Welcome back everyone! I hope your holiday was restful and enjoyable. I know mine was! We will be playing this agenda by ear since this week will actually begin with finals. I hope to at least do the group work with A2 and A4 on Monday.
Lesson Plans
Day 1 Objective: Identify the long-term causes and the immediate circumstances that led to World War I.
Focus
Journal: I would fight if….
I would fight until death for….
I think another world war is unlikely because…
If another world war does occur, it will be because…
Instruct: Discuss journal, divide students into groups of 5
Describe 7 conflict situations affecting the United States. Each group must decide the American response to each “hypothetical situation” and share with the class. Debriefing/note taking will occur on steps leading to the US entrance into World War I. Discussion of nationalism, alliances, imperialism, military build-up, etc will occur
Assess: Students will answer worksheet questions and complete open response
· Day 2 SS-HS-5.1.1, SS-HS-5.1.2, SS-HS-5.2.4
· Objectives: Understand the impact of propaganda on American opinions toward the War
· Explain why the United States entered the war.
· Describe how the US mobilized for war.
Focus: Journal: Was the United States entry into World War I inevitable? Defend your answer.
Instruct: Notes: Mobilizing for war/ Discussing propaganda and yellow journalism today (using Enquirer magazine)
Assess: In pairs, students will analyze propaganda posters from World War One
Exit slip??? Name 2-3 ways government ensured the public’s support of war.
Day 3
Objectives students will experience WWI through a host of primary and secondary sources and:
· Explain why the United States entered the war.
· Describe how the US mobilized for war.
· Identify the new weapons, battle strategies, and medical problems faced in World War I
World War I learning centers
Covering Trench Warfare, Music, Maps (before/after), photographs, letters, etc.
Thursday, December 18, 2008
Finals Week
Finals Week. Good Luck!
Have a wonderful holiday break!
We will start World War I in January.
(Chapter 11 for those of you reading
ahead)
Ha! I mean Ho! Ho! Ho!
Have a wonderful holiday break!
We will start World War I in January.
(Chapter 11 for those of you reading
ahead)
Ha! I mean Ho! Ho! Ho!
Sunday, December 7, 2008
Last week before finals!
Yipee! We have almost made it to break! We have a few more pertinent bits of information to discuss before final reviews begin! Sorry this is a little late and a bit sketchy, but, I am planning a three year old's birthday party (whew! I am exhausted). Here is the agenda for the week.
Day 8 Agenda
Monday, December 8
Journal : Interpreting Political Cartoons
Lecture/Discuss American Foreign Policy at the Turn of the 20th century
Group work: Create a metaphor of American Foreign Policy at the Turn of the 20th century
Research and Design (Be ready to Present on Wednesday )
Day 8 Agenda
Monday, December 8
Journal : Interpreting Political Cartoons
Lecture/Discuss American Foreign Policy at the Turn of the 20th century
Group work: Create a metaphor of American Foreign Policy at the Turn of the 20th century
Research and Design (Be ready to Present on Wednesday )
Day 9 Agenda
Wednesday, Dec. 10
Present Metaphors
Complete Chapter 10 workbook pages, and maps and be ready to turn in
Exit Slip: Create a sample of Yellow Journalism concerning one event discussed in reference to foreign policy
Begin Review work if time
Friday Dec 12
Review Day for final
Good Luck!
Sunday, November 30, 2008
The Home Stretch
Okay everyone, I am sure you are as "excited" as I am to be back to school and through with lazy days, food, and family fun but we have much to do and little time to do it, so snap out of your turkey daze and lets get on track for a great December!
We are now rounding the corner and as they say in the Derby "and down the stretch they come!" We are 15 school days from Semester's end. There are many of you who are on track for a great semester grade. "Bravo!" Others are struggling a bit. If you fall into the second category, please come after school for tutoring on Wednesday's from 3:30-4:30. My UK observer has been gracious enough to spend her time catching people up and giving partial credit for missed assignments. We will begin this week discussing the last unit of the semester (Imperialism/Foreign Policy in the early 20th century). We are still discussing the four Presidents (McKinley, T. Roosevelt, Taft, and Wilson), but we are looking at their foreign policy rather than the domestic reforms of the Progressive Era. Now for this weeks agenda.
Day 6 Agenda Tuesday Dec. 2
No Journal
* Progressive Era Open Response Question (you will be allowed to use your notebook for this one
* Read Chapter 10 and complete Chapter 10.1 and 10.2 guided reading pages (outlines America's growing thirst for an empire)
Homework (finish Chapter 10.1 and 2 if not completed in class)
Day 7 Agenda Thursday Dec 4
* Homework Check 10.1-10.2
*Journal: Interpreting Political Cartoons
* Lecture/Discussion of American Imperialism at the turn of the 20th Century
* Assessment: Students will create a piece of yellow journalism of an event discussed within the lecture
Homework (10.3 and 10.4 due next Wednesday)
Have a great week!
We are now rounding the corner and as they say in the Derby "and down the stretch they come!" We are 15 school days from Semester's end. There are many of you who are on track for a great semester grade. "Bravo!" Others are struggling a bit. If you fall into the second category, please come after school for tutoring on Wednesday's from 3:30-4:30. My UK observer has been gracious enough to spend her time catching people up and giving partial credit for missed assignments. We will begin this week discussing the last unit of the semester (Imperialism/Foreign Policy in the early 20th century). We are still discussing the four Presidents (McKinley, T. Roosevelt, Taft, and Wilson), but we are looking at their foreign policy rather than the domestic reforms of the Progressive Era. Now for this weeks agenda.
Day 6 Agenda Tuesday Dec. 2
No Journal
* Progressive Era Open Response Question (you will be allowed to use your notebook for this one
* Read Chapter 10 and complete Chapter 10.1 and 10.2 guided reading pages (outlines America's growing thirst for an empire)
Homework (finish Chapter 10.1 and 2 if not completed in class)
Day 7 Agenda Thursday Dec 4
* Homework Check 10.1-10.2
*Journal: Interpreting Political Cartoons
* Lecture/Discussion of American Imperialism at the turn of the 20th Century
* Assessment: Students will create a piece of yellow journalism of an event discussed within the lecture
Homework (10.3 and 10.4 due next Wednesday)
Have a great week!
Wednesday, November 19, 2008
Thanksgiving Break is here!
Hello everyone,
We all have been working very hard the last few weeks. I am sure you are as happy as I am for a few days of stuffing ourselves silly with food and vegging out on the couch watching football and holiday movies. I have been shopping like a mad woman in the past few days to prevent the post-Thanksgiving rush to the stores where we become crazy enough to herd around like a bunch of cattle bumping into strangers for ten dollars off a portable dvd player! I hope you use your time to rest up for the last few weeks of school (because it will be busy). We just finished up presenting our Progressive Era Presidents and are now turning our attention to a review of the Progressive Era. I have decided not to give you a test for this unit, but rather to complete an open response and a review. We will formally assess this unit as well as the foreign policy unit on the final exam. Where has the time gone?
Agenda Day 5 Tuesday, November 25
*No Journal today, just debriefing of the Presentations on Friday
*Students will watch the video entitled "The Presidents" McKinley -Wilson and answer questions
*Students will complete a review page of the Progressive Era
Have a safe and restful break,
Mrs. Coleman
We all have been working very hard the last few weeks. I am sure you are as happy as I am for a few days of stuffing ourselves silly with food and vegging out on the couch watching football and holiday movies. I have been shopping like a mad woman in the past few days to prevent the post-Thanksgiving rush to the stores where we become crazy enough to herd around like a bunch of cattle bumping into strangers for ten dollars off a portable dvd player! I hope you use your time to rest up for the last few weeks of school (because it will be busy). We just finished up presenting our Progressive Era Presidents and are now turning our attention to a review of the Progressive Era. I have decided not to give you a test for this unit, but rather to complete an open response and a review. We will formally assess this unit as well as the foreign policy unit on the final exam. Where has the time gone?
Agenda Day 5 Tuesday, November 25
*No Journal today, just debriefing of the Presentations on Friday
*Students will watch the video entitled "The Presidents" McKinley -Wilson and answer questions
*Students will complete a review page of the Progressive Era
Have a safe and restful break,
Mrs. Coleman
Thursday, November 13, 2008
The Progressive Era in Full Swing Mode
Hello everyone,
We are in the midst of a very quick but informative unit on Progressivism in United States History. We are seeing a "reigning in" of the laissez faire business and political practices of the Gilded Age and a rise in voter involvement in day to day issues, a rise in the political and educational power of women, as well as the return of the "bully pulpit" and a rise in the power of the Executive branch of government, ushered in by good old Teddy Roosevelt. Here is the agenda for the week of November 17-21.
Day 2 Agenda
Monday, November 17
We return to the computer lab on this day. (Room 134)
* Journal: "When it comes to life in general, is it better to have the "courage of your convictions", or is it better to be flexible and able to compromise. Explain your position
*Review Web quest and Debrief
*Complete research on assigned President to prepare for character collage presentation.
*Note* At least 1/2 of information on your President must come from the library book truck
Day 3 Agenda
Wednesday, November 19
Groups will meet in our room to begin work on Collage Presentations
* Journal: Interpret political cartoon on page 319 in our textbook and discuss
* Groups will discuss findings, decide important information on "their" President and prepare their presentations for the remainder of the test
Presentations will begin on Friday!
Day 5 Agenda
Friday, November 21
*Presidential Gallery Presentations Begin
Students will take notes on the three Progressive Era Presidents and ask presenters questions about their President.
* Students will watch "The Presidents" and begin work on the video guide.;
Have a great week!
Mrs. Coleman
We are in the midst of a very quick but informative unit on Progressivism in United States History. We are seeing a "reigning in" of the laissez faire business and political practices of the Gilded Age and a rise in voter involvement in day to day issues, a rise in the political and educational power of women, as well as the return of the "bully pulpit" and a rise in the power of the Executive branch of government, ushered in by good old Teddy Roosevelt. Here is the agenda for the week of November 17-21.
Day 2 Agenda
Monday, November 17
We return to the computer lab on this day. (Room 134)
* Journal: "When it comes to life in general, is it better to have the "courage of your convictions", or is it better to be flexible and able to compromise. Explain your position
*Review Web quest and Debrief
*Complete research on assigned President to prepare for character collage presentation.
*Note* At least 1/2 of information on your President must come from the library book truck
Day 3 Agenda
Wednesday, November 19
Groups will meet in our room to begin work on Collage Presentations
* Journal: Interpret political cartoon on page 319 in our textbook and discuss
* Groups will discuss findings, decide important information on "their" President and prepare their presentations for the remainder of the test
Presentations will begin on Friday!
Day 5 Agenda
Friday, November 21
*Presidential Gallery Presentations Begin
Students will take notes on the three Progressive Era Presidents and ask presenters questions about their President.
* Students will watch "The Presidents" and begin work on the video guide.;
Have a great week!
Mrs. Coleman
Sunday, November 9, 2008
November10-14 Agenda
Hello students,
You worked feverishly to finish Chapter 8 so that the Gilded Age would be successfully completed last week. Bravo! We will be leaving that period this week to focus more on the Progressive Era, or the era of reforms in government and business. We will witness Presidents taking back power for the executive branch as well. This is the unit of one of my favorite Presidents, Teddy Roosevelt. You might not know this, but the Teddy Bear is named for him.
November 11 Agenda
Review for Gilded Age Test
Turn in Open Response Question (about Gilded Age cities)
Open Note Gilded Age Test
Chapter 9.1 and 9.2 in workbook when finished with test
*Note* A2 will be going to the library for 45 minutes to watch a Veteran's Day program. As a result, this class will not take a Gilded Age test, rather they will be turning in their puzzle and Open Response in place of a test grade.
