Thursday, June 5, 2014

Tuesday/ Wednesday 3/ 4 June

The class was given the following final project. Students may earn extra credit by bringing a completed project in before the final class, otherwise projects are due on the last day of classes. Students will present their project by explaining: who or what they studied; what is a most significant fact or accomplishment; any additional key points.



Next the class formed into study groups in order to divy up study questions for the the documentary: The Childrens' March.

Monday, June 2, 2014

Monday, 2 June

We took a break from studying the Civil Rights movement today in order to understand more about D-day, June 4th, 1944.

Mr. Zartler lectured and the class viewed and discussed two videos, one a news real propoganda piece, the other a segment of a documentary that has interviewed soliders from both sides of Omaha beach.

Next class we will return to studying the Civil Rights movement paying particular attention to the contributions of young people.

Friday, May 30, 2014

Thursday/Friday 29/30 May

Students finished watching A Time for Justice. Class discussed how there was evidence of Non-violence in the struggles depicted.

Next students worked in groups to identify violent resistance to the peaceful change that was sought by Civil Rights Activists. Students studied the deaths of 40 who were killed as a result of the Civil Rights movement.

Students created a chart of: Who was killed; their age and race; who killed them; why they were killed? After creating the chart students searched for and identified patterns.

Finally students wrote an inscription that could be part of a monument to those who died for Civil Rights.

Tuesday, May 27, 2014

Tuesday / Wednesday 27/28 May

Class began with an indepth study of the principals of non-violent action including the six principals.

We looked at documents from SNCC and Core; we discussed the implications of the rules and procedures outlined for non-violent protest.

Addional resources inlcude Core Rules for Action and Workshops in Nonviolence--Why?

We finished viewing A Time for Justice while paying particular attention to the lens of non-violence.

The events presented as a time line of the Civil Rights Movement in the film are:
Murder of Emett Till
Montgomery Bust Boycott
Integration of Little Rock Central High School
Lunch-Counter Sit Ins
Freedom Riders
Birmingham Alabama
Voting Rights

Thursday/ Friday 22/23

We continuted looking at Civil Rights History.

We studied a time line of the Civil Rights Movement. Students shold get this timeline from a classmate.

We began viewing A Time for Justice.

Thursday, May 22, 2014

Monday-Wednesday 19-21 May

Sorry for the delay in posting, I mis posted this on my other blog.

Classes proceeded at different paces through the following material this week.

Discussion of the ruling creating marriage equality in Oregon.

We added the vocabulary words Equality; Equity, and Achievement Gap

We studied Brown vs. Board of Education

We learned a bit about the "Little Rock Nine."

We watched and discussed a news story on the retreat from the progress made after Brown v. Board of Ed.

We listened to Michelle Obama talk about the dangers of the resurgence of segregated schools.

Friday, May 16, 2014

Thursday / Friday 15/ 16 May

Class begain with a discussion of Civil Rights and the role of protections of Civil Rights.

The class watched the this video and discussed the difference between what is a good thing and what is civil rights .

The class then viewed the video The Shadow of Hate . Studying the documentary students created a "T" chart showing who were victims of intolerance and who perpetrated it.

Students considered the question, "What is the cause of intolerance and discrimination?"

Tuesday, May 13, 2014

Tuesday / Wednesday 13/14 May

Class picked up on the NPR news story on racism in the Ozarks.

The class wrote about and discussed the story.

Class continued discussing issues related to civil rights and Mr. Zartler talked about the Southern Poverty Law Center; IDEA: Individuals with Disabilities Education Act; and Title IX.

The class viewed this video of students with disabilities visiting Abbie's Closet.  The class discussed the difference between civil rights and good deeds.  The class learned that at some points in time some individuals with disabilities were made infertile without their consent.


Monday, May 12, 2014

Monday, May 12th

Reconstruction Narratives were due today. Students completed these self evaluation questions:

Full name? Date? Period?
What aspect(s) of the failure of Reconstruction did you write about?
Use a highlighter to mark passages where you show your knowledge of this (if you wrote about multiple aspects of the failure use different colored highlighters for each).
The assignment calls for including dialogue and setting description in the narrative, how well did you meet these requirements?
Mr. Zartler hoped to encourage empathy through this assignment; empathy is being able to connect with the feelings of others. Did you experience empathy while working on this assignment? Is there evidence of that experience in your story?
What general comments do you have about your success on this assignment?

