Codes for each google class below:
period 1: uf9qim
Period 2: 861exi4
Period 4: yxpzoi
Period 5: ajfr93o
Period 6: 9jw32a
humanities for wisdom
|Peace, Love, & Happiness|
These are the links for the last four chapters of your textbook. These are links from the past year. Please use these links to add more historical learning to what you already know. Your 15mins of homework, and possibly classwork, will be on the google classroom so it can be completed on a bus or at home or in class. You will get points for classwork and homework each day and the assignments will be smaller than an interactive personal notebook. classroom.google.com will be a place that will have some assignments and links for the last components of our course. You will need to join the digital class with the class code, like you do in your other classes at SVJHS. Most of the links that need to be found are from May 2017. Please use those links to research your notes and key learnings. There will be one separate Wayback on May 23rd [A choice from subjects]. Again this is for practicing your research skills. Remember, please place questions on this blog link. Notebook Chapter 16 is due Wednesday. You might add your name to the correct period to ensure you are on the class roster. Best wishes.
Codes for each google class below:
period 1: uf9qim
Period 2: 861exi4
Period 4: yxpzoi
Period 5: ajfr93o
Period 6: 9jw32a
We have now had our second day on Reconstruction. This Wednesday will be our third day and first new Wayback. Number #5 will be the Wayback for 4/25/18. We will go over these cartoons as a class after some more Reconstruction background information. The changes in the South were to help everyone have a path to full rights of Citizenship as the region was re-unified with the North. Please click on these links when assigned and create inputs and outputs. Pre-viewing and looking at them on your own is okay too. As always, please ask for help when needed and follow the social contract. There will be many topics we will have to cover, but America was trying to live up to the ideas of our Republic, Declaration of Independence, and Constitution. Some people in our country did/will try and stop full citizenship to all Americans. This is a history we must understand to see if we have made progress to upholding our ideals into 2018 and beyond. There were obstacles to liberty, justice and freedom:
Links below are for waybacks & our second to last notebook. We will have one more IPN!
2. Definition of Reconstruction
3. 5 myths about Reconstruction
4. Teaching Slavery refresher
5. RECONSTRUCTION AND RIGHTS OF CITIZENSHIP
6. PRESIDENT GRANT 1869-1877
7. ESSENTIAL HISTORICAL QUESTIONS RECAP
8. NEW ORLEANS MASSACRE 1866
9. FIRST AMERICAN TERRORIST GROUP?
10. THE LOST CAUSE
11. THE FACTS ABOUT RECONSTRUCTION
12. Why teach Reconstruction
13. Reconstruction Archives
14. Panic of 1873
Many of you had to go to different school activities last week and missed class time. Your notes for the last notebook before March 30th needs to have these ideas. Classes talked about these when able. Again you can check the script if you missed a few things. We also recommended that you watch Lincoln if you missed scenes. Also 13th is being approved by many parents to see at home. Your notes need to emphasize these topics:
I never had much of schooling, but I read Euclid, in an old book I borrowed. Little enough ever found its way in here -(touching his cranium)- but once learnt it stayed learnt.
Euclid's first common notion is this: "Things which are equal to the same thing are equal to each other." That's a rule of mathematical reasoning. It's true because it works; has done and always will do. In his book, Euclid says this is "self-evident." D'you see? There it is, even in that two-thousand year old book of mechanical law: it is a self- evident truth that things which are equal to the same thing are equal to each other. We begin with equality. That's the origin, isn't it? That balance, that's fairness, that's justice.
Also answer these below questions on the output pages of your interactive personal notebook:
How are these Lincoln ideas so important? We are to be exceptional Americans? We as the government need to be informed and enlightened? Why is Lincoln using mathematical law to show equality idea that is so very old? Did this relate to last weeks vote on Obamacare or Affordable Care Act?
There are two important quotes by Harvard Law professors and lawyers Alexander and Stevenson mention when discussing the film we are comparing to LINCOLN..
ALEXANDER: The system of mass incarceration has grown and sprawled and developed an appetite that is gobbling up people in communities of all colors, but if it hadn’t been for the fact that it began with a group of people defined by race that we as a nation have learned not to care about, we wouldn’t be talking about 2 million people behind bars today.
STEVENSON: People say all the time, “Well, I don’t understand how people could have tolerated slavery. How could they have made peace with that? How could people have gone to a lynching, and participated in that? How did people make sense of the segregation, this white and colored only drinking? That’s so crazy, if I was living at that time I would have never tolerated anything like that.” And the truth is we are living at this time, and we are tolerating it.
Please pre-read these and take notes. Further your notes should be created when watchig the Documentary. Again as we said in class make sure your parents are okay with it. Best of luck. Remember we may have quizzes that are open note but they have to be your notes.
