October 23

Blog #103 – What are you willing to go to jail for?

“I became convinced that noncooperation with evil is as much a moral obligation as is cooperation with good. No other person has been more eloquent and passionate in getting this idea across than Henry David Thoreau. As a result of his writings and personal witness, we are the heirs of a legacy of creative protest.” – Martin Luther King, JrAutobiography

 * emphasis is mine.

Initially going back to the 5th Century, St. Augustine stated that “an unjust law is no law at all”  giving some theological weight / heft to earthly laws. Henry David Thoreau suggested that we obey our conscience when we decide to obey or disobey a law.  He went to jail during the Mexican War and wrote his famous essay on civil disobedience.  Gandhi used Thoreau as inspiration, and King used Gandhi as an inspiration.  Gandhi and King used religion to inspire and their followers.  Here’s a quote from Dr. King from a sermon in the early days of the Montgomery Bus Boycott:

… I want it to be known that we’re going to work with grim and bold determination to gain justice on the buses in this city. And we are not wrong; we are not wrong in what we are doing.

If we are wrong, the Supreme Court of this nation is wrong.
If we are wrong, the Constitution of the United States is wrong.
If we are wrong, God Almighty is wrong.
If we are wrong, Jesus of Nazareth was merely a utopian dreamer that never came down to Earth.
If we are wrong, justice is a lie, love has no meaning.
My friends, we are determined … to work and fight until justice runs down like water, and righteousness like a mighty stream.

Image result for women's marchBut we can’t necessarily have people going around disobeying laws that they don’t like.  There has to be some standards.  Right?  According to Dr. King, he stated that the difference is:

A just law is a man made code that squares with the moral law or the law of God. An unjust law is a code that is out of harmony with the moral law.

He further elaborates on this and states that: “Any law that uplifts human personality is just. Any law that degrades human personality is unjust.”

Assumption: Since we cannot argue and fight with every law that we think goes against “the harmony of moral law” or disobey laws at whim (for instance, I might think that one day, the speed limit downgrades my personality, therefore I am going to take a principled stand against it by not obeying it), we have to assume that most laws need to be obeyed.

But what are unjust laws today??

1. Abortion?  Or restrictions on abortion?

2. Wars or other military actions?

3. Immigration laws like the one in Arizona or the Muslim Ban?

4. LGBTQ rights? Or restrictions on those rights?

5. Economic stuff like taxes?  Or lack thereof on companies, individuals, etc.?

6. Military draft (don’t worry, we don’t have one)?

7. Environmental damage?  Or lack of environmental laws?

8. Jobs or a lack of jobs?

9. Software and music / movie downloading -piracy?

10. Behavior / actions of an American company (sweatshops, illegally drilling, dumping, etc.)?

11. Police brutality or other injustices directed at people of color?

12. Women’s pay equality and other issues concerning women?

13. ????

Questions to answer:

a. Would you be willing to go to jail to protest unjust laws like the Civil Rights workers had done many times during the 1950s and 60s?  (Consider the ramifications of a felony or misdemeanor on your record, and its impact on your possible future career).

b. After consulting the list above, which laws would you be willing to fight against?  Why? (feel free to add to the list if you see any missing).

c. Do you agree with Dr. King’s reasoning w/ what makes a law just or unjust?  Why or why not?

350 words total for all three questions.  Due Wednesday, October 25 by class. 

 

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October 13

Battle of the Sexes – extra credit blog

Emma Stone as Billie Jean King and Steve Carell as Bobby Riggs in Battle of the Sexes

This fun movie focused on the real tennis battle between aging men’s tennis champion, Bobby Riggs (Steve Carell), and #1 women’s tennis star, Billie Jean King (Emma Stone) in Houston, TX in 1973.  It was a huge extravaganza, with corporate sponsorships and huge prize money ($100,000 if King won, over 1/2 million in today’s money), possibly 90 million people watching at home and over 30,000 in attendance at the Houston Astrodome.  Their battle was a reflection of what was going on at the time period:

