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.
The story of John Smith and Pocahontas is part of our American origin story. There are many versions of the story. Today we are going to see if there is really sources to back this. Further if you did not watch NOVA: Pocahontas Revealed, you should go back and watch it. You also need to add the timeline to your notebook. You can draw it, or print it, it is up to you. Make sure you read it and annotate the timeline though. There is also documents from the story too. Good luck.
Everyone in America has come from some other place. America has always been diverse and multi-cultural. There are many families that have come for a better life. Still to this day we are a country that is working towards a melting pot, religious freedom, and political tolerance. Also many African immigrants were forced here and were enslaved for many years. It will take many chapters in our course to get to the time when slavery was abolished and the Constitution and country began to try and reconstruct itself. So we will use these passenger list to answer the historical question above.
Pair share questions:
• What are the biggest differences between the two ships?
• What does this information tell you about the differences between
New England and Virginia in the 1630s?
Examining Passenger Lists
• What do you think will change once plantation owners in the Chesapeake area begin replacing indentured servants with African slaves?
• Imagine the setting: Officials are collecting this information as passengers board the ship? Is the setting noisy or orderly? Are officials guaranteed to get accurate information? How do you explain the fact that all the passengers swore allegiance to the Church of England (we know that many immigrants were religious dissenters, like the Puritans who were escaping because ofreligious persecution)?
• What more do you want to know about these passengers? What information is missing from these lists? How might you go about finding that information?
Passenger list from the ship Planter, which sailed from London to Boston in 1635.
Passenger lists from the ship America from London, England to Chesapeake, Virginia.
Dutch Governor Peter Stuyvesant surrenders New Amsterdam, the capital of New Netherland, to an English naval squadron under Colonel Richard Nicolls. Stuyvesant had hoped to resist the English, but he was an unpopular ruler, and his Dutch subjects refused to rally around him. Following its capture, New Amsterdam’s name was changed to New York, in honor of the Duke of York, who organized the mission.
The colony of New Netherland was established by the Dutch West India Company in 1624 and grew to encompass all of present-day New York City and parts of Long Island, Connecticut, and New Jersey. A successful Dutch settlement in the colony grew up on the southern tip of Manhattan Island and was christened New Amsterdam.
To legitimatize Dutch claims to New Amsterdam, Dutch governor Peter Minuit formally purchased Manhattan from the local tribe from which it derives it name in 1626. According to legend, the Manhattans–Indians of Algonquian linguistic stock–agreed to give up the island in exchange for trinkets valued at only $24. However, as they were ignorant of European customs of property and contracts, it was not long before the Manhattans came into armed conflict with the expanding Dutch settlement at New Amsterdam. Beginning in 1641, a protracted war was fought between the colonists and the Manhattans, which resulted in the death of more than 1,000 Indians and settlers.
In 1664, New Amsterdam passed to English control, and English and Dutch settlers lived together peacefully. In 1673, there was a short interruption of English rule when the Netherlands temporary regained the settlement. In 1674, New York was returned to the English, and in 1686 it became the first city in the colonies to receive a royal charter. After the American Revolution, it became the first capital of the United States.
We are turning in the first notebook today. This Friday we will continue on Chapter 2. The quiz for Chapter 1 has been reassigned so you can finish it and it is due on the 16th by 12pm. The quiz is 25 points and will be under homework 10% for percentages. I hope Thursday you got many things done and did not waste your time in class. We will also go over this chart on grading comments Friday. We also need to keep with the Great Awakening that will fuel the American Revolution and the philosophy of individual freedom.
RELATED CLIPS: “She’s having an intense prayer session...We need to listen to that voice of God inside us” and “Whitefield ignored denominational lines...what had been was not what was going to be.”
Evangelical preacher George Whitefield embodied “this perennial radical Protestant idea of immediate connection between God and the individual soul,” as religion professor Stephen Marini puts it. Historian Harry Stout calls White eld “the divine dramatist,” and Daniel Dreisbach, a law and religion scholar, says White eld brought Americans together “by a common message of revival.” Essential question for notes: How would you describe Whitefield’s message of rebirth?
