Baz Luhrmann's The Great Gatsby

Today, we will watch the first half of Baz Luhrmann's adaptation of The Great Gatsby. While a bloated production, there are some faithfully good nuggets within the film (namely the casting of Gatsby and Daisy). But there are some serious problems--here is a critical review of the film (spoiler alert). My major issue is the fact that Nick is writing this story from a sanitarium--a complete departure from the book. At any rate,  as we watch, take note of the visuals and how the use of the film form can both aid and detract from the understanding of a novel!

1920s-Gatsby Chapter 5

Agenda:

• Reading quiz chapter 5 of Gatsby
• "Notes & Quotes" discussion of chapter 5

The Century: America's Time. "From Boom to Bust: 1920-1929" or Baz Luhrman's Gatsby movie...

1920s/Gatsby

• Last day to work on Projects!
• Quiz chapters 1-4 of Gatsby
• HOMEWORK: READ CHAPTER 5

1920s--Gatsby chapters 1-4

Split class

Chapter 4: Notes & Quotes

Review chapters 1-4: work on those questions! Open note quiz tomorrow!

1920s-Gatsby Chapter 4

Split class today. Half the class will work on projects (here are the groups as well as 4-5 guiding questions), half the class will study chapter 4 of The Great Gatsby.

Discuss chapter 3--check out my "Notes & Quotes"

Chapter 4: Lunch with Gatsby...and Meyer Wolfsheim

"I wondered if there wasn't something a little sinister about him, after all."

Gatsby Rolls Royce Phantom Ascot Sport. Gatsby Luxury. https://gatsbyluxury.wordpress.com/2013/06/05/gatsby-rolls-royce-phantom-ascot-sport/

1920s-Gatsby chapter 3

Split class today. Half the class will work on projects (here are the groups as well as 4-5 guiding questions), half the class will study chapter 3 of The Great Gatsby.

Discuss chapter 2: Check out my "Notes & Quotes"

Chapter 3: Gatsby's Party!

"People were not invited--they went there."

Flapper Girls. From Mumfection under Creative Commons Licence. http://mumfection.com/poetry-can-heal/

1920s-Gatsby Chapter 2

Split class today. Half the class will work on projects (here are the groups as well as 4-5 guiding questions), half the class will study chapter 2 of The Great Gatsby.

• Review chapter 1-who are these characters?

The Valley of Ashes

“This is a valley of ashes—a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air.”

Think of the symbolic nature of the Valley of Ashes and the eyes of TJ Eckleberg. Who lives there? How do they fit into their environment? What happens there?

Twenties

Agenda:
Organization of groups for twenties projects/presentations Here is a libguide!
Continue/finish chapter 1 of Gatsby

Resources: Check out a list of allusions in the book, as well as pertinent vocabulary!

The Jazz Age-1920s and The Great Gatsby

Agenda:

• Collect Hemingway paragraphs
• Background/Discussion of new unit
• Talking points
• Calendar
• The Great Gatsby chapter 1!

Hulton Archive / Hulton Archive / Getty Images / Universal Images Group

Rights Managed / For Education Use Only

Imperialism/WWI

EXAM TODAY

Hemingway paragraph(s) due tomorrow! If you finish the exam early, work on that.

Imperialism/WWI

Agenda:

• Quiz: Chapter 18 Sections 3 and 4
• Review for unit exam (tomorrow!)
• Take home: WWI and Hemingway prompt--in one or two paragraphs, explain how the work of Ernest Hemingway reflects the idea of "post-war disillusionment." Your response should define post-war disillusionment, the Lost Generation, and have supporting textual evidence from "In Another Country" and "Soldier's Home."