The Civil War links on humanitiesforwisdom.org
Please keep this list for the notebook Chapter 15 assignments. We will be using these links to create our interactive personal notebooks with the textbook and other media. Do not lose. The Waybacks will come from these links too. Put a check mark at each link when you have finished the work on the site. This will go into your notebook as an input page.
To find each blog please find the Zinn poster on the welcome page, below the poster is the search box. On a computer the search box is easier to find. Please type in the title of the blog. These will be assigned at difference times but if you want to start early you can. They are in order. There are 12 titles below:
Abraham Lincoln believed that the Coopers Institute speech, with the news media, made him President. If you are have a hard time remembering your notes here is a link to New York. The Press were able to make him become a national celebrity almost over night. The tweet we studied had made us look at very closely at the media of the United States. The 4th Estate is the mechanism we created with the 1st Amendment to ensure that our Democracy can be free and uninhibited. So that the voters know what their government is doing for them, in their name as Americans. Remember you are the government, and the institutions are ours, se we need to be gracious about it and to care for it. You decide what kind of America we will be living in each and every day. You decide what the environment of these United States will be at your school. You can follow the Tradition of Loyal opposition and the social contract. Use this to add to your Chapter 15 notes. There are some really interesting ideas included here. Use the comment area for questions and thoughts. Take care. Mr. C
In February we had back to back weekends Mondays off because of Presidents. Washington and Lincoln are two we celebrate most because of the circumstances of their Presidencies. We still need to study the Dividing of our nation and then to the Civil War, Reconstruction, Jim Crow, Progressive Era, Populists, and more social movements that were interacting with the rapid changing Industrial Revolution.
You can connect to what we are doing from here. Please use the comments form, so I can see the questions, and answer them for all students to see, and get help from others. Please stick [perservere] with the work that needs to be accomplished the subject areas we are interested in studying. All the above ideas are linked up to learn more for our course and democratic life.
We might in class watch the PBS special. If not, the HOMEWORK [we may need this for other topic too] this week is to watch 15 minutes a night of the link below [Looking for Lincoln], which can be finished in four nights [we may quiz each other each day=four quizzes]. I have embedded the video so you can watch from here too. Please bring notes to class each day. If you are testing there will be a downloadable chart you can work on from the next blog. Please be prepared to be able to take an open-note quiz or work on topics from the series Looking for Lincoln, Part 1. We want to consider at least the basic question of the contradictions of Lincoln. Please take notes.
Ken Burns Civil War
Youtube: Reconstruction Part 1 and Part 2
Slavery by another Name
Or view from link:
For more on President Lincoln:
Below are three links to learn more about this week's Wayback Wednesday. Remember the interviews in Many Rivers to Cross. What were human beings who were African-Americans experiencing, and how did historians describe the history? You will need to use the research links with your groups to understand the art on the southern slave trade. Please work together to complete your Wayback. Please do not forget to ask for help.
Please use the website below, your textbook, or any other source to choose one of the debates between these two leaders above. These debates became a model that other Presidential candidates will use in the future when running for President of the United States.
So while you work on the Chapter 13/14 notes you can add some of these ideas to your interactive personal notebook. You can learn more from this blog entry. Please add to your notebook. Do not forget to look at page 406. Take some notes on the Art on page 406. Please also look at some of the short videos and look at any we do not see in class on American movements.
1. Transcendentalism An idealistic philosophical and social movement which developed in New England around 1836 in reaction to rationalism. Influenced by romanticism, Platonism, and Kantian philosophy, it taught that divinity pervades all nature and humanity, and its members held progressive views on feminism and communal living. Ralph Waldo Emerson and Henry David Thoreau were central figures.
2. A system developed by Immanuel Kant, based on the idea that, in order to understand the nature of reality, one must first examine and analyse the reasoning process which governs the nature of experience
Try out these questions and add to your notes:
Now the first notebook is in and I am grading them. We are reaching the more difficult part of the year. All students can earn the grade they want but we need to work diligently and stay focused. We cannot to miss out on learning opportunities. At least 70% of our classmates need to work on improving their skills for high school. Our prefrontal cortex development and basic study skills are needed. This chapter 10 notebook is the first of the Spring semester. There are many that still need to turn in the notebook. Chapter 10 was a short chapter and we spent 2.3 weeks on the notebook. I have polled the classes and it seems that the 15 minutes a night is not being followed by a large portion of classmates. Please read the Habits of the Mind again. We need more positive self talk and focus on our studies. Obi-wan Kenobi you are the hope. We can become the best students we would like to be.
