Friday, September 30, 2016

Friday / Monday 30 September 2 October

Some classes finished Chiseled in Stone Slide Lecture.

All students were given a final assignment that included study Howard Zinn and Christopher Columbus' telling of Columbus' first contact in the "New World."

Students were also given a retrieval chart for Takaki, Mann, and Hirsch. This chart will form the basis of the last formative assessment before beginning the unit essay next week.

Wednesday/ Thursday 28/29 September

Students completed their jigsaw of the Lowen readings about monuments.

Most classes completed Chiseled in Stone Slide Lecture


Monday, September 26, 2016

Monday and Tuesday 26 and 27 September

Classes began by reading the article "The Teen Who Exposed a Professor's Myth" we discussed the historiographical implications of the story.

Students received their Takaki Found Poems and self-evaluations back.

Mr. Zartler then presented a slide lecture about some famous memorials / monuments.

Students were given a new reading packet and we began a lesson built around Lowen's book Lies Across America.  All students read the two chapters "In What Ways Are We Warped?" and "Historic Sites Are Always a tale of Two Eras" and answer the following questions:
A) Lowen's primary claim is?   He also says, ______________.
B) What monuments illustrate his claim?
C) How do Lowen's ideas relate to questions of historiography?
D) How can the concepts of "sasha" and "zamani" help us analyze monuments?


Students were then assigned one of six additional chapters to study individually for next class. Students should answer the same three questions:
  1. Summarize the reading.  What are the three or four  main ideas important to the event?
  2. How are these events remembered? In what ways do the memorials reflect a perspective of one voice or perspective?
  3. Whose voice or perspective is left out?  

Group 1 Essays #9 (76-81) Centralia Massacre
Group 2 Essays #29 (152-157) Haymarket Massacre
Group 3 Essays #30 (157-160) Women in History
Group 4 Essays #32 (164-165) Testicles in History
Group 5 Essays #41 (197-199) Plantations

Group 6 Essays #55 (261-266) Stone Mountain

Next class students will work together with others who read the same chapter on presenting their findings to the class and on the extension question for the particular chapter. 

Monday and Tuesday 26 and 27 September

Classes began by reading the article "The Teen Who Exposed a Professor's Myth" we discussed the historiographical implications of the story.

Students received their Takaki Found Poems and self-evaluations back.

Mr. Zartler then presented a slide lecture about some famous memorials / monuments.

Students were given a new reading packet and we began a lesson built around Lowen's book Lies Across America.  All students read the two chapters "In What Ways Are We Warped?" and "Historic Sites Are Always a tale of Two Eras" and answer the following questions:


Extension question:
4) What would a memorial showing the voice or perspective of those left out of the historical narrative look like or what would it show?

Students were then assigned one of six additional chapters to study individually for next class. Students should answer the same three questions:
  1. Summarize the reading.  What are the three or four  main ideas important to the event?
  2. How are these events remembered? In what ways do the memorials reflect a perspective of one voice or perspective?
  3. Whose voice or perspective is left out?  

Group 1 Essays #8 (76-81) Centralia Massacre
Group 2 Essays #29 (152-157) Haymarket Massacre
Group 3 Essays #30 (157-160) Women in History
Group 4 Essays #32 (164-165) Testicles in History
Group 5 Essays #41 (197-199) Plantations

Group 6 Essays #55 (261-266) Stone Mountain

Next class students will work together with others who read the same chapter on presenting their findings to the class and on the extension question for the particular chapter. 

Monday, September 19, 2016

Tuesday / Wednesday September 20/21

Class began by sharing and then creating self-evaluations of their Takaki "found poems"

SELF EVALUATION QUESTIONS (put on back of the poem):
Please explain what Takaki’s main argument is:

How does your poem relate to Takaki’s argument?

Specifically (e.g. make direct reference to words and phrases you used, and how you used them in your poem) how does your poem reflect your understanding of Takaki’s argument?

How does your poem reflect the assignment:
The poem should use carefully selected words, phrases, or short passages from Takaki.

The poem should use poetic technique (structure; rhythm; repetition, etc) to illustrate in a different way than the original essay Takaki's ideas.

Another way of explaining this is: If Takaki were a poet, not a professor, how would he have expressed his point?


What grade would you assign to your poem, and why would you assign that grade?


