Wednesday, December 18th
Today in class, students participated in a structured academic conversation in response to the question, "Were African-Americans free during Reconstruction?"
Monday, December 16th
Today in class, students took a quiz on Reconstruction before listening to a lecture on Reconstruction.
Thursday, December 12th
In class today, students compared John Wilkes Booth's original plan with the actual events that unfolded. Then, they examined the 13th, 14th, and 15th Amendments and learned about the competing plans for Reconstruction. They then completed a graphic organizer about the plans.
Wednesday, December 11th
In class today, students explored Thomas Nast's political cartoons to examine how Northern attitudes towards freed African-Americans changed over Reconstruction.
Monday, December 9th
Students took a quiz on the Civil War.
Today's central historical question was: Did Lincoln free the slaves or did the slaves free themselves?
First, students read historical background on the Emancipation Proclamation. Then, students read the Emancipation Proclamation and an excerpt from Frederick Douglass and answered guiding questions about the documents. Students completed a graphic organizer to compare textual evidence for each side before discussing the following questions as a class:
Thursday, December 5th
Students watched a video to give a general overview of the war. Then, they used an interactive map of the Civil War to complete a graphic organizer of the significant battles of the war.
Finally, students explored the turning points of the war--the battles of Gettysburg and Vicksburg--in detail.
Wednesday, December 4th
Today in class, students analyzed the advantages and disadvantages of the north and south economically, militarily, and diplomatically.
Animated map to show the factors and statistics on the eve of the Civil War.
Monday, December 2nd
Students took a quiz on the causes of the Civil War before examining today's central historical question, "Was John Brown a misguided fanatic?"
Students listened to a brief lecture (see slides below) and reviewed a video about John Brown (see below) before considering several primary source documents and answering questions about the documents. Students then discussed the central historical question.
Wednesday, November 27th
The First Thanksgiving 1621, by J.L.G. Ferris (1932)
The Kansas–Nebraska Act of 1854 shattered whatever peace was gained by the Compromise of 1850. In addition to organizing the U.S. Territories of Kansas and Nebraska, the act attempted to deal with the extension of slavery into this region by allowing the settlers in each territory to decide the question for themselves. U. S. Senator Stephen Douglas, who championed this policy of popular sovereignty and included it in the Kansas–Nebraska Act, unwittingly set off a firestorm of protest among those committed to stopping the spread of slavery. One such person was former Congressman Abraham Lincoln, who strongly opposed any policy that could extend slavery into the territories.
In class today, students examined a map of the United States to determine the impact of the Kansas-Nebraska Act of 1854. Then, they examined speeches by Stephen Douglas and Abraham Lincoln to analyze the debate over slavery and sovereignty.
Tuesday, November 26th
Students read an article about the differences between the North and South economically, geographically, socially, and in terms of transportation. They completed a graphic organizer to compare information about the regions.
Monday, November 25th
Today in class, students took an end-of-course survey before examining the differences between North and South prior to the Civil War.
Students examined the similarities and differences between Franklin County (in the North) and Augusta County (in the South) using data from the Valley of the Shadow Project.