  1. Women’s liberation was making big headlines – part of liberation meant that women didn’t need men to be complete.  It’s one of the reasons why radical feminists burned bras, refused to follow typical Western beauty standards, and protested sexist American traditions like the Miss America beauty pageant.
  2. The Equal Rights Amendment had been passed by Congress in March 1972 which called for an end to all sexual discrimination.  By the time the match happened, 30 states had approved the ERA before the momentum stalled and approval finally expired in 1983.  A total of 35 states would approve the ERA, three short of the needed total of 38, and there was significant resistance from ladies’ groups and conservative politicians who saw the amendment as opening up the door to unisex bathrooms, gay marriage, and women fighting in the military (funny how we have all three of those things w/o the amendment today).
  3. The 2nd wave of feminism had made significant strides in getting women elected to high positions, leading corporations and unions, and pushing for wage equality, day care centers, an end to sexual harassment, and equality in education and sports (Title IX).

In a New York Times review of the movie, the opening line of the review was this: “Every so often an exceptionally capable woman has to prove her worth by competing against a clown.”  Maybe I’m a little biased, but this made me think of the 2016 Election.  Hillary Clinton was a very talented and experienced candidate for the presidency, but unlike Billie Jean, Clinton would not triumph over the clown.  Here’s a NYT article that finds parallels in the film.  It’s a wonder if the filmmakers made it this way intentionally.

Bill Pullman as Jack Kramer in Battle of the Sexes vs. the real-life Jack Kramer.

The film also really focused on the gender wage gap – using one tournament in particular, the men’s prize money was 8x that of the women’s prize money.  The reasons that Jack Kramer (pictured above) and his cohort gave were pretty lame and were easily shot down by Billie Jean and Gladys Heldman (played by Sarah Silverman), and Kramer finally settled on the weak reasoning that the men’s game is more exciting.

There was also the love stories in the film – that’s the one thing that surprised me the most about the film – was that there were three love stories going on: one between Billie Jean and Marilyn, another with Bobby and his wife Priscilla, and the third between Billie Jean and her husband.  Each has their own resolution with only Bobby and Priscilla ending up staying together.

One of the things that made me wonder was how accurate was the portrayal of Bobby Riggs.  Steve Carell does a great job of making him seem like a real human being w/ faults and flaws.  I also wondered how much of this challenge to women’s tennis players was real sexism, a gimmick, a chance to get back into the limelight, a way to feed his gambling hobby, or a combination of all of them.

Your job: Pick three of the questions below and answer them w/ specific examples from the movie. 

  1. How did the film portray the gender wage gap?  Do you think the women tennis players did the right thing?  Why or why not? 
  2. How did the film portray the love affair between Billie Jean and Marilyn?  Why couldn’t Billie Jean go public with the affair?  How have things changed since 1973? 
  3. What do you think Bobby Riggs’ true motivation was for the match?  Explain why you reached this conclusion. 
  4. After reading the article on the supposed parallels between the election of 2016 and the film, do you buy the author’s assertion that this was an intentional nod to the election?  Why or why not?  

Due by October 27 in class.  350 words minimum for all three answers.  

Works Cited: 

Fact vs. Fiction in the movie – http://www.slate.com/blogs/browbeat/2017/09/25/fact_vs_fiction_in_the_movie_battle_of_the_sexes.html

NYT Review – https://www.nytimes.com/2017/09/21/movies/review-battle-of-the-sexes-billie-jean-king-bobby-riggs.html?referrer=google_kp

Wikipedia page on ERA – https://en.wikipedia.org/wiki/Equal_Rights_Amendment

Comparison of Battle and 2016 Election – http://www.slate.com/blogs/browbeat/2017/09/21/battle_of_the_sexes_reminders_of_the_2016_election.html

October 11

Blog #102 – FDR’s 2nd Bill of Rights

As part of his State of the Union address on January 11, 1944, President Roosevelt presented the nation with a 2nd Bill of Rights – economic rights that the government would have to guarantee for all Americans once the laws were passed.  Take a look at the following video:

Some of the key passages are as follows:
“It is our duty now to begin to lay the plans and determine the strategy for the winning of a lasting peace and the establishment of an American standard of living higher than ever before known. We cannot be content, no matter how high that general standard of living may be, if some fraction of our people—whether it be one-third or one-fifth or one-tenth—is ill-fed, ill-clothed, ill-housed, and insecure.
We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence…People who are hungry and out of a job are the stuff of which dictatorships are made.
In our day these economic truths have become accepted as self-evident. We have accepted, so to speak, a second Bill of Rights under which a new basis of security and prosperity can be established for all—regardless of station, race, or creed.
Among these are:
1. The right to a useful and remunerative job in the industries or shops or farms or mines of the nation (since only 2-3% of the nation are farmers and less than 20% are in industry, this would have to change if this BoR / laws were implemented);
 