Next the class began a new lesson on the Declaration of Independence:

The Declaration of Independence: A Transcription

IN CONGRESS, July 4, 1776.
The unanimous Declaration of the thirteen united States of America,
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

First we viewed a clip from the video History & Memory.
The film is from the series Bridging World History – use the first 12 minutes of Unit 2 that speaks to the historiography of Columbus. Here are some discussion questions and the link.
  1. Why are memory and history always selective?
  2. How did the United States celebrate Columbus 100 years ago?
  3. How did Alfred Crosby’s The Columbian Exchange change the historiography of Columbus?
  4. Why did the 500 year anniversary (quincentennial) commemorations become a historiographical debate? What were the arguments?


Next the class was divided into six (or three) groups in order to jigsaw the remaining articles in the packet.

Jigsaw
The readings will reveal different interpretations of the Declaration of Independence, especially concerning the ideas of freedom and equality and how they have been interpreted since 1776:

Group 1 and 4 Our Declaration – Chapter One “Night Reading”
  1. Why did the author originally start teaching the Declaration of Independence in her English classes?
  2. How did her “night students” initially view the Declaration?
  3. What is political equality? How is this stated in the Declaration?
  4. How did her students “re-gift” the Declaration back to the author?

Allen, Danielle. Our Declaration: A Reading of the Declaration of Independence in Defense of Equality (New York: W.W. Norton, 2014), 31-35.

Group 2 and 5 Our Declaration - Epilogue
  1. Why does the author think that the emphasis on freedom, rather than equality, is “dangerous” when looking at the Declaration of Independence?
  2. What exactly does the Declaration have to say about equality?
  3. Why is it important for the Declaration to be “accessible” according to the author?
  4. Why does the author make a huge deal about “the errant period”? How does she believe a period being replaced in a paragraph changed the meaning of the Declaration?

Allen, Danielle. Our Declaration: A Reading of the Declaration of Independence in Defense of Equality (New York: W.W. Norton, 2014), 275-282.

Group 3 and 6 American Scripture - Epilogue: Reflecting at the Memorials
  1. How did the process of engraving words from the Declaration of Independence on the Jefferson Memorial show how time, place, and interpretation change the meaning of primary sources?
  2. Why does the author ask you to “consider the problem of Archibald MacLeish”? Why is it a good example of historiography?
  3. How were the 13 – 15th Amendments to the Constitution influenced by the Declaration?
  4. How did Lincoln and MLK change how we look at the Declaration?
  5. Why does the author object to how the Declaration of Independence is enshrined at the National Archives? Why does she think this is against what the document stands for and what it ultimately means?

Maier, Pauline. American Scripture: Making of the Declaration of Independence (New York: Vintage, 1998), 209-215.

Next class we will following up with a 
Synthesis Discussion

Show students the videos of the following speeches: Ronald Reagan’s “A Time For Choosing” (1964) and Martin Luther King’s “I Have a Dream” (1963). Reagan’s video speaks to the idea of freedom as defined by the Declaration and King’s, of course, speaks to equality. Have the students right a short synthesis paper based on the following prompt:

How did the speeches emphasize the concepts of political equality and freedom? How does this relate to the overall questions of historiography? Which speech uses the Declaration of Independence to greater effect in your opinion?


Monday, September 19th (Period 3)

Class began with writing summaries of Takkaki's argument, and then finding quotes from the Takaki that supported these summaries.

The class then reviewed the concept of a "Found Poem" using these examples for the novel Frankenstein.

Next students brainstormed appropriate words and phrases from the Takaki to use in the poem. Students had time to begin drafting a poem to meet the following requirements in class. This poem and a self-evaluation responding to the following prompts is due NEXT class.

The poem should use carefully selected words, phrases, or short passages from Takaki.

The poem should use poetic technique (structure; rhythm; repetition, etc) to illustrate in a different way than the original essay Takaki's ideas.

Another way of explaining this is: If Takaki were a poet, not a professor, how would he have expressed his point?


SELF EVALUATION QUESTIONS (put on back of the poem):
Please explain what Takaki’s main argument is:

How does your poem relate to Takaki’s argument?

Specifically (e.g. make direct reference to words and phrases you used, and how you used them in your poem) how does your poem reflect your understanding of Takaki’s argument?

How does your poem reflect the assignment:
The poem should use carefully selected words, phrases, or short passages from Takaki.

The poem should use poetic technique (structure; rhythm; repetition, etc) to illustrate in a different way than the original essay Takaki's ideas.

Another way of explaining this is: If Takaki were a poet, not a professor, how would he have expressed his point?


What grade would you assign to your poem, and why would you assign that grade?



Monday, September 19-20

Class began by sharing and then creating self-evaluations of their Takaki "found poems"

SELF EVALUATION QUESTIONS (put on back of the poem):
Please explain what Takaki’s main argument is:

How does your poem relate to Takaki’s argument?