Unit-Imperialism/World War I

Today's Agenda:

Now Showing at the Boston Museum of Fine Art: Exhibit on WWI posters
Finish Chapter Attack: Chapter 18 Sections 3 and 4

James Montgomery Flagg, I Want You for U. S. Army (detail), 1917. Poster, color lithograph. Museum of Fine Arts, Boston

Unit-Imperialism/World War I

Today's Agenda:

Review: Chapter 18 Sections 1 and 2
Analyze: President Wilson's Message to Congress (to declare war)
View: video of WWI
Chapter Attack: Chapter 18 Sections 3 and 4
Read: New York Times article from August 2014

President Woodrow Wilson

WWI

Agenda:

• Discuss "Soldier's Home" and "The Lost Generation"

WWI Propaganda Activity
PROPAGANDA: The organized dissemination of information to influence thoughts, beliefs, feelings, and actions.

• Groups of 2 or 3 
• Go to this website: http://www.learnnc.org/lp/editions/ww1posters/4963
• Each group will be assigned 2 propaganda posters. 
• Go to the Google Doc for your class (Block 1 or Block 2) 
• For each piece:
• Describe the image and text. 
• What is the overall message? 
• What emotions does it play on? 
• What effect would the poster most likely have on American citizens of the time? 
• What is pointed out that YOU can do directly to help the war effort? 
• How are the symbols, images, and words arranged to convey a message?

Unit-Imperialism/World War I

Todays Agenda:

• Review: Chapter 18 Sections 1 and 2
• Discuss: Hemingway's "Soldier's Home"
• Interactive: the Geography of WWI
• View: The Technology of World War I

Chapter 17 Sections 3 and 4

http://upload.wikimedia.org/wikipedia/commons/f/f5/Royal_Irish_Rifles_ration_party_Somme_July_1916.jpg

World War I

Agenda:

• Finish Chapter 18 textbook work
• Read Hemingway's "Soldier's Home"
• Finish story/questions for HOMEWORK

Unit-Imperialism

Today's Agenda:

Review: Questions for "In Another Country"
Discuss: the Main Causes of WWI
Chapter Attack: Anthem Chapter 18 Sections 1 and 2

Gavrilo Princip in his prison cell
1914

Unit-Imperialism

Agenda:

• Quiz/discussion of Zinn article vs. textbook
• Conclusion of the Spanish American war
• Chapter Attack: Chapter 17 Sections 3 and 4

ERNEST HEMINGWAY

In this unit, we will be reading two short stories by Ernest Hemingway, who is an American literary giant. Check out a biography of Hemingway here.

In Another Country

World War I was the largest, international conflict people had ever seen, and it caused people to change their view of the world. People became full of despair, delusional, horrified that everything would fall apart, and it made them lose faith. In Hemingway’s "In Another Country," there is one character in the story who is known as Major. He is a smaller part of the story, but a  perfect example of the kind of “loss of faith” that people were beginning to experience because of the war.

Here are some questions for this story.

Soldier's Home

This story is very ironic in its title and storyline. Hemingway doesn’t bother to tell people why Krebs is the last to return home or what happened in the meantime, but Harold simply comes back late and cannot find his place when everyone else is already settled. It is a great tale that speaks to “fitting in” as well as being “left behind.”

Here are some questions for this story.

"Ernest Hemingway in uniform 1918;" Photo Researchers/Universal Images Group and

"Hemingway;" Central Press/Hulton Archive/Getty Images/Universal Images Group

Unit-Imperialism

Today's Agenda:

• Hand back the Progressives Exam
• Continue reading: "The Empire and the People" by Zinn
• Finish the chapter/Answer the questions for HWK
• "White Man's Burden" by Rudyard Kipling

FYI: the Zinn article and questions are linked digitally on the handouts page.

Unit-Imperialism

Today's Agenda:

The Spanish American War

• Finish Anthem work: Chapter 17 Sections 1 and 2
• Quiz on Sections 1 and 2
• Howard Zinn: the Empire and the People
• How does the textbook portray the Spanish American war versus Zinn's A People's History of the United States?

Unit-Imperialism and the Turn of the 20th Century

Agenda:

• Discuss "Story of an Hour" and hand in homework.
• Imperialism and the Spanish American War: Chapter 17 in Anthem Sections 1 and 2 

Kate Chopin

After our exam, and before diving into our next unit, we will look at an important American author: Kate Chopin.