What grade would you assign to this paper, why?
Students who did not have their papers wrote the following:
Why my paper isn't in:
My specific plan with concrete (and realistic) dates / timeline.
Next the class listened to this story from NPR's Morning Edition. Students made marginal notes and wrote a response:
For Two Ozarks Communities, A Stark Contrast In Culture
by FRANK MORRIS National Public Radio All Things Considered
May 12, 2014 4:21 AM ET First of a two-part report.
            The neo-Nazi charged with killing three people at Jewish centers outside Kansas City last month drove there from his home in the Ozarks, a hilly, rural, largely conservative part of southern Missouri and northern Arkansas with a history of attracting white supremacists.
            The Kansas murders sparked a painful discussion in the shooter's community in Marionville, Mo., where bigotry is an especially divisive subject.
            "I am not blind to the shortcomings of this area, and I will tell you, as a native, we are still mired in the past," says Nancy Allen, a professor and author in nearby Springfield, Mo.
            Allen says most black residents fled Springfield after three black men were lynched on the town square in 1906. That left it a largely white city in a very white region endowed with a fiercely independent and insular culture. Allen calls it the "code of the hills."
            Recently, the former mayor of Marionville was pressured to resign days after delivering this sound bite on TV: "Things going on in this country that's destroying us. We've got a false economy, and some of those corporations are run by Jews."
            Visiting his town, you can see why he might be looking for someone to blame for its decline. Marionville has lost its university and factories that once employed hundreds. Downtown is boarded up.
            The neo-Nazi accused of the shootings in suburban Kansas City — a man known here as Frazier Glenn Miller — bought a house nearby more than 20 years ago and made some friends.
            "Yes sir, I knew him, real nice guy. He'd help somebody. He helped me quite a few times. Real nice guy," says Jason Click as he sits behind the wheel of a big old pickup with a rebel flag on the ceiling. He says bigotry — Miller's or the former mayor's — doesn't faze him.
            "To each their own, I reckon. If that's how you feel, then that's how you feel. You shouldn't be mad because their opinion's different than yours," Click says.
            But the former mayor's comments split this friendly town in half.

            "People don't want to have the brand of being racist, backwards bigots, and when the mayor made his comments, that's exactly what we are portrayed as," says John Horner, who lives with his partner in a prominent house in Marionville.
            Horner finds this town very accepting but uncomfortable about addressing its differences over racism. "It's like poking at an open wound. They don't want to talk about the issue because the popular sentiment is if we don't talk about it, it will go away," he says.
And that holds for many here, even at the Hillbilly Gas Mart. Flora Walker knows that some of her longtime customers don't come around anymore because they don't want to be in the same room with those offended by the former mayor's comments.
            "I liked and cared about everybody involved. They were all my friends. I care about what happens to them. I don't hate anybody, and it's sad that some of them now hate one another," Walker says.
Cultures Coexist
            Just 60 miles south of Marionville, there's a town similar in heritage but culturally on a different planet. One of the most infamous anti-Semites in American history, Gerald L.K. Smith, retired to Eureka Springs, Ark., 50 years ago, erected a gigantic seven-story statue of Jesus and established an outdoor theatrical extravaganza depicting Christ's last days.
            Now, the great Passion Play is scrubbed of its original anti-Semitic message. And the big Jesus gazes over a town Smith would probably hate. Longtime resident Michael Walsh says you just can't miss the gay culture here.
            "There are rainbow flags outside of a lot of the gay-owned shops. A lot of us are movers and shakers in town," Walsh says.
            The town boasts three gay pride weekends annually and a vibrant tourist economy. It's about the same size as Marionville and just about as white, but Walsh says in Eureka Springs, old ways and new culture coexist.
            "That statue and the great Passion Play [don't] by any means represent the town. It's just part of the great mosaic in this little town — so it has its place in this community, as do rainbow flags," Walsh says.
            Parts of the Ozarks seem to be coming to terms with modern American culture in ways that might shock earlier generations. But it's not happening quickly or evenly or without a fight from people who want to preserve a white homeland where the so-called code of the hills still holds sway.


