identity this year.  And as you also know, history is never stuck in the past; history is alive, history is now, history is all around us.

Read this article and discover how our current American Identity is changing. 

• Why do you think analysts describe this as "an important tipping point"? 
• In addition, how does this shift affect decisions about education and immigration?
• Overall, descsribe how our American Identity is changing.  Use evidence from the article in your answer. 

LINK:  http://www.nytimes.com/2012/05/17/us/whites-account-for-under-half-of-births-in-us.html?_r=1&nl=todaysheadlines&emc=edit_th_20120517

Let's hope the blog isn't blocked tomorrow...

Historians,

I apologize for the delay.  The blog has been blocked at school.  If you are planning on bringing something to share tomorrow, that is great.  If you forgot, or are unable to bring something, don't worry!  We are going to work on our Visitor Guides for the THEMES IN THE STREETS Fieldtrip.

If there's food, fabulous!  If not, there is always work to be done!

See you in class superstars.

Ms. Blatteau

P.S.  The Exam is OVER!

College Board Link: AP US History Exam Sample Essays

If you enjoyed reading sample essays from real students who took real AP Exams, follow this link to review even more examples of essays and student work:  http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.html

Secretary of State Madeleine Albright on The Daily Show

LINK:  http://www.thedailyshow.com/watch/tue-april-24-2012/madeleine-albright

Happy May Day!

Use the instructions on today's lesson plan to complete this opening. 

LINK #1:  Profile of Lucy Gonzales Parsons

LINK #2:  An unpublished 1934 letter from Lucy Parsons 

(For the sake of time, scroll down to the text of the actual letter that starts with "Dear Comrade Lawson...")

HW: Due on Wednesday, April 25

The Americans

CHAPTER 22:  The Great Depression Begins

Section One:  The Nation's Sick Economy

Page 673:  #1,2,3

Page 676:  #1,2

Page 677: #1,2

Section Two:  Hardship and Suffering During the Depression

Page 678:  #1,2,3,4

Section Three:  Hoover Struggles with the Depression

Page 689:  #1,2,4

Chapter 22 Assessment

Page 690:  Critical thinking #3

Page 691:  Test Practice #1,2

Treasure Chest of Local History

See for yourself:

http://www.newhavenindependent.org/index.php/branford/entry/historic_quarrymans_trunk_tied_to_titanic/

Learning from Judith Schiff, Local History Rockstar

News becomes history!

Check out the recent story about Judith Schiff, lifelong city resident and chief archivist at Yale, who recently took the post of official city historian of New Haven.

She's ready to take questions!  Do you have yours ready?

In other words, as you embark on your research for the Soldiers and Sailors Monument Visitors Guide, keep Ms. Schiff in mind.  Her knowledge and experience in this new job is an excellent resource for our learning community.  We can reach out to her as a class when we return to school next week.  

YouTube Link for American Civil War Panel Discussion

Here is the video footage of the phenomenal panel discussion some members of our class community attended.

LINK:  The American Civil War:  Legacies for Our Own Time

Project Update: Soldiers and Sailors Monument, Visitors Guide Research

Here are the steps you need to follow to complete the first draft of research for the East Rock Soldiers and Sailors Monument Visitors Guide.

Please note:  While this will eventually be group work, each historian will work individually on his/her first draft of research.  Then, after April Vacation, students will continue to make progress in collaborative research groups.

STEP ONE:    Read the updated information from the Blog Post dated Tuesday, April 3, 2012.  This updated post contains significant and helpful information, as well as links to pages to develop your background knowledge.

STEP TWO:  Decide what your focus for research is going to be. You can choose more than one topic. Here are your options:

• Native American Life Before Europe:  A Natural History of East Rock
• New Haven, Revolution and the War for Independence
• Connecticut, Resistance and the War of 1812
• The Mexican American War:  Slavery and Anti-slavery (needs better title)
• The Guns of Whitney and the Civil War
• Industrialism in New Haven in the 1880s (needs better title)

STEP THREE:  Write a brief explanation for why you chose the topics you did.  You can use the links I provided on the April 3, 2012 post to find out more information to help you make up your mind.  Please post your explanations as comments on the blog.  Reading each other's ideas will help open your mind to other perspectives.  It will also help us to form collaborative research groups later in the month.    

STEP FOUR:  Start reading!  Start researching!  Your books for AP History class are the best place to start.  After you decide which topic you are going to research, use the index of your American Pageant to find out more.  You can also use the Table of Contents of the primary source book, Voices of Freedom, in order to find sources to support your research.  You have been completing "Research Journals" for homework lately.  Now is the time to put these same skills to use completing purposeful research.  Take notes as you read, ask questions and be sure to document what you think is the most significant information.  