Photoportrait of writer Kate Chopin. Photographer not credited. Made available for use through Times-Picayune

From americanliterature.com: "Kate Chopin...is considered one of the first feminist authors of the 20th century. She was following a rather conventional path as a housewife until an unfortunate tragedy -- the death of her husband -- altered the course of her life. She wrote a number of short stories but is best known for her novel The Awakening(1899), a hauntingly prescient tale of a woman unfulfilled by the mundane yet highly celebrated "feminine role," and her painful realization that the constraints by virtue of her sex blocked her ability to seek a more fulfilling life."

We will read two stories from Kate Chopin: "Story of an Hour" and "The Storm." Both of these stories explore the role of women in society at the turn of the 20th Century, particularly in terms of marriage. Our main objective is to practice looking at and taking notes on literature, as well as analyzing literary elements. Take a look at this literature-note taking guide.

UNIT REVIEW

Agenda:

Unit exam tomorrow!

• Here is a review of The Jungle, as well as a little bit of historical context.
• Exam will be multiple choice with a couple of paragraph responses.

Per our discussion today...

Slate article on the word "feminist"

Progressive Movement

Agenda:

• The Jungle chapter 5: Hand back and discuss incorrect answers (review of all chapters will be Monday)
• Lecture/Discussion: Content we may have missed (Progressive Era Notes)
• Video: Crash Course on Progressives

Unit-The Progressive Era

Today's Agenda:

Discussion: the progressive presentations (strengths and weaknesses)
Review: the shared group presentations
Lecture/Discussion: Content we may have missed (Progressive Era Notes)
Video: Crash Course on Progressives

Suffragist Crowd. Photography. Encyclopædia Britannica ImageQuest. Web. 12 Nov 2014. 

Progressive Projects

Agenda:

• The goal for today is to take notes and evaluate each other's presentations. To do this you must first go to Ms. Hopkins' project guide page, where there are the links for the projects. As you look through these presentations, take notes and evaluate them, using the handout.
• There will be an open-note quiz tomorrow on these presentations!
• If you still have not published your presentation, Ms. Hopkins, Mr. Bujold, and Mr. Jolicoeur are available to help!

Multi-ethnic college students looking at laptop. Blend Images. Photography. Encyclopædia Britannica ImageQuest. Web. 12 Nov 2014.

Progressive Movement

Progressives Group Project!

• There are numerous topics to explore for this project. Your task is to create a multimedia presentation that will be published online (you must send us the link or share it with us by Sunday night).
• Each group should essentially answer the following questions concerning their topic:
• What is the problem/issue?
• Who (individuals or groups of people) addresses the problem?
• What is their approach to the problem?
• What are the results?
• You must cite sources and properly attribute any and all pictures, video, and other media taken from somewhere.
• The method by which you create this presentation is up to you. Most people will probably go the route of Google Presentation; however, we are requiring you to evaluate two presentation tools that are not Google Presentation. 
• Ms. Hopkins has made a great project guide, which has links to numerous presentation tools. Use the Evaluation Worksheet to evaluate at least two of these tools.
• Once your group has evaluated what presentation tool you will use, start creating. Ideally, your presentation should "stand alone," meaning the information/topic presented could be understood by a casual observer.

Immigration/Progressive Movement

Agenda:

• Hand back Jungle quizzes; hand in Visitor questions
• Discuss "The Melting Pot is Broken"--What claim is the author making? Is it valid?
• Progressive Movement--What is it? What issues are present at the turn of the 20th Century, who exposes them, and what is done?
• Chapter 14 of The Jungle--How has Jurgis changed as a character?