2. The right to earn enough to provide adequate food and clothing and recreation;
 
3. The right of every farmer to raise and sell his products at a return which will give him and his family a decent living (since so few of us are farmers now, this might change);
 
4. The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home or abroad;
 
5. The right of every family to a decent home;
 
6. The right to adequate medical care and the opportunity to achieve and enjoy good health (did we just achieve this in 2010 with the passage of ObamaCare?);
 
7. The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment;
 
8. The right to a good education.
All of these rights spell security. And after this war is won we must be prepared to move forward, in the implementation of these rights, to new goals of human happiness and well-being.  For unless there is security here at home there cannot be lasting peace in the world.”
Image result for fdr 2nd bill of rights

He listed 8 things that would bring economic security to our nation and hopefully, by extension, to the rest of the world.  At the point that he gave this address in history, America was NOT planning on a Cold War with the Soviet Union or stockpiling tens of thousands of nuclear missiles or spending billions on a military budget every year.  None of the 46 years of futility vs. the Soviet Union was set in stone, nor the explosion and entrenchment of the military-industrial complex in our national economy like it is today.

However, America was coming out of the war w/ its biggest national debt in its history (having borrowed $200 billion from the American people in war bonds – $170 billion held by U.S. taxpayers – and from American banks + $100 billion in income taxes).  Congressmen were wary of spending huge amounts of money on peace time programs, especially for FDR, because his New Deal programs had had such a mixed track record of success and failure.

The reason I bring this issue up is b/c I think that the country has spent the next 73 years (and may continue) to try to achieve his goals.  As we progress through the school year, we’ll return to these eight core principles and examine how we have failed and / or succeeded.

Your questions to answer: 
1. Out of the 8 new rights listed above, which of them do you believe have been addressed in some way or another since 1944?  Try to pick at least 2 and explain our country has tried to address them (if you choose #6, please try to do some research and not repeat misinformation that you might have heard on talk shows, i.e., it’s going to save billions, death panels, it forces everyone to buy insurance, etc.)

2. Which of these 8 rights should be the one that is immediately addressed or fixed by our Congress and President?  Why?

3. Which one of these seems the least likely to be enforceable / possible to make an economic right (please don’t pick the farming right – it doesn’t affect too many people)?  Why?

350 words minimum total for all three answers.  Due Monday, October 16th by class.    

Here’s Glenn Beck’s take on FDR’s 2nd Bill of Rights.  Here.

Further reading:
To read a book review entitled: “FDR’s 2nd Bill of Rights: A New New Deal” click here.
A response to this book from Forbes magazine who say that only one Bill of Rights is quite enough. click here.
Here’s an analysis of how the 2nd Bill is going so far: Click here.
An article about how the 2nd BoR violates the Constitution, click here.

September 27

Blog #101 – Using atomic bombs on Japan

So, we talked about the use of the atomic bombs on Japan to end the war.  In the notes on Okinawa’s influence on the decision to use the bomb taken from the book, Ripples of Battle by Victor David Hanson, he listed several reasons why he thought the bombs should have been used.  One of the most persuasive points that he stated was the “Manchurian bloodbath” that could have been expected between the 1.6 million Soviet troops vs. 1 million Japanese troops if Japan did not surrender.

However, a lot of second guessing has gone into America’s use of atomic bombs on Japan in August 1945, even starting with former general and future president Dwight Eisenhower in 1948 who did not want America to be the first to use nuclear weapons.

According to the article in Portrait of America“The Biggest Decision: Why We Had to Drop the Atomic Bomb” by Robert J. Maddox, the author worked on dispelling some of the myths that have popped up since 1945.  The generals may have overestimated the Allied casualties, but the June 8 meeting with Truman stated that General George Marshall estimated that only 31,000 casualties would be inflicted during the invasion of Kyushu (Operation Olympic).  What intelligence sources had discovered in the days before Hiroshima, the Japanese Imperial Command had correctly guessed what the Allies were planning and had reinforced Kyushu with over 500,000 (actually over 900,000 but the Allies didn’t know that at the time).