After the program, we will return to class, turn in our paperwork, and work on Chapter 9 bookwork.
November 13
Day 1 Agenda
*Note*We will meet in the computer lab on this day (134)
Short Lecture over Goals of the Progressive Movement
Complete Progressive Era Web quest
Debrief Web quest
Have a great week!
Mrs. Coleman
You worked feverishly to finish Chapter 8 so that the Gilded Age would be successfully completed last week. Bravo! We will be leaving that period this week to focus more on the Progressive Era, or the era of reforms in government and business. We will witness Presidents taking back power for the executive branch as well. This is the unit of one of my favorite Presidents, Teddy Roosevelt. You might not know this, but the Teddy Bear is named for him.
November 11 Agenda
Review for Gilded Age Test
Turn in Open Response Question (about Gilded Age cities)
Open Note Gilded Age Test
Chapter 9.1 and 9.2 in workbook when finished with test
*Note* A2 will be going to the library for 45 minutes to watch a Veteran's Day program. As a result, this class will not take a Gilded Age test, rather they will be turning in their puzzle and Open Response in place of a test grade.
After the program, we will return to class, turn in our paperwork, and work on Chapter 9 bookwork.
November 13
Day 1 Agenda
*Note*We will meet in the computer lab on this day (134)
Short Lecture over Goals of the Progressive Movement
Complete Progressive Era Web quest
Debrief Web quest
Have a great week!
Mrs. Coleman
Saturday, November 1, 2008
Halloween at LHS
Hello all,
Tyler calls himself a biker (I said he looked like the Uni bomber, but I am not sure if many of you remember him).
Lydia was all "gothed out" for Halloween, complete with the painted face.
Cameo and Ashlea came as a butterfly and a Cheetah Girl!
I thought you might like to see some of the silly and creative outfits worn by fellow students on Friday. I always marvel at your enthusiasm and creativity on the last day of October each year.
Just click on the speaker microphone to listen to the "spooky music" and enjoy!
Tyler calls himself a biker (I said he looked like the Uni bomber, but I am not sure if many of you remember him).
In the hall I caught a pair dressed as bacon and eggs!
Toni "vants to suck your blood"!
John Lennon entered the building (again, I thought he looked more like Freddy Mercury but I don't know how many of you even know who he is...) Boy, I am getting OLD!
We all felt a little safer with Superman in our midst today!
Liberty looks so cute in her "bunny costume" with a twist!
Lydia was all "gothed out" for Halloween, complete with the painted face.
Cameo and Ashlea came as a butterfly and a Cheetah Girl!
I thought no Halloween photo collection would be complete without my own little one dressed up as a ghost (she later found out it was a Casper mask after I showed her some old Casper the Friendly Ghost cartoons from YouTube).
Thanks for making Halloween so fun!
See ya,
Mrs. C.
Friday, October 31, 2008
November is Here!
Hello students,
I must say, I am a political junkie but, I am so glad the election will be over by the next time we meet in class. This election season has lasted for 2 YEARS and I will be happy for a period of calm before we see any more negative ads later next year! We have been discussing politics (modern and Gilded Age) in the last week and we will now be moving on to very interesting topics in US History: Science and Leisure during the Gilded Age. We will be looking at advancements in construction, city planning, amusement parks, as well as the creation of new sports such as basketball and baseball. We will even see shopping become a favorite past time for many Americans. We will see a spike in the number of young people receiving an education as well. This is a very exciting time in our history!
FYI next week we will be testing over chapters 6-8 (Gilded Age). Have your notebooks in order as soon as possible!
Day 13 Agenda
November 5 Wednesday
* Journal: You are an immigrant from _____ who has recently
moved to the US during the Gilded Age. Write a letter home describing your processing, attempt to find a home, attempt to find a job, and your experience with political machines.
* Discuss
* Compete Science and Leisure at turn of the Century Worksheet
* Debrief if time
Day 14 Agenda
Friday November 7
Open Response on Gilded Age Urbanization
Gilded age Puzzle Review
Tuesday November 11
Gilded Age Test!!!
Happy Halloween! Be safe!
I must say, I am a political junkie but, I am so glad the election will be over by the next time we meet in class. This election season has lasted for 2 YEARS and I will be happy for a period of calm before we see any more negative ads later next year! We have been discussing politics (modern and Gilded Age) in the last week and we will now be moving on to very interesting topics in US History: Science and Leisure during the Gilded Age. We will be looking at advancements in construction, city planning, amusement parks, as well as the creation of new sports such as basketball and baseball. We will even see shopping become a favorite past time for many Americans. We will see a spike in the number of young people receiving an education as well. This is a very exciting time in our history!
FYI next week we will be testing over chapters 6-8 (Gilded Age). Have your notebooks in order as soon as possible!
Day 13 Agenda
November 5 Wednesday
* Journal: You are an immigrant from _____ who has recently
moved to the US during the Gilded Age. Write a letter home describing your processing, attempt to find a home, attempt to find a job, and your experience with political machines.
* Discuss
* Compete Science and Leisure at turn of the Century Worksheet
* Debrief if time
Day 14 Agenda
Friday November 7
Open Response on Gilded Age Urbanization
Gilded age Puzzle Review
Tuesday November 11
Gilded Age Test!!!
Happy Halloween! Be safe!
Thursday, October 23, 2008
Immigration Unit Agenda
Hello everyone,
We are FINALLY winding down our portfolio essay work and settling back into the regular classroom flow. It seems like forever since we all gathered in room 240! I hope you enjoyed playing BARNGA with your fellow students. I really enjoyed watching the confused glances when you figured out that the rules were different at different card tables. I wanted you to truly experience what it feels like for an immigrant to come into a new country with different rules, traditions, and beliefs than they are accustomed to following. Now, we begin to focus our attention on Ellis and Angel Islands (the two major processing centers during the Gilded Age) as well as the groups who entered through these ports, and their affect on urbanization in Gilded Age America. We will be using a cover page
October 27 Agenda
Day 10
Journal: After viewing two immigration cartoons in class, answer the following questions for each:
1) What symbols and caricatures does the cartoonist use to make a point about immigration?
2)What position is the cartoonist taking?
3) Do you agree/ disagree with the cartoonist? Defend your answer.
Instruction: Lecture/Discussion on immigration, Ellis and Angel Islands, etc.
Assess: Complete boxes 1 and 2 (Ellis Island Web quest and Chapter 7.1 and 7.2 in workbook)
October 29 Agenda
Day 11
Journal: Interpret a map of the US showing major areas of immigrant settlement. Answer the following questions:
1) Which regions had the smallest percentage of people who were foreign-born?
2) What do you think accounts for this situation?
3) Which state did not have a single county with more than 1 percent or more foreign-born?
4)Which two states were 30 percent or more foreign-born in 1900?
Instruct: Lecture Immigration and Urbanization during the Gilded Age
Video: Rise of Cities
Assess: Video guide/Debrief video
Homework: Boxes 1-3 due on Oct 31 (Friday)
October 31 Agenda
Day 12
Journal: Read "Workings of a Political Machine" and answer questions 1, 2, 4, 5, 7, and 8 in journal
Instruct: Lecture on Urbanization and urban corruption
Assess: You are an immigrant from _____________ who has recently moved to the United States during the Gilded Age. Write a letter home describing your processing, attempt to find a home, attempt to find a job, and your experience with political machines.
We are FINALLY winding down our portfolio essay work and settling back into the regular classroom flow. It seems like forever since we all gathered in room 240! I hope you enjoyed playing BARNGA with your fellow students. I really enjoyed watching the confused glances when you figured out that the rules were different at different card tables. I wanted you to truly experience what it feels like for an immigrant to come into a new country with different rules, traditions, and beliefs than they are accustomed to following. Now, we begin to focus our attention on Ellis and Angel Islands (the two major processing centers during the Gilded Age) as well as the groups who entered through these ports, and their affect on urbanization in Gilded Age America. We will be using a cover page
October 27 Agenda
Day 10
Journal: After viewing two immigration cartoons in class, answer the following questions for each:
1) What symbols and caricatures does the cartoonist use to make a point about immigration?
2)What position is the cartoonist taking?
3) Do you agree/ disagree with the cartoonist? Defend your answer.
Instruction: Lecture/Discussion on immigration, Ellis and Angel Islands, etc.
Assess: Complete boxes 1 and 2 (Ellis Island Web quest and Chapter 7.1 and 7.2 in workbook)
October 29 Agenda
Day 11
Journal: Interpret a map of the US showing major areas of immigrant settlement. Answer the following questions:
1) Which regions had the smallest percentage of people who were foreign-born?
2) What do you think accounts for this situation?
3) Which state did not have a single county with more than 1 percent or more foreign-born?
4)Which two states were 30 percent or more foreign-born in 1900?
Instruct: Lecture Immigration and Urbanization during the Gilded Age
Video: Rise of Cities
Assess: Video guide/Debrief video
Homework: Boxes 1-3 due on Oct 31 (Friday)
October 31 Agenda
Day 12
Journal: Read "Workings of a Political Machine" and answer questions 1, 2, 4, 5, 7, and 8 in journal
Instruct: Lecture on Urbanization and urban corruption
Assess: You are an immigrant from _____________ who has recently moved to the United States during the Gilded Age. Write a letter home describing your processing, attempt to find a home, attempt to find a job, and your experience with political machines.
Wednesday, October 22, 2008
A2 ILP's
Hello students,
This is a reminder that A2 will be meeting on Thursday in room 107 (not the second floor) to work on our ILP's for approximately 45 minutes. We will move back to the room for the second half of class.
See you soon,
Mrs. Coleman
This is a reminder that A2 will be meeting on Thursday in room 107 (not the second floor) to work on our ILP's for approximately 45 minutes. We will move back to the room for the second half of class.
See you soon,
Mrs. Coleman
Monday, October 20, 2008
Gilded Age continues!
Hello gang,
I hope your two day break went better than mine. I have spent the entire weekend at home with a very sick and cranky 2 year old! I was so stir crazy that I actually wen to work to get out of the house!!! Oh well, enough whining, back to the task at hand...
We are well within striking distance of finishing our Big Businessmen essays this week. I am looking forward to some fun and interesting days ahead as we turn our attention to Gilded Age immigration and Leisure. This unit has more video footage than previous units (and we will keep seeing more as the dates move closer to the 20th century). We might also watch a movie if time allows (this all depends upon how quickly these essays get completed...).
This weeks tentative agenda is as follows
A1 and A4
Tuesday Agenda (October21)
Finish peer editing (using form)
Type draft two.
Turn in all drafts (stapled)
Complete Ellis island Readings and webquest
Thursday Agenda (October 23)
Barnga ????(wouldn't you like to know what this is????I guess you will just have to attend to find out...)
Debrief
Begin work on immigration cover page
Note: A2 will spend Thursday working on ILP's in the second floor lab. Sorry, no Barnga for you this year...
See ya Tuesday...
I hope your two day break went better than mine. I have spent the entire weekend at home with a very sick and cranky 2 year old! I was so stir crazy that I actually wen to work to get out of the house!!! Oh well, enough whining, back to the task at hand...
We are well within striking distance of finishing our Big Businessmen essays this week. I am looking forward to some fun and interesting days ahead as we turn our attention to Gilded Age immigration and Leisure. This unit has more video footage than previous units (and we will keep seeing more as the dates move closer to the 20th century). We might also watch a movie if time allows (this all depends upon how quickly these essays get completed...).
This weeks tentative agenda is as follows
A1 and A4
Tuesday Agenda (October21)
Finish peer editing (using form)
Type draft two.
Turn in all drafts (stapled)
Complete Ellis island Readings and webquest
Thursday Agenda (October 23)
Barnga ????(wouldn't you like to know what this is????I guess you will just have to attend to find out...)