Thursday, May 8, 2014

Thursday/Friday 8/9 May

Class continued looking at African-American contributions to the culture of the United States inlcuding blues music, Gee's Bend Quilters, the visual art of Jacob Lawerence, and the art of Faith Ringgold.

Students then wrote to the prompts: What are Civil Rights? Why are they important? Are they important to me? Why?

Part of class was devoted to conferencing and revising the Reconstruction Narrative assignments.

Mr. Zartler is looking for narratives that:
A) demonstrate knowledge of at least one way in which reconstruciton failed
B) demonstrate awareness of how the failure of reconstruction was caused or affected different groups attitudes
C) contains dialogue and setting description as narrative elements.

Wednesday, May 7, 2014

Tuesday/ Wednesday 6/7 May.

Class began looking at the role of African-Americans to the Arts

New vocabulary word: Harlem Renaissance

We read The Negro Speaks of Rivers by Langston Hughes.

We watched a documentary biography of Thomas Day, a free black cabinet maker in North Carolina in the 1840s and 1850s.

We also viewed various clips and images relating to the Harlem Renaissance, the Cotton Club, and Duke Elington.

Students should bring their Reconstruction narrative rough draft to the next class. The final version of these stories is due next Monday.

Monday, May 5, 2014

Monday, 5 May

In class today students had a chance to continue drafting and revising their Reconstruciton narratives.

Mr. Zartler has the following deadlines: Thursday/ Friday 8/9 May a rough draft brought to class for conferencing.

Monday, 11 May final narrative turned in.

Students who did not earn a combined 70% on the two parts of the Foriegn Policy test are to come to tutorial on Tuesday, 6 May to receive the alternative assesment assignment.

Monday, April 28, 2014

Monday, 28 April

Today's lesson was "The Story of Reconstruction: How Failure Felt"

The class began by reviewing the definition of "Black Codes." We then practiced note taking strategies (selecting key words) using history.com/topics/black-history/black-codes Students then wrote a brief description of what life would have been like for African-American's living in the south during reconstruction.

Next we reviewed the Nast cartoon on page 140 of the History Alive! after finding ways to translate the information students wrote a briefly reflecting the feelings that must have been prevelant among freed slaves.

Period 4 was able to study a passage about education on page 141 of History Alive!  Periods 5,6,7 will study this passage next class.

mispost


Friday, April 25, 2014

23/24 April

The class reviewed notes from the study of the chaper on Reconstrution.

Then the class broke into small groups to create work on identifying some basic information that would help tell the story of what was suppossed to happen during reconstruction. Information collected included: Who was involved? When? Where did events take place? How were things suppossed to happen? What happened? What was suppossed to happen? Why was this going on?

After developing this group pre-write, students wrote a story about what was suppossed to happen during reconstruction.

Tuesday, April 22, 2014

17/18 and 21/22 Apr

In order to facilitate forecasting students were assigned the following self-directed activity.

Study chapter 11 "Reconstruction" in History, Alive! (begins on page 133)

Focus questions to consider during the entire chapter include:
What was the goal of Reconstruction (according to the US government)?
What was the actual result of Reconstruction?

While reading the chapter write at least two (2) responses to stories, facts, or events in "dialogue journal" style. Write a brief note about what prompted your response and include a page number.

Also create a response for either the photo of African-American Senators on page 138 or the bar graph depicting African-American members of Congress during the period on page 140 Be sure sure to copy the graphic that you choose to respond to into your notes.

The follow vocabulary / concepts are key. Find a definition or explanation for each, and also illustrate two of the terms; create a written or visual symbol for two; and compare two to other events, people, or ideas you know.

 Tenant Farming
Share Cropping
Carpet Baggers
Freedmans' Bureau
Compromise of 1877
Plessy v. Ferguson
Black Codes
Jim Crow Laws

After students finished self study Mr. Zartler shared photos and prints illustrating some of the concepts, and there was a discussion and short lecture on tenant farming, share cropping, and bondage dept.

