May 24

Book Assignment #2

Due Friday, May 26 by 10 p.m.  500 words minimum.  

Please include the title of your book in your response.  

a. Summarize your reading for that part; also, this might be the part to examine bias in the book w/ specific examples.

b. Connect a historical thinking skill to your book segment – contextualization, comparison, change and continuity over time, synthesis, cause and effects, periodization (including turning points).

c. Connect your reading to something we’ve studied in APUSH.

d. Make predictions as to where your story will go (even if you’re reading a biography or history and you know where the story is going, try to anticipate some things like trends or themes that you may have encountered in the book that you may not have anticipated or known).  This would also be where you can examine your connection (or lack thereof) to the characters or events.

Happy reading! 

May 22

Follow up w/ Dr. Arbulu’s talk on Civil Rights

Many thanks to Dr. Agustin Arbulu for taking time out of his schedule to come talk w/ us.

 

 

Elliot – Larsen Civil Rights Act of 1976 – http://www.legislature.mi.gov/documents/mcl/pdf/mcl-act-453-of-1976.pdf

Harvard’s implicit bias test – https://implicit.harvard.edu/implicit/

– You can take the test at the link above to find out about your attitudes toward society.

Dr. Arbulu mentioned that honest dialogue is the key to a better future:

  1. Honest dialogue about women in the workplace – http://interactionassociates.com/insights/videos/creating-honest-dialogue-about-women-leadership

2. How dialogue works – http://www.communitydialogue.org/content/how-dialogue-works

3. Honest dialogue in the corporate workplace – http://www.csrwire.com/blog/posts/1770-honest-dialogue-the-key-to-a-sustainable-future

4. Creating safe spaces for communication – http://www.beyondintractability.org/essay/safe-spaces

Here is the link to the Michigan Department of Civil Rights’ report on the Flint Water Crisis – https://www.michigan.gov/documents/mdcr/VFlintCrisisRep-F-Edited3-13-17_554317_7.pdf

Michigan Emergency Manager Law 

  1. Article on how we got started w/ the Emergency Manager law – http://michiganradio.org/post/how-did-we-get-here-look-back-michigans-emergency-manager-law
  2. Did the Emergency Manager law cause the Flint crisis – http://fortune.com/2016/02/18/michigan-public-act-436-flint/
  3. Anger of Appointing Emergency Managers in Michigan – NYTimes – https://www.nytimes.com/2016/01/23/us/anger-in-michigan-over-appointing-emergency-managers.html?_r=0

Sensitive Locations Policy – FAQs from federal U.S. Immigration and Customs Enforcement – https://www.ice.gov/ero/enforcement/sensitive-loc

Rights of undocumented workers – http://lawnewz.com/high-profile/yes-illegal-immigrants-do-have-rights-under-trumps-new-immigration-plan/

– Know Your Rights – Natrional Immigrants Justice Center

Ban the Box – eliminating the question on employment applications asking if someone has been convicted of a felony – http://www.nelp.org/publication/ban-the-box-fair-chance-hiring-state-and-local-guide/

– Ban the Box organization – http://bantheboxcampaign.org/

Women’s wage gap – AAUW – Simple Truth about the Wage Gap – http://www.aauw.org/research/the-simple-truth-about-the-gender-pay-gap/

Structural racism – Dismantling Institutional Racism – http://www.racialequitytools.org/resourcefiles/race_power_policy_workbook.pdf

– Is America Repeating the Mistakes of 1968? The Atlantic – https://www.theatlantic.com/politics/archive/2016/07/is-america-repeating-the-mistakes-of-1968/490568/

– Evidence of societal and economic inequality – http://www.intergroupresources.com/rc/Definitions%20of%20Racism.pdf

– Issues of Health Inequalities from the New England Journal of Medicine – http://www.nejm.org/doi/full/10.1056/NEJMp1609535#t=article

LGBTQ+ rights – policy vs. law – interpretation of phrase “prevent discrimination against sex” to include sexual orientation is a policy, not law.