In 2015, we were able to reach around a 95% interactive notebook turn-in rate this time. This year only 30%. Are coupons enabling students or helping? Please do not abuse the chance to turn in work late. It is a bit harder because other classes are starting to get demanding as well, and it is definitely a different year. Parents can still email when students fall behind and that is great; I am able to get back ASAP to ensure we don't lose students who are home sick.
For this notebook I am making arrangements on the grades. Most who have done well will get As as usual. But I need to help those who have changed their work habits since winter break. I have decided some grade will be marked different than the grade meets the standards of the rubric for our class. The changes will try to help your grade stay in a place so you can achieve a C-A. However, if you have done nothing we are still asking that you follow the class social contract and try your best. We will be trying to ensure the access to learning is possible.
The main skills and tasks students did not do in their personal interactive notebook [PIN] were:
As for the Agenda check: homework, classwork, and the final class write-ups are needed to be written in the agenda to be checked Thursday night for parents to initial. We went over this again, again, again and again, at least 40 times or more. Not sure what is happening the students are just saying they are being lazy. It is unclear to me because it is the easiest of all the things we do.
Remember we have been working on the social sciences since K-6. We need to have a greater understanding of our world. To learn how 7th and 8th grade social studies are linked to the ideas of diplomacy and enlightenment, then look at links below:
You are about @76 school days from being a high school freshman. Please see if you can meet with a class ambassadors listed below every couple of days when you seem stuck, each class day is best if they have time to help you. If you do not want your name listed please tell me. From the consistent grades and abilities our classmates have demonstrated, these students have a grasp of all the elements of our class interactive personal notebook. The more people we can add, we will be able to have more study buddies and pair-share partners.
The ambassador students follow the above list and usually this below:
Please try to follow this Student Dialogue:
Johnny: Maria, would you please help me on _________? [asking nicely]
Maria: Sure, I think I have time.
Johnny: Can I copy it?
Maria: NO. Mr.C says we cannot copy, but I will talk to you about the assignment and show you how I did it.
Johnny: I am sorry I asked to copy I know I was not supposed to ask that because it is unreasonable. I think it is reasonable to listen to you about how you did this assignment. Where you found things, used handouts, and what you used to guide you on the assignment.
Maria: Thanks for understanding we should follow the social contract on all our assignments. Here is what I did..........
Johnny: Thank you for taking the time to help me. I hope we can do this again in the future.
The End of conversation.
Please use the blog to ask questions or communicate ideas and questions to the class. Please be respectful and follow the social contract. I will add more when I check the grades again each week.
Most important the 8 hours sleep is pivotal for pre-frontal cortex growth and brain repair. A tired student makes many more mistakes in all classes and gets into more conflicts when they are not rested and ready for school’s learning. Plus flu season is really bad this year, and sleep will help your body fight getting sick.
Assignment for when you get your notebook back: Review your notebook. Look through each page, read any comments. Go back to this blog. On the front of your notebook, write the numbers on the list above that you think apply to your notebook the most.
The Presidency of George Washington has historical value in understanding today's politics. The political parties begin when Adams, Jefferson, and Hamilton argue as members of Washington's Cabinet on the ideas about the power of the new government under the United States Constitution. This battle was even more contentious than the Federalists and Anti-Federalists, that brought us the Bill of Rights. Please see Page 210 in your textbook for more help.
The issues involving the Constitution that Daniel Shays helped inspire made those leading elites in power from the in the 13 States work towards a constitution. Make sure you had looked at the United States Constitution, and the Federalist papers, and the 3/5 Compromise. It is still taking years to create rights for Americian's Rights from these historical events in class.
The first Presidency will be of George Washington which has historical value in understanding today's politics. We have talked in our classes about connection to the Election 2016. The ways Congress and the Executive work together is something you have seen too, and will be watching intently for days to come. Many of you are wondering what is going to happen next, so use history as a guide to interpret what President Trump might do in the future.
The political parties begin when Jefferson and Hamilton argue as members of Washington's Cabinet on the ideas about the power of the new government under the United States Constitution. This battle was even more contentious than the Federalists and Anti-Federalists, that brought us the Bill of Rights. However, the 3/5 compromise will be the massive problem that Benjamin Franklin warned us about and became the protection of slavery until emancipation, and maybe the 13th Amendment. Slavery and the results of this unique American system based on a social construction of race, will be one that we even saw as a topic of current political discussions and a cornerstone of this course.
Students in United States history class in chapter 4 we consider and decide over conflicting American views on the Constitution to continue our democracy. Life-long learners need to gain knowledge of the encompassing complicated American history and society to ensure, and continue, the best government that the world has invented in response to old-world tyranny. History opens students to the past record of human experience. It reveals the accommodations, conflicts, struggles that individuals and societies have made. Students need to study the accounts of when and how people confront problems, recording the consequences that have followed the various choices of individuals and society.