STEP FIVE:  Continue researching by using the internet.  There are excellent resources available on the Zinn Education Project page.  You might have to register and create an account; but it's free, so there's nothing standing in your way.  You can also use PBS.org, Digital History, Primary Source, From Revolution to Reconstruction, and American Memory.  You will continue to document what you discover and what you want to know more about in the Research Journal style.     

PLEASE NOTE:  Successful research depends on making choices.  You will not be able to read everything, so start with what's familiar:  Your books.  And then move on to browsing websites and deciding which sites are best for you.  

Just typing words into Google is not research.  Spending time considering where your information is coming from is research.  Evaluate your sources and ask questions about what you read.  If you end up on Wikipedia, you can use that information as long as you check the footnotes that the author provided.  If they are legitimate, you can use that info.  If you can't even find footnotes, than how do you know where that person got their information?  

Keep track of where your information is coming from.  Cite the page numbers, webpage names and the authors that you encounter.  And most important...Have Fun!

WHAT YOU MUST HAND IN:  

• Step Three:  Explanations for the topics you chose. Please note:  Post these explanations as comments on the blog.  
• Step Four:  Information from class book research 
• Step Five:  Information from internet research
• Reflection:  After you research, review your notes, and discuss them with someone (me, a classmate, a parent, a friend), you will synthesize your ideas and write a one-page reflection.  This is informal writing where you describe your thoughts and feelings about your work so far.  This will help you identify the strengths and weaknesses in your research process.  It will also point you in new directions as you take your research  to the next level.

QUESTIONS? COMMENTS? CONCERNS?

Post them below.  A question of one is a question of all.  And I will check in periodically to monitor your progress.      

    

The Geography of World War One

Use these amazing maps on the PBS website "The Great War and the Shaping of the 20th Century" to clarify your thinking about World War One.

LINK:  http://www.pbs.org/greatwar/maps/

Guiding Questions: 

1.  How did Europe become an entire continent at war?

2.  How does this new information connect to our brainstorm and discussion last class?

3.  Create at least one of your own questions about the new information we investigated today.

American Civil War: Legacies For Our Own Time Lecture 3/29

A quick synopsis from my perspective. For those who were not able to attend.

From the lecture, I considered the speakers words to be consist of facts and maybe even opinions. They were discussing what they believe to be the true legacies of our past time - The American Civil War. Though I learned that the Civil War is an endless debate, the speakers which I can’t recall their names said, and I quote, “Union win was a legacy” and the “Presence of black americans is a legacy”.

"Life, Liberty and the Pursuit of Happiness" at the Yale Art Gallery

Here is the link to a New York Times review of the 2nd installment of the American Art exhibit at Yale. This part of the show lasts until Sunday, April 8. If you are in New Haven this weekend, I highly recommend checking it out! Bring a friend or family member. And if you can't make it, there are some excellent photos in this article.

LINK TO ARTICLE:  http://www.nytimes.com/2012/03/18/nyregion/a-review-of-life-liberty-and-the-pursuit-of-happiness-at-yale-university.html?_r=1

How History Changes: Demographic Research and the Civil War

This is a challenging, but fascinating article about the research techniques used to figure out a more accurate death toll from the Civil War.  Our favorite historian, Eric Foner, talks about how significant these findings are, especially given that the Southern population was so much smaller.

Check it out:  http://www.nytimes.com/2012/04/03/science/civil-war-toll-up-by-20-percent-in-new-estimate.html?pagewanted=1&_r=4&seid=auto&smid=tw-nytimes

UPDATED: American History Review with Local Public Monuments

I realize we have quickly moved through the fascinating period of history known as the Industrial Age, beginning in 1877 and ending in the early 1900s. Mark Twain called it the Gilded Age, and the rise of industry, the division of wealth and use of natural resources changed the American economy and culture forever.    

But New Haven history, that we can literally look up to (and even visit!), also fits into this period.  Check out this local history of the Angel of Peace and Soldiers' and Sailors' Monument; dedicated in 1887, the story of this East Rock monument captures the American Identity of the period.  And as an added bonus, this monument helps us to review significant dates and places of the four major American wars at this point in history in 1887:  The Revolutionary War, the War of 1812, the Mexican War and the Civil War.

As a AP Exam Review Project, you will work collaboratively to create a Visitors Guide to this monument for 9th graders at Metro.

A few points:

1)  Students will work in groups of two or three to create Visitors Guides for the Soldiers and Sailors Monument on East Rock.  First, students will research individually; then we will form collaborative working groups based on interests and schedules.    