Debrief
Begin work on immigration cover page
Note: A2 will spend Thursday working on ILP's in the second floor lab. Sorry, no Barnga for you this year...
See ya Tuesday...
Wednesday, October 15, 2008
Portfolio Drafting Instructions
Hi everyone,
Follow each one step by step until you are finished and ready to turn in all drafts.
1) Finish outline and works cited list (this should already be complete)
2) Write/Type first draft (if beginning draft today, I would recommend typing)
3) Make the following marks on your draft
*Underline your thesis statement
* Place a number 1 in the left hand margin beside his background info
* Place a number 2 in the left hand margin beside his contributions to the economy
* Place a number 3 in the left hand margin beside his attitudes toward competition
* Place a number 4 in the left hand margin beside the ways his industrial growth impacted
workers
* Place a number 5 in the left hand margin beside the ways his industrial growth impacted
society
* Place a star next to the works cited listing.
4) Grab a peer editing sheet and find someone else who is finished. Peer edit their draft
Note***I expect real editing, not hearts, balloons and smiley faces! I want to see comments
and legitimate help for their work.
5) Fix problems found in editing, print 2nd draft
6) Turn in all drafts to Mrs. Coleman
7) Work on Gilded Age puzzle
Good luck! (We will likely be in room 134 on Tuesday as well. Bring all drafts at this time.)
Have a great break!
Mrs. Coleman
Follow each one step by step until you are finished and ready to turn in all drafts.
1) Finish outline and works cited list (this should already be complete)
2) Write/Type first draft (if beginning draft today, I would recommend typing)
3) Make the following marks on your draft
*Underline your thesis statement
* Place a number 1 in the left hand margin beside his background info
* Place a number 2 in the left hand margin beside his contributions to the economy
* Place a number 3 in the left hand margin beside his attitudes toward competition
* Place a number 4 in the left hand margin beside the ways his industrial growth impacted
workers
* Place a number 5 in the left hand margin beside the ways his industrial growth impacted
society
* Place a star next to the works cited listing.
4) Grab a peer editing sheet and find someone else who is finished. Peer edit their draft
Note***I expect real editing, not hearts, balloons and smiley faces! I want to see comments
and legitimate help for their work.
5) Fix problems found in editing, print 2nd draft
6) Turn in all drafts to Mrs. Coleman
7) Work on Gilded Age puzzle
Good luck! (We will likely be in room 134 on Tuesday as well. Bring all drafts at this time.)
Have a great break!
Mrs. Coleman
Thursday, October 9, 2008
Portfolios Begin 10/13
Hello gang,
We all knew this time would come eventually...portfolio writing will begin on Monday, October 13. We will be creating an essay discussing the business practices of Carnegie, Rockefeller, Vanderbilt, and others. This will be in place of a test for chapter 6 (hooray!). We will begin our drafting on Monday and will be going to computer lab 134 on Wednesday to type the final draft. Due to the nature of the assignment, there will be no official agenda posted this week. This will be a time of quiet reflection and writing, so be prepared to come in and quietly get work done. If the rough draft is not completed Monday, you will be expected to complete it for homework so that we can get started typing on Wednesday. Your peers will grade the rough draft, and I will grade the first typed draft.
October 13 (day 6)
Discuss assignment
Create outline
Begin writing Rough Draft
October 15 (day 7)
Finish Rough Draft
Peer editing
First/final draft typing.
Due Date: First Draft October 15 or 21 (if you don't finish in class)
Have a great weekend!
Mrs. Coleman
Your task: Choose one of these powerful businessmen and write an essay explaining your views concerning his business practices.
*Your prompt/thesis should be as follows: _________________is a robber baron/effective capitalist because… Consider such ideas as their contributions to the economy, their attitudes toward competition and the backlash that the growth of industry had on laborers and society. Draw on your own knowledge and use at least two sources to support or refute the view that you chose. *
Fully support your position. Use MLA format- See your English teacher if you have questions about MLA.
We all knew this time would come eventually...portfolio writing will begin on Monday, October 13. We will be creating an essay discussing the business practices of Carnegie, Rockefeller, Vanderbilt, and others. This will be in place of a test for chapter 6 (hooray!). We will begin our drafting on Monday and will be going to computer lab 134 on Wednesday to type the final draft. Due to the nature of the assignment, there will be no official agenda posted this week. This will be a time of quiet reflection and writing, so be prepared to come in and quietly get work done. If the rough draft is not completed Monday, you will be expected to complete it for homework so that we can get started typing on Wednesday. Your peers will grade the rough draft, and I will grade the first typed draft.
October 13 (day 6)
Discuss assignment
Create outline
Begin writing Rough Draft
October 15 (day 7)
Finish Rough Draft
Peer editing
First/final draft typing.
Due Date: First Draft October 15 or 21 (if you don't finish in class)
Have a great weekend!
Mrs. Coleman
***Note: Check my website
http://staff.fcps.net/acoleman/
for copies of the writing prompt,
outline format, and peer review
for the portfolio assignment.***
Just click the Gilded Age link.
Writing Assignment
The tycoons of the late 19th century were considered either ruthless robber barons or effective capitalists.
Your task: Choose one of these powerful businessmen and write an essay explaining your views concerning his business practices.
*Your prompt/thesis should be as follows: _________________is a robber baron/effective capitalist because… Consider such ideas as their contributions to the economy, their attitudes toward competition and the backlash that the growth of industry had on laborers and society. Draw on your own knowledge and use at least two sources to support or refute the view that you chose. *
Fully support your position. Use MLA format- See your English teacher if you have questions about MLA.
Wednesday, October 8, 2008
Legacies
This week we eulogized big businessmen of the Gilded Age. We learned that many things that made these men so rich and successful, also made them hated by many people. Below are some photos of the group presentations.
Some of our students took me up on the bonus point opportunity. Zenas is certainly dressed respectfully for the "eulogy" of his robber baron.
Tobias also looked the part of a attendee in mourning.
The students did a great job of summing up the lives of these men visually by illustrating the most important aspects of their lives on their tombsones. I also really enjoyed reading the summarizing quotes they came up with for their "captains of industry"
We are blessed at LHS to have some very talented artists. You will see their wonderful work in the following slides.
I don't think Cameo is too fond of her robber baron if this photo is any indication:>)
Christina was proud of her artistic rendering of Andrew Carnegie. They did a great job presenting him to the class.
Our resident artists, Ashlea and Armand wowed us as usual with their artistic talent.
I am proud of your research and presentations. Your work did not go unnoticed! It will come in handy in the coming days when you write your portfolio entry essay about your opinion of one of these famous/infamous men.
Bye for now,
Mrs. Coleman
Friday, October 3, 2008
Groupwork continues!
Hello gang,
This week we spent our time focusing on the invention/innovation/business building process of Americans in the Industrial Revolution. We left class Friday in the midst of a group project in which you were assigned a big businessman and were expected to research their backgrounds and business practices and present them to the class as either a robber Barron or a captain of industry in the form of a memorial eulogy on Tuesday. This will allow us to better examine the legacy of each of these men. (I am being rather morbid this week, I guess the depressing tone of our news today is getting to me...)
Next week will proceed as follows:
October 7 Agenda
Day 4- No Journal
* 20-30 minutes of preparation time for presentations of eulogy
* 1 hour Presentations of each big businessman begins (students will be expected to write information on each man in note form)
*Note* If you would like bonus points, dress in respectful attire for a memorial service! The more authentic the better!
October 9 Agenda
* Day 5 Read the primary source on your desk (concerning mining, textiles, company towns, etc during the Gilded Age. Then answer the following:
1) What industry is referenced in the reading?
2) What are the specific complaints of the worker?
3) If you were a worker in this situation, what would/could you do about it?
* Lecture/Note taking covering Big Business and Labor issues during the Gilded Age
* Primary Source Reading on Labor Issues
* Students will create a handbill/ flyer encouraging fellow laborers to go on strike
Have a fantastic weekend!
Mrs. Coleman
PS Stay tuned for a portfolio writing assignment on these big businessmen next week (don't worry, this will be in place of a test for this chapter :>)
This week we spent our time focusing on the invention/innovation/business building process of Americans in the Industrial Revolution. We left class Friday in the midst of a group project in which you were assigned a big businessman and were expected to research their backgrounds and business practices and present them to the class as either a robber Barron or a captain of industry in the form of a memorial eulogy on Tuesday. This will allow us to better examine the legacy of each of these men. (I am being rather morbid this week, I guess the depressing tone of our news today is getting to me...)
Next week will proceed as follows:
October 7 Agenda
Day 4- No Journal
* 20-30 minutes of preparation time for presentations of eulogy
* 1 hour Presentations of each big businessman begins (students will be expected to write information on each man in note form)
*Note* If you would like bonus points, dress in respectful attire for a memorial service! The more authentic the better!
October 9 Agenda
* Day 5 Read the primary source on your desk (concerning mining, textiles, company towns, etc during the Gilded Age. Then answer the following:
1) What industry is referenced in the reading?
2) What are the specific complaints of the worker?
3) If you were a worker in this situation, what would/could you do about it?
* Lecture/Note taking covering Big Business and Labor issues during the Gilded Age
* Primary Source Reading on Labor Issues
* Students will create a handbill/ flyer encouraging fellow laborers to go on strike
Have a fantastic weekend!
Mrs. Coleman
PS Stay tuned for a portfolio writing assignment on these big businessmen next week (don't worry, this will be in place of a test for this chapter :>)
Friday, September 26, 2008
Week of September 29th agenda
Hello everyone,
I hope your Friday has been restful. I have been here at school working like a little bee on grades, and planning for next week. We will be starting a new unit on the Gilded Age (Industrial Revolution and I have lots of "EXCITING" activities planned for you all! We will be doing group work, creating tombstones (yes you read that right) as well as picket signs for strikes. We will also be cranking out our first and only portfolio of the school year... (don't worry, we will cut out open responses and tests during this period). Fasten your seat belts! (I hope it will be smooth flying for the next couple of weeks!)
1st hour opted to use their study guides on the American West test, but 2ND and 4Th are holding their opportunity for a more opportune time. Only time will tell which was the better decision...
Sept. 29 Agenda
Students will identify inventions of the Unite States Industrial Revolution and evaluate how it changed American culture.
* NOTEBOOK CHECK!!!!
* Journal: Name an invention you could not live without and explain why...
* Evaluating inventions
* Lecture/Note taking on American Inventions of the Industrial Revolution
* Pair Work: Critical Thinking Questions concerning the period
October 1 Agenda
* Journal: Today is the age of the _____________.... (defend your answer)
* Watch Video "Modern Marvels" How Railroads tamed the West and complete video guide
* Lecture/ Note taking on the railroad's impact on America
* Page 27 in workbook
October 3 Agenda
* Journal: What personal qualities would a person need to become a billionaire in today's world?
* Introduce Big Business/ Vertical/Horizontal Integration to class
*Group work: Begin Research to write a eulogy and create a tombstone to mark the legacies of the Robber Barons/ Captains of industry of the Industrial Revolution
I hope your Friday has been restful. I have been here at school working like a little bee on grades, and planning for next week. We will be starting a new unit on the Gilded Age (Industrial Revolution and I have lots of "EXCITING" activities planned for you all! We will be doing group work, creating tombstones (yes you read that right) as well as picket signs for strikes. We will also be cranking out our first and only portfolio of the school year... (don't worry, we will cut out open responses and tests during this period). Fasten your seat belts! (I hope it will be smooth flying for the next couple of weeks!)
1st hour opted to use their study guides on the American West test, but 2ND and 4Th are holding their opportunity for a more opportune time. Only time will tell which was the better decision...
Sept. 29 Agenda
Students will identify inventions of the Unite States Industrial Revolution and evaluate how it changed American culture.
* NOTEBOOK CHECK!!!!