So, logic follows that Truman made the decision to drop the bomb in order to spare more lives, mainly American lives, from a costly invasion.

But did Truman drop the bombs to intimidate the Soviets?  The war in Europe was over, and critics have claimed that the U.S. was trying to get the Soviets to either withdraw from Eastern Europe or at least be more open to agreeing with U.S. demands.  However, Stalin was given the info about the success of the Trinity test (from spies) and therefore knew about the atomic bomb while at the Potsdam Conference in July 1945.   Whether or not he felt intimidated was not recorded, therefore is not known.

Another sticking point was whether Japan was ready to surrender.  According to the Maddox article, Japan had sent peace feelers out through the Soviets but some members of the Japanese government (those with the power) wanted to continue fighting to protect Emperor Hirohito from prosecution of war crimes (because German leaders were going to be tried for the Holocaust).  What role Hirohito played has been (and still is) debated, but the military could see the writing on the wall with the prosecutions beginning in Germany after the discovery of the concentration camps.  Would the emperor be retained as part of the Allies sticking to unconditional surrender terms?  Or, as Truman had mentioned, would they soften on this one sticking point in order to end the war earlier to save hundreds of thousands of lives?   The problem with interpreting the signals sent by the Japanese government at this time is that it sent mixed signals depending upon who was being asked.  If it was a military officer, he was willing to fight to the end.  If it was a politician, some kind of compromise was possible by the summer of 1945.

Furthermore, what would have happened to the Allied prisoners of war captured by the Japanese scattered throughout Asia if the Allies had invaded Japan in November 1945?  Chances are, they might have been killed or tortured so they wouldn’t be of any use to an invading Allied army.

Is it possible to judge an historical era from 70 yrs later, especially one so fraught with controversy since the 1994 Smithsonian exhibit?   See links below:

http://www.huffingtonpost.com/greg-mitchell/for-64th-anniversary-the_b_252752.html

http://www.nytimes.com/1994/08/30/us/smithsonian-alters-plans-for-its-exhibit-on-hiroshima-bomb.html

Your job: examine at least 2 of the issues discussed in the blog (things Truman probably had on his mind when weighing the decision to drop the bomb), and use/reference at least two of the documents (the notes on Okinawa, “The Final Act” article, and the Portrait).

What would you have advised President Truman do under these circumstances especially if you didn’t know what the outcome would be?  Why?  (You can pretend you don’t know the results of the bombing or not – I leave it up to you).

350 words minimum answer. 

Due Monday, October 2 by class.  

June 11

Blog #100 – Final Reflection

This blog is part of your final exam (20%), so please take some time and think about your answers.

400 words minimum for your total response.  Please number your answers in the comment section.

1. A lot of our time this year has been spent reading, writing, studying, watching videos, reflecting, and talking about American history.  Discuss what your favorite learning style was this year and why it was effective for you.  Also, explain which was your least favorite way to learn and explain why it doesn’t work for you.

2. We studied a lot of stuff this year – from the Pilgrims to the Revolution to Andrew Jackson (soon to be leaving the $20) to Abe Lincoln to Alice Paul to the Yippies to the Great Recession and beyond.  What did you wish we had spent more time on than we did this year and why?

3. Yep, we studied a whole lot of stuff this year, but I bet you wish there were some units that were shorter or didn’t go as in depth.  What did you wish we had studied less of and explain why (keep in mind that if the info didn’t make it onto the test doesn’t mean it won’t be there next year)?

4. What were your strengths and weaknesses as a student?  Explain with some specific examples.

5. People talk a lot about takeaways – a summary of an experience, distilled down to one or two sentences.  What is your takeaway from APUSH (or in other words, what did you truly learn about American history)?

I will truly miss you guys and gals.  I think a lot of what has made me enjoy this year is seeing you grow as a person and as a student.  I’ve had the privilege of watching you become history nerds along with me this year (or not hate history as much, I hope!).  We’ve been able to geek out about Hamilton, the Era of Good Feelings, the Cold War, and many other things.  I hope that you had as much fun learning in APUSH as I did teaching, because I loved working with all of you.  I also hope that you get great news about your APUSH exam on July 5 (and the SAT subject area exam if you took that too).