Immigration

Agenda:

• Hand back Native American essays; some observations:
• IDEAS--Remember to answer the question/prompt, and stick to that thesis. Many times examples were given without any true explanation in relation to thesis.
• SENTENCE FLUENCY--Review how to integrate your quotes! You can't simply leave quotes hanging in the air with no set-up or context.
• CONVENTIONS--Cite your sources, always provide a Works Cited page, and write in the present tense unless you are talking about a historical event in the past.
• KNOWLEDGE OF CONTENT--If you wrote an entire essay without referencing anything in the book we studied (or referencing it very little), you lost points...
• Hand in Chapter 5 Questions of The Jungle
• Continue watching The Visitor; after the film, we will have small group discussions

• Here is an article from Slate about contemporary immigration titled The Melting Pot is Broken
• HOMEWORK: Read the above article and write a short response. What is the author saying? Is his claim valid? Why or why not?

Immigration

Agenda:

• Discuss chapter 5: Unions, corruption, and losing faith in America
• Film: The Visitor
• In this excellent 2007 film, a college professor travels to New York and finds a young immigrant couple living in his apartment. The film explores contemporary immigration issues, and provides some enlightenment and unique perspective on the current immigrant experience. After the film has been viewed, there will be some guided, small group discussion questions.

Immigration

Agenda:

• Quiz on Chapter 15 of American Anthem
• Discussion: Life at the Turn of the 20th century
• Finish chapter 5 of The Jungle, work on questions

The Immigrant Experience

Agenda:

• Pop Quiz, chapters 2-4 of The Jungle
• Discuss chapter 4
• Finish Chapter 15 Textbook work (Quiz tomorrow)
• Start Chapter 5 of The Jungle (Due Friday)

The Immigrant Experience

Agenda:

• Chapter Attack: Chapter 15 in American Anthem
• Read Chapter 4 of The Jungle. Finish the questions for HOMEWORK
• Cool Site: Comparing immigration from 1910 to today

Optional: Take an interactive tour of Ellis Island. What was it like for new immigrants entering America at the turn of the 20th century?

Here is a terrific clip (about 4 minutes) from The Godfather Part II of Vito Corleone coming to America--it's a great re-creation of Ellis Island at the turn of the 20th century, and what immigrants experienced. Notice the imagery at the end of young Vito looking out the window with the reflection of the Statue of Liberty in the distance.

Unit 4-Immigration and Industrialization

Agenda:

• Chapter 3 of The Jungle
• Finish the questions for HOMEWORK
• Chapter Attack: Chapter 15

Unit 4-Industrialization and Immigration

Today's Agenda:

Film: America: the Story of Us "Cities"
Based on the film:

1. Brainstorm: List and describe who/what contributed to the growth of American cities

2. Writing prompt: Who/What was the most responsible for the growth of American cities?

If time allows: Continue reading The Jungle Chapter 3

Unit-Immigration and Industrialization

Today's Agenda:

• Review the quiz from yesterday on Anthem Chapter 14
• Begin reading The Jungle-Chapter 2
• HOMEWORK: Finish chapter 2 and answer questions

Industrial Revolution

Agenda:
Short class today!

• Quiz on Industrial Revolution chapter from textbook
• Discussion of The Jungle pre-reading (if there is time)

Immigration and Industrialization

Agenda:

• The Jungle Pre-reading discussion questions
• In small groups, discuss all the questions presented
• It is expected each person will contribute to the discussion--go around the circle to get everyone's opinion/thoughts
• A secretary or recorder for the group should bullet-note topics and opinions discussed
• Be prepared to share out for tomorrow!
• Finish textbook work; quiz tomorrow!

New Unit-Immigration and Industrialization

Today's Agenda:

Due: Native American Essays
Discussion: Introduce the new unit and major topics
Examine: American Anthem Chapter 14 (The Industrial Revolution)

Native Americans: Unit Wrap-Up

Friday you will need:

• the viewing guide for Smoke Signals
• a copy of your paper to peer edit
• make sure you "share" your paper with Buj

Monday: Final papers are due on Monday

Native American Wrap-Up

Agenda for the Week (October 14-17):

• Tuesday: Essay topics and discussion; start watching Smoke Signals, the independent feature film based on the stories in The Lone Ranger and Tonto Fistfight in Heaven
• Wednesday: Half of the class in the computer lab, working on essay, the other half continuing Smoke Signals
• Graphic Organizer for Essay
• Thursday: Flip half the class
• Friday: Finish Smoke Signals, work on viewing guide, discuss

