Lesson on Tuesday, December 12, 2017

Aim: How did the creation of a cotton-based economy change the lives of whites and blacks in all regions of the South? 

Bellringer: Review J65 / A: The slave trade had devastating effects on black families. Marriages and families were torn apart, and parents lived in fear of having their children taken from them to be sold. Despite these challenges, marriages and families worked to stay together. (5 min)

Agenda: 

1. Chapter 12 Review: https://www.youtube.com/watch?v=rDGFtiCk7Gs (15 min)
2. Journal 66 - Between 1800 and 1860, what changes occurred in the South's plantation crops, labor system, defense of slavery, and elite planter lifestyle? (10 min) 
3. A: Cotton became the principal plantation crop of the South. The South depended on the fortunes of the northern U.S. and Europe, which imported cotton from the South. Slavery spread to the Deep South, through the domestic slave trade. The slavery regime increased in harshness and severity as a result of violence, slave resistance, and justification by white planters. Prestige was maintained through marriages of planters' offspring. 
4. Read: America Compared (p. 387) and answer both questions. (10 min)
5. Have students read the appendix from Douglass's Narrative in which he discusses the relationship between slavery and Christianity: http://www.gutenberg.org/files/23/23-h/23-h.htm#link2H_APPE (10 min)
6. Journal 67 - By 1860, what different groups made up the South's increasingly complex society? How did these groups interact? (rest of class)
7. Home Learning: Thinking Like a Historian 12: due tomorrow, December 13, 2017

Lesson on Monday, December 11, 2017

Aim: How did the creation of a cotton-based economy change the lives of whites and blacks in all regions of the South? 

Bell Ringer: Current Events / Grade Chapter 11 Vocab. Quiz

Agenda:

1. Review Journal 63 (5 min)
2. Opener: Gone With Wind - https://www.youtube.com/watch?v=S72nI4Ex_E0 Can one talk about the South as a single entity or whether one must distinguish among different parts of the region? (5 min)
3. Despite the outlawing of the international slave trade, many states continued to engage in slavery. 
4. The purpose of graphs on DBQs: Don't spend valuable time computing numbers, instead, look for trends. In Figure 12.1 - between 1790 and 1860 white planters moved increasing numbers of slaves from the Upper to the Lower South. Why? The cotton boom that began in 1810, coupled with the end of the international slave trade, required a redistribution of the slave population to support the South's cotton economy. 
5. Journal 64: Map 12.1: In what areas of the country do you see the most change in distribution of population? In what areas does the distribution not change? How do you account for these changes and continuities? (10 min)
6. In Motion: The African American Migration Experience: http://www.inmotionaame.org/migrations/topic.cfm;jsessionid=f8302799211512919535342?migration=3&topic=3&bhcp=1 Gather into groups and read assigned sections of the website. Be ready to discuss your finding, per section. (10-15 min)

All We Got Is Cotton, Slaves, and ARROGANCE! www.youtube.com Gone with the wind. Most of the miseries of the world are caused by wars. When the wars were over, no one ever knew what they were about

Home Learning: 

Journal 65 - What were the effects of the slave trade on black families? 

The Domestic Slave Trade https://www.youtube.com/watch?v=eOhjYMuXXI0

Why Didn't Slaves Revolt? https://www.youtube.com/watch?v=4oOkdsktQHo

Lesson on Thursday, December 7, 2017

Bell Ringer: Journal 62 - Which groups of Americans opposed the abolitionists, and why did they do so? (10 min)

Agenda:

1. Groups that opposed abolition included proslavery southerners, wealthy landowners, conservative clergymen, northern wage earners, and textile manufacturers. 

Slave owners - did not want to lose their labor force

Landowners - feared that it was an attack on the right of private property ownership

Conservative clergymen - disagreed with the public roles played by women in the movement

Textile manufacturers - made money off the institution of slavery. 

2. Brainpop: Slavery (5 min)

3. To visualize the petition campaign by the American Anti-Slavery Society, analyze a sample petition such as the one displayed at http://teachushistory.org/second-great-awakening-age-reform/resources/anti-slavery-petition calling on Congress to abolish slavery in the District of Columbia. (5-7 min)

4. Gag Rule: https://www.youtube.com/watch?v=LCZR9L3pBA8 and https://www.youtube.com/watch?v=1UaYiKXEZwE Formal video: https://www.youtube.com/watch?v=hjyFMyA2hxo (10 min)

5. Women’s Rights Movement: “separate sphere” (origins)(Abigail Adams), Improving prisons, creating asylums, expanding education (Dorothea Dix, Horace Mann), 

6. Exam Alert: The 2006 AP U.S. History DBQ asked students to trace changing ideals of American womanhood between the American Revolution and the Civil War, including the factors that led to the emergence of “republican motherhood” and the “cult of domesticity.” 

