Phase Two of the New Curriculum

IB STUDENTS

PAY ATTENTION TO WHAT YOU READ TONIGHT. ABSENT TODAY? SCROLL DOWN TO TODAY'S AGENDA AND CLICK ON THE LINK FOR THE READING. 


READ CAREFULLY. 

Movies That are Destroying America!!

The Colbert Report
Get More: Colbert Report Full Episodes,Political Humor & Satire Blog,Video Archive

February 29--LEAP DAY!!!

IB US History
Focus:
The Gilded Age

CW:
DEBATE: Should the U.S. Annex the Philippines
handout: "Civilization Begins at Home"
notes: On to the World Stage
video clip: TR and the Panama Canal
handouts: the Platt Amendment and U.S. intervention in Latin America

HW:
Historiography of Imperialism
CLICK ON THE LINK; READ AND ANSWER QUESTIONS
IMPORTANT READING!!! 
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US History
Focus:
The Era of Good Feelings

CW:
finish Ch. 6 lotus
Ch. 6 quiz
preview Unit 2 and Chapter 7 timeline
7:1 notes: Regional differences between the North and the South

HW:
7:2 Reading Guide
Read 7:3

Phase One of New Curriculum

Possible Curriculum Change for Next Year

I'm going to start using these books for all of my history classes next year. 

February 28

IB US History
Focus:
The Gilded Age

CW:
review notes
notes: The Spanish-American War
primary source analysis: letters from soldiers in the Philippine War
photographs of the water cure
video clips: Writing the Wartime Experience

HW:
Text pp. 622-23; 625-30
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US History
Focus:
The Federalist Era

CW:
6:1/6:2 Quiz
return old work
discuss Jefferson's presidency (6:3 RG)
notes: 6:4 RG
lotus diagram

HW:
review notes for chapter 6 quiz

February 27

IB US History
Focus:
The Gilded Age

CW:
discussion: global hotspots and the role of the United States
define imperialism
primary source analysis: pro-imperialism vs. anti-imperialist
notes: Roots of Imperialism

HW:
Text pp. 609; 612-13; 616-22
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US History
Focus:
The Federalist Era

CW:
return old work
return/grade/discuss Unit 1 exam
discuss Washington's presidency (6-1 RG)
discuss Adams' presidencey (6-2 RG)

HW:
6-3 RG

Here's your foreign policy primer for the week ahead

If you want to have a sense of what's going on in the world and how it can affect U.S. foreign policy, read these articles on the following global hotspots:

Syria

North Korea

Iran

February 24

IB US History
Focus:
Gilded Age

CW:
review notes
notes: Jewish Diaspora
notes: Canadian Immigration and Nativism
video/discussion: illegal immigration
photographic analysis of immigrant life

HW:
Text pp. 604-09
-----------------------------------------
US History
Focus:

CW:
Unit 1exam

HW:
6-1/6-2 Reading Guides

I just nuked Tualatin. 

Check this out! (thanks to Thomas for recommending this article)

Interesting article with some great pictures of life in Southern Oregon at the turn of the century. I think I will take my facial hair in this direction:

February 23

IB US History
Focus:
The Gilded Age

CW:
Powerpoint: US Immigration Policy
video clips: immigrant experience coming to America
handout: immigrant adaptation
notes: Jewish diaspora in America
notes: Immigration/Nativism in Canada
citizenship test
photographic analysis of the immigrant experience

HW:
Howard Palmer reading (Reluctant Hosts...)
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US History
Focus:
Creating a New Gov't

CW:
finish Amendment debates
discussion: Bill of Rights
essay review/outline help
review game (if time)

HW:
STUDY!!!
BRING BOOK TOMORROW!!

Tenement Museum in NYC

February 22

IB US History
Focus:
The Gilded Age

CW:
discussion: important PCC dates for the spring; grade cushion
test prep sheet #8
finish presentations on life at the turn of the century
notes: The Tenement Comes of Age (with tenement layout and handout)

HW:
1. Read this one carefully: Paul Bennett on Nativism and Immigration in Canada
2. SKIM the Boroff reading on Jewish assimilation in the US
--------------------------------------------------------------------
US History
Focus:
Creating a New Gov't

CW:
Constitution Quiz/grade quiz in class
group prep time for debates
begin Amendment debates

HW:
STUDY/ESSAY PREP!!

February 21

IB US History
Focus:
The Gilded Age

CW:
return old work
notes: urbanization in Canada
handout: life in 1900
small group research: life at the turn of the century

HW:
Lubove reading from the reader
------------------------------------------------------
US History
Focus:
Creating a New Gov't

CW:
Unit 1 study guide
trade/grade Bill of Rights review sheet
Amendment debate info and sign up
illustrate the Bill of Rights

HW:
STUDY FOR CONSTITUTION QUIZ!!