Specifically (e.g. make direct reference to words and phrases you used, and how you used them in your poem) how does your poem reflect your understanding of Takaki’s argument?

How does your poem reflect the assignment:
The poem should use carefully selected words, phrases, or short passages from Takaki.

The poem should use poetic technique (structure; rhythm; repetition, etc) to illustrate in a different way than the original essay Takaki's ideas.

Another way of explaining this is: If Takaki were a poet, not a professor, how would he have expressed his point?


What grade would you assign to your poem, and why would you assign that grade?


Next the class began a new lesson on the Declaration of Independence:

The Declaration of Independence: A Transcription

IN CONGRESS, July 4, 1776.
The unanimous Declaration of the thirteen united States of America,
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

First we viewed a clip from the video History & Memory.
The film is from the series Bridging World History – use the first 12 minutes of Unit 2 that speaks to the historiography of Columbus. Here are some discussion questions and the link.
  1. Why are memory and history always selective?
  2. How did the United States celebrate Columbus 100 years ago?
  3. How did Alfred Crosby’s The Columbian Exchange change the historiography of Columbus?
  4. Why did the 500 year anniversary (quincentennial) commemorations become a historiographical debate? What were the arguments?


Next the class was divided into six (or three) groups in order to jigsaw the remaining articles in the packet.

Jigsaw
The readings will reveal different interpretations of the Declaration of Independence, especially concerning the ideas of freedom and equality and how they have been interpreted since 1776:

Group 1 and 4 Our Declaration – Chapter One “Night Reading”
  1. Why did the author originally start teaching the Declaration of Independence in her English classes?
  2. How did her “night students” initially view the Declaration?
  3. What is political equality? How is this stated in the Declaration?
  4. How did her students “re-gift” the Declaration back to the author?

Allen, Danielle. Our Declaration: A Reading of the Declaration of Independence in Defense of Equality (New York: W.W. Norton, 2014), 31-35.

Group 2 and 5 Our Declaration - Epilogue
  1. Why does the author think that the emphasis on freedom, rather than equality, is “dangerous” when looking at the Declaration of Independence?
  2. What exactly does the Declaration have to say about equality?
  3. Why is it important for the Declaration to be “accessible” according to the author?
  4. Why does the author make a huge deal about “the errant period”? How does she believe a period being replaced in a paragraph changed the meaning of the Declaration?

Allen, Danielle. Our Declaration: A Reading of the Declaration of Independence in Defense of Equality (New York: W.W. Norton, 2014), 275-282.

Group 3 and 6 American Scripture - Epilogue: Reflecting at the Memorials
  1. How did the process of engraving words from the Declaration of Independence on the Jefferson Memorial show how time, place, and interpretation change the meaning of primary sources?
  2. Why does the author ask you to “consider the problem of Archibald MacLeish”? Why is it a good example of historiography?
  3. How were the 13 – 15th Amendments to the Constitution influenced by the Declaration?
  4. How did Lincoln and MLK change how we look at the Declaration?
  5. Why does the author object to how the Declaration of Independence is enshrined at the National Archives? Why does she think this is against what the document stands for and what it ultimately means?

Maier, Pauline. American Scripture: Making of the Declaration of Independence (New York: Vintage, 1998), 209-215.

Next class we will following up with a 
Synthesis Discussion

Show students the videos of the following speeches: Ronald Reagan’s “A Time For Choosing” (1964) and Martin Luther King’s “I Have a Dream” (1963). Reagan’s video speaks to the idea of freedom as defined by the Declaration and King’s, of course, speaks to equality. Have the students right a short synthesis paper based on the following prompt:

How did the speeches emphasize the concepts of political equality and freedom? How does this relate to the overall questions of historiography? Which speech uses the Declaration of Independence to greater effect in your opinion?



Friday, September 16, 2016

Thursday through Monday, September 15 - 19

Class shared and discussed their dialogue journals / text mark ups of the Ron Takakai essay "In a Different Mirror."

Students wrote and discussed answers tot he questions:

So far Takaki has me thinking:

I want to know ___________.

I am confused by _________.

One thing new to my thinking is .......



Class then examined models of "Found Poems" and began working on a "Found Poem" built around the Takaki reading. This poem is due next class.

The poem should use carefully selected words, phrases, or short passages from Takaki.

The poem should use poetic technique (structure; rhythm; repetition, etc) to illustrate in a different way than the original essay Takaki's ideas.

Another way of explaining this is: If Takaki were a poet, not a professor, how would he have expressed his point?

The poem is DUE NEXT CLASS.