Blind Passage

As our Preview for Chapter 2: European Exploration and Settlement, students participated in an activity called Blind Passage. In this activity, students were challenged to walk through a field of obstacles, blindfolded, in order to earn extra credit for their team.

After the activity, we compared what the students experienced with what early European explorers went through while searching for new trade routes and new land. We discussed their goals, challenges, the risks, and the rewards,

Here are some pictures:

The First Americans

In our first week of school we discussed how scientists believe that human beings first migrated to North America across a land bridge that once existed between Asia and present-day Alaska. We also discussed how Native Americans survived by adapting to their environment.

First Day of School in History

Why Study History?

The answer lies in the question: "why".

As young people, you are always asking why things are the way they are. History answers those questions and provides us with the knowledge we need to move forward. In order to know where you are going, you must first know who you are. In order to know who you are, you must first know where you came from.

This applies to us as individuals, as well as a community, a nation, and a world. In order to make decisions about the future, we must first understand the past.

More important to me then learning the specific details of historical events, is that you gain a sense of history, an understanding of the importance of the past in preparing for the future.

Welcome Back!

Welcome to the 2008 - 2009 school year! I'm looking forward to a great year. Please look through previous posts on this blog to see what type of activiies we'll be doing and the topics we'll be covering. E-mail me if you have any questions.

The Civil War in 4 Minutes

The Dred Scot Case

The Lincoln-Douglas Debates

Slave Story Quilts

We recently learned that slaves in the early 1800's used story quilts to pass on information to future generations. In order to show our knowledge of the conditions slaves lived under, and the things they did to cope with those conditions, we made our own "story quilts". The quilt squares convey information about such topics as; working conditions of slaves, living conditions of slaves, how slaves were controlled, how they resisted slavery, slave families and communities, slave churches, leisure time activities, and African American culture.

Life in the West

We are currently learning about what life was like in the West for eight different groups of people in the early to mid 1800's. Students created mini-dramas (plays) that explain why each group moved west, what hardships they faced, and what legacies they left. Groups that moved west included; the Explorers, the Mountain Men, the Californios, the Missionaries, Pioneer Women, the Forty-Niners, the Mormons, and the Chinese.

Geography Review

Students used interactive desk maps to help review the territorial acquisitions made by the United States in teh first half of the 19th century.

The United States Expands

We are currently studying U.S. expansion. Instead of simply learning about how Americans came to control new areas of land, we are judging whether or not the decisions taken to gain control of these lands were right or wrong. In a “response group” activity, students played the role of American policy-makers by reading about the events that led up specific land acquisitions (Louisiana Purchase, Texas Annexation, etc.), and then making their own decisions about what the U.S. should do. Their decisions determine whether or not students can “settle” in newly acquired lands on an abstract floor map of the United States.

James K. Polk

It was during the Presidency of James K. Polk that U.S. acuired Texas, Oregon, and the Mexican Cession. Here is an interesting music video about this President:

12 Angry Men

As a follow-up to our study of the Constitution we are watching the film 12 Angry Men and discussing how our rights, specifically those listed in the 5th and 6th Amendments often must compete with our human nature.

Here is a trailer for the film:

Supreme Court Case Study

Last week students learned more about how the Bill of Rights affects their lives. They were grouped together into mini-courts in which they read actual Supreme Court cases that dealt with issues involving the rights of students. After they read each case, each court would write their majority and minority opinions. After discussing each case as a class we talked about how the actual Supreme Court decided.

Here are some mini-courts at work:

Constitutional Law Competition

We spent last week studying the Constitution. Students reasearched the three branches; Legislative, Executive, and Judicial, and also learned about the system of Checks & Balances, the Amendment Process, and how the Federal System works. We then took the "Bar Exam", a quiz on what we have learned so far. Based on the results of their "Bar Exams", students were placed into "law firms." The "law firms" then participated in a Constitutional Law Competition in which they were presented with a number of legal dilemmas. They had to use their knowledge to come up with a solution to the problem, as well as cite where in the Constitution the anwer can be found.

How a Bill Becomes a Law

The Three Branches of Government

The Preamble

the Preamble of the Constitution is a single sentence introduction to the document. It states the purpose of the new form of government with its six goals:

"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."