Happy Presidents' Day

Enjoy Sarah Palin waxing poetically about the "mystic chords of memory".

Now enjoy zombie Lincoln.

February 17--THREE DAY WEEKEND!!!

IB US History
Focus:
Gilded Age

CW:
return old work and discuss Unit 7 exam
discussion: cities
notes: urbanization
video clip: America's infrastructure today

HW:
PA Linteau reading from the reader
--------------------------------------------------------
US History
Focus:
Creating a New Gov't

CW:
review Constitution info
Electoral College
notes: Bill of Rights
video clip: Westboro Baptist Church
Amendment debate information

HW:
Bill of Rights review sheet

February 16

IB US History
Focus:
Gilded Age

CW:
Unit 7 exam

HW:
Text pp. 544-50
-----------------------------------------------
US History
Focus:
Creating a New Gov't

CW:
QUIZ
primary/secondary source review and activity sheet
Constitution Scavenger Hunt!
share results
discussion: Electoral College
Amendment debate instructions and possible sign up

HW:
review notes!!

February 15

IB US History
Focus:
Gilded Age

CW:
Washington vs. DuBois graded discussion

HW:
STUDY FOR EXAM!!
-----------------------------------------------
US History
Focus:
Creating a New Gov't

CW:
Quiz on 5:1
return Godilocks essays and discuss results
discuss: Creating the Constitution and Ratifying the Constitution (5:2/5:3 RG)
video: Creating the Constitution
primary vs. secondary source activity

HW:
REVIEW NOTES

February 14--Happy 153rd Birthday Oregon!

IB US History
Focus:
Gilded Age

CW:
discuss: Chicago Race Riot--1919 and the Tulsa Race Riot-1921
Booker T. Washington's Atlanta Compromise Address
notes: The Overseer of Tuskegee
begin graded discussion questions

HW:
 finish graded discussion questions
-----------------------------------------------------
US History
Focus:
Creating a New Gov't

CW:
review notes
discuss the 5:1 RG
video: Shays's Rebellion (take notes)

HW:
finish the 5:2/5:3 RG

February 13

IB US History
Focus:
Gilded Age

CW:
notes: the racial politics of the South
examine a Louisiana state literacy test
notes: Hellhounds from the Litwack reading
examine pictures of lynchings
readings: Chicago (1919) and Tulsa Race Riots (1921)

HW:
Spivey reading from the reader
-----------------------------------------------------------
US History
Focus:


CW:
essay writing 101

HW:
finish 5:1 reading guide

February 10

IB US History
Focus:
Gilded Age

CW:
notes/discussion: The Politics of the 1890s
handout: Problems of the Farmers
Populist graphic organizer (image from IB website)
gold bugs vs. silverites
video clips: Wizard of Oz
handout: Wizard of Oz as political allegory

HW:
1. Litwack reading from the reader: "Hellhounds"
2. Text pp. 525-31; 534
THERE WILL BE A READING QUIZ ON MONDAY 
---------------------------------------
US History
Focus:
Revolution!


CW:
review notes
discuss: strengths/weaknesses of Great Britain and the American colonies
discuss: Struggling Toward Saratoga
video clip: winter of 1777-78 (Valley Forge and BVS)
discuss: Winning the War
map of American territory after the Treaty of Paris
Quiz #1


HW:
5:1 reading guide

Here's a little something to pick you up after today's depressing material.

February 9

IB US History
Focus:
Gilded Age

CW:
test prep sheet #7
laissez-faire handout
notes: The Socialist Challenge
video clip: the Triangle Shirtwaist Factory Fire
union simulation

HW:
skim pp. 516-21; 523-25
READ pp. 534-40
-----------------------------------------------------
US History
Focus:
Revolution!

CW:
review notes
finish 4:1 notes
notes: Ideas Help Start a Revolution
discussion: primary vs. secondary source
examine the Dec of Independence and share responses
video clip: Dec. of Independence

HW:
Read pp. 117-23 and complete reading guides for 4:3 and 4:4
QUIZ TOMORROW on colonization handout and Ch. 4

Zinn on the Ludlow Massacre

Half-time in America?

Here's the ad I described in class today:




Here's some info on the controversy the ad has created in the political world. 


What are your thoughts?

February 8

IB US History
Focus:
Gilded Age

CW:
labor groups present
TAKE NOTES!!