Wednesday, April 16, 2014

Monday, 14 April & Tuesday/ Wednesday 15-16 April

The class began focusing on the topic of Civil Rights.

Civil Rights are those rights gauranteed to all members of a society.
The class wrote about and discussed Justice.

The class spent some time writing about how each of us and other feel when they are "aggrieved". We discussed apologies and retribution.

The class identified groups that have been harmed by the United States over time including: Native Americans, Enslaved Africans, Enslaved African-Americans, Americans of Japanese Descent, and Japanense legally living on the West Coast of the United States during WWII, GLBTQ people.

The class began studying the 13th, 14th, and 15th Ammendments to the Constitution: "The Reconstruction Ammendment." Students should obtain an handout from Mr. Zartler.

Vocabulary so far:
Civil Rights
Reparations
Apology
Executive Order 9066
Constitution

On Thursday and Friday students will be forecasting during part of US History class.

Thursday, April 10, 2014

Monday - Thursday 7-10 April

The week was topsy turvy.

The class worked on reviewing the Foreign Policy and Wars Unit to prepare for the test on Wednesday and Thursday.

New seats will be assigned at the beginning of the fourth quarter.

Per an agreement among the Grant staff, each student will be allowed three uses of the hall pass during fourth quarter; this will be discussed and explained in class on Monday.

Friday, April 4, 2014

Thursday/ Friday 3 / 4 April

We continued studying the Vietnam War.

There were mini-lectures on the history of european colonialism in Vietnam. The Gulf of Tonkin Resolution and the USS Maddox.

We discussed the chart analyzing whether the United States was the agressor or responding to agression in Vietnam.

There was a mini-lecture on Eisenhower, Kennedy, Johnson, Nixon and Ford.

We reviewed images of Maya Lin's Vietnam War Memorial in Washington DC.

On Friday (5,6,7) and Tuesday 4 we will study for a unit test that will be on Wednesday and Thursday.


Tuesday, April 1, 2014

Tuesday / Wednesday 1 /2 April

Class began with the writing prompt: "What would I die for? What would I kill for?"

Students shared and compared answers.

Next the class considered the question, "What would I tell others to die for?"

Mr. Zartler gave a brief lecture on the history of French Indochine / Vietnam, and the "Golf of Tonkin Resolution."

The class viewed the remainder of the documentary.

Monday, March 31

Students were reminded that they should have turned in their Progresive Era Essay before break.

Their was a lecture introducing the Vietnam War.

Some key vocubulary terms included:

Conventional Warfare = "set piece" warfare = tanks; battleships; aircraft carriers; big armies

Unconventional Warfare = guerilla warfare= "little" war = asymetrical warfare

The lecture included how Vietnam was part of the nightly news; Vietnam was pivotal in that it foreced the United States to recognize that it had lost a war.

Some classes began viewing a History Channel documentary on the war. All students were advised that some of the documentary was disturbing and were offerred an alternative written assignment.

Students were asked to view the documentary with an eye to answering the following:

Historically who had goverened in Vietnam?

What was the "causae belli" of American involvement in Vietnam?

What evidence is there that the US was the aggressor ? responding to aggression? acting as "world police"? in Vietnam.

What was the US strategy in the Vietnam War?

Was this strategy effective?


Monday, March 24, 2014

Whoops! You may have noticed I switched my posts for English and US History please see below!

Tuesday/Wednesday and Thursday/ Friday 18-21 March

This week students turned in their Progressive Era Essay's. Periods 4,5, and 6 completed a self evaluation of the essay that was turned in with it.

The class focused on the study of America's history of war fighting for the week. Students were to complete their maping of American Wars, and then wrote several paragraphs addressing the questions:
What do you learn about America from this map? About American History? And about the History of American Foreign Policy from this map?

There were lectures on how warfare changed from WWI to WWII and modern day.

The class heard a lecture on American Aircraft Carriers which each cost 6.5 million dollars a day to operate.

Have a great break.