Native Americans

Agenda:

Looking at "academic voice"

• As we continue to look to improve our writing, today we will look at what voice and word choice can really do for an essay.
• In small groups, read through the college-level essay on Sherman Alexie, and then analyze the writing style with the prompts provided:
• Who is the audience that the author is writing for?
• What is the thesis of this essay?
• How does the author support this thesis? Be specific.
• Is the author successful in supporting his thesis? Why?
• What is it about this essay that makes it formal rather than informal? Point to specifics.
• The Great Emancipators Mass Execution
• Another Proclamation by Sherman Alexie

Native Americans

Agenda:

• OPEN NOTE QUIZ on "Indian Education"
• Acceptable answers to a short/long answer quiz:
• Answers should be in complete sentences—your response/point should be able to be read and understood without having to read the question. It should stand alone as its own thing.
• Plot is not important—A little bit of context is, but focus on big ideas/larger meaning.
• Answers should be analytic and have depth, rather than superficial.
• Review Anthem Chapter 13-The American West

Native Americans

Agenda:

• Small Group Discussion: Based on the homework, discuss the meaning of the quotes with your groups. We will then report out to the larger group, and have a large group discussion. Here is a discussion rubric to guide you...
• HOMEWORK: Read the story "Indian Education" and take notes…pay particular attention to things that have something to do with the “Native American Identity” and/or Experience—What defines an Indian? What role does History have? What are their beliefs? What is important to Native Americans? What are their goals? What role does racism have? How do the choices (both healthy and unhealthy) they make define who they are? What defines success/failure for them? OPEN NOTE LONG ANSWER QUIZ TOMORROW
• Finish textbook work/go over
• Video Clip: Battlefield Detectives-The Battle of Little Bighorn

Native Americans

Agenda:

• from "A Drug Called Tradition:" “Although it is the twentieth century and planes are passing overhead, the Indian boys have decided to be real Indians tonight” (20).
• What does it mean to be a real Indian?
• How do these misguided youths wrestle with their identity?
• "The Only Traffic Signal on the Reservation Doesn't Flash Red Anymore"
• As you read, look for the quotes provided. Explain the context (what is happening) of the quote, and the meaning (how does it relate to the Native American Identity?).
• Complete the packet from the Anthem Textbook Chapter 13-The American West
• Both these assignments are expected to be done for TOMORROW.

Native American Resistance

Agenda:

• Discussion of Native American Summaries/review Google Doc-Block 1 and Block 2
• Discuss "Every Little Hurricane"
• Figurative Language: Metaphors and Sensory Images
• What does this story tell us about the Native American Identity?
• HOMEWORK: Read "A Drug Called Tradition"

Here is a funny podcast of Sherman Alexie being interviewed: "Why do you always write about white people?"

Native Americans

Agenda:
Half the class will be reading the short story "Every Little Hurricane," and half the class will go to the computer lab to do some research.

Computer Lab directions:

• With your group, fill out the chart on the shared Google Document based on the summaries provided.
• Here is the link to the Native American summaries
• Here is the link to the Shared Google Document

Native American Identity

Agenda:

• Our next unit explores the Native American Identity. Some questions to guide us through the unit: Who are they as people? How has their identity been formed? What was it in the past and what is it now?
• We will read some contemporary fiction from Sherman Alexie, a humorous, poetic writer, and these stories from The Lone Ranger and Tonto Fistfight in Heaven all revolve around one reservation, and the way of life there.
• As for history, well, essentially our mistreatment and near eradication of Native Americans will be looked at, and how that has also formed the Native American Identity.
• A nice introduction to contemporary reservation life is a 20/20 special, "Children of the Plains."
• Sherman Alexie is charming on the Colbert Report...And again.

Civil War Common Summative Assessment

Today we write our responses to the Civil War prompts. Each answer should be a well-developed paragraph.
What makes a good response?