* Journal: Name an invention you could not live without and explain why...
* Evaluating inventions
* Lecture/Note taking on American Inventions of the Industrial Revolution
* Pair Work: Critical Thinking Questions concerning the period
October 1 Agenda
* Journal: Today is the age of the _____________.... (defend your answer)
* Watch Video "Modern Marvels" How Railroads tamed the West and complete video guide
* Lecture/ Note taking on the railroad's impact on America
* Page 27 in workbook
October 3 Agenda
* Journal: What personal qualities would a person need to become a billionaire in today's world?
* Introduce Big Business/ Vertical/Horizontal Integration to class
*Group work: Begin Research to write a eulogy and create a tombstone to mark the legacies of the Robber Barons/ Captains of industry of the Industrial Revolution
Monday, September 22, 2008
Notebook Check is coming!
By popular demand, I am creating a table of contents that contains the work from the first two units of the school year. You should have a Construction paper Divider for each unit (which has already been provided), followed by a page of journal entries (numbered by day), followed by paperwork from each unit in order by the day they were handed out.
You might be asking yourself, “why does Mrs. Coleman ask me to keep a notebook?” The answer is threefold
1) To teach you organization (this is a valuable life skill that cannot be underestimated)
2) To help you prepare for tests/finals (a good notebook makes studying easier)
3) To allow me to look at work that I did not officially take up for a grade before.
*Note* Not every day will have a journal entry or a handout, just leave that blank or write “none”. The rest should be tentatively ordered as follows:
Unit 1 Civil War/ Reconstruction
Journals: (To stay in the front just behind each divider)
Day 1 (none)
Day 2: -Do we need a Constitution today? Why or why not?
Day 3 The Constitution is like a…(Creating visual metaphors)
Day 4 Based on What you have learned, which side (North or South) do you think was better equipped to win the war?
Day 5 Civil War in 4 minutes
Day 6 If you were a parent, and one of your children ran away,
what would you do once the child had returned? Would you (1)
punish the child to discourage him or her from running away again
or (2) accept a promise from the child that he/she would never run away
again?
Day 7 Analyze political cartoons
Day 1 Constitution Scavenger Hunt
Day 3 North/South Matrix
Day 4 Civil War Learning Centers
Day 5 The Presidents” Lincoln
Day5/6 Reconstruction Questions
Day 7 Puzzle Review
Construction Paper Divider
Unit 2
The American West
Journals:
Day 1 (None)
Day 2 Journal Read about life in the Great Plains-The Dakota Land poem List 5 things this poem teaches you about the Great Plains
Day 3 (none)
Day 4 Thomas Nast Cartoon Analysis
Day 5 Discuss 2 ways life changed for Native Americans after settlers began to enter the Great Plains
Day 6 Journal Analyze the political cartoon entitled “Which will Win?” and answer questions:
Day 1 5.1 worksheet
Day 2 Geography of the West/ Note taking (Chapter 5.1)
Day 3 Culture Clash Matrix (from Skits)
Day 4 Power Point note taking on Wars between “White Man” and Native Americans
Day 5/6 Power point note taking on Homesteaders, and Railroads
Day 6 Wizard of Oz worksheet
Review Puzzle and Study Guide
Good luck! And Be ready for a pop notebook quiz at ANY TIME!
PS, I promise, the system will get easier for you all after the first check!
You might be asking yourself, “why does Mrs. Coleman ask me to keep a notebook?” The answer is threefold
1) To teach you organization (this is a valuable life skill that cannot be underestimated)
2) To help you prepare for tests/finals (a good notebook makes studying easier)
3) To allow me to look at work that I did not officially take up for a grade before.
*Note* Not every day will have a journal entry or a handout, just leave that blank or write “none”. The rest should be tentatively ordered as follows:
Unit 1 Civil War/ Reconstruction
Journals: (To stay in the front just behind each divider)
Day 1 (none)
Day 2: -Do we need a Constitution today? Why or why not?
Day 3 The Constitution is like a…(Creating visual metaphors)
Day 4 Based on What you have learned, which side (North or South) do you think was better equipped to win the war?
Day 5 Civil War in 4 minutes
Day 6 If you were a parent, and one of your children ran away,
what would you do once the child had returned? Would you (1)
punish the child to discourage him or her from running away again
or (2) accept a promise from the child that he/she would never run away
again?
Day 7 Analyze political cartoons
Day 1 Constitution Scavenger Hunt
Day 3 North/South Matrix
Day 4 Civil War Learning Centers
Day 5 The Presidents” Lincoln
Day5/6 Reconstruction Questions
Day 7 Puzzle Review
Construction Paper Divider
Unit 2
The American West
Journals:
Day 1 (None)
Day 2 Journal Read about life in the Great Plains-The Dakota Land poem List 5 things this poem teaches you about the Great Plains
Day 3 (none)
Day 4 Thomas Nast Cartoon Analysis
Day 5 Discuss 2 ways life changed for Native Americans after settlers began to enter the Great Plains
Day 6 Journal Analyze the political cartoon entitled “Which will Win?” and answer questions:
Day 1 5.1 worksheet
Day 2 Geography of the West/ Note taking (Chapter 5.1)
Day 3 Culture Clash Matrix (from Skits)
Day 4 Power Point note taking on Wars between “White Man” and Native Americans
Day 5/6 Power point note taking on Homesteaders, and Railroads
Day 6 Wizard of Oz worksheet
Review Puzzle and Study Guide
Good luck! And Be ready for a pop notebook quiz at ANY TIME!
PS, I promise, the system will get easier for you all after the first check!
Thursday, September 18, 2008
Agenda for September 22-26
Hello all,
We had a very serious week of discussing the hardships and atrocities facing the Native Americans as a result of Pioneer settlement of the West. I hope the mini-series clips from "Into the West" helped to put the information across in a clearer manner. I appreciated all of your comments and am so glad that you are treating our content in a respectful and meaningful way. We are turning our attention to railroads and Populism on Monday and are beginning to prepare for a test over the American West (Chapter 5) on Wednesday. Don't forget, Friday is a teacher work day, so sleep in and enjoy! (but be safe)
Our tentative schedule for next week is as follows:
Day 6 9/22
· Journal Analyze the political cartoon entitled “Which will Win?” and answer the following questions:
1) What are the various symbols and characters depicted in the cartoon supposed to represent?
2) What message is the cartoonist trying to convey?
3) What could you have done if you were moved to action by this political cartoon to remedy this problem?
· Lecture on Populism, William Jennings Bryan and the Cross of Gold
· Review for Test (Puzzle/Study Guide)
· “Food for thought” How does the Wizard of Oz relate to bimetallism and populism? We will be discussing this on Monday. Stay tuned…
Day 7 9/24
We had a very serious week of discussing the hardships and atrocities facing the Native Americans as a result of Pioneer settlement of the West. I hope the mini-series clips from "Into the West" helped to put the information across in a clearer manner. I appreciated all of your comments and am so glad that you are treating our content in a respectful and meaningful way. We are turning our attention to railroads and Populism on Monday and are beginning to prepare for a test over the American West (Chapter 5) on Wednesday. Don't forget, Friday is a teacher work day, so sleep in and enjoy! (but be safe)
Our tentative schedule for next week is as follows:
Day 6 9/22
· Journal Analyze the political cartoon entitled “Which will Win?” and answer the following questions:
1) What are the various symbols and characters depicted in the cartoon supposed to represent?
2) What message is the cartoonist trying to convey?
3) What could you have done if you were moved to action by this political cartoon to remedy this problem?
· Lecture on Populism, William Jennings Bryan and the Cross of Gold
· Review for Test (Puzzle/Study Guide)
· “Food for thought” How does the Wizard of Oz relate to bimetallism and populism? We will be discussing this on Monday. Stay tuned…
Day 7 9/24
· Review
· Test on the American West
· Begin work on the Industrial Revolution (6.1 and 6.2)
Have a great weekend!
Mrs. Coleman
Sunday, September 14, 2008
The Website is up and running!!!
Check out my new US History website at http://staff.fcps.net/acoleman. You will find documents related to class assignments. I will be keeping the blog as well for updating our daily agenda, as well as announcements, class photos, etc.
Enjoy!
Enjoy!
Friday, September 12, 2008
The Wild West comes to Room 240!
Hello everyone,
I had a great time watching your creative juices flow in the fantastic skits you created and performed on Friday. I saw true learning occur in a fun and creative way and I couldn't be happier! Those of you who took the time to bring or create skits, you really added to the whole "Wild West" vibe. Bravo!
Here is one of the murals drawn by our talented students in A4. The first photo is also courtesy of one of our resident artists (thanks Armand!)
This group of "pioneer women" is sitting before a roaring fire. (The pregnant belly is a wonderful touch Lily...it looks so real!)
Thes rich railroad owners are "meaning business" while searching for Chinese immigrant laborers to help build their transcontinental railroads.
This group, representing the famous Donner Party, became stranded on their journey west. Many did not survive.
This group of cowboys are enjoying some down time by playing cards in a local saloon. 
This group of African American pioneers (aka exodusters) are seeking a better life and more freedom in the west (and even in Mexico).I am so proud of all of your hardwork. We will definitely work some more skits into future lessons!
Next week, we move into a discussion of the culture class between "White Man" and Native Americans, and the devastation that results for the native tribes in this country in the late 1800's. We will be watching some video footage, in part because my words just don't do justice in terms of the attrocities allowed and even encouraged by many in the US government at this time. Pay close attention to the Dawes Act and its impact on the lives of Native Americans in our discussion as well as your readings. Be safe and have a great weekend! I will see you Tuesday.
Mrs. Coleman
Agenda Sept. 16 (Day 4)
Next week, we move into a discussion of the culture class between "White Man" and Native Americans, and the devastation that results for the native tribes in this country in the late 1800's. We will be watching some video footage, in part because my words just don't do justice in terms of the attrocities allowed and even encouraged by many in the US government at this time. Pay close attention to the Dawes Act and its impact on the lives of Native Americans in our discussion as well as your readings. Be safe and have a great weekend! I will see you Tuesday.
Mrs. Coleman
Agenda Sept. 16 (Day 4)
· Journal: Thomas Nast Cartoon Analysis Study the Thomas Nast cartoon (entitled "Move On" )and then answer the following question to the best of your ability.
o Which character do you think is central to the cartoon? How does Nast make your eyes focus on this person?
o What problem(s) is Nast addressing in this cartoon?
o To determine the attitudes of the people toward these problems, make up one question you can ask each of the following: the people in the background, the man in the middle, and the man at the right. Then give what you think the answers would be to the question you have written.
· Note taking/ Discussion on Wars between “White Man” and Native Americans
· Map and Primary source interpretation
· “Into the West” miniseries episode clips
· Homework 5.2 worksheet and workbook
Agenda Sept. 18 (Day 5)
· Journal: Discuss 2 ways life changed for Native Americans after settlers began to enter the Great Plains
* Finish/ Discuss map and Native American Readings packet
· Note taking/Discussion on Homesteaders, and Railroads
· Watch History Channels “How Railroads Changed the West
· Complete Homework 5.3 worksheet and workbook
Thursday, September 4, 2008
September 8-12 Agenda
Hello all,
Here is the agenda for the week to come. We will assess your learning of the Civil War and Begin working on the Great American West. Remember to create a divider for the new section of your journal and keep everything in order (Day 1, Day2, etc.)
9/8/08 Agenda (Day 1)
Students will review events of Reconstruction and its social, political, and economic impact and prove knowledge of that learning.