Due before your final exam class (2nd hour – Wed., 3rd Hour  – Thurs., 5th Hour – Fri). 

June 6

Blog #99 – When was America great?

Our current president campaigned on the slogan, Make America Great Again.  It made me wonder, as an amatuer historian, what time period do you think he meant that America should go back to?  So, I ask you, as competent, well-versed APUSH students who have studied almost all of American history, when was America great?

Image result for make america great again

If you’re like me, you may have a hard time narrowing it down to one specific time period.  I’m thinking of several, but I won’t reveal my answers until you guys are done w/ this blog.

Image result for make america great again

Please answer the following questions: 

  1. Give me a time period when you think America was great.  It doesn’t have to be the latest, or the best, but one in which you think America lived up to its highest ideals and values.  Explain why you think this event or time period makes America great.
  2. Since the president doesn’t think we’re great now, why do you think we are not great now (in essence, what made America not great)?  Or, if you disagree with the president, why is America great now?  Explain with specific examples.
  3. What time period do you think the president wants to go back to and why?

Due Thursday, June 8 by class.  350 words minimum.  

June 1

Book Assignment #3

Due Thursday, June 1 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 30

Blog #98 – Media Images for Women and Toxic Masculinity

So, we watched Tough Guise 2, a searing film on our toxic masculinity culture, and Killing Us Softly 4, a strong indictment about advertising’s impact on women and girls’ bodies and self-esteem.

Tough Guise 2 doesn’t say that every man is violent, acts as gender police, or strikes a cool pose modeled after black urban images.  But it does talk about the epidemic of violence that is conducted by men (77% – 99% of aggravated assault, armed robbery, murder, domestic violence, and rape), and discusses how men are the victims of this violence.  Fathers and older males can perpetuate the tough persona by trying to make us tougher or not show emotions in public in order to avoid feeling shame.  Men of color are stuck in media stereotypes as well (whether it’s Bruce Lee, Latinos, or Native Americans).  One of the things that the film stated was that this latest emphasis on masculinity was that it’s a sign of a culture in retreat, that white males are experiencing more and more economic insecurity and becoming the victims of a p.c. culture and expanding rights for women, people of color, and LGBTQ folks.  This kind of explains the spread of “bum fights” and attacks on gay people, but not completely.  What is needed, according to the film maker, Jackson Katz, is a less narrow definition of masculinity, one that includes women (see Jack Myers’ article), and also shows a multi-varied and accurate representations of men in media.

 

Killing Us Softly 4 examines the way media and advertising influence women and girls and normalize what is desirable and accepted (thin, white, blond) even in other countries.   What these images do is promote the idea that women and girls must live up to a flawless image, one that can be assembled by computers or trimmed to fit the ideal if the real woman doesn’t measure up.  Some of these messages that media and advertising send is that women must be submissive, passive, and silent, and effortlessly perfect.  There’s also a huge emphasis on young people having sex, some ads bordering on pornographic.  Also, there’s the increasing sexualization of younger girls (see articles below).  With an increased exposure to these messages, girls are prone to eating disorders, depression, and low self-esteem.  This has become a public health problem that needs to be solved.

 

 

 

 

 

 

 

 

 

Your questions:

  1. How do the two films crossover with their subject matter? Explain.
  2. How do both films focus on their issues as public health problems?
  3. Provide an explanation for at least one takeaway from each film.

Your blog comment should be at least 350 words total by Wednesday, May 31 by class. 

 

Sources: 

Author Jack Myers on Masculinity crisis in TIME, 2016 – http://time.com/4339209/masculinity-crisis/

National Review‘s look at men dropping out of the workforce – http://www.nationalreview.com/article/440849/male-labor-force-participation-rate-drop-about-masculine-identity

The American Psychological Association’s report on the Sexualization of Girls – http://www.apa.org/pi/women/programs/girls/report.aspx

The Oversexualization of Young Girls – https://girlsgonewise.com/the-over-sexualization-of-little-girls/

What’s Wrong with the Media’s Portrayal of Women Today, and How to Reverse It – https://www.forbes.com/sites/kathycaprino/2014/11/21/whats-wrong-with-the-medias-portrayal-of-women-today-and-how-to-reverse-it/#1ad6585f44c2

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.