Tuesday / Wednesday May 23 / 24

First students should review their notes from analyzing to nine documents in the packet "DBQ1 Native America"; then each student should write a summary of the attitudes they discovered and note what if any shift occurred over the 17th Century.

Period 7 will need to finish analyzing the documents beginning where they left off with document "D."

When each student has a completed summary of the documents the class should move on to do the following:


Students should view the following video 500 Nations Part II and take notes on the essential question of the unit:

Essential Question: What beliefs and attitudes have been prevalent about the Native Peoples of North America, and how have those beliefs shaped the history of the United States and of those people?

The class period will be too short to see the entire episode. Students should note the time stamp that viewing ended.

Monday, May 22

Students turned in their analyses of the 20s and 30s.

Mr. Zartler then continued with this slide lecture on depictions and early history of the native peoples of North America; thanks to Mr. Crotty for making the slide lecture.

Mr. Zartler will be a district trainings Tuesday, Wednesday, and Thursday of this week.

Friday 18 May

Due to unscheduled absence, and a shortage of substitutes, the lesson plan for the day ended up being students working on the project due next week.

Wednesday / Thursday 17/18 May

Native Peoples and The United States of America

Essential Question: What beliefs and attitudes have been prevalent about the Native Peoples of North America, and how have those beliefs shaped the history of the United States and of those people?

Over the next couple of weeks, we will look at the history of the United States through a lens focused on the peoples who lived in North America before the invasion of europeans. As we study various source texts and secondary resources, keep the above question in mind. You will be writing an in-class essay on this subject as a summative assessment at the end of the unit.

Monday / Tuesday May 15 / 16

The Historiography Unit that we began this class came to my mind as the following stories unfolded recently.

We will jigsaw the first four of these stories; all groups should read the opinion piece at the end.

A) New Orleans Begins Removing Confederate Monuments, Under Police Guard By CHRISTOPHER MELE APRIL 24, 2017 

B) Tempers Flare Over Removal of Confederate Statues in New Orleans By RICHARD FAUSSETMAY 7, 2017

C) The Meaning of Our Confederate ‘Monuments’ The Stone Gary Shapiro THE STONE MAY 15, 2017

D) White Nationalists Wield Torches at Confederate Statue Rally By JONAH ENGEL BROMWICHMAY 14, 2017

A,B,C,D) The Opinion Pages | LETTERS What Should We Do With Confederate Monuments? MAY 14, 2017

Reminder: the summative assessment for the 1920s and 30s unit is due one week from today.

May 8-12

Classes were in different places, and so a summary of the week is the best I can offer.

Students had time to complete readings about the depression and about the New Deal.

Students worked on organizing the information, and ensuring that they had enough knowledge to complete the summative assessment for the 1920s-1930s unit.

Students received the following summative assessment assignment; it is due Monday/Tuesday 22/23 May:

Living in the USA

Depression and The New Deal Unit Summative Assessment

By no means would all historians agree that similarities between the Roaring 1920s and the history leading up to Black Thursday in 1929 and the Great Depression over the next decade are cause for alarm. History is complex, and absent access to parallel universes historians can only argue about similarities and causalities.

That being said, the two decades we have just studied do provide interesting comparisons to recent history. To show knowledge and understanding of this period you are to create an analytical chart that lists or shows at least ten (10) key events, trends, developments, or policies, and compares or contrasts them with events from your lifetime.

The format of this chart or visual is up to you. But MUST include annotations of the comparisons. So, for example if you wished to compare Charlie Chaplin to the most popular entertainer of your life you could indicate the Chaplin was a huge star of (mostly) silent films; today the entire world waits for Puddles Piddy Party’s next Youtube cover of a classic pop song.

Your selection of entries on the chart should show knowledge across the twenty-year period, and include economic, historical, and cultural references. You should show knowledge of the Roaring 20s; the Great Depression; and the New Deal.

This project is due May 22^nd/ 23^rd; today is the only “in-class” day we will focus on the project.

Notes:

1920s & 1930s	Notes for Annotations	My Lifetime

Monday -Thursday 3-6 May

This week students were given time to ask questions about their thesis work.

Then Mr. Zartler presented lectures on the Depression; the Dust Bowl; Hoover v. Roosevelt; and The New Deal.

Slide set 1. 1930s and the Great Depression

Slide set 2.  Dust Bowl to the New Deal

Research Papers are due Monday and Tuesday 8 and 9 May.

Here is Arlo at nine days old (May 1st)

Sample Chicago Style Paper (this one has footnotes, end notes might be easier). Also remember you need an annotated bibliography.