1) Review for Civil War/Reconstruction Test
2) Test
3) Bookwork 5.1 page 22 and 5.1 worksheet
4) Bookwork 5.2 (if time)
9/10/08 Agenda (Day 2)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1)Journal Read about life in the Great Plains-The Dakota Land poem
List 5 things this poem teaches you about the Great Plains
2) Discuss Geography of the West/ Notetaking (Chapter 5.1)
3) Begin Group work on Culture Clash on the Prairies (Mini-Drama Group work)
9/12/08 Agenda (Day 3)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1) Continue Mini-Drama Groupwork (15-20 minutes to finalize props/skits/actors)
2) (Students who finish early may work on 5.1, homework due on Tuesday 5.2 due on Thursday)
3) Begin Presentations Should last through end of block
Good luck!!! I will be there with my camera (you may just end up on the blog, so do a great job...)
Here is the agenda for the week to come. We will assess your learning of the Civil War and Begin working on the Great American West. Remember to create a divider for the new section of your journal and keep everything in order (Day 1, Day2, etc.)
9/8/08 Agenda (Day 1)
Students will review events of Reconstruction and its social, political, and economic impact and prove knowledge of that learning.
1) Review for Civil War/Reconstruction Test
2) Test
3) Bookwork 5.1 page 22 and 5.1 worksheet
4) Bookwork 5.2 (if time)
9/10/08 Agenda (Day 2)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1)Journal Read about life in the Great Plains-The Dakota Land poem
List 5 things this poem teaches you about the Great Plains
2) Discuss Geography of the West/ Notetaking (Chapter 5.1)
3) Begin Group work on Culture Clash on the Prairies (Mini-Drama Group work)
9/12/08 Agenda (Day 3)
Students will demonstrate an understanding of the cultures who locate or are located in the West after Reconstruction through theatrical production.
1) Continue Mini-Drama Groupwork (15-20 minutes to finalize props/skits/actors)
2) (Students who finish early may work on 5.1, homework due on Tuesday 5.2 due on Thursday)
3) Begin Presentations Should last through end of block
Good luck!!! I will be there with my camera (you may just end up on the blog, so do a great job...)
Sunday, August 31, 2008
Saturday, August 30, 2008
Reconstruction notes
Below you will find the notes that I could not let you take home in class concerning reconstruction. You may use them to answer the reconstruction questions you received in class. These should be finished by Thursday, along with pages 20 and 21 in your workbook.
*Note* There will be a Civil War/Reconstruction Test on Monday, September 8th!
RECONSTRUCTION NOTES
Following the end of the Civil War, the South’s economy was in shambles.
railroads destroyed
plantations destroyed
plantation owners could not afford capital for agricultural equipment to
replace slave labor
speculative enterprises preyed on people left destitute by war.
The social structure of the South changed, creating confusion.
aristocratic plantation owners having lost their wealth were forced to yield to
the growing influence of bankers, merchants and small farmers.
African Americans made the transition from slaves to wage earners, creating
racial tensions with the whites.
Political Uncertainty.
Collapse of the Confederacy stalled most political processes.
State and local governments had to be organized.
New state governments had to establish normal relations with the Union.
Northern states and governments differed on what and how it should be done.
Division on National level between Congress and Lincoln / Johnson on how
the former Confederate states should be admitted back into the union.
The rift became one of the worst in the nation’s history.
The Plans
CONQUERED PROVINCES THEORY
Secession is an illegal act and that southerners must pay a heavy
penalty for having committed it. By doing this, the Southern states are now
outside the protection of the Constitution and are treated as conquered
provinces. Congress had the right to govern them.
LINCOLN’S 10 PERCENT PLAN
Ignored “conquered provinces” theory. Believe right to secede did not
exist. Believed South had been punished enough and he should help the
South to come back into the Union as quickly as possible. Presented a two-
part plan for reconstruction.
The plan pardoned all southerners (except high Confederate officials
and those who left the U.S. government or military service to aid the
Confederacy) who would swear allegiance to the U.S. and accept all acts of
Congress passed during the rebellion with reference to slaves.
Second, it authorized the establishment of a new government, with
representation in the national government, for any state if one-tenth of its
qualified voters (in 1860) would take the required loyalty oath.
JOHNSON’S PLAN FOR RECONSTRUCTION
Pro-Union Senator Andrew Johnson of Tennessee was the only southern member of the Senate not to resign his Senate seat at the beginning of the Civil War. He was a Democrat. He became Vice President in 1864 to Republican Lincoln to show wide spread unity. The party’s name was
temporarily changed to the Union Party.
The Johnson Plan was the Lincoln Plan with minor changes.
- granting amnesty to all former Confederates (except certain high
leaders and large property holders) who were willing to take an
oath to uphold the Constitution.
- by successive proclamations he set up provisional state governments
in the former Confederate states. In doing so, he authorized loyal
white citizens to ratify new state constitutions and elect state
legislatures. The job of these legislatures were to
- repeal the the ordinances of secession
- repudiate the Confederate state debts
- ratify the 13th Amendment to the U.S. Constitution, which ends
slavery.
THE RADICAL REPUBLICANS
Members of the Republican Party who opposed the Johnson plan. Congress
would eventually be dominated by this group. It was led in the House of
Representatives by Rep. Thaddeus Stevens of Pennsylvania and in the Senate by Senator Charles Sumner of Massachusetts.
Motives of the Radicals
The Radicals exhibited a blend of high moral purpose and partisan self- interest. These were the main factors:
a) personal animosity toward Johnson because they believed he was
unworthy to be president.
b) the fear of executive encroachment upon the authority of Congress.
c) the desire to safeguard the interests if the freedmen (African Americans
freed from slavery) as a result of the Civil War.
d) resentment over the speedy return of former Confederates to political
power in the South.
e) the determination by Republican politicians to establish their party in
the South.
f) the hope, especially by northern businessmen, that the removal of
Southern influence from Congress would result in a program of
government aid to industry.
THE THIRTEENTH AMENDMENT
Prohibits slavery within the United States. Passed by Congress in February 1865 and was ratified by December, thus becoming a part of the Constitution.
THE BLACK CODES
A series of discriminatory laws passed by southern state legislatures established by the Johnson plan. These laws regulated the status of the FREEDMEN. While these laws confirmed some rights of citizenship, they helped to ensure white supremacy.
The severity of the laws varied from state to state.
Examples:
denied the right to hold public office
denied the right to serve on juries
denied the right to carry weapons
must had to have a license to hold any job except for farming.
Impact in the North was increased support for the Radical Republicans.
THE FREEDMEN'S BUREAU
Purpose: to provide the freed slaves with the basic necessities of life and protect their
civil rights as well as care for the abandoned lands in the South.
Originally passed to last a for a limited time. Congress renewed bill to extend the bureau indefinitely. It also contained a provision for the military trial of civilians
violating the Constitution. Johnson vetoed this bill. A later bill, which enlarged the bureau’s powers, was passed and also vetoed. Congress overrode this veto.
THE JOINT COMMITTEE ON RECONSTRUCTION
Congress refused to seat the senators and representatives sent by the states who
followed Johnson’s plan.
Thaddeus Stevens and Members of both houses formed the Joint Committee to look at the issue of political reconstruction of the South.
THE CIVIL RIGHTS ACT
April 1866 - Civil Rights Act is passed by Congress over veto by Johnson. It gave
citizenship to all African Americans, making them equal to whites under
the law.
The Radical Republicans and their quarrel with Johnson also became
more violent. They insisted upon the political punishment of former
Confederates.
The Joint Committee on Reconstruction proposed the Fourteenth
Amendment. Congress passed it in June of 1866 and it was sent to
the states for ratification.
Provisions:
1. Citizenship is given to all persons born or naturalized in the U.S.
No state laws shall deny any of these individuals of “ life, liberty
or property without due process of law.
2. Any state that deprived any of its male inhabitants of the right to
vote will have representation in Congress reduced by the number
denied in the state. (This was very difficult to enforce.)
3. Former Confederates were barred from holding federal and state
offices if they had held similar posts before the war.
4. The Confederate debt was repudiated and the U.S. debt affirmed.
The 14th Amendment had to be ratified before any Confederate state
could be readmitted to the Union. Tennessee did this and came back in.
The other states rejected the 14th Amendment upon President Johnson’s advice and defeated it. In spite of this, the amendment was ratified.
CONGRESSIONAL ELECTION OF 1866
The Radical Republicans gain control of both houses of Congress.
THE RADICAL REPUBLICAN RECONSTRUCTION ACTS
1. The ten former Confederate states that are still unreconstructed
are divided into five military districts with a major general in charge of
each district.
2. In order to be admitted back into the the union, the following must be
done:
- a constitution convention, elected by African Americans and
Whites, was to write a new state constitution that allowed the
the right to vote for males, both African American and White.
3. Qualified voters were to elect to elect a state legislature that would
ratify the Fourteenth Amendment.
4. With the ratification of the Fourteenth Amendment the state could apply
for representation in Congress.
THE IMPEACHMENT OF JOHNSON
The leaders of the Radical Republicans were frustrated because they could not
control the executive branch of government.
They realized that because Andrew Johnson was so unpopular, they
determined to remove him from office and remove any constitutional check on
their policies.
They passed the Tenure of Office Act which forbid a president to fire anyone
whose appointment had been approved by the Senate. This act violated the
system of checks and balances written into the Constitution.
Johnson’s Secretary of War, Edwin Stanton was a radical republican. He had
also been appointed by Abraham Lincoln, who was a Republican, not Johnson,
who was a Democrat.
Johnson vetoed the bill and Congress overrode the veto. Stanton caused so
many problems for Johnson, that Johnson fired him.
The House of Representatives immediately impeached Johnson ( which
means to indict or formally charge) on the charges of high crimes and
misdemeanors.
Johnson was put on trial in the Senate, which was presided over by Chief
Justice of the Supreme Court, Salmon P. Chase. The radicals failed by one
vote (35 to 19) to secure the two-thirds majority needed to remove Johnson
from office. Seven moderate voted with the Democrats voted to keep him in
office.
The Tenure of Office Act was repealed by Congress in 1887.
THE SOUTH IN TRANSITION
Because of Radical Reconstruction, it brought rapid changes to the economic
and social life of the South and the upper classes, which had been dominant
before the Civil War, began to lose their political power.
The Radicals Reconstruction required in their plan of 1867 the registration
of male voters. When this had been accomplished, approximately 700,000
African Americans were on the lists and about 625,000 Whites.
CARPETBAG GOVERNMENTS
African Americans were members of the conventions that drafted the new
state constitutions. They made up about about one-third of the membership.
Many, both African American and White, were inexperienced but on the whole
were able and honest.
The White legislators were the “carpetbaggers” and scalawags”.
Carpetbaggers were northerners who had gone south after the Civil War. Since
a number of them carried cheap bags made of carpeting material, they got the
nickname of “carpetbaggers”
Many wanted to help African Americans adjust to freedom; others anticipated
power and fortune through business and political enterprises.
Scalawags were southern whites who cooperated with the carpetbaggers
and the freedmen to aid the Radical program. It is a slang term for “rascal”.
Like carpetbaggers, their motives were mixed. Many were eager to help both
African Americans and lower-class Whites achieve security in a rebuilt South.
Others were interested in political preferment and lucrative contracts during
a period of widespread confusion.
THE FIFTEENTH AMENDMENT
The Fifteenth Amendment mandated that all states were prohibited from
denying suffrage (the vote) to males in the grounds of “race, color, or previous
condition of servitude” (Women were not included as they did not get the vote
until the early part of the 20th century.) The amendment passed Congress in
February of 1869 and was ratified by the states by March of 1870.
THE KU KLUX KLAN
Terrorist group in the South that was founded in Pulaski, TN, in 1866. It’s
purpose was to frighten African Americans into renouncing their new political
power and economical and social gains.
The members would take refuge under white robes and hoods and go on
gruesome “night-riding” missions. They used whips, branding irons, ropes,
torches, guns, and knives on African Americans. They also resorted to lynching
innocent African Americans.