– Issues surrounding LGBTQ rights – http://www.politicalresearch.org/tag/lgbtq-rights/#sthash.pWt98SLo.dpbs

– LGBT rights in America – Wikipedia – https://en.wikipedia.org/wiki/LGBT_rights_in_the_United_States

– Washington Post’s article on anti- LGBT legislation – https://www.washingtonpost.com/graphics/national/lgbt-legislation/

Differences between Service Animals vs. Emotional Support Animals (Comfort animals). – https://www.nsarco.com/pop-esa.html

– Americans with Disabilities Act criteria for Service Animals – https://www.ada.gov/service_animals_2010.htm

– Please Don’t Pet Me – service, therapy, and emotional support dogs – http://pleasedontpetme.com/differences.php

 

Category: FYI | LEAVE A COMMENT
May 17

Book Assignment #1

Due Thursday by 10 p.m.  500 words minimum.  

Please include the title of your book in your response.  

a. Summarize your reading for that part; also, this might be the part to examine bias in the book w/ specific examples.

b. Connect a historical thinking skill to your book segment – contextualization, comparison, change and continuity over time, synthesis, cause and effects, periodization (including turning points).

c. Connect your reading to something we’ve studied in APUSH.

d. Make predictions as to where your story will go (in your last assignment, this needs to be an evaluation – Give the book a grade – A, B, C, D, F – and a recommendation to keep the book for next year or ditch it and why).  This would also be where you can examine your connection (or lack thereof) to the characters or events.

 

May 12

Blog #97 – 9/11/01 Oral Interviews

Michigan Department of Civil Rights – http://www.michigan.gov/mdcr/

Federal Department of Justice Civil Rights division – https://www.justice.gov/crt

3 questions due Monday, May 22 by class.  

 

Subject: The 9/11/01 terrorist attacks and the days afterwards.

Suggested equipment: paper and pen/cil for notes; maybe a phone to record the interview.

Procedure:

  1. Get permission to take notes / record interview.
  2. You can use the questions below or add more / different questions – try to make questions that elicit more than a “yes” or “no” answer. You can always ask follow-up questions for clarification, explanation.
  3. Keep eye contact, nod and smile at appropriate times.
  4. Thank them for their time after you’re done. Also, ask them if they’d like a written transcript of the interview. Provide them w/ one if they say yes.  (For this assignment, you can direct them to the blog website: grovesapush.edublogs.org).

Potential questions

  1. What is your name? How old were you on 9/11?
  2. What is your first memory of when you first heard about the attacks? What kind of conclusions did you come to about the planes crashing into the buildings (did you at first think it was an accident or was it something worse)? Why?
  3. Where were you when the attacks happened? What were other peoples’ reactions to the attacks?
  4. Have you ever been to New York City or Washington D.C.? If so, how did that affect your reactions to the attacks?  If not, how did the attacks alter / change your views of the cities and their inhabitants?
  5. Did you know anyone in the cities? If so, did you try to contact them to see if they were o.k.?  What was the conversation like?
  6. If you were stranded in another city after 9/11, how did you cope with being away from family?
  7. What were other peoples’ reactions like in the days after the attacks?
  8. Could you describe your most vivid memory of that day, 9/11?
  9. How did life change for you in the immediate aftermath of the attacks?
  10. What do you remember of the media coverage of the attacks?
  11. What did you think of President Bush’s address later that night? (Show them the transcript here or video below.)
  12. How did life change for you and your family in the weeks and months after 9/11?
  13. Now that it’s been almost 15 years since the attack, how do you think America has changed since that day? Why?

Your job:

Share a minimum of five questions and answers on Blog #97 (300 words minimum) and include your personal reaction to the interview and the shared memories of 9/11/01 (100 minimum).  If you interview more than one person for this blog, please indicate the persons’ names.