Friday, March 21, 2014

Tuesday / Thursday March 18th / 20th

Rough Draft of Thesis is due Thursday, 3 April


Tuesday and Thursday of this week was divided between preparing for Congressman Earl Blumenauer's visit; finishing King Korn, and a counseling presentation for Juniors.

All students were to complete a Message Triangle for a question or concern that they wanted to share with Rep. Blumenauer.

Students were to turn in a completed note taking graphic organizer on King Korn.

All students have recieved back their outlines and model sections if they had turned them in.

3rd Period Thursday we met with Congressman Blumenauer.

Have a great break!

Monday, March 17, 2014

Monday, 17 March

Students had time to finish there mapping of American wars.

The following questions were introduced:

What can be learned about America, American Hitory, and the History of American Foreign Policy form this map?

What questions does this map raise?

4th period should bring the beginning of their answer to this question to class on Tuesday.

Friday, March 14, 2014

March 11-15th

Students were reminded of the March 20/21 deadline for the final draft Progressive Era Esay. Students were urged to create a plan to work on the draft that allows them to come to tutorial next week if they encounter any problems.

We spent the week studying conflicts that the United States participated in. We added the vocabulary words "causae belli" and "Lost Generation".

Students worked in groups to analyze the following list of conflicts and then began individually mapping them:

Below is a partial list of times when American troops were in action. Draw an outline or place a mark on the world map showing the location or locations of the conflict, include a date or dates. Use one color to indicate if you believe America was the aggressor; use a different color if you believe America was responding to aggression; use a third color if you believe the United States was trying to act as “World Police”.
Indian Wars (colonial era to 1890) U.S. expansionism led to numerous military conflicts with the indigenous inhabitants of North America, forcing them to give up their land. The massacre at Wounded Knee, S.D., in 1890 is generally considered the last of these conflicts. (There were a lot over a long period.)
American Revolution (1775–1783) Great Britain forced its 13 American colonies to pay taxes but did not give them representation in the British Parliament. This and other injustices led the colonies to declare independence on July 4, 1776. Independence was achieved in 1783, when the Treaty of Paris was signed with Britain.
War of 1812 (1812–1815) British interference with American trade, impressment of American seamen, and “war hawks” in Congress calling for western expansion into British territory led to war. At the war's conclusion, trade issues remained unresolved, but Britain gave up some of its territorial claims on the continent.
Mexican War (1846–1848) The U.S. annexation of Texas, and its stated desire to acquire California and other Mexican territory, precipitated this war. Mexico was forced to give up two-fifths of its territory. This land eventually became the states of California, Nevada, Arizona, New Mexico, and Utah.
Civil War (1861–1865) Economic and political rivalry between an agrarian South and an industrial North grew into a civil war fought over slavery and states' rights. Eleven states seceded from the Union to form the Confederate States of America. The Union victory led to the reunification of the country and ended slavery.
Indian Wars (colonial era to 1890)
Spanish American War (1898) The U.S. supported Cuba's desire for independence from Spanish rule, and seized the opportunity to expand U.S. powers in other parts of the world. At the end of the brief conflict, Cuba gained its independence, and the U.S. gained several former Spanish territories: Puerto Rico, Guam, and the Philippines.
World War I (1914–1918) Rivalries over power, territory, and wealth led to the “Great War.” In 1917, the U.S. joined the Allies (Britain, France, Russia, Italy, and Japan), who were at war with the Central Powers (Germany, Austria-Hungary, Bulgaria, and Turkey), after German submarines began sinking unarmed ships.
World War II (1939–1945) The Axis powers—Germany, Italy, and Japan—attempted to dominate the world. The Allies (U.S., Britain, France, USSR, and others) fought to stop them. The United States entered the war in 1941, after Japan’s attack on Pearl Harbor. Germany surrendered in 1945, and Japan surrendered later that same year, after the U.S. dropped the atomic bomb on the cities of Hiroshima and Nagasaki.
Korean War (1950–1953) Communist North Korea, supported by China, invaded non-communist South Korea. UN forces, principally made up of U.S. troops, fought successfully to protect South Korea. The Korean War was the first armed conflict in the global struggle between democracy and communism, called the cold war.