HW:
Zinn reading
--------------------------------------------
US History
Focus:
Revolution!

CW:
review notes
video: John Adams
finish 4-1 notes on Stirrings of Rebellion

HW:
Text pp. 103-08
BRING BOOK TOMORROW! 

Labor union links

Labor union links

Unions:

AFL: Samuel Gompers

HHID=228http://www.ohiohistorycentral.org/entry.php?rec=835

http://www.aflcio.org/aboutus/history/history/gompers.cfm

http://www.ushistory.org/us/37d.asp

Knights of Labor: Uriah Stephens and Terrence Powderly

http://www.u-s-history.com/pages/h933.html

http://www.infoplease.com/ce6/bus/A0827931.html

http://www.ohiohistorycentral.org/entry.php?rec=910

Strikes/Labor unrest

Great Strike of 1877

http://binghamton.37j32b1.remote.schoolcenter.com/education/page/download.php?fileinfo=UmFpbHJvYWRfU3RyaWtlX29mXzE4NzcucGRmOjo6L3d3dy9zY2hvb2xzL3NjL2JpbmdoYW1wdG9uL2ltYWdlcy9kb2NtZ3IvOTRmaWxlMTA4MS5wZGY=

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=224

Pullman Strike:

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=230

http://encyclopedia.chicagohistory.org/pages/1029.html

http://dig.lib.niu.edu/gildedage/pullman/events.html (AWESOME LINK--GOES THROUGH THE ENTIRE HISTORY OF THE EVENT—USE THIS!!!!)

Haymarket Square Riot:

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=227

http://legal-dictionary.thefreedictionary.com/Haymarket+Square+bombing

http://www.lucyparsonsproject.org/haymarket/roediger_haymarket.html

Homestead Strike:

http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=229

http://binghamton.37j32b1.remote.schoolcenter.com/education/page/download.php?fileinfo=VGhlX0hvbWVzdGVhZF9TdHJpa2UucGRmOjo6L3d3dy9zY2hvb2xzL3NjL2JpbmdoYW1wdG9uL2ltYWdlcy9kb2NtZ3IvOTRmaWxlMTA4NC5wZGY=

Lawrence Textile Strike:

http://www.lucyparsonsproject.org/iww/kornbluh_bread_roses.html

http://binghamton.37j32b1.remote.schoolcenter.com/education/page/download.php?fileinfo=VGhlX0xhd3JlbmNlX1RleHRpbGVfU3RyaWtlLnBkZjo6Oi93d3cvc2Nob29scy9zYy9iaW5naGFtcHRvbi9pbWFnZXMvZG9jbWdyLzk0ZmlsZTEwODUucGRm

February 7

IB US History
Focus:
Gilded Age

CW:
labor union research in the library

HW:
Zinn reading from the reader:
DUE ON THURSDAY
--------------------------------------------------------
US History
Focus:
Revolution!

CW:
collect parent signature forms
seating chart
review class rules and procedures
discussion: what are the traits of a successful student?
handout: how to use your textbook
handout: colonization overview
notes: The Stirrings of Rebellion

HW:
Text pp. 103-08
DUE ON THURSDAY!

Brain-Dead Teen, Only Capable Of Rolling Eyes And Texting, To Be Euthanized

IB History students!!

REPORT TO THE LIBRARY COMPUTER LAB TOMORROW WITH YOUR INSTRUCTIONS FOR TOMORROW'S RESEARCH ACTIVITY.


DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!
DO NOT GO TO THE ROOM!

What are your thoughts on this political ad?

Second Period U.S. History Students

Posting Comments on the Blog

This is a fairly easy process. Email me if you have difficulty with this.

mcarlisle@ttsd.k12.or.us

Here's how to post a comment on the blog:
1. Click on comments

2. Write your comment (please check spelling and grammar).

3. Click on NAME/URL (you don't need to type anything under URL).

4. Under name, type in your first name with your last initial and your class period.

5. Type in the crazy code.

6. Post your comment.


This blog will tell you what is going on in class everyday. I will also post videos and links to articles that you may view and read. Commenting will only increase your overall participation grade. 
The blog IS NOT the forum to discuss your class grade or to complain about classwork, tests, etc. 
Thanks and enjoy!

February 6-Second Semester Begins!!

IB US History
Focus:
Gilded Age

CW:
new seating chart
distribute readers
review notes
discuss: primary/secondary source documents
notes: The World of Work
info on labor union activity; groups pick topic

HW:
Zinn reading from the reader: The Socialist Challenge*
*DUE THURSDAY!! 
------------------------------------------------------------------------
US History
Focus:


CW:
who are you?
handouts:
course outline, class expectations, procedures, etc.
class reading/discussion
get books

HW:
Text pp. 97-102

Primary Source Awesomeness!!!