• Topic sentence that gives an overview of what will be discussed. Generally incorporates the prompt/question. 
• Supporting examples (2-3 examples are sufficient) and complete explanations that include context and analysis (what it means/purpose/outcome/why it is important/notable).
• Concluding sentence that sums up the entire response.
• A full, complete paragraph should be at least 5-7 sentences.

Civil War Assessments

Agenda:

• Civil War Exam!
• Once everyone is done, we will go over a graphic organizer for some writing about the Civil War. This will be the end of the unit!

Lee Surrenders to Grant
1865

Civil War Wrap-Up

Agenda:

• Finish Reconstruction textbook work
• Review for Civil War exam (tomorrow)

Reconstruction Ends

Agenda:

• Quiz on Huck Finn

• Moral development, internal conflict, and dramatic irony
• "Stuck in a fog"--Literal (actual) vs. Figurative (deeper meaning)
• How is Huck figuratively stuck in a fog?
• Why does Huck trick Jim?
• How does Jim react?
• What is Twain showing us about Jim?
• How does Huck feel after?
• Dramatic irony--When the reader knows something the character does not
• What is ironic about this chapter?
• Conflict--Internal vs. External
• Man vs. Self, Man vs. Nature, Man vs. Man, Man vs. Society/Ideas
• What is Huck's internal conflict?
• What does Huck do? Why?
• Wrap-up Reconstruction

Reconstruction

Agenda:

• Huck Finn--Need to Know: chapters 7-14
• Chapters 15 & 16: Huck's Moral Development
• What shapes a person's morals and beliefs?
• When have your morals or beliefs been in question?
• Reconstruction Continued...Black Codes, Tenure of Office Act
• 
• HOMEWORK: Finish Huck chapters and questions! Quiz tomorrow!

Reconstruction

Agenda:

• Hand back projects, discuss
• Lincoln's Reconstruction Plan/Assassination of Lincoln
• Recap Huck Finn chapters 5-6

Mark Twain

Agenda:

• Finish Whitman activity
• Intro Mark Twain! Why is this guy important?
• The Adventures of Huckleberry Finn
• Need to Know, chapters 1-4
• Read chapters 5 & 6
• HOMEWORK: finish those Huck Finn chapters & questions!

The Civil War

Agenda:

• Hand back Slavery paragraphs and discuss:
• Sticking to and explaining a thesis (ideas)
• Topic sentences that lead back to theses (organization)
• Integration of quotes (fluency)
• Academic language (voice)
• Wrap-up Walt Whitman Activity; discussion
• The Civil War: Need to Know!

The 8th NY State Militia

The Civil War

Today's Agenda:

Civil War Surrender Speeches
1861 Map Quiz
Geography and War Strategy
Poetry of Walt Whitman

Walt Whitman

The Civil War

Today's Agenda:

Continue/Finish Civil War Presentations
Finish the Civil War maps
Civil War Trust: Animated Maps of Major Battles
Civil War 150: Another cool website from History.com

Any Extra Time: Lecture/Discussion on Major topics associated with the Civil War

First battle of Bull Run
1861

The Civil War

Today's Agenda:

Continue Civil War presentations:

• Maps
• Newspaper Editorials
• Personal Narratives

Finish the North vs. South Comparisons: Strengths and Weaknesses

Map Activity: Recreate the U.S. map on page 359 in the American Anthem

Ft. Sumter
1861

Unit 2-The Civil War

Today's Agenda:

Civil War Project Presentations:

• President's speeches on secession
• Political/Military Leaders
• Newspaper Editorials
• Personal Narratives

Lecture/Chart: Comparing the North and South in 1861

Jefferson Davis and Abraham Lincoln

Research!

For the next three days (Thursday, Friday, Monday), we will be doing research for our massive Civil War project. What should you be searching for?