2)  I like the way Niorgie describes the project:  "This visitor's guide should be neat and bright.  We should add our own personal touch."  Here are some possible topics to include in the Visitor's Guide:

• Native American Life Before Europe:  A Natural History of East Rock. There is currently an exhibit at the New Haven Museum about the geologic history of East Rock.      
• New Haven, Revolution and the War for Independence:  There is an engaging Yale Lecture online about this topic.  
• Connecticut, Resistance and the War of 1812:  There is a recent research article about the Hartford Convention and Connecticut's "reluctant but bloody involvement" in the war.
• The Mexican American War:  Slavery and Anti-Slavery
• The Guns of Whitney and The Civil War
• Industrialism in New Haven in 1880s

I'm still working on finding good links for a few more topics.  I am open to suggestions.  As you can see, I am trying to keep the research as local as possible.  The monument makes specific references to battles that I'm sure hold local connections.  Further research will yield interesting results.  Share what you discover.  This will be helpful to everyone involved.  

As for Roggie's question:  We will definitely go to East Rock the day of the field trip with the 9th graders, in late May.  You will present your Visitor's Guides to small groups of frosh and then we will all have lunch up there.  I also recommend that you take a trip up there on your own.  Maybe we can get an AP trip up there after the 5/11 exam, but it's hard in May, so much going on!  Let's keep our options open.  And remember, this website has great detailed information:  http://www.chs.org/finding_aides/ransom/074.htm     

Currently Reading

http://opinionator.blogs.nytimes.com/2012/04/02/a-burden-too-heavy-to-bear/?ref=opinion

Currently Viewing

http://www.pbs.org/wgbh/americanexperience/features/trailer/coulee/

President Obama Makes Reference to "Social Darwinism" in the Proposed Republican Budget

To those of you who have made connections between the history of the Gilded Age and the economic issues facing our nation today, you are not alone.  Our President has also criticized the proposed Republican budget as "radical."  He says, "It is antithetical to our entire history as a land of opportunity and upward mobility for everybody who's willing to work for it. It is a prescription for decline."  

ARTICLE ONE:  http://news.yahoo.com/obama-slam-republican-social-darwinism-103004622.html

ARTICLE TWO:  http://www.csmonitor.com/USA/Elections/President/2012/0403/Slamming-social-Darwinism-Obama-reignites-debt-clash-with-GOP

VIDEO LINK:  http://www.msnbc.msn.com/id/21134540/vp/46941784#46941784

What do you think the role of government should be with respect to:

• Transporation
• Education
• Healthcare
• Retirement programs

If you have the time, you should listen to at least the first 10 minutes of the speech.  President Obama outlines the role of Republican American Presidents, starting with Abraham Lincoln, who have invested in government programs that benefit the majority of Americans.  

I'm looking forward to hearing your comments.  

Ta-Nehisi Coates

http://www.theatlantic.com/ta-nehisi-coates

Ta-Nehisi Coates is a senior editor for 'the atlantic'. He has posts related to the civil war and the reconstruction era.

Opening: So Many Ways to Learn

Good morning Historians:

I want to share several pieces of information with you, so I am using our class blog and today's opening to do it.

First of all, I watched two episodes of an amazing show on Sunday night and I was wishing all of you were watching it with me:  Finding Your Roots with Henry Louis Gates, Jr.  You can watch episodes online and I highly encourage you to do so.  You can earn extra credit for the 3rd marking period by watching the show and writing a reflection.   Famous Americans traces their roots and uncover amazing tales of American History while doing so.  Truly mind-blowing, entertaining and informative. 

Second of all, I also watched a documentary about Sacco and Vanzetti over the weekend.  I will show this film on both Wednesday after school and Friday afterschool.  You can earn extra credit by staying to watch the film and writing a reflection.  (And yes, please ask Mr. Sacco if he is related to this other famous Sacco.) 

Please keep in mind that historians constantly seek ways to develop their background knowledge.  Students all across the country are actively preparing for the AP US History Exam on May 11; not only by completing all of their assignments, but also by studying history through multiple perspectives, watching films, keeping up with current events and reading newspapers and magazines.  This is the best way to ensure your success, not only in this class, but success as a lifelong learner. 

Finally, there is another opportunity to broaden your knowledge about the Civil War, right here in our own city of New Haven.  On Thursday, March 28, there will be an event at Yale University starting at 4:30 entitled:  The American Civil War:  Legacies for Our Own Time.   Again, extra credit will be offered to students who attend and write a reflection.  I will leave Metro at 4pm with students and tokens will be offered if you want to go directly home from the event.  I will return back to Metro at 6:30 for students who want to get picked up here. 

RESPONSE #1:  Please comment below about which extracredit opportunities you will be taking advantage of.  Be specific about which historical topics interests you and the events that you will attend. 

RESPONSE #2:  Please click on the following link to the National Women's History Museum's webpage about Women in the Progressive Era.  Spend ten minutes reading and then comment with one significant takeaway and one question.  Remember, a takeaway is something that you want to remember most from the reading.  You should also explain why the takeaway you chose is significant.

Thanks and let's have a great class!
Ms. Blatteau

The Poverty and Progress of the Industrial Age

During yesterday's class, we analyzed an excerpt from Henry George's book, Poverty and Progress.  The symbolism and reality of "liveried carriages" and "barefooted children" paints a vivid image of this era, the Gilded Age.