In August of 1865, a Colonel P.H. Anderson of Big Spring, Tennessee, wrote to his former slave, Jourdan Anderson, and requested that he come back to work on his farm. Jourdan — who, since being emancipated, had moved to Ohio, found paid work, and was now supporting his family — responded spectacularly by way of the letter seen below (a letter which, according to newspapers at the time, he dictated).

Rather than quote the numerous highlights in this letter, I'll simply leave you to enjoy it. Do make sure you read to the end.

(Source: The Freedmen's Book; Image: A group of escaped slaves in Virginia in 1862, courtesy of the Library of Congress.)

Dayton, Ohio,


August 7, 1865


To My Old Master, Colonel P.H. Anderson, Big Spring, Tennessee


Sir: I got your letter, and was glad to find that you had not forgotten Jourdon, and that you wanted me to come back and live with you again, promising to do better for me than anybody else can. I have often felt uneasy about you. I thought the Yankees would have hung you long before this, for harboring Rebs they found at your house. I suppose they never heard about your going to Colonel Martin's to kill the Union soldier that was left by his company in their stable. Although you shot at me twice before I left you, I did not want to hear of your being hurt, and am glad you are still living. It would do me good to go back to the dear old home again, and see Miss Mary and Miss Martha and Allen, Esther, Green, and Lee. Give my love to them all, and tell them I hope we will meet in the better world, if not in this. I would have gone back to see you all when I was working in the Nashville Hospital, but one of the neighbors told me that Henry intended to shoot me if he ever got a chance.


I want to know particularly what the good chance is you propose to give me. I am doing tolerably well here. I get twenty-five dollars a month, with victuals and clothing; have a comfortable home for Mandy,—the folks call her Mrs. Anderson,—and the children—Milly, Jane, and Grundy—go to school and are learning well. The teacher says Grundy has a head for a preacher. They go to Sunday school, and Mandy and me attend church regularly. We are kindly treated. Sometimes we overhear others saying, "Them colored people were slaves" down in Tennessee. The children feel hurt when they hear such remarks; but I tell them it was no disgrace in Tennessee to belong to Colonel Anderson. Many darkeys would have been proud, as I used to be, to call you master. Now if you will write and say what wages you will give me, I will be better able to decide whether it would be to my advantage to move back again.


As to my freedom, which you say I can have, there is nothing to be gained on that score, as I got my free papers in 1864 from the Provost-Marshal-General of the Department of Nashville. Mandy says she would be afraid to go back without some proof that you were disposed to treat us justly and kindly; and we have concluded to test your sincerity by asking you to send us our wages for the time we served you. This will make us forget and forgive old scores, and rely on your justice and friendship in the future. I served you faithfully for thirty-two years, and Mandy twenty years. At twenty-five dollars a month for me, and two dollars a week for Mandy, our earnings would amount to eleven thousand six hundred and eighty dollars. Add to this the interest for the time our wages have been kept back, and deduct what you paid for our clothing, and three doctor's visits to me, and pulling a tooth for Mandy, and the balance will show what we are in justice entitled to. Please send the money by Adams's Express, in care of V. Winters, Esq., Dayton, Ohio. If you fail to pay us for faithful labors in the past, we can have little faith in your promises in the future. We trust the good Maker has opened your eyes to the wrongs which you and your fathers have done to me and my fathers, in making us toil for you for generations without recompense. Here I draw my wages every Saturday night; but in Tennessee there was never any pay-day for the negroes any more than for the horses and cows. Surely there will be a day of reckoning for those who defraud the laborer of his hire.


In answering this letter, please state if there would be any safety for my Milly and Jane, who are now grown up, and both good-looking girls. You know how it was with poor Matilda and Catherine. I would rather stay here and starve—and die, if it come to that—than have my girls brought to shame by the violence and wickedness of their young masters. You will also please state if there has been any schools opened for the colored children in your neighborhood. The great desire of my life now is to give my children an education, and have them form virtuous habits.


Say howdy to George Carter, and thank him for taking the pistol from you when you were shooting at me.


From your old servant,


Jourdon Anderson.

IB US History

Focus:
Gilded Age

CW:
review notes
finish Gilded Age industrialist presentations
discuss: federal attempts to stop trusts/monopolies
discuss: Microsoft: A monopoly?
discuss: philosophies of industrialists
video clip: The Giving Pledge
participation eval

HW:
primary/secondary source analysis (answer questions)
Text pp. 498-505