• Use our databases! Check out the libguide created by Ms. Hopkins
• What responsibility you have within the project will determine what you search for...
• Speeches should research the men themselves, what their opinions were, events that were happening at the time of secession/surrender...
• Maps & Battles should research geographical advantages, life of soldiers during the time, primary accounts of battles...
• Editorials should research actual newspapers from the time as well as lives of individuals and how they felt about events of the time
• Personal Letters should research various events/trends that affected people (like battles, riots, laws, elections, food shortages, blockades, family crises, etc.), as well as actual letters from the time period
• It is required you have at least three sources (books, databases) with a filled out Research Source Organizer for each source
• You may notice there is a new tab at the header. This is our "Resources" tab that we will periodically be throwing helpful tools, websites, articles, and materials for general classroom/studying use.

We understand that there is a ton of important information on the blog today but we would be remiss if we did not mention the anniversary of 9/11, so here is a link to 6 documentaries that cover the terrorist attacks.

Civil War Begins

Agenda:

• Today we wrap-up Slavery with our unit assessment
• We then kick off the Civil War with a Group Project!
• Ms. Hopkins will join us to talk about resources available to us

2014 NH primary Election Results

Election of 1860

Agenda:

• Go over Lincoln-Douglas debate questions
• Election of 1860
• Electoral vs. Popular
• The last straw?
• Slavery Unit Summative Assessment--Explanation & Expectations

The Presidential Election of 1860

John Brown's Raid

Agenda:

• John Brown: Radical Abolitionist
• Background in Kansas
• The Plan
• The Execution
• Death
• Slave Girl Quote Search
• Reflection of attitudes towards slavery
• Context/Explanation
• HOMEWORK: Finish quote search

John Brown

The Rise of Lincoln

Agenda:

• Recap chapter 30 of Slave Girl
• What can we take away from this book?
• How does it show the growing divide in the nation at that time?
• Abraham Lincoln and Stephen Douglas: The most famous political debates in American history
• Comparing and contrasting opposing views on slavery

Lincoln-Douglas Debates

Dred Scott

Agenda:

• Open-note quiz on chapters 21 & 23; discuss
• Literary focus: Imagery and figurative language
• Start chapter 29
• Dred Scott decision: How did this Supreme Court ruling affect slavery and the abolition movement?
• Dred Scott Questions
• HOMEWORK: Finish 29 and 30

Dred Scott 1857

Bleeding Kansas

Agenda:

• Kansas-Nebraska Act: How did what happened in Kansas serve as foreshadowing for the Civil War?
• Here is a short video
• Slave Girl: collect chapters 5 & 6 questions; read chapter 15; QUIZ
• HOMEWORK: Read chapters 21 & 23 and do questions-open note quiz tomorrow

Bleeding Kansas

Compromise of 1850

Agenda:

• Quiz on map of 1850 America
• Discussion: What was the impact of the Compromise of 1850?
• Remember the Mexican-American War and California?
• Read chapter 5 of Slave Girl
• HOMEWORK: Read chapter 6, answer questions

Reminder: Bujolicoeur needs the course expectation sign off sheets from anyone who did not turn one in ASAP!

1851 Poster

Friday, August 29

Agenda:

• Read/Recap Chapters 1 & 2 of Slave Girl (group work); What is the impact of the slave narrative?
• Map Activity: What did America look like in 1850? Page 326 of textbook
• Compromise of 1850: What impact did it have on slavery?
• NO HOMEWORK! Enjoy the long weekend!

Thursday, August 28

Agenda:

• Wrap-up brainstorm of "What is American"
• Write paragraph--Getting used to "academic writing"
• Discussion: Inequalities in American History: Race, Gender, Class
• Intro Incidents in the Life of a Slave Girl, read chapters 1 & 2
• HOMEWORK: Finish reading, answer questions

Welcome!

This blog was created by Mr. Jolicoeur and Mr. Bujold to help communicate more effectively with students and parents this year in Comprehensive American Studies II. We will be blogging daily with the class agenda, links to assignments, and links to interesting and informative topics that we see on the internet.

AMERICA!

                                        "Lady Liberty" by Gregg Knapp c/o Flickr; Creative Commons