7. Abolitionist Women: Harriet Beecher Stowe, Sarah Grimke, Elizabeth Cady Stanton, Lucretia Mott, Map 11.4, 

https://www.youtube.com/watch?v=jYiu0Y-OTSc (Lucretia Mott) (10 min)

 

8. Exam Alert: The 2002 AP U.S. History DBQ asked students to assess the validity of the following statement for the years 1825-1850: “Reform movements in the United States sought to expand democratic ideals.” Introduce this question by asking students to discuss potential tension between reform movements and democracy and to identify points discussed in this chapter that illustrated that tension. (5 min) Discuss

9. Chapter 11 Vocab. Quiz (rest of class) 

Home Learning: 

1. Journal 63 - What was the relationship between the abolitionist and women’s rights movements? 

2. DEBATE OVER SLAVERY & REFORM

FRONT: DEBATE OVER SLAVERY - Assignment: Understanding Slavery - Illinois State Historical Library / Choose a section of the website to examine and write a paragraph that explains the ways in which events in Illinois were part of the growing national tension over slavery in this period. Cite your source. 

https://www2.illinois.gov/dnrhistoric/Pages/default.aspx 

BACK: REFORM - Write a short speech or pamphlet from the perspective of a middle-class social reformer on one of the key social problems of the period (slavery, alcohol, prison and asylum conditions, education reform, etc.), using the language and tone of the time period. Share work with classmates. 

3. Chapter 12 IDs, due Monday, December 11, 2017

Lesson on Wednesday, December 6, 2017

Aim: To what extent did individualism, new religious sects, abolitionism, and women’s rights (as the movement was called in the nineteenth century) change American culture between 1820 and 1860?

Bell Ringer: Grade & Review Thinking Like a Historian 11

Agenda:

1. Urban Popular Culture: Commercialized sex (By 1860 New York City had a population of 1,000,000 with 500 brothels,)
2. View Illustrations of Bowery Boys. Consider how these men represented a challenge to conventional nineteenth-century ideals of "respectable" behavior.   https://lostmuseum.cuny.edu/archive/exhibit/bowery/
3. Minstrelsy https://www.youtube.com/watch?v=sXlXcAQFy90 / By caricaturing blacks, the minstrels declared the importance of being white and spread racist sentiments among Irish and German immigrants. (8 min) 
4. Rampant Racism p. 357, analyze the source. 
5. Black Social Thought (p. 360): American Anti-slavery society "great postal campaign", the Underground Railroad, Grimke Sisters "What is the actual condition of the slaves in the United States?"
6. Journal 61 - How did the ideology and tactics of the Garrisonian abolitionists differ from those of the antislavery movements idscussed in Chapters 6 and 8? (10 min)

Home Learning: 

1. Minstrelsy Today  https://www.youtube.com/watch?v=kw0ewOVjT5w

   Why Do People Still Use Blackface? www.youtube.com "You can’t cheaply imitate something this magical." Check out more awesome videos at BuzzFeedVideo! http://bit.ly/YTbuzzfeedvideo GET MORE BUZZFEED: www.buzz...

   
   2. Begin reading Chapter 12 and begin working on Chapter 12 IDs, due Friday, December 8, 2017. 

3. Chapter 11 Vocab. Quiz on Thursday, December 7, 2017

Lesson on Tuesday, December 5, 2017

Aim: To what extent did individualism, new religious sects, abolitionism, and women’s rights (as the movement was called in the nineteenth century) change American culture between 1820 and 1860? 

Bell Ringer: Review J59 / A: Farmers and artisans sought refuge and security during the seven-year economic downturn known as the Panic of 1837. Americans who were displaced as a result of the Industrial Revolution also wanted to create communes as symbols of social protest and experimentation during a time of fluid social change in the United States. (5 min)

Agenda:

1. Information about Utopian communities: http://brbl-archive.library.yale.edu/exhibitions/utopia/utoplit.html - Examine the summaries of the communities from different periods. What continuities and what changes do you see among the various communities? (15 min)

2. Complex marriage: “…all members of the community were married to one another. He rejected monogamy partly to free women from their status as the property of their husbands, as they were by custom and by common law.” 

