World History Class December 8 2008
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On September 16, 2007, employees of the private security firm Blackwater shot and killed 17 civilians in Baghdad. An investigation ruled the shootings unjustified, and the Blackwater employees now face criminal charges. There is a debate around whether the Blackwater employees should be granted legal immunity like soldiers since they were working as private security contractors in a war zone.
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- Biographies of Grace Hopper and Amelia Earhart, notable women in computing and aviation.
- Interview assignment details and extra credit options.
- Women's history month poster or paper assignment with requirements.
- Discussion of nationalism and how the Kuomintang overthrew the emperor in China in 1911.
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jadwal ulangan umum sman 1 pare
Jadwal ujian akhir semester 1 (UTAMA) tahun pelajaran 2008/2009 untuk siswa kelas X, XI dan XII SMA Negeri 1 Pare. Ujian dilaksanakan selama 2 minggu mulai 31 Desember 2008 sampai 10 Januari 2009 dengan mata pelajaran berbeda setiap harinya untuk ketiga kelas. Ujian mata pelajaran TIK dilaksanakan secara online dari 21-29 Desember 2008.
need help for history questions.pdf
This document contains a student's response to a history course assignment asking them to reflect on what they have learned over the semester. The student discusses several important lessons, including that history taught in textbooks is often distorted and lacks controversy. Specific examples highlighted include Christopher Columbus not being the heroic figure portrayed, the realities of the slave trade and its widespread economic impact, poor working conditions during the Gilded Age, and the broader targeting of groups in the Holocaust beyond just Jews. The student also reflects on being unaware of ongoing issues like modern slavery and the lack of US intervention in conflicts like Darfur. Overall, the response analyzes how the student's understanding of several historical topics expanded after taking this course.
need help for history questions.pdf
The document is a student's response to a history writing assignment. The student discusses several key lessons learned this semester about inaccurate and biased portrayals of history in textbooks. Specifically, the student learned that textbooks omit controversial facts and portrayals of historical figures, distorting events like Columbus's arrival and the pilgrims. The student was also previously unaware of the realities of slavery, conditions during the Gilded Age, the scope of the Holocaust, and the extent of US intervention abroad. The response argues that textbooks should provide students with an impartial accounting of history to better engage students in the subject.
$30 for work completed with 4 hours. Potentially more work to follow.docx
$30 for work completed with 4 hours. Potentially more work to follow!
Question 1. (250 words)
How does Western settlement from 1860 - 1890 impact Native Americans?
Info for Question 2 below (200 words)
When we examine the past, we must place ourselves in the right frame of mind. It is impossible to adequately understand an historical event using a 21
st
century mind-set. As an example, when the Pilgrims landed at Plymouth, they discovered a vacated village. The land “hath been planted with corn three or four years ago, and there is a very sweet brook runs under the hillside.”
[1]
Bolstered by their religious conviction, these early settlers firmly believed that God had set them here, and cleared the land for their taking. We know today, that Native-Americans did not have the necessary immunities to fight-off European diseases, and died in great numbers. In Europe, these same diseases had existed for centuries, and had become endemic. Fishermen, and traders, had long plied the waters of the New England coast, and passed these diseases to the local inhabitants.
Now take a moment, and place yourself in the mind of the local people. If you were a Native-American, you saw your people dying in great numbers, yet Europeans remained healthy. There are a number of scenarios that could have developed here, but in most cases, what do you think Native-Americans must have thought of this situation? If you placed yourself in their situation, does it not stand to reason that you would begin to think that your “spirits” had failed you, and perhaps the God of the settlers protected them? Based on
our
assumptions, we would think that as a result, Native-Americans, then, converted in large numbers. What is necessary is a clear understanding of early-contact Native-American culture. For indigenous Americans, it centered on spiritual power. Power could be increased through addition, not subtraction. Instead of giving-up their ancient spiritual practices, they instead, simply added the Christian God.