To begin, God in America talks about the Spanish explorers and what will take place with the Pueblo indians, after they have been coerced into converting to being Catholic and speaking Spanish. The Native Americans are thinking they are just adding more Gods to their own polytheistic culture. You should check your notes for the first 9 mins if we run out of time in class Wednesday. We did watch the protestant reformation coming to the new world in class and what the Puritans were trying to accomplish. You might compare this episode to Cabeza De Baca and Coronado from two weeks ago to the Pueblo indians story.
To learn more watch Pocahontas Revealed below. Our quiz will be due this Wednesday night for chapter 1. It was assigned to help you with checking your understanding with Chapter 1. [You are supposed to have notes in notebook 1 for this quiz] Chapter 2, Section 1 & 2 we will be begin to discuss the changes in North America through its colonies. We also will be starting to take notes on Chapter 2. All textbook notes will be inputs and we will be choosing our outputs [interactions] for all textbook notes.
To end, Anne Hutchinson was a figure that changed the way in which American's view their own liberty. She decided that she was able to talk to her God by herself, without an institution to give her faith. The decision to not follow the religious laws and doctrines of John Winthrop's theocracy, helped create a conflict and then her trial. Anne had to argue for her own conscience and beliefs to her community. She began a debate on religious tolerance and free speech. This fervor was to later shape the way in which Americans practiced their religious convictions and convictions towards government.
More Research Links:
Topics and amount of notes for pair share.
All notes are input. By now you should be done with all the Chapter 1 notes. Do not forget. Right-side in front of paper, not on a back. Add paper if you run out of room. The Outputs [interactions] for textbook notes we will talk about again. Try to get 1-2 pages of notes for each section including the vocabulary. We can go over these notes in class also when we pair share. Here are the sections:
The Earliest Americans
The Age of Exploration
The Race for Empires
You should be able to see the exam/quiz on-line. It is due by the 13th. You will also get two submissions to take the exam/quiz. Use any and all materials you deem necessary to help you. It opens at 8 am Thursday. We may need to check to see if you are on the roster correctly. We can check Thursday.
To see the translation of the printing above please look below and there are two translations. Bartolomeo De La Casas [1484-1566] was a catholic priest who decided to document the atrocities and violent actions towards the native-american populations during the Spanish conquest. In the indies or near Cuba, the indigenous people were treated very poorly from the new arrivals to the new world. There was a controversy to these stories. The handout from class will help you in your ability to understand what happened. The class handout is the primary source. The videos will help explain the account by De Las Casas. Today's video is another perspective you should have notes from class for a broader perspective. Please use all of these research sources below to work on your Wayback Wednesday. This is the last Wayback for this first notebook. Best wishes.
Accessed September 5, 2017. http://www.gilderlehrman.org
This is the travels of an explorer before Coronado. We have talked about him before. Use your notes from our discussion and documentary. Please listen to the ideas people have in class while you work on the documents. Stay on task. There will be at least 2 documents. You can see the video here has an embedded link. Cabeza De Vaca had said that the only way in life was "kindness". What was that vision of the West? What was the dream? What could have been?
Please add in this quote into your notebook. “American’s aren’t wrong in seeing the West as a land of the future, a land in which astonishing things are possible. What they are often wrong about is that there’s no price to be paid for that, that everybody can succeed, or that even what succeeds is necessarily the best for all concerned. The West is much more complicated than that.”–Richard White
To do list:
1. Check notes on De Vaca with video and background information-download.
2. Add quote to notebook and explain. Pair Share throughout & ask for help.
3. Look at the two documents on De Vaca.
4. Answer questions from the blog.
5. Answer questions on the Document for wayback.
Many of you wanted to know why I will be out for Monday. I am so glad you are enjoying the course each day and are engaged. Again I am sorry that I have to be out Monday 8/28/17 for school business. You all have been working so hard on following the social contract, and using your pre-frontal cortex to become the best student you can be. Back to School Night is coming to SVJHS Thursday night, 8/31. Again I am out to help you and your school community be the best it can be. I left plans for the teacher for the day; the class rules are the same and you are to do what we do everyday. The discipline cards will be used and also the behavior journals. Be the best students you know you can be. The electronic myhrw.com textbook usernames and passwords are still available and the teacher has them for you. Please make sure you follow the bathroom rules with the hall pass. Please use email if you need to contact me on larger issues. Basic course questions you can post on today's blog below.