Blog due by Monday, May 22nd by class.


May 11

Outside Reading Assignment

  1. Choose from the following historical fiction or non-fiction history books:

https://docs.google.com/spreadsheets/d/1bTxnckI3jB-Z8Vg_JWZ3NqD19YWzTGn2OhBt-buRqmo/edit?usp=sharing

2. Get the book from the GHS Media Center, your local library, or buy the book (this should be a last resort since we have all of these books in our MC).

3. Divide the reading up into four equal parts.  Pace your reading, because you will have an assignment due each week on Thursday (May 18, 25, June 1, 8).

4. On each Thursday, you complete the following on our blog:

a. Summarize your reading for that part; also, this might be the part to examine bias in the book w/ specific examples.

b. Connect a historical thinking skill to your book segment – contextualization, comparison, change and continuity over time, synthesis, cause and effects, periodization (including turning points).

c. Connect your reading to something we’ve studied in APUSH.

d. Make predictions as to where your story will go (in your last assignment, this needs to be an evaluation – Give the book a grade – A, B, C, D, F – and a recommendation to keep the book for next year or ditch it and why).  This would also be where you can examine your connection (or lack thereof) to the characters or events.

5. After you’re done with the book, you will be responsible for making a short video and connect it to the cover of the book in the phone app, Aurasma.  This short video will be a brief (less than a minute) book review / talk that next year’s APUSH students will check out in order to preview the book. (15 points).

6. You will research the internet for a book review on your book, copy and paste the article’s URL in your final assignment (due June 8), and then discuss your assessment of the article’s validity – whether you agree with the author’s assessment of the book – and reasons why.

Each blog entry must be a minimum of 500 words total (20 points each – 25 for the last entry).  

Due every Thursday, May 18, 25, June 1, 8.  Your final entry will be more than 500 words because of the online book review.

April 25

APUSH Test Review stuff

APUSH Themes compiled by Wednesday’s review group – https://docs.google.com/document/d/1uGm_8MhCWyfgUj7ynsSz_FgYZtczGhdOapKHejGpZwM/edit?usp=sharing

Khan Academy is hosting a live YouTube tutorial for the test on May 1.  You may need to sign up and get an account to check it out.  Plus, there are some good videos, practice questions, and other things to help with review: https://www.khanacademy.org/humanities/ap-us-history

A ton of review videos by Hip Hughes, including a 2, 3, and 4 hour review videos (at the bottom).  http://hiphugheshistory.weebly.com/united-states-history-videos.html

AP Prep materials here w/ links to videos: http://dcpfitch.weebly.com/ap-exam-prep.html

Practice questions from Albert.io – https://www.albert.io/ap-us-history

Timelines, APUSH tips, breakdown for the first 6 periods (1491 – 1898).  http://www.apprend.io/apush/

Gilder Lehrman website w/ short videos on each period, essays, and terms.  http://ap.gilderlehrman.org/

Contextualization review work from Tuesday, April 25. – https://docs.google.com/presentation/d/1tMsKLUVVWe79KFReUmh__3AXAYoqg2vvOU9Xhe-kj0k/edit?usp=sharing

Image result for apush test memes

 

Image result for apush test memes

Image result for apush test memes

Image result for apush test memes

Category: FYI | LEAVE A COMMENT
April 23

Blog #96 – Imperialism Debate (1898)

Before, during, and after the Spanish-American War in 1898, Americans were debating whether or not America should go beyond its borders and become an imperial empire, much like the European countries had done during the 19th Century w/ Asia and Africa.  Below are the arguments for and against imperialism and some of its proponents and opponents.

For Imperialism

People for it: Assistant Secretary of the Navy Teddy Roosevelt, Senator Henry Cabot Lodge, Alfred T. Mahan, President William McKinley, Judge William Howard Taft, Admiral George Dewey, Reverend Josiah Strong, former Secretary of State William Seward, and Senator Albert Beveridge.