Southern Whites who disliked the Klan and other secret societies used subtle
forms of coercion. African Americans were denied employment and kept from
voting by psychological intimidation.
The Klan and the other secret societies became such a problem that it led to
the passage of three laws called “The Force Acts”
The Enforcement Act of 1870 imposed heavy penalties for violations
of the 14th and 15 Amendments.
The Enforcement Act of Feb. 1871 placed congressional elections
under the control of the federal authorities.
The Enforcement Act of April, 1871 (also called the Ku Klux Klan Act)
gave the president military authority to suppress violence in the
southern states. In 1871 President Grant used these powers to subdue
the Klan in South Carolina.
Even with the passage of the 14th and 15th Amendments and the enforcement
acts, the Radical Republicans lost ground in the South after 1870.
THE GENERAL AMNESTY ACT
By 1872, legislation was passed by Congress that restored political privileges
thousands of former Confederates and hastened the collapse of governments
based on African American votes.
This was pushed through by a combination of Democrats and moderate
Republicans. By 1876, only three southern states were still under the
control of the Radicals.
THE END OF RECONSTRUCTION
As a result of a compromise to work out the disputed 1876 election of Rutherford B. Hayes as President, Hayes agreed to withdraw all federal troops
from the South in 1877. The state governments still in Republican hands
quickly fell to the southern Democrats.
POLITICAL READJUSTMENTS
Many Southerners came to believe that the Republican Party was, as a whole,
made up of African Americans and corrupt Whites who despised the Old South.
Whoever captured the Democratic nomination on the state or local level was
certain of winning the election. Between 1876 and 1920, the Republican
Party did not carry a single state from the old Confederacy.
While avoiding violence, the Democratic leaders still managed to steadily
reduce the number of African Americans who could meet the qualifications
to vote.
Several different means were used:
The Literacy Test, constructed so that African Americans could not pass.
The Poll Tax (a tax levied on adults, the payment of which was required
for voting.)
Property Requirements
The “grandfather clause” of newly revised state constitutions, granting
the right to vote to those whose fathers or grandfathers had voted before
1867. (This last step barred African Americans but made it possible for
uneducated whites to vote.
DISRUPTION OF THE PLANTATION SYSTEM
Changes brought about the War compelled southern landowners to reduce the
the size of their plantations.
Since the plantation owners couldn’t afford to hire labor, some sold off
large portions of their acreage.
The majority of the Plantation owners preferred to use a plan of
cultivation using tenant farmers, White or African American, who
themselves did not possess enough money to pay a cash rental.
This system was known as “sharecropping”. The way it worked was
that the tenant farmer (the sharecropper) giving to the landowner as
rent a portion (usually half) of the crop he raised by his labor.
RISE OF THE MERCHANT
If the landowner did not supply what was needed to the sharecropper, the
sharecropper was frequently forced to pledge another share of his crop to the
local merchant in order to secure credit for his working requirements. This
would be the only way he could afford to purchase the tools, see and draft
animals he needed. This was called the crop-lien system. Small farmers who
owned their land were also forced to use the crop-lien system. Sometimes they would have to pledge their entire crop. This forced the small farmers to
limit their crops that have widespread and constant appeal, such as cotton
and tobacco. They became , in a sense, economically enslaved to the
merchant-creditors.
INDUSTRIAL DEVELOPMENT
Industrial development replaced the plantation system. The exploitation of
coal, iron, phosphates and lumber gained momentum. This led to work in
factories, which were located where cheap water power was available. The
increase in railroad mileage began to keep pace with the output of coal and
iron and with the multiplication of cotton mills.
STATUS OF AFRICAN AMERICANS
In many communities, the bitterness engendered by imposed government
and military occupation by the Radicals brought about conflicts between the
Whites and the newly liberated African Americans. The impact was that it
curbed the African Americans development.
With the breakup of the large plantations, meant the loss of jobs for the
African Americans.
Many ended up in mill towns or got employment in mines and factories where
their labor was exploited.
THE NEW SOUTH
In 1886, the editor of the “Atlanta Constitution”, Henry Grady coined the phrase
“The New South”.
This denotes the primary economic develops in the region after the
Reconstruction period.`
Grady asserted that the South, instead of looking backwards, should look
to the future with hope and confidence.
The phrase was widely accepted but much still needed to be accomplished.
REMAINING PROBLEMS
Critical Problems remained:
1. The southern economy had not escaped the control of northern
financiers.
2. southern political leaders remained far more interested in sectional
than national problems.
3. many farmers, both White and African American, still lived in poverty.
4. mindful of the heavy personal losses during the Civil War and the
Reconstruction period, most voters refused to accept tax programs
that would have provided funds for the social services needed to
rebuild after the war’s destruction.
*Note* There will be a Civil War/Reconstruction Test on Monday, September 8th!
RECONSTRUCTION NOTES
Following the end of the Civil War, the South’s economy was in shambles.
railroads destroyed
plantations destroyed
plantation owners could not afford capital for agricultural equipment to
replace slave labor
speculative enterprises preyed on people left destitute by war.
The social structure of the South changed, creating confusion.
aristocratic plantation owners having lost their wealth were forced to yield to
the growing influence of bankers, merchants and small farmers.
African Americans made the transition from slaves to wage earners, creating
racial tensions with the whites.
Political Uncertainty.
Collapse of the Confederacy stalled most political processes.
State and local governments had to be organized.
New state governments had to establish normal relations with the Union.
Northern states and governments differed on what and how it should be done.
Division on National level between Congress and Lincoln / Johnson on how
the former Confederate states should be admitted back into the union.
The rift became one of the worst in the nation’s history.
The Plans
CONQUERED PROVINCES THEORY
Secession is an illegal act and that southerners must pay a heavy
penalty for having committed it. By doing this, the Southern states are now
outside the protection of the Constitution and are treated as conquered
provinces. Congress had the right to govern them.
LINCOLN’S 10 PERCENT PLAN
Ignored “conquered provinces” theory. Believe right to secede did not
exist. Believed South had been punished enough and he should help the
South to come back into the Union as quickly as possible. Presented a two-
part plan for reconstruction.
The plan pardoned all southerners (except high Confederate officials
and those who left the U.S. government or military service to aid the
Confederacy) who would swear allegiance to the U.S. and accept all acts of
Congress passed during the rebellion with reference to slaves.
Second, it authorized the establishment of a new government, with
representation in the national government, for any state if one-tenth of its
qualified voters (in 1860) would take the required loyalty oath.
JOHNSON’S PLAN FOR RECONSTRUCTION
Pro-Union Senator Andrew Johnson of Tennessee was the only southern member of the Senate not to resign his Senate seat at the beginning of the Civil War. He was a Democrat. He became Vice President in 1864 to Republican Lincoln to show wide spread unity. The party’s name was
temporarily changed to the Union Party.
The Johnson Plan was the Lincoln Plan with minor changes.
- granting amnesty to all former Confederates (except certain high
leaders and large property holders) who were willing to take an
oath to uphold the Constitution.
- by successive proclamations he set up provisional state governments
in the former Confederate states. In doing so, he authorized loyal
white citizens to ratify new state constitutions and elect state
legislatures. The job of these legislatures were to
- repeal the the ordinances of secession
- repudiate the Confederate state debts
- ratify the 13th Amendment to the U.S. Constitution, which ends
slavery.
THE RADICAL REPUBLICANS
Members of the Republican Party who opposed the Johnson plan. Congress
would eventually be dominated by this group. It was led in the House of
Representatives by Rep. Thaddeus Stevens of Pennsylvania and in the Senate by Senator Charles Sumner of Massachusetts.
Motives of the Radicals
The Radicals exhibited a blend of high moral purpose and partisan self- interest. These were the main factors:
a) personal animosity toward Johnson because they believed he was
unworthy to be president.
b) the fear of executive encroachment upon the authority of Congress.
c) the desire to safeguard the interests if the freedmen (African Americans
freed from slavery) as a result of the Civil War.
d) resentment over the speedy return of former Confederates to political
power in the South.
e) the determination by Republican politicians to establish their party in
the South.
f) the hope, especially by northern businessmen, that the removal of
Southern influence from Congress would result in a program of
government aid to industry.
THE THIRTEENTH AMENDMENT
Prohibits slavery within the United States. Passed by Congress in February 1865 and was ratified by December, thus becoming a part of the Constitution.
THE BLACK CODES
A series of discriminatory laws passed by southern state legislatures established by the Johnson plan. These laws regulated the status of the FREEDMEN. While these laws confirmed some rights of citizenship, they helped to ensure white supremacy.
The severity of the laws varied from state to state.
Examples:
denied the right to hold public office
denied the right to serve on juries
denied the right to carry weapons
must had to have a license to hold any job except for farming.
Impact in the North was increased support for the Radical Republicans.
THE FREEDMEN'S BUREAU
Purpose: to provide the freed slaves with the basic necessities of life and protect their
civil rights as well as care for the abandoned lands in the South.
Originally passed to last a for a limited time. Congress renewed bill to extend the bureau indefinitely. It also contained a provision for the military trial of civilians
violating the Constitution. Johnson vetoed this bill. A later bill, which enlarged the bureau’s powers, was passed and also vetoed. Congress overrode this veto.
THE JOINT COMMITTEE ON RECONSTRUCTION
Congress refused to seat the senators and representatives sent by the states who
followed Johnson’s plan.
Thaddeus Stevens and Members of both houses formed the Joint Committee to look at the issue of political reconstruction of the South.
THE CIVIL RIGHTS ACT
April 1866 - Civil Rights Act is passed by Congress over veto by Johnson. It gave
citizenship to all African Americans, making them equal to whites under
the law.
The Radical Republicans and their quarrel with Johnson also became
more violent. They insisted upon the political punishment of former
Confederates.
The Joint Committee on Reconstruction proposed the Fourteenth
Amendment. Congress passed it in June of 1866 and it was sent to
the states for ratification.
Provisions:
1. Citizenship is given to all persons born or naturalized in the U.S.
No state laws shall deny any of these individuals of “ life, liberty
or property without due process of law.
2. Any state that deprived any of its male inhabitants of the right to
vote will have representation in Congress reduced by the number
denied in the state. (This was very difficult to enforce.)
3. Former Confederates were barred from holding federal and state
offices if they had held similar posts before the war.
4. The Confederate debt was repudiated and the U.S. debt affirmed.
The 14th Amendment had to be ratified before any Confederate state
could be readmitted to the Union. Tennessee did this and came back in.
The other states rejected the 14th Amendment upon President Johnson’s advice and defeated it. In spite of this, the amendment was ratified.
CONGRESSIONAL ELECTION OF 1866
The Radical Republicans gain control of both houses of Congress.
THE RADICAL REPUBLICAN RECONSTRUCTION ACTS
1. The ten former Confederate states that are still unreconstructed
are divided into five military districts with a major general in charge of
each district.
2. In order to be admitted back into the the union, the following must be
done:
- a constitution convention, elected by African Americans and
Whites, was to write a new state constitution that allowed the
the right to vote for males, both African American and White.
3. Qualified voters were to elect to elect a state legislature that would
ratify the Fourteenth Amendment.
4. With the ratification of the Fourteenth Amendment the state could apply
for representation in Congress.
THE IMPEACHMENT OF JOHNSON
The leaders of the Radical Republicans were frustrated because they could not
control the executive branch of government.
They realized that because Andrew Johnson was so unpopular, they
determined to remove him from office and remove any constitutional check on
their policies.
They passed the Tenure of Office Act which forbid a president to fire anyone
whose appointment had been approved by the Senate. This act violated the
system of checks and balances written into the Constitution.
Johnson’s Secretary of War, Edwin Stanton was a radical republican. He had
also been appointed by Abraham Lincoln, who was a Republican, not Johnson,
who was a Democrat.