Many of you that had asked why this Monday would be different, so this can be a teachable moment for both of us. We made some connections to our course content. Below you can see the state standards and historical narrative that we study in 8th grade. These discussions were also fitting within the 7 things that holds Americans together from Professor Dallek. In our course we will learn about the industrial revolution and how workers deal with employers. We will learn more at a later date, but you can answer some of your basic questions with research on your own as United States history students. We have begun this discussion.
We did discuss the preview of the clash between Irish workers and African American workers in New York 1840-1860. We talked about the ideas on how Americans learned how to solve many problems in different sectors of our economy. We also mentioned the circular flow of markets, and how economies work under the ideas of "economic abundance" and "egalitarianism". The classes did mention these ideas in context of our families making ends meet, spending time with families, wages, health care, time to come to visit school, your place in the society, and participation in our democracy. We study the historical cycles of the American economy, and what happens with Xenophobia, and immigration policies in difficult times always shapes our socio-political literacies.
So have a great day and follow the social contract. See you Tuesday.
For this Wednesday we will be looking at the story of Coronado coming to the Americas. He was in search of gold for Spain and the Catholic church. Later on Thursday, we will be looking at Cabeza De Baca who came before Coronado's expedition. Please use the links and video notes to help answer the questions for the Wayback. Ask for help and keep sharing your devices, you have been doing a great job, keep it up and stay focused.
Continuously, there are stories in the news that link to the 8th grade United States history course. Topics like slavery, free speech, peaceful assembly, Abraham Lincoln, Thomas Jefferson, George Washington, Robert E. Lee, Confederate Statues, General Pershing and the Philippine Wars, and the "Lost Cause" showing its culture in the modern era of 2017. We will be tackling these controversial historical ideas through out the school year.
This week your students have done a fabulous job working on the notebooks, learning a new technique for learning, and improving their prefrontal cortex to behave and collaborate as a team. This is the first time in 8 years We have all students with their interactive personal notebooks setup before we leave on the Friday. Please let your children know they are getting better each day, I tell them too. All of them are trying to get the WRITE PATH interactive notebook system down. They also are learning to ask great questions and share fabulous insightful comments to the class. Especially this week's, Wayback Wednesday with Watson and the Shark, students stepped up their game in history class.
Further, many parents have worked on the parent homework and signed the parent understanding sheets. Some students still need them turned in for full credit. I really enjoy reading and learning what you have been telling me about your children. I appreciate the kind words many of you have given me. You have a really nice group of students/teens, so let them know that they are doing well. I hope that we can help our students become the best social scientists/historians, so they can understand this very complicated modern world. I hope to see many of you on September 1, 2016 for Back to School night. Goooooo Matadors, Best wishes and take care. Mr. C
This will be our first class Wayback Wednesday. Lets take the time machine to the beginning of the American nation.
Watson and the Shark was inspired by an event that took place in Havana, Cuba, in 1749. Fourteen-year-old Brook Watson, an orphan serving as a crew member on a trading ship, was attacked by a shark while swimming alone in the harbor. His shipmates, who had been waiting on board to escort their captain ashore, launched a valiant rescue effort.
Copley chose to depict the moment of highest dramatic intensity -- the instant just prior to the third, presumably fatal, attack. Viewers had no way of knowing that the lad would be plucked from the jaws of death by his stalwart companions.
Brook Watson, a young sailor out for a swim, was attacked by a shark and saved by his shipmates. The shark bit off part of Watson's leg, but he recovered and went on to live a well-documented, one-legged life as a merchant and politician in London, and eventually served a term as mayor from 1796-97. It is likely that Watson commissioned the painting from Copley.
“Was it not for preserving the resemblance of particular persons,” Copley complained about colonial America, “painting would not be known in the place.” He dreamed of working in England’s more cosmopolitan artistic environment and of making “history paintings,” those images of religious, mythological, or historical events that were traditionally considered the apex of artistic achievement. In 1774 Copley left America and began a forty-year career in London. Watson and the Shark, his first large-scale history painting, depicts the heroic rescue of English merchant Brook Watson (1735–1807) who, as a young cabin boy, lost a leg to a shark while swimming in the harbor of Havana, Cuba. Watson and the Shark is an astonishing achievement for an artist who had previously painted only portraits.[citations used below]
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.