What we gain, by examining the past through a lens focused on that point in history, is a deeper understanding of the dynamics at play, and empathy for all participants. Today, some things are just unacceptable. We cringe at the thought of slavery, child labor, no rights for women, and segregation, to name a few, but they all existed at one point in time. More remarkably, a strong justification existed for each of these that prevailed to the point where they proved to be generally accepted. In 1898, the United States went to war with Spain. Generally speaking, Americans cringed at the thought of Imperialism because of their earlier relationship with Britain that resulted in the American Revolution. By the end of the 19
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Barack Obama named his former presidential campaign rival, Hillary Clinton, as Secretary of State. While rivals may be truthful, they remain opponents. The first English colony of Roanoke in present-day North Carolina is known as the "lost colony" because when more settlers arrived, all of the original colonists had vanished without a trace. Jamestown was a successful colony that made money growing tobacco and importing slaves.
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The document discusses various topics related to African village life, including who typically raises children, gender roles, and daily activities. It provides vocabulary terms for matrilineal and patrilineal societies and asks students to discuss in pairs whether men or women had more important or harder jobs in villages, using examples from the text like women pounding food or men meeting at a community structure. Students are also assigned a current events homework on a recent news item from Africa.
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- It provides biographies of two notable female leaders: Indira Gandhi, prime minister of India, and Golda Meir, prime minister of Israel.
- It outlines requirements for an interview assignment and poster/paper assignment for women's history month.
- It defines totalitarianism as political systems that regulate nearly every aspect of public and private life through propaganda and police control.
- It briefly discusses five-year plans, collective farms, the Holodomor famine in Soviet Ukraine, and state control of media in totalitarian states.
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The document provides the agenda for a 4th period class on March 5, 2009. It includes discussing whether there is a constitutional right to DNA even after a guilty plea, completing homework on the differences between radicals and liberals, working through structured note taking and main ideas from a reading on nationalism, and a reminder that there will be a quiz and to bring notebooks on Friday, March 6.
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The document discusses the pyramids of Egypt, including how they were built and who built them. It notes that the oldest pyramids were step pyramids built in 2630 BCE for Pharaoh Djoser. The Egyptians, including many who willingly worked, built the pyramids for their pharaohs, who were considered divine rulers and needed protection for their bodies after death. Details are provided on the Great Pyramid, the largest pyramid built around 2550 BCE, and the Bent Pyramid, possibly the first attempt at a classic pyramid design.
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1) Whether Barry Bonds should have his home run records taken away if found to have used steroids.
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3) Biographies of Barbara Jordan, the first African American woman elected to the Texas Senate, and Malcolm X, who was assassinated in 1965 after splitting from the Nation of Islam.
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jadwal ulangan umum sman 1 pare
Jadwal ujian akhir semester 1 (UTAMA) tahun pelajaran 2008/2009 untuk siswa kelas X, XI dan XII SMA Negeri 1 Pare. Ujian dilaksanakan selama 2 minggu mulai 31 Desember 2008 sampai 10 Januari 2009 dengan mata pelajaran berbeda setiap harinya untuk ketiga kelas. Ujian mata pelajaran TIK dilaksanakan secara online dari 21-29 Desember 2008.
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This document contains a student's response to a history course assignment asking them to reflect on what they have learned over the semester. The student discusses several important lessons, including that history taught in textbooks is often distorted and lacks controversy. Specific examples highlighted include Christopher Columbus not being the heroic figure portrayed, the realities of the slave trade and its widespread economic impact, poor working conditions during the Gilded Age, and the broader targeting of groups in the Holocaust beyond just Jews. The student also reflects on being unaware of ongoing issues like modern slavery and the lack of US intervention in conflicts like Darfur. Overall, the response analyzes how the student's understanding of several historical topics expanded after taking this course.
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Question 1. (250 words)
How does Western settlement from 1860 - 1890 impact Native Americans?
Info for Question 2 below (200 words)
When we examine the past, we must place ourselves in the right frame of mind. It is impossible to adequately understand an historical event using a 21
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Bolstered by their religious conviction, these early settlers firmly believed that God had set them here, and cleared the land for their taking. We know today, that Native-Americans did not have the necessary immunities to fight-off European diseases, and died in great numbers. In Europe, these same diseases had existed for centuries, and had become endemic. Fishermen, and traders, had long plied the waters of the New England coast, and passed these diseases to the local inhabitants.