Johnson vetoed the bill and Congress overrode the veto. Stanton caused so
many problems for Johnson, that Johnson fired him.
The House of Representatives immediately impeached Johnson ( which
means to indict or formally charge) on the charges of high crimes and
misdemeanors.
Johnson was put on trial in the Senate, which was presided over by Chief
Justice of the Supreme Court, Salmon P. Chase. The radicals failed by one
vote (35 to 19) to secure the two-thirds majority needed to remove Johnson
from office. Seven moderate voted with the Democrats voted to keep him in
office.
The Tenure of Office Act was repealed by Congress in 1887.
THE SOUTH IN TRANSITION
Because of Radical Reconstruction, it brought rapid changes to the economic
and social life of the South and the upper classes, which had been dominant
before the Civil War, began to lose their political power.
The Radicals Reconstruction required in their plan of 1867 the registration
of male voters. When this had been accomplished, approximately 700,000
African Americans were on the lists and about 625,000 Whites.
CARPETBAG GOVERNMENTS
African Americans were members of the conventions that drafted the new
state constitutions. They made up about about one-third of the membership.
Many, both African American and White, were inexperienced but on the whole
were able and honest.
The White legislators were the “carpetbaggers” and scalawags”.
Carpetbaggers were northerners who had gone south after the Civil War. Since
a number of them carried cheap bags made of carpeting material, they got the
nickname of “carpetbaggers”
Many wanted to help African Americans adjust to freedom; others anticipated
power and fortune through business and political enterprises.
Scalawags were southern whites who cooperated with the carpetbaggers
and the freedmen to aid the Radical program. It is a slang term for “rascal”.
Like carpetbaggers, their motives were mixed. Many were eager to help both
African Americans and lower-class Whites achieve security in a rebuilt South.
Others were interested in political preferment and lucrative contracts during
a period of widespread confusion.
THE FIFTEENTH AMENDMENT
The Fifteenth Amendment mandated that all states were prohibited from
denying suffrage (the vote) to males in the grounds of “race, color, or previous
condition of servitude” (Women were not included as they did not get the vote
until the early part of the 20th century.) The amendment passed Congress in
February of 1869 and was ratified by the states by March of 1870.
THE KU KLUX KLAN
Terrorist group in the South that was founded in Pulaski, TN, in 1866. It’s
purpose was to frighten African Americans into renouncing their new political
power and economical and social gains.
The members would take refuge under white robes and hoods and go on
gruesome “night-riding” missions. They used whips, branding irons, ropes,
torches, guns, and knives on African Americans. They also resorted to lynching
innocent African Americans.
Southern Whites who disliked the Klan and other secret societies used subtle
forms of coercion. African Americans were denied employment and kept from
voting by psychological intimidation.
The Klan and the other secret societies became such a problem that it led to
the passage of three laws called “The Force Acts”
The Enforcement Act of 1870 imposed heavy penalties for violations
of the 14th and 15 Amendments.
The Enforcement Act of Feb. 1871 placed congressional elections
under the control of the federal authorities.
The Enforcement Act of April, 1871 (also called the Ku Klux Klan Act)
gave the president military authority to suppress violence in the
southern states. In 1871 President Grant used these powers to subdue
the Klan in South Carolina.
Even with the passage of the 14th and 15th Amendments and the enforcement
acts, the Radical Republicans lost ground in the South after 1870.
THE GENERAL AMNESTY ACT
By 1872, legislation was passed by Congress that restored political privileges
thousands of former Confederates and hastened the collapse of governments
based on African American votes.
This was pushed through by a combination of Democrats and moderate
Republicans. By 1876, only three southern states were still under the
control of the Radicals.
THE END OF RECONSTRUCTION
As a result of a compromise to work out the disputed 1876 election of Rutherford B. Hayes as President, Hayes agreed to withdraw all federal troops
from the South in 1877. The state governments still in Republican hands
quickly fell to the southern Democrats.
POLITICAL READJUSTMENTS
Many Southerners came to believe that the Republican Party was, as a whole,
made up of African Americans and corrupt Whites who despised the Old South.
Whoever captured the Democratic nomination on the state or local level was
certain of winning the election. Between 1876 and 1920, the Republican
Party did not carry a single state from the old Confederacy.
While avoiding violence, the Democratic leaders still managed to steadily
reduce the number of African Americans who could meet the qualifications
to vote.
Several different means were used:
The Literacy Test, constructed so that African Americans could not pass.
The Poll Tax (a tax levied on adults, the payment of which was required
for voting.)
Property Requirements
The “grandfather clause” of newly revised state constitutions, granting
the right to vote to those whose fathers or grandfathers had voted before
1867. (This last step barred African Americans but made it possible for
uneducated whites to vote.
DISRUPTION OF THE PLANTATION SYSTEM
Changes brought about the War compelled southern landowners to reduce the
the size of their plantations.
Since the plantation owners couldn’t afford to hire labor, some sold off
large portions of their acreage.
The majority of the Plantation owners preferred to use a plan of
cultivation using tenant farmers, White or African American, who
themselves did not possess enough money to pay a cash rental.
This system was known as “sharecropping”. The way it worked was
that the tenant farmer (the sharecropper) giving to the landowner as
rent a portion (usually half) of the crop he raised by his labor.
RISE OF THE MERCHANT
If the landowner did not supply what was needed to the sharecropper, the
sharecropper was frequently forced to pledge another share of his crop to the
local merchant in order to secure credit for his working requirements. This
would be the only way he could afford to purchase the tools, see and draft
animals he needed. This was called the crop-lien system. Small farmers who
owned their land were also forced to use the crop-lien system. Sometimes they would have to pledge their entire crop. This forced the small farmers to
limit their crops that have widespread and constant appeal, such as cotton
and tobacco. They became , in a sense, economically enslaved to the
merchant-creditors.
INDUSTRIAL DEVELOPMENT
Industrial development replaced the plantation system. The exploitation of
coal, iron, phosphates and lumber gained momentum. This led to work in
factories, which were located where cheap water power was available. The
increase in railroad mileage began to keep pace with the output of coal and
iron and with the multiplication of cotton mills.
STATUS OF AFRICAN AMERICANS
In many communities, the bitterness engendered by imposed government
and military occupation by the Radicals brought about conflicts between the
Whites and the newly liberated African Americans. The impact was that it
curbed the African Americans development.
With the breakup of the large plantations, meant the loss of jobs for the
African Americans.
Many ended up in mill towns or got employment in mines and factories where
their labor was exploited.
THE NEW SOUTH
In 1886, the editor of the “Atlanta Constitution”, Henry Grady coined the phrase
“The New South”.
This denotes the primary economic develops in the region after the
Reconstruction period.`
Grady asserted that the South, instead of looking backwards, should look
to the future with hope and confidence.
The phrase was widely accepted but much still needed to be accomplished.
REMAINING PROBLEMS
Critical Problems remained:
1. The southern economy had not escaped the control of northern
financiers.
2. southern political leaders remained far more interested in sectional
than national problems.
3. many farmers, both White and African American, still lived in poverty.
4. mindful of the heavy personal losses during the Civil War and the
Reconstruction period, most voters refused to accept tax programs
that would have provided funds for the social services needed to
rebuild after the war’s destruction.
Agenda 9/2 , 9/4, 9/8, 9/10 Test is coming!!!
For those of you who may be absent, we are focusing on post Civil War Reconstruction of the South for the next few days. Below, you will find our agenda for this week. As always, this is tentative and depends on how fast our individual classes progress as well as the behavior of the class.
9/2 Agenda
By the end of the block, students will discuss the events of reconstruction and their political, social, and economic impacts on the south
Tuesday
Journal: If you were a parent, and one of your children ran away, what would you do once the child had returned?
Would you 1) punish the child to discourage him or her from running away again or
2) accept a promise from the child that he/she would never run away again? Explain/defend
Finish Reconstruction Questions
Discuss (from Powerpoint notes)
The Presidents Grant-Hayes (if time)
Exit Slip: Design your own reconstruction plan.
9/4 Agenda
Students will analyze and discuss the events of reconstruction and their political, social, and economic impacts on the south
*Journal: Study the carpetbagger cartoon and answer the following questions:
1. Who does the woman represent?
2. What Burden is she carrying?
3/. What is the role of the two soldiers?
4. What is the cartoonist trying to convey?
* Finish Reconstruction questions
*Slide show/ note taking
9/8 Agenda
Students will review the United States Civil War and Reconstruction period in preparation for test
· Complete Study Guide
· Watch “The Presidents “Johnson and Grant”
Agenda By the end of the block, students will demonstrate an understanding of the political social and economic effects of the Civil War and Reconstruction period in American History
Formal Assessment
Complete Guided Reading Ch. 5 Pages 22 and 23
9/2 Agenda
By the end of the block, students will discuss the events of reconstruction and their political, social, and economic impacts on the south
Tuesday
Journal: If you were a parent, and one of your children ran away, what would you do once the child had returned?
Would you 1) punish the child to discourage him or her from running away again or
2) accept a promise from the child that he/she would never run away again? Explain/defend
Finish Reconstruction Questions
Discuss (from Powerpoint notes)
The Presidents Grant-Hayes (if time)
Exit Slip: Design your own reconstruction plan.
9/4 Agenda
Students will analyze and discuss the events of reconstruction and their political, social, and economic impacts on the south
*Journal: Study the carpetbagger cartoon and answer the following questions:
1. Who does the woman represent?
2. What Burden is she carrying?
3/. What is the role of the two soldiers?
4. What is the cartoonist trying to convey?
* Finish Reconstruction questions
*Slide show/ note taking
9/8 Agenda
Students will review the United States Civil War and Reconstruction period in preparation for test
· Complete Study Guide
· Watch “The Presidents “Johnson and Grant”
Agenda By the end of the block, students will demonstrate an understanding of the political social and economic effects of the Civil War and Reconstruction period in American History
Formal Assessment
Complete Guided Reading Ch. 5 Pages 22 and 23
Civil War Learning Centers
Last week, (8/26) we focused our attention on the Civil War itself. Below I have pasted a 100 point assignment that was turned in on Thursday. You can find much of the information in your book (chapter 4) as well as online (by looking up song names/lyrics, civil war photos, letters from soldiers, etc. You can cut and paste this into word if you have lost it and need to reprint or were absent and did not get the handout.
____________________________________________________________________
Civil War Learning Centers _____/100 Name:______________
Center 1: ____/20Directions: Listen to the music playing and answer the following questions.“Johnny is My Darling” by Father Reed??? Borrowed melody used to celebrate Union volunteersWhat 3 words best describe the mood of this song? If you were one of the soldiers pictured here, how would this song make you feel? What do you think the purpose of this song was?
“Bonnie Blue Flag” by Harry McCarthy (Confederacy’s second most popular song, closely following “Dixie”.What 3 words best describe the mood of this song? If you were one of the soldiers pictured here, how would this song make you feel? What do you the purpose of this song was?
“Marching Song of the First Arkansas” by Pete Seeger and Bill McAdoo (recruiting song to enlist African Americans in the Union Army.What 3 words best describe the mood of this song? What do you think was the purpose of this song? What are the various reasons African Americans might want to join the Union Army?
“Tenting Tonight” (moving plea for piece written by Walter Kittredge in 1863 shortly after receiving his draft notice.What 3 words describe the mood of this song? How is the song different than the previous three songs? What do you think the soldiers in the slide would say to the people who wrote the previous three songs.