Bay of Pigs (1961) The U.S. orchestrated the invasion, an unsuccessful attempt by Cuban exiles to overthrow Fidel Castro's communist regime in Cuba.
Vietnam War (1961–1973) In 1955, communist North Vietnam invaded non-communist South Vietnam in an attempt to unify the country and impose communist rule. The United States joined the war on the side of South Vietnam in 1961, but withdrew combat troops in 1973. In 1975 North Vietnam succeeded in taking control of South Vietnam.
Dominican Republic (1965) President Lyndon Johnson sent marines and troops to quash a leftist uprising in the Dominican Republic, fearing the island nation would follow in the footsteps of Cuba and turn communist.
Lebanon (1982–1984) U.S. troops formed part of a multinational peacekeeping force to help the fragile Lebanese government maintain power.
Grenada (1983) President Reagan invaded the Caribbean nation of Grenada to overthrow its socialist government, which had close ties with Cuba.
Panama (1989) President George H.W. Bush invaded Panama and overthrew Panamanian dictator and drug-smuggler Manuel Noriega.
Gulf War (1991) Iraq invaded Kuwait, and a U.S.-led multinational force came to Kuwait's aid and expelled Iraqi dictator Saddam Hussein's forces.
Somalia (1993) A U.S.-led multinational force attempted to restore order to war-torn Somalia so that food could be delivered and distributed within the famine-stricken country.
Bosnia (1994–1995) During the Bosnian civil war, which began shortly after the country declared independence in 1992, the U.S. launched air strikes on Bosnia to prevent “ethnic cleansing,” primarily by Serbs against Bosnians. The U.S. became a part of NATO's peacekeeping force in the region.
Kosovo (1999) Yugoslavia's province of Kosovo erupted into violence in the spring of 1999. A U.S.-led NATO force intervened with air strikes after Slobodan Milosevic's Serbian forces uprooted the population and embarked on the ethnic cleansing of Kosovo's ethnic Albanian population.
Global War on Terror (2001– ) In the immediate aftermath of the Sept. 11, 2001, terrorist attacks, President George Bush launched the Global War on Terrorism—which has become the longest period of continuous war in U.S. history. The United Kingdom, several NATO countries, and other nations have participated to eliminate al-Qada and other militants groups.
Afghanistan (2001– ) The Taliban government harbored Osama bin Laden and the al-Qaeda terrorist group, responsible for the Sept. 11, 2001, attacks on the United States. After Afghanistan refused to turn over Bin Laden, the U.S. and UN coalition forces invaded. The Taliban government was ousted and many terrorist camps in Afghanistan were destroyed. U.S. and NATO troops remain in Afghanistan to support its fragile new government.
Iraq War (2003–2010) The U.S. and Great Britain invaded and toppled the government of dictator Saddam Hussein. Troops remain in Iraq to combat the insurgency that formed after Hussein's defeat.




Tuesday, March 11, 2014

Monday, 10 March

Class was spent revising the Progressive Era essays. The final draft of this essay is due on Thursday or Friday the 20th or 21st of March.

We discussed the importance of using key words from the thesis in each body paragraph topic sentence.



Thursday, March 6, 2014

Thursday/ Friday 6/7 March

Back to Foreign Policy.

Class began by watching the last twenty minutes on a biography of President John. F. Kennedy. Students were prompted to take notes on those times when Kennedy's foriegn policy was based on a "carrot" approach and seperate notes when it was based on a "stick" approach.

After viewing the film there was discussion about the Kennedy's push to put an American on the moon, and how this was, in part, posturing to show technological supiority to the Soviets.

Next the class took notes on vocabulary definitions for vocab section of notebook):

Foreign Policy are those actions (or inactions) one government does to achieve its goals.

Isolationist-- A national policy of abstaining from political or economic relations with other countries.

Interventionism --significant activity (economic or military) undertaken by a state to influence something not directly under its control.