Now take a moment, and place yourself in the mind of the local people. If you were a Native-American, you saw your people dying in great numbers, yet Europeans remained healthy. There are a number of scenarios that could have developed here, but in most cases, what do you think Native-Americans must have thought of this situation? If you placed yourself in their situation, does it not stand to reason that you would begin to think that your “spirits” had failed you, and perhaps the God of the settlers protected them? Based on
our
assumptions, we would think that as a result, Native-Americans, then, converted in large numbers. What is necessary is a clear understanding of early-contact Native-American culture. For indigenous Americans, it centered on spiritual power. Power could be increased through addition, not subtraction. Instead of giving-up their ancient spiritual practices, they instead, simply added the Christian God.
What we gain, by examining the past through a lens focused on that point in history, is a deeper understanding of the dynamics at play, and empathy for all participants. Today, some things are just unacceptable. We cringe at the thought of slavery, child labor, no rights for women, and segregation, to name a few, but they all existed at one point in time. More remarkably, a strong justification existed for each of these that prevailed to the point where they proved to be generally accepted. In 1898, the United States went to war with Spain. Generally speaking, Americans cringed at the thought of Imperialism because of their earlier relationship with Britain that resulted in the American Revolution. By the end of the 19
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The document discusses a lesson plan about the 1793 Yellow Fever epidemic in Philadelphia. It provides context about the disease and its impact, particularly on the African American community. Students will analyze primary sources from the time period, complete a diary entry, and answer comprehension questions to assess their understanding of how African Americans like Richard Allen helped treat victims at the request of Dr. Benjamin Rush despite great risks.
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The document provides an overview of classroom activities and lessons for students reading the novel The Rains. It includes the objective to increase students' skills in making inferences from text, homework assigning students to write questions for the book's author, vocabulary lessons on the words "prevailed" and "disillusionment", class work of reading specific pages and answering comprehension questions, and an exit ticket question about a character named Reverend Catto.
January 3, 2012
The document discusses slavery in the United States around the time of the Constitution. It summarizes that while the Constitution allowed slavery, it is seen as a document that establishes freedom. It then examines the impact of the 3/5 compromise and the cotton gin on slavery. The 3/5 compromise gave slaveholding states more representation. The cotton gin dramatically increased cotton production and slavery expanded significantly in the South as a result.
Class work 12.2 a
The document contains a series of questions about events in the story involving characters Kunta and Fiddler. It asks what the characters were doing at the start, whether Kunta looked surprised by something related to chains, why Fiddler was angry with Kunta, why Fiddler didn't go with Kunta, where Kunta slept, who found Kunta and how, what Ames said he would make Kunta do and why, what Fiddler did when Kunta returned, and what Fiddler said to Kunta at the end. It concludes by asking if the character Kunta, who is now called Toby, should still be referred to as Kunta when teaching about the story.
December 2, 2011
This document contains information from a lesson on the film Roots, including the objectives, homework assignments, vocabulary terms, and discussion questions. The lesson will have students watch a clip from Roots about slave owners removing African culture from slaves, then answer comprehension questions. Students are asked to create a poster to advertise showing Roots after school for extra credit.
December 1, 2011
The document discusses updating a Facebook status upon arriving at school, with possible status updates including general greetings and reminders to stay safe. It also addresses using social media to discuss plantation culture, the privacy of online posts, and how future employers may view postings. Students are asked to watch a video clip and write a 140-character tweet about what they observed.
November 29, 2011
The document discusses how African Americans began claiming citizenship in the new United States. It mentions that both the British and Colonial armies offered freedom to slaves who would fight for them during the Revolutionary War. Students are assigned to read pages 119 to 132 answering questions about how African Americans began pursuing citizenship rights through military service.
Bannecker
Banneker's grandmother Molly Welsh was an English indentured servant who married one of her freed slaves in violation of Maryland law. At age 22, Banneker constructed an almost entirely wooden clock based on his own designs and calculations, which was unusual given he had only seen two timepieces before. In 1788 he nearly accurately predicted a solar eclipse and in 1791 assisted in surveying Washington D.C., proving Jefferson's views on racial inferiority wrong according to newspapers. In 1792 he published an almanac including his own calculated ephemeris and challenging Jefferson. On the day of his death in 1806, his house and all its contents, including his clock, burned down.