In order to understand the present day students must know the past. That past may show us where we need to go next. By studying choices and decisions of the past, students can confront today’s problems and choices with a deeper awareness of the alternatives before them and the likely consequences of each, while also recognizing the uniqueness of the historical time they are living in. The United States was founded on diametric ideas. Students need to know current issues that affect them, in order to react to new political events, participate appropriately, and then confidently make decisions for change. Only if we teach students to critically think can they make good decisions. However, as society becomes seemingly evermore divided, finding common ground is easier when people understand history's consequences. Several areas of importance critical to continuing our American experiment arise through in-depth study of the Constitution, cultural origins, the tradition of loyal opposition, and mechanisms of compromise, voter participation, and struggles for liberty and sovereignty. After the Revolution, it was unclear if America would stay together with such diverse geographical, economic, and cultural differences and interests.
The law of our land is the U.S. Constitution.
"Besides the personal rights mentioned or recognized in the Government Code[s], every person has, subject to the qualifications and restrictions provided by law, the right of protection from bodily restraint or harm, from personal insult, from defamation, and from injury to his personal relations. Amended by Stats. 1953, Ch. 604."
This link will take you to two links that you may me interested in looking at. Remember all of this fall within the SOCIAL CONTRACT and we all have these rights and no one can take rights from others.
Wednesday in our discussion of the historic document many students might think about the different versions of the Declaration of Independence. From the Library of Congress you can see the versions from the Continental Congress that was changed for the July 4th, 1776, adoption to send to George III. The word inherent was removed from Thomas Jefferson's original version of the Declaration before its printing and distribution. So for Jefferson, he might have believed that all humans, even slaves were to be free too. In his book, Notes on Virginia, historians think Jefferson struggled with this idea of racial equality.
Extra credit links below for the notebook:
Please listen and take notes on the three links below.
The Battle of Lexington is considered the first battle of the American Revolution.
b. The battle started when a group of colonial militiamen met British troops on Lexington’s town green on April 19, 1775.
c. The British were marching from Boston to look for military supplies reportedly stored in Concord by members of local militias.
d. Other American colonists had given the militiamen advance notice of the British troops’ march toward Lexington and Concord.
Battle of Lexington PowerPoint.
a. Painting/Slide 1: Title slide. The battle was a chaotic event, and there are many conflicting accounts of what took place. One of the most contested questions about the Battle of Lexington continues to be “Who fired the first shot?”
b. Painting/Slide 2: Central Historical Question. Today we are going to be exploring a series of documents in order to answer these questions: What happened at the Battle of Lexington? And, who fired the first shot?
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
2. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”).
3. Analyze how the American Revolution affected other nations, especially France.
4. Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
Below is when you get to 11th grade:
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
More one Payne
Watch the other parts of Liberty on Youtube if you can. They are very informative.
This is in our section 5 of chapter 2. You will see parts in class too. If there is anything you do not see you can have more information from these links. Please follow the directions in class and the notebook is due 9/29.
Philosophie: Salon Center
Everyone of us is living history. We all have a story to tell and the ancestors that came before us that carved a way for us to become a new member of civilization. We also are learning that we are all related genetically and culturally in the family of humanity. All people’s past becomes part of all of us, and will always be completely intertwined with the entire world community.
From time to time we will have some ideas from words that give us wisdom about our world. Writers are some of the most insightful people that understand our modern and ancient world quite well. Feel free to read, think, comment on these ideas. It seems that some of the students would like to debate issues of government, economics, and history. This can be a forum for this idea. Also if you would like to do formal debates in class we need to prepare debate rule and procedures. This can be a start and then we can decide if we will proceed to bring the debates in class on topics we study. Please follow our classroom rules if you decided to write on the blog. Make sure that you ask questions, and be helpful, and mature in all your interactions. This can be a helpful way for you to share what you have learned and what you want to learn, or just share ideas. Also just submit an idea through an email, or web contact, and we can maybe add the idea. Send a picture with the suggestion for the classes. Thank you.
Photos above left to right: The Solon, by Raphael was a depiction of the place where ideas were discussed and debated. Greek democracy in the public sphere. Here is the philosopher Seneca talking to Nero-Claudius Cesar Drusus Germanicus [Roman Emperor 54-68 BCE]- about society,law, politics, ethics and morality. Anthem for the doomed!
Students can also decide to add a topic that can be approved and monitored by Mr.C. Please be responsible and follow the social contract. You can share ideas and questions on your now topics about our class. Friends can help each other study with their devices. Please only students, but fell free to share the forum communications with your family. This can be a source for all students.