Force (including threats): War; Threat of war; saber rattling; Cyber War

Proxy War: getting others to fight your war e.g. Vietnam; Afghan Soviet War


Economic Policies
that are “carrot”:
trade; “Most Favored Nation” Trade status;

That are stick:
tariffs; sanctions (boycotts); embargos;


Alliances, Treaties

Next the class read a short article on the "Monroe" doctrine. Each student then wrote a paraphrase of what the doctrine meant, and then a short paragraph describing whether or not they believed it to be good policy.

Tuesday, March 4, 2014

Tuesday/ Wednesday 4/5 March

Periods 4,5, and 7 studied a biography of President John F. Kennedy.

Next class periods these classes AND period 6 will focus on Kennedy's foreign policy as President.

Period 6 on Wednesday met with author H.W. Brands (an Oregon native) 
will be discussing his recent biography, The Man Who Saved the Union: Ulysses Grant in War and Peace.  

Monday, 3 March 2014

First the class did a peer review activity on the Progressive Era essay. Students highlighted key words that the topic sentences of body paragraphs had in common with the thesis statement. Students also received other feedback from peers.

Students then turned in their essay drafts.

Next Mr. Zartler introduce a new unit:

American Foreign Policy: War, huh, what is it good for?


Class listened to this song, written and performed by Edwin Starr called "War." We also watched the Tom Jones version. Students wrote about whether the question at the core of the song is really a rhetorical one, or if there are appropriate times for warfare.

The class learned that America has alternated by isolationists and interventionists periods in foreign policy.

We briefly discussed the developing situation in Ukraine.

Students considered the aphorism: "The enemy of my enemy is my friend." We connected this idea with the Soviet occupation of Afghanistan.


Wednesday, February 26, 2014

17-26 February

Apologies for the missing entries.

I was out sick at the end of last week.

On Monday, 24 February students worked with Ms. Kokes from the College and Career Center on Career related work.



Other classes have been engaged in an ongoing activity that will result in an essay that answers the question:

What was the Progressive Era?


Students worked in teams to create analytical posters that described the various reform(er)s of the era. Each group presented their findings to other groups.

Last week, each student was given a graphic organizer and asked to review their notes, and the posters to plan an essay.

Tuesday/Wednesday students worked on drafting these essays. Students will have a few minutes on Thursday/ Friday to finish the drafts.

Next students will engage in a peer review and revision activity. Mr. Zartler will then give some feedback on the drafts before students are assigned a final draft due date.

Thursday, February 13, 2014

Thursday / Friday 13/14 February

Each student was assigned one reform or reformer from the list available at: http://www.regentsprep.org/Regents/ushisgov/themes/reform/progressive.htm . Each Reform or reformer was color coded was that students could form teams researching similar issues or people.

Students then did a "meet and greet" (aka Tea Party, but there was no tea) to meet at least ten (10) other reform(er)s.

After discussing commonalities, students created groups of similar reform(er)s. Each group shared all of their reform(er)s.

The share around then tried to answer the following questions in order to create an analytical presentation poster that is due next class.

What do these have in common?
Who is involved?
Who benefits?
What happened/ will happen/ happens?
When? When did id happen? For what duration? Is it current? What has been the impact?
Where may not apply (or it may).
How
How was it accomplished?
How did it affect people?
How is it similar to other (related) Progressive Reform(er)s?

Why was/ is this important?


Tuesday, February 11, 2014

Tuesday/ Wednesday 11/12 February

Class discussed note taking techniques.

The guiding question for the day was What changes happened during the Progressive Era? Why did these changes take place?

Class viewed the following multi-media lecture, 
and spent time skimming pages 222-227 of History Alive!

Tuesday, February 4, 2014

Tuesday/ Wednesday 4/5 February

We began with a timeline of the progressive era including the following dates:

Presidents
William McKinley 1897 - 1901
Theodore Roosevelt 1901-1909
William Howard Taft 1909-1913
Woodrow Wilson 1913-1921

We continued watching the Presidents of the Progressive Era documentary. The guiding questions for watching this video are: How did the President(s) make things better? How did people make things better?

After reviewing the notes students took during the documentary, students began studying pages 222-227 of History Alive! in order to more easily identify achievements of the progressives during this period.