November 28, 2011
This document contains questions about slave marriages, citizenship for African Americans, wedding invitations for Anna Madgigine Jai, the term "jumping the broom", Benjamin Bannecker's almanac, misconceptions around slavery, interracial marriages between whites and slaves, different types of questions, Benjamin Banneker's importance, and what was unique about Anna Madgigine Jai.
Florida graveyard
Six graves containing the remains of slaves were discovered at the Kingsley Plantation in Jacksonville, Florida. The graves contained the bodies of a man around age 40, a woman over age 60, and three children. Square nails, buttons, and skeletal measurements indicated the remains were of Africans from the 19th century. Descendents cannot be identified due to lack of documentation. Johnetta Cole, director of the National Museum of African Art, is a descendant of the Kingsley family and was emotional upon the discovery. Anna Madgigine Jai, Zephaniah Kingsley's wife, helped manage the plantation after being freed as a slave purchased in Senegal.
Bannecker
Banneker's grandmother Molly Welsh was an English indentured servant who married one of her freed slaves in violation of Maryland law. At age 22, Banneker constructed an almost entirely wooden clock based on his own designs and calculations, which was unusual given he had only seen two timepieces before. In 1788 he nearly accurately predicted a solar eclipse and in 1791 assisted in surveying Washington D.C., proving Jefferson's views on racial inferiority wrong according to newspapers. In 1792 he published an almanac including his own calculated ephemeris and challenging Jefferson's ideas, and died in 1806 when his house burned down on the day of his burial.
November 21, 2011
Uncle Blue was concerned that the name Octavius chosen by the Cattos for their newborn son would cause him trouble in the future. The document asks if parents should be careful about giving a child a "strange name" and considers Uncle Blue's view that the name Octavius may present difficulties for the child. It also provides context about the story being discussed from the novel "The Rains" and includes vocabulary and reading assignments.
Class work 11.21
This document contains a series of questions about events that occurred in chapters 107 to 119 of the novel "The Rains". The questions cover topics such as Ellen Craft getting a job and facing suspicion from white coworkers, an interfaith picnic where Ellen is noticed, William Still and Reverend Catto leaving the picnic, Ellen experiencing discrimination from a customer named Mr. Sloan, and events of a riot in Philadelphia where buildings were burned down and Reverend Catto thought of something while picking it up. The final question asks what the Philadelphia Gazette blamed for causing the riot.
November 21, 2011
Uncle Blue was concerned that the name Octavius chosen by the Cattos for their newborn son would cause him trouble in the future. The document asks if parents should be careful about giving a child a "strange name" and considers Uncle Blue's opinion on the potentially problematic name Octavius. Homework involves creating a birth announcement for Octavius Catto and the document provides context on the characters and events from the previous week's reading of the novel "The Rains."
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- 1. December 8, 2008 On September 16, 2007, employees of the American security firm Blackwater shot and killed 17 people in Baghdad. The shootings were ruled unjustified, and the Blackwater employees are facing charges. If they were soldiers they would have immunity. Should the Blackwater employees have immunity? (DO NOT WRITE THIS DOWN)
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- 3. Homework: Today we are going to study rebellion, specifically the Stono Rebellion. It is the first major slave rebellion in North America. Write a reflection paper (one to three paragraphs) on this rebellion. How did it feel to learn about it?
- 4. Rebellion: A refusal to obey authority.
- 5. Revolution: An attempt to change the source of autrhority.
- 6. Resistance: Fighting against authority, sometimes indirectly. (Don’t copy this)
- 7. That was from the movie “Swing Kids.” German youth resisted Hitler by dancing American style.
- 8. Remember that slavery and southern tobacco plantations were connected.
- 9. Harvesting tobacco was labor intensive. Cotton was even more so.
- 10. Slaves were not treated well. Often they fought back.
- 11. The first large scale rebellion in America was the Stono rebellion.
- 12. They tried to make it to safety in Spanish Florida, but they failed.
- 13. Take the Quiz.