After the discussion of this source, as well as a discussion of what we know and want to know, I tried to unpack major themes and many of you wrote down questions.

Please dig out those questions from your notebooks and share them here.  If you didn't keep track of questions during yesterday's class, read your classmates ideas and respond with your own thoughts about the connections between railroads, corporations, labor unions and government interventions.  How did the rise of industry affect the distribution of wealth in late 19th century America?

"A Wedding of the Rails," Promontory Point, Utah, 1869
http://www.worldsfamousphotos.com/wp-content/uploads/2007/11/promopoint.jpg

Carnegie Steel and the 1892 Battle of Homestead:
http://www.battleofhomesteadfoundation.org/images/A_view-of-mill.jpg 
http://www.battleofhomesteadfoundation.org/battle.php

Today in 1848: Treaty of Guadalupe Hidalgo is ratified; ending U.S. War with Mexico

IMAGE ANALYSIS:  "The Storming of Chapultepec"

CONTEXT:  The Ending of the Mexican-American War, 1846-1848

GUIDING QUESTIONS:

• Why did some Americans support war with Mexico, while others opposed it?  
• To what extent did this treaty affect Mexican culture and politics; even more than American? 

ISSUES TO CONNECT AND CONSIDER:

• The Impact of Expansion on:
• Native American culture
• The Spread of Slavery 
• James Polk, Democrat, was President
• He pushed for American territorial expansion
• American troops occupied present-day New Mexico and California and invaded parts of Northern Mexico
• Anti-slavery Whigs opposed the war; heavy casualties and high cost of war

Extra Credit Opportunity: Share Your Zinn Education Project Work

Use the comment feature on this blog to post links to and your thoughts about the Zinn Education Project assignment from last weekend. If you haven't done it yet, this is a great opportunity to make-up work and get bonus at the same time! Here is a summary of the assignment:

I learn history everywhere I look. Art, architecture, newspapers, movies, facebook. Wait, what? Facebook? Search Facebook for the “Zinn Education Project” and like it. Scroll through their posts and find one that you connect to, as an intelligent and aware young person there will be something on that page that you will like. I know it.

If you can't get onto Facebook for some reason, go straight to the Zinn Education Project webpage instead.

Be willing to check out the variety of posts. Choose one topic/event/biography and read about it. Write a brief summary of the information presented and create questions about what else you want to know. Lastly, connect what you learned to one of our bigger themes:

American Identity
Culture
Demographic (Population) changes
Economic Transformations
Environment

Politics and Citizenship
Religion
Slavery and its Legacies
War and Diplomacy

What does this historical event or person have to do with the bigger picture of American History? Explain the connections you are making.

Have fun!

Current Events Connection #1

Blogging about: “Abraham Lincoln, Technologist-in-chief”
Edward Tenner, The Atlantic, March 5, 2012

PREVIEW

Abraham Lincoln was the first tweeter, a fan of the newly invented telegraph (1844); he stayed up late at night using the telegraph to send short, direct messages to officers of war on the battlefields.

BIG IDEAS

As you read this article, think about the following big ideas:

The Impact of Technology on Culture

Lincoln’s Interest in Innovations

The Evolution of American Politics: The Classical Founders become Democrats and Republicans

WHAT IF…

If Lincoln had not been murdered in 1865, how do you think he would have responded to the politics, industry, wealth and poverty of the Gilded Age?

ANALYZE THE ARTICLE

1. What do you think the thesis of this article is?

2. What evidence does the author use to support his thesis?

3. What other historical connections can you make to the ideas presented in this article? Think about our guiding themes and the big ideas I listed above.

INSTRUCTIONS

Required: Answer the "Analyze the Article" questions in a separate document.

Bonus #1: Comment on this blog with your the connections you made in Question #3, as well as your thoughts on the What if...question. Points awarded for thoughtful, edited, evidence-based comments.

Bonus #2: Find a link on the Gilded Age Digital History page to share with the rest of the class. There are maps, documents, timelines and fact sheets. Provide a "Preview" to the information you are sharing and create at least one guiding question to go with the link.

A New Place to Share Learning

Many of your classmates have been finding, viewing and writing about interesting links, short videos and historical stories.

It's time to formalize the sharing of them. Think of it as "Sharing Learning."

While our room feels crowded sometimes, and words often stay in the brain instead of becoming voice, I know that all of you have opinions about America's story. It's time to share them!

Use this site to get your voices out there. Sometimes there will be formal assignments; with documents and specific questions to answer. But we mustn't stop there! When you use this site to share your own interests in America's story, you and your classmates' learning will expand exponentially. By sharing what you learn, you will be able to learn from each other.

First assignment: Become a follower of this blog. Know when to check it.