Monday, 3 February

We continued our study of labor in the 20th Century by focusing on the history of the minimum wage in the United States.

We considered the tension between individual freedom and societal good inherent in the conflict over minimum wage.

Then Mr. Zartler introduced the "Progressive Era" roughly the years 1901 to 1920.

We then began view the documentary The Progressive Era Presidents. We discussed how this documentary takes a "rich, white man" view of history.

Thursday, January 30, 2014

Tuesday, Wednesday, Thursday, Friday 28,29,30,31 January

We spent this week practicing interpreting and describing graphs.

We used graphs about unionization, and graphs about wages to identify and understand trends in labor and industry.

We practiced writing about our findings.

Friday, January 17, 2014

Thursday/ Friday 16/17 January

Today we talked about the role of Pinkerton Detectives in the Homestead Strike.

Then we investigated the Triangle Shirtwaist Factory Fire by looking at source documents including photos, engravings, personal writing, and opinion pieces from the time.

These documents came from this website.

We will prepare for the final exam on Tuesday during our next class.

Wednesday, January 15, 2014

Monday 13 January, and Tuesday/ Wednesday 14/15 January

Warning: I have been having trouble getting the blog to publish.

Classes on these two days covered a variety of topics:
We discussed the conflict between the "gold standard" and "greenbacks".

We looked at the rail strikes of 1877 that had the effect of increasing union membership in later years.

We added the vocabulary words of "anarchist" and "scab".

We studied the Haymarket Riots from two different perspectives:
Haymarket riot video

and



18-19 minutes total

Some classes reviewed a graph on page 185 of History Alive! that shows wages and hours worked from 1890 to 1915.

A few classes also discussed the Pullman Strikes.

The final exam will cover the history of labor and industry through 1910 including vocabulary.

Monday, January 13, 2014

Thursday/ Friday 9/10 January

The class took time to finish studying Chapter 13 of History Alive!

The class watched and analyzed two films about coal mining:
The first film was to help understand how a coal mine works. This film from 1934 shows some of the improvements that resulted from the labor unrest of the end of the 19th and beginning of the 20th centuries.

This film titled "Breaker Boys" illustrates terrible child labor in the mines around the turn of the century.


Wednesday, 8 January

After a quick review reminding students of the lecture on the history of work and industry that was presented before the break, the class continued studying the history of work in the United States.

First students worked individually to consider what life would be like without four items that came about as a result of the industrial revolution: the light bulb; electricity; the automobile; and the phone; then students combined their thinking.

The class had a mini-lecture on architecture and stuff, and how the design of homes changed as a result of the industrial revolution.

Next the class reviewed the skills used to study from a text book:

Skim & Scan
     headlines and titles
      photos, graphs, and images
     wha is repeated

Check Outcomes
     review any summary
     review any study questions

Review the Outline of the Chapter
     Re-read titles, headings, and sub-headings
     Try to determine the authors argument, claim, or thesis

Take Notes
     Take about one note per title, heading, or sub-heading
     note surprising or especially interesting facts
     note any information that clearly and directly supports the author's thesis

Students then applied this protocol to Chapter 13 of History Alive!

Tuesday, January 7, 2014

Tuesday, 7 January

After a quick review reminding students of the lecture on the history of work and industry that was presented before the break, the class continued studying the history of work in the United States.

First students worked individually to consider what life would be like without four items that came about as a result of the industrial revolution: the light bulb; electricity; the automobile; and the phone; then students combined their thinking.

Next the class reviewed the skills used to study from a text book:

Skim & Scan
     headlines and titles
      photos, graphs, and images
     wha is repeated

Check Outcomes
     review any summary
     review any study questions

Review the Outline of the Chapter
     Re-read titles, headings, and sub-headings
     Try to determine the authors argument, claim, or thesis

Take Notes
     Take about one note per title, heading, or sub-heading
     note surprising or especially interesting facts
     note any information that clearly and directly supports the author's thesis

Students then applied this protocol to Chapter 13 of History Alive!

Monday, 6 January, 2014

The counseling department gave important information about getting ready to apply to college.

Students also got their scores from the PSAT test.