Here is the Schoolhouse Rocks video that teaches about the Preamble:


This video is from the Andy Griffith Show (from the 1960's). In it, the character of Barney claims that he still remembers the entire Preamble from when he learned it in grade school. Watch and see how well he really remembers it:

The Constitutional Convention Part II - The Final Day

As our Constitutional Convention came to a close, delegates showed their support for the document by signing it. Some delegates, however, chose not to sign it and had to explain their reasons. Some delegates did not sign the Consitution because they felt it gave too much power to the federal government, and they feared the return of a monarchy. Others felt that the document talked too much of the powers of government, and did not have anything in it to protect the rights of the people.

Delegates sign the Constitution:




Delegate "Edmund Randolph" explains why he will not sign the Constitution:

Constitutional Convention Part I

This week we are participating in a mock Constitutional Convention in class in order to better understand the issues that faced the delegates from each state in creating the actual Constitution. Each student has been assigned a delegate, and must act and vote the way that that person did, while I preside over the Convention as George Washington.

To open up the convention, we first discussed the rules of order and parliamentary procedure. We then took a “vow of secrecy”, to remind us that the original delegates were not allowed to speak about the convention to the public.

The first issue we discussed was about how the people would be represented in our new government. Delegates from the larger states wanted a legislature (congress) with representation based on the population of each state. Other delegates felt that all of the states should be represented equally.

None of the classes were able to reach the majority vote needed to adopt either idea. Some of them, however, were able to reach a compromise solution.
On the second day of the convention we debated Issue 2 which dealt with slaves. Soouthern states wanted slaves to count as part of their population so that they could have more representatives in Congress. Northern states did not agree with the South, and instead felt that the southern states should have to pay taxes on their slaves.

Delegates meet with each other to discuss their views and strategize for debate:






Delegate "Robert Yates" of New York takes notes during the Convention:


A delegate addresses the Convention:


Delegates request permission to speak from the President of the Convention, Gen. George Washington (Mr. McCarthy):

Washington Crossing the Delaware

1776

We are currently watching the movie 1776, a musical about the Second Continental Congress and the debate on idependence. I was able to find video on the web of some of my favorite scenes. Below is one of the first scenes in the movie, it shows how many of the other delegates did not care much for John Adams. They disliked him for his ego, and the way that he always voiced his opinions so strongly. Because of this, Adams had a hard time getting Congress to even talk about the issue of independence from Great Britain , until it was proposed by a more well-liked delegate.



"The Egg" is probably my favorite song from the movie. As the rough draft of Declaration of Independence is being read in Congress, John Adams, Thomas Jefferson, and Benjamin Franklin discuss what they think should be the symbol of the new nation being created. An interesting note: Benjamin Franklin did actually propose the idea of the Turkey as the national bird.

The Declaration of Independence

Sesame Street Takes on the American Revolution

Colonial Town Meeting

On Nov. 27 and 28th we held a Colonial Town Meeting in order to better understand the debate over colonial independence in early 1776. Students were each assigned a specific historical figure. They were given a description of that person's view on independence and were told whether they were a Patriot, a Loyalist, or if they were Neutral at that time. Each student had to create a poster they would use to present their "Key Ideas" at the Town Meeting

The Patriots and Loyalists switched off presenting their ideas to the Neutralists. After each presentation, Neutralists were given the opportunity to question the presenter, and the opposing side was given an opportunity for rebuttal.

The students really liked this activity and most of them did a good job of representing their side. Many students got into their character, which sometimes led to a heated, but good spirited, debate.

At the end of the meeting, the Neutralists had to declare whenter they would side with the Patriots or Loyalists.

Thanksgiving Videos

No More Kings

The Shot Heard 'Round the World

Extra Credit: The Boston massacre

Below are two very different depictions of what took place at the scene of the Boston Massacre. they are written from two very different points of view. One of them is from a Patriot's point of view, the other is more likely from a British, or neutral, point of view. Using what we have learned in class (section 5.5 in your textbook), try and determine which is which. For extra credit, write up a brief statement (2 paragraphs) that explains which picture was drawn from which point of view. Your explanation must be supported with details from what we have read/discussed in class.

This statement must be neatly written on lined notebook paper, with correct spelling, grammar and punctuation. It must be turned in to me by Monday, Nov. 27th to get the extra credit.

Illustration 1:



Illustration 2:

New Baby

Delaney Etta McCarthy was born on Oct. 26th at 8:06 p.m. I hope you are all enjoying class! I'll be back on Nov. 9th.

My Pumpkin

Here is the pumpkin I carved for Halloween this year. It's Mt. Rushmore.





You can look in the archives under October 2006 to see my pumpkins from last year.