Arguments for imperialism:

  1. To give back the Philippines to Spain would be cowardly and dishonorable.
  2. To let other imperial powers have the Philippines was bad business and discreditable.
  3. Granting the Filipinos their independence was irresponsible because they are unfit to rule themselves.  They need America to civilize, uplift, and Christianize them.
  4. Imperialism is good for America.  It invigorates a nation and keeps it healthy.  A slothful nation will victim to those countries that maintain soldierly virtues.
  5. Annexation of the Philippines would put America into a position to dominate trade with China and the rest of Asia.
  6. We need the markets and raw materials now.  It doesn’t matter that the Philippines are non-contiguous.  We didn’t need the purchases and additional areas in the continental U.S., but look at us now!  We produce more than we can consume.
  7. Annexation would be so easy because we already control the islands.
  8. Filipinos don’t  have to become citizens of the U.S., we will treat them as dependents (like we do with the Native Americans).  The 14th Amendment won’t apply to them.
  9. Republicans favored annexation because it made the party look good after winning the war.

Against Imperialism

People against it: Author Mark Twain, former president Grover Cleveland, Speaker of the House Thomas “Czar” Reed, journalist Lincoln Steffens, Jane Addams, former Democratic presidential candidate William Jennings Bryan, AFL chief Samuel Gompers, industrialist Andrew Carnegie, Harvard professor William James.

Arguments against imperialism

  1. Imperialism is immoral.  It repudiates our commitment to human freedom and liberty.  We instead think we know what is best for the Filipinos, and that is wrong.
  2. Nativists fear the pollution of the white American population with inferior Asian races, especially when they are allowed to move to the U.S.  Acquisition of the Philippines may require that they become citizens.
  3. Industrial workers feared the flood of additional cheap labor which would further undercut job opportunities.
  4. Imperialism puts us in the international stage of world politics and is a constant menace for war.  War carries off the physically and mentally fit and leaves behind the lesser fit.  It threatens our security, internally and externally.
  5. The “civilizing” mission some claim is really a cover for a desire to loot the colonies and their natural resources.  This misson is self-righteous and pretentious.
  6. We will inherit Spain’s task of suppressing the native peoples when they rebel.  They will NOT want our cultural ways.  We will end up like Spain – a shriveling power.
  7. Can’t we just trade without having to annex other territories?
  8. Imperialism would involve the need for a large standing army which would become a heavy tax burden.

The country chose imperialism, and the Senate voted for the Treaty of Paris, 1898, 57 to 27, one more vote needed for the 2/3 approval.

Your job:

Pretend you are a senator back in 1898 (yes, you have to do this even if you’re female – we’re time traveling, so you can pretend to be a different gender).  Pick a region of the country and a party (both parties were for expansion, especially Southern Democrats).  Which arguments hold more sway with you and why?  Explain.

300 words minimum.  Due Tuesday, April 25 by class. 

April 19

Google Docs – Imperialism and WW1

AP / College Board website to find sample essays / SAQs from Sunday’s practice test – http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.html

 

2nd Hour – https://docs.google.com/document/d/1mToMG9vcr85RpaMWVtElTaikIu0Q3NUTviD9Kp1TPXU/edit?usp=sharing

3rd Hour – https://docs.google.com/document/d/1FJSlWutwg514LQnY-qfgDfmGUlXKwJeYLBU_FZOFmDM/edit?usp=sharing

5th Hour – https://docs.google.com/document/d/1u2xHWeLEM5fg7T5Hz0sgVhWNgS3Z4bYx6AHnORrF1yM/edit?usp=sharing

Due Monday night, April 24, by 10pm.

Extra Credit film reviews due Monday, May 1 (Part 1), Tuesday, May 2 (Part 2), and Wednesday, May 3 (Part 3).

Good article from CNN on why World War 1 still shapes us today.

Image result for world war 1 propaganda   Image result for world war 1 propaganda