Center 2 Civil War timeline _____/20Using your textbook Chapter 4.2 page 168-183, place events and developments from the Civil War on the timeline below in chronological order include the significance of each event and be sure to list important individuals involved Be sure to use maps in the chapter for help1861- Fort Sumter
Bull Run
1862- Shiloh
Antietam
1863 Emancipation Proclamation
Chancellorsville, Virginia
Gettysburg
Gettysburg Address
Vicksburg
1864 Sherman’s march to sea
1865 Appomattox (include terms)
Center 3 Analyzing Photographs ____/20Study at least 3 photographs from the bulletin board/table for 2 minutes. Then complete the activities below.List the people in the photographs:
List the objects in the photographs:
List the activities in the photographs:
List 3 things you might infer from this photograph:
Write a short poem or letter from the perspective of either someone in the photograph, or the photographer. *Note* You must include information concerning objects, activities, etc. from the photographs within your poem.
Center 4 Black Soldiers in the War ____/20 Read the following poster and letter and answer the questions below:Who is the intended audience for the poster?
What does the government hope the audience will do?
What references to pay do you find in the document?
How do you think most African Americans responded to this poster?
What is the overall tone of the letter from Samuel Cabble to his wife?
What is Samuel Cabble’s motivation to fight?
What do the letter and poster tell you about the life of African American Soldiers during the Civil War?
Center 5 Letters Sent Home _____/20 Read one of the letters found on the table and answer the following questions:
Author of Letter:
Position or Title:
Date of Letter
For what audience was the document written?
List 3 things the author said that you think are important:
Why do you think this letter was written?
What evidence in the letter helps you know why it was written? Quote from the letter.
List two things this letter tells you about life in the United States at the time it was written.
Write a question to the author that is left unanswered by the document.
Center 6 ____/20 Interpreting mapsUsing the maps on the desk answer the following questions ____/20 4-a1.How many Union free states are there? _____2.Name the Union free states with coastlines on the Pacific Ocean __________ and _______________3.In which section of the present-day US are the majority of Union free states located? __________4.Excluding Oregon and California, which Union free state extends farthest west? _____________
4-b5. List the Union Slave States ___________, __________, ___________, _____________, _______________6. Kansas forms most of the western border of which Union slave state? __________7. Name the Union states with harbors. ____________ and _____________8. Which Union slave states border Ohio? __________ and _____________
4-c9. Which Confederate state has the largest land area? _______10. The boundary of which Confederate state extends the farthest north? ______________11. How many Confederate states have coastlines on the Gulf of Mexico? 5Name them. ___________, ___________, __________, ___________, _______________12. Which Confederate state has coasts on both the Atlantic Ocean and the Gulf of Mexico? _____________
Map D Union and Confederacy 186113. On April 12, 1861 the Confederacy began bombarding Fort Sumter, a Union base on an island in the Charleston, SC harbor. These shots signaled active warfare between North and South. Which states had already seceded from the Union by this time? _________, _____________, __________, ___________, __________, __________, ___________
14.Which States seceded after the fall of Fort Sumter? _________, ___________, _____________, __________
15. Why was the allegiance of the so-called border slave states to the Union so critical?
Exit Slip: Complete after finishing ALL centers/or during discussionComplete the acrostic writing a phrase that describes the civil war that begins with each letter in the phrase “Civil War”Example found below:Confederate states faced a food shortage due to the drain of manpower into the army.CIVIL
WAR
* Note* you may use the photograph below to help you answer questions about photos during the civil war if needed***
_____________________________________________________________________
____________________________________________________________________
Civil War Learning Centers _____/100 Name:______________
Center 1: ____/20Directions: Listen to the music playing and answer the following questions.“Johnny is My Darling” by Father Reed??? Borrowed melody used to celebrate Union volunteersWhat 3 words best describe the mood of this song? If you were one of the soldiers pictured here, how would this song make you feel? What do you think the purpose of this song was?
“Bonnie Blue Flag” by Harry McCarthy (Confederacy’s second most popular song, closely following “Dixie”.What 3 words best describe the mood of this song? If you were one of the soldiers pictured here, how would this song make you feel? What do you the purpose of this song was?
“Marching Song of the First Arkansas” by Pete Seeger and Bill McAdoo (recruiting song to enlist African Americans in the Union Army.What 3 words best describe the mood of this song? What do you think was the purpose of this song? What are the various reasons African Americans might want to join the Union Army?
“Tenting Tonight” (moving plea for piece written by Walter Kittredge in 1863 shortly after receiving his draft notice.What 3 words describe the mood of this song? How is the song different than the previous three songs? What do you think the soldiers in the slide would say to the people who wrote the previous three songs.
Center 2 Civil War timeline _____/20Using your textbook Chapter 4.2 page 168-183, place events and developments from the Civil War on the timeline below in chronological order include the significance of each event and be sure to list important individuals involved Be sure to use maps in the chapter for help1861- Fort Sumter
Bull Run
1862- Shiloh
Antietam
1863 Emancipation Proclamation
Chancellorsville, Virginia
Gettysburg
Gettysburg Address
Vicksburg
1864 Sherman’s march to sea
1865 Appomattox (include terms)
Center 3 Analyzing Photographs ____/20Study at least 3 photographs from the bulletin board/table for 2 minutes. Then complete the activities below.List the people in the photographs:
List the objects in the photographs:
List the activities in the photographs:
List 3 things you might infer from this photograph:
Write a short poem or letter from the perspective of either someone in the photograph, or the photographer. *Note* You must include information concerning objects, activities, etc. from the photographs within your poem.
Center 4 Black Soldiers in the War ____/20 Read the following poster and letter and answer the questions below:Who is the intended audience for the poster?
What does the government hope the audience will do?
What references to pay do you find in the document?
How do you think most African Americans responded to this poster?
What is the overall tone of the letter from Samuel Cabble to his wife?
What is Samuel Cabble’s motivation to fight?
What do the letter and poster tell you about the life of African American Soldiers during the Civil War?
Center 5 Letters Sent Home _____/20 Read one of the letters found on the table and answer the following questions:
Author of Letter:
Position or Title:
Date of Letter
For what audience was the document written?
List 3 things the author said that you think are important:
Why do you think this letter was written?
What evidence in the letter helps you know why it was written? Quote from the letter.
List two things this letter tells you about life in the United States at the time it was written.
Write a question to the author that is left unanswered by the document.
Center 6 ____/20 Interpreting mapsUsing the maps on the desk answer the following questions ____/20 4-a1.How many Union free states are there? _____2.Name the Union free states with coastlines on the Pacific Ocean __________ and _______________3.In which section of the present-day US are the majority of Union free states located? __________4.Excluding Oregon and California, which Union free state extends farthest west? _____________
4-b5. List the Union Slave States ___________, __________, ___________, _____________, _______________6. Kansas forms most of the western border of which Union slave state? __________7. Name the Union states with harbors. ____________ and _____________8. Which Union slave states border Ohio? __________ and _____________
4-c9. Which Confederate state has the largest land area? _______10. The boundary of which Confederate state extends the farthest north? ______________11. How many Confederate states have coastlines on the Gulf of Mexico? 5Name them. ___________, ___________, __________, ___________, _______________12. Which Confederate state has coasts on both the Atlantic Ocean and the Gulf of Mexico? _____________
Map D Union and Confederacy 186113. On April 12, 1861 the Confederacy began bombarding Fort Sumter, a Union base on an island in the Charleston, SC harbor. These shots signaled active warfare between North and South. Which states had already seceded from the Union by this time? _________, _____________, __________, ___________, __________, __________, ___________
14.Which States seceded after the fall of Fort Sumter? _________, ___________, _____________, __________
15. Why was the allegiance of the so-called border slave states to the Union so critical?
Exit Slip: Complete after finishing ALL centers/or during discussionComplete the acrostic writing a phrase that describes the civil war that begins with each letter in the phrase “Civil War”Example found below:Confederate states faced a food shortage due to the drain of manpower into the army.CIVIL
WAR
* Note* you may use the photograph below to help you answer questions about photos during the civil war if needed***
_____________________________________________________________________
The first two weeks of school
Hello all. For those of you who entered our class late, here is a summary of the early classes this semester.
I handed out the syllabus on day one. I have included it below. Due to the nature of a blog, I will have to scan everything in rather than attaching it as a document. This will change when the website is up and running.
1) Notice the Notebook section of the syllabus: everyone is responsible for some sort of a binder that will be able to keep our units in order this year. We will divide up each unit with a piece of construction paper to make things easier to find during notebook checks and quizes. By keeping this in a good working order, you are saving yourself lots of trouble when you begin studying for finals!
2)Also notice the Mistake coupon section. Remember that every student has two opportunities to turn in late work with no penalty. Or students may choose to save the coupons for bonus points at the end of the semester... (you're welcome) :>)
The first week of school we completed a constitution scavenger hunt This should be a review of work from ninth grade.
Next, we began working on the United States from the Civil War through today by learning about differences between the North and the South prior to the civil war. We did this through groupwork (that was worth 50 points). Below you will find the agenda for those days. In case you missed a journal, etc.
Day 2 Agenda
By the end of the block, students will be able to: identify the principles of the constitution in everyday life. Students will also be able to compare and contrast similarities and differences between the North and South at the start of the Civil War.
Journal: Discuss 3 ways the US Constitution impacts your daily life.
Discuss Constitutional Scavenger Hunt and hand in
Lecture/Note Taking (Flow Charts)
North vs. South Diagramming Differences (creating murals and spoke diagrams)
Day 3 Agenda
By the end of the block, students will be able to:
Compare and contrast similarities and differences between the North and South at the start of the Civil War
Identify the effects of politicians and laws passed that led to the outbreak of war
Journal: Do you consider Kentucky a Northern or Southern State? Defend your answer.
Present spoke diagrams and murals
When finished with group work, students will complete page 18 in student workbooks
The Presidents Video Taylor-Lincoln (if time)
I handed out the syllabus on day one. I have included it below. Due to the nature of a blog, I will have to scan everything in rather than attaching it as a document. This will change when the website is up and running.
1) Notice the Notebook section of the syllabus: everyone is responsible for some sort of a binder that will be able to keep our units in order this year. We will divide up each unit with a piece of construction paper to make things easier to find during notebook checks and quizes. By keeping this in a good working order, you are saving yourself lots of trouble when you begin studying for finals!
2)Also notice the Mistake coupon section. Remember that every student has two opportunities to turn in late work with no penalty. Or students may choose to save the coupons for bonus points at the end of the semester... (you're welcome) :>)
The first week of school we completed a constitution scavenger hunt This should be a review of work from ninth grade.
Next, we began working on the United States from the Civil War through today by learning about differences between the North and the South prior to the civil war. We did this through groupwork (that was worth 50 points). Below you will find the agenda for those days. In case you missed a journal, etc.
Day 2 Agenda
By the end of the block, students will be able to: identify the principles of the constitution in everyday life. Students will also be able to compare and contrast similarities and differences between the North and South at the start of the Civil War.
Journal: Discuss 3 ways the US Constitution impacts your daily life.
Discuss Constitutional Scavenger Hunt and hand in
Lecture/Note Taking (Flow Charts)
North vs. South Diagramming Differences (creating murals and spoke diagrams)
Day 3 Agenda
By the end of the block, students will be able to:
Compare and contrast similarities and differences between the North and South at the start of the Civil War
Identify the effects of politicians and laws passed that led to the outbreak of war
Journal: Do you consider Kentucky a Northern or Southern State? Defend your answer.
Present spoke diagrams and murals
When finished with group work, students will complete page 18 in student workbooks
The Presidents Video Taylor-Lincoln (if time)
Friday, August 29, 2008
Welcome to my new US History blog!
This is my first of many posts in a blog that will be used to inform you all of activities and assignments that we are completing in class. This will hopefully be an interim site for finding the information until my school webpage is up and running. Please feel free to post questions or comments in the comments section at the bottom of each post.
For parents, this is a place you can come to get information as well, regarding assignments, tests, etc.
Enjoy!
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