3. Review Chapter 11 IDs while listening to this video: https://www.youtube.com/watch?v=Mn9jhi8RmAk (15 min)

4. Journal 60 - In what ways were Mormons similar to, and different from, other communal movements of the era? (10 min)

5. Mormonism was similar to the other communal movements in a number of ways, including its Christian base, the importance of a charismatic leader, a shared struggle to redefine marriage and gender relationships, and the urge to step away from the chaos of the nineteenth century. It was different from the other movements because it did not have a wider socialist vision for society, the religion called for a return to patriarchy, and its adherents practiced polygamy. Mormonism grew and prospered. 

6. As you read the section on urban growth, keep in mind that post-Civil War urbanization (chapter 19) provided even greater social challenges and led to a much broader response by first municipal and later the national government. 

Home Learning: 

1. Continue working on Thinking Like a Historian 11 / due: Wednesday, December 6, 2017

Lesson on Monday, December 4, 2017

Aim: To what extent did individualism, new religious sects, abolitionism, and women’s rights (as the movement was called in the nineteenth century) change American culture between 1820 and 1860? 

Bell Ringer: Chapter 10 Big Idea: What were the main features of the Democratic Revolution, and what role did Andrew jackson play in its outcome?  (to be added at the end of your Chapter 10 Review Questions that we commenced on the previous lesson) (10 min)

Agenda: 

1. Expansion of the franchise that weakened the political system run by notables of high status. Party politics increased the growth of democracy through an increase in party competition, white male voter interest, and participation in national elections. Jackson dismantled the political foundation of the mercantilist system, the American System of national improvements through state support. 

2. Exam Alert: The 2007 AP U.S. History exam asked students to trace the influence of the Second Great Awakening on two of the following movements: abolition, temperance, the cult of domesticity, and utopian communities. Students still should understand these connections. 

3. What is Transcendentalism? https://www.youtube.com/watch?v=8s6SMXXllyA (5 min)

A. “…people were trapped by inherited customs and institutions.” 

B. “What is a man born for but to be a Reformer, a Remaker of what man has made?”

C. Emerson: https://www.youtube.com/watch?v=EOkdFMw0pmk (11 min)

D. “Emerson worried that the new market society - the focus on work, profits, and consumption - was debasing Americans’ spiritual lives. 

4. Journal 58 - What were the main principles of transcendentalism, and how did they differ from the beliefs of most Protestant Christians? (10 min)

5. Walt Whitman “…nothing was impossible for the individual who could break free from tradition.”

6. What are Utopian Communities? https://www.youtube.com/watch?v=ZeODSaOSiXk (5 min)

A. Do you think it’s impossible to create perfect communities? Why or why not? 

Home Learning: 

1. Journal 59 - What factors led to the proliferation of rural utopian communities in nineteenth century America? 

2. Begin working on Thinking Like a Historian 11 / due: Wednesday, December 6, 2017 

Lesson on Friday, December 1, 2017

Bell Ringer: Chapter 10 Vocab Quiz (20 min)

Agenda:

1. Period 4 Exam Sample Question (10 min)

Questions 18-19 refer to the following excerpt from a proclamation by President Andrew Jackson in 1832:

“But when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive privileges, to make the rich richer and the potent more powerful, the humble members of society the farmers, mechanics, and laborers who have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustice of their Government.”

18. Which of the following early 19th century policies would Jacksonian Democrats have supported?

A. Tariffs because they raised the price of manufactured goods.

B. A national bank because it made loans to humble citizens.

C. The abolition of property requirements for elections and political candidates.

D. The right of Southern states to secede when their complaints were ignored.

19. Why did Jacksonian Democrats oppose the Market Revolution and industrialization?

A. The economic changes created inequality and wage-dependency.

B. The economic changes benefitted the South and impoverished the North.

C. The economic changes reinforced support for slavery.

D. Jacksonian Democrats favored socialism over capitalism.

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2. Chapter 10 Review Questions (1 per student) (10 min)

3. Discuss Chapter 10 Review Questions (10 min)


Home Learning:

1. Chapter 11 IDs / due Monday 12/4/2017