June 6

Book Assignment #4

Due Thursday, June 8 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. 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).  Use specific examples from the book.  Also, complete your Aurasma 1 minute book review.

Happy reading! 

March 8

Blog #84 – Convict Leasing and the New Jim Crow

Prison Labor in America: How Is It Legal? - The Atlantic

“Work, warden Cain posits, is an important part of the rehabilitative process. Prison labor provides a way to pay society back for the costs of incarceration.”

  If embed doesn’t work, use link to watch Angola for Life: http://www.theatlantic.com/business/archive/2015/09/prison-labor-in-america/406177/

Between the film, Slavery by Another Name, and the article in the Atlantic, “American Slavery, Reinvented,” we have seen how African Americans have been systematically affected by prisons.  After Reconstruction, as we saw in the film, prison acted as another form of social control that arbitrarily put black people behind bars and forced them to work in dangerous conditions.  This was known as convict leasing.  Many black prisoners helped rebuild the South after the Civil War by working in mines, factories, and other industries.  It was industrialist John Milner from Birmingham, Alabama who envisioned the convict leasing system as a way to help industrialize the South after the Civil War.  Prisoners had little economic value, unlike the previous slavery system, because these prisoners could be replaced if they are overworked, died, or injured on the job.  Prisoners were allowed to be whipped, and the bottom line, as always, was about productivity and profits.  These prisoners were 50-80% cheaper than paid labor, so it made economic sense for the industrialists to lease convicts.  Morally, however, that’s a different story.  Harvest time saw an increase in arrests for trumped-up charges, the most notorious being vagrancy or loitering.  And because Black Americans represented over 30% of the prison population, higher than the demographic average of 12% of the American population, Black Americans came to be associated with crime and danger.  We still see this today with the shooting of Trayvon Martin and other African Americans who are killed in circumstances where whites doing pretty much the same thing somehow survive.

Debt peonage, or debt slavery, had been outlawed in America in 1867, but was used by landowners as a cheap source of labor after Reconstruction.

“The most corrupt and abusive peonage occurred in concert with southern state and county government. In the south, many black men were picked up for minor crimes or on trumped-up charges, and, when faced with staggering fines and court fees, forced to work for a local employer would who pay their fines for them.”

When President Teddy Roosevelt cracked down on debt peonage, hundreds and hundreds of Black Americans wrote to him asking for his help in freeing relatives.  The Alabama cases appeared to be examples for the rest of Southern landowners, especially when TR pardoned the men on trial.

Today, prison has been called the new Jim Crow because of its adverse effects on Black Americans.  See the chart below to get an idea of how many people of color are imprisoned vs. white people.

... of the 13th Amendment Outlawing <b>Slavery</b> For All Conditions Except One

Today, there are more Black people involved in the criminal justice system than were enslaved in 1850, according to Michelle Alexander, the author of The New Jim Crow.  Felons who have served their time can be discriminated against in housing, voting, education, and employment, all because they’ve been in jail and have served their time. Some of the laws of the 1980s and 1990s that cracked down on the crack cocaine and crime epidemics during those decades adversely affected people of color more than it had whites, especially in the prosecution of crimes involving drugs.  For instance, the Anti-Drug Abuse Act of 1986 had stiffer penalties for crack cocaine use than for powdered cocaine, which came down hard on black communities more than it did white communities.  Alexander believes that prison works as a new racial caste system that replaced Jim Crow laws outlawed in the 1960s by the Civil Rights Movement.

In the article, “American Slavery, Reinvented,” it describes how prisoners who are deemed healthy enough by the prison physician can be put to work.  If a convict refuses to work, he/she can be thrown into solitary confinement, losing the opportunity to visit with their family, and loss of good time served.  2.2 million people are incarcerated, the highest number in the world, according to the article, and some of them work in jails that had been prison “farms” or “plantations” after Reconstruction, like Angola in Louisiana or Parchman Farm in Mississippi.  Some of these convicts are employed in call centers, and also do work for military manufacturers or sewing clothes for Victoria’s Secret.  Nor is any of the prisoners’ work covered by any existing laws that prevent free workers from being exploited by employers.  Also, being mentally ill increases your chances of being in prison.  And, factors like illiteracy, poverty, mental illness, and drug addiction increase your chances of going to jail.  These are issues that transcend prison and cross over into the social and public health realms.

But should we feel sorry for these prisoners and ex-cons?  The Atlantic article talks about how “prison labor provides a way to pay society back for the costs of incarceration, as well as a pathway to correct deviant behavior and possibly find personal redemption.” Because that’s what prison is for, right?  Rehabilitation?  Or is it to lock up those members of our society deemed too dangerous to be out among society?  Are all the 2.2 million in prison irredeemable people?  Are some of them innocent?  Another argument for prison work can be seen in this quote:

“Why should prisoners sit with idle hands when the rest of us must work to put a roof over our heads and food in our bellies?  Perhaps the low-to-no-wages paid to incarcerated workers are a form of pay garnishment, a sort of compensation for the costs of [prison] room and board?”

Or. to take it one step further, why do criminals deserve our sympathy?  Should prisoners get humane treatment, especially if they’re “murderers, criminals, and all manner of sinners and deviants”?  The 8th Amendment prohibits cruel and unusual punishment, but that usually applies to the death penalty and other forms of abuse.  Shouldn’t prisoners have their freedoms restricted b/c they have broken the law?  We are not following the Hammurabi code of an eye-for-an-eye, but there is a feeling out there that prisons are for punishment and not rehabilitation.

Your informed opinion matters.  Please make sure that you read the Atlantic article and take some time to watch the 13 minute video on life at Angola prison in Louisiana.  My questions are:

  1. Should we reform our prison system to make it more responsive to those who have mental health issues or are petty criminals?  Why or why not?  Feel free to use the article’s arguments or your own.
  2. Has prison really changed from what we saw in Slavery by Another Name?  Why or why not?

Due Thursday, March 10 by class.  300 words minimum.

More info on the school-to-prison pipeline: https://www.aclu.org/fact-sheet/what-school-prison-pipeline

December 24

Extra Credit stuff this semester

Who doesn’t like extra credit?  Well, some teachers don’t, but I don’t mind it.  So, here’s what you can do this semester, but there is a limit on what you can do:

1. Book – read Confederates in the Attic by Tony Horowitz.  http://www.amazon.com/Confederates-Attic-Dispatches-Unfinished-Civil/dp/067975833X/ref=sr_1_1?ie=UTF8&qid=1450989806&sr=8-1&keywords=confederates+in+the+attic

Brand new paperback is $13 and Kindle is also $13.  You can probably buy a used hardcover for much cheaper if you don’t mind waiting.  You’ll need to write 5-10 discussion questions and come to an X-block meeting in February.  Not limited to one of the three movies or other things you can do.

The next choices, you are limited to 3.

2. Movies – In the Heart of the Sea blog is already up.  I recommend it if you’re interested in the early American history of New England and the whaling industry.  Due January 15th.

American Experience on PBS – there are four movies coming up in January and February (as always, double check your cable / satellite listings):

Death and the Civil War – Tuesday, Jan. 12th at 9 pm.  Death

Bonnie and Clyde – Tuesday, Jan. 19th at 9 pm Bonnie & Clyde

Mine Wars – Tuesday, Jan. 26th at 9 pm Mine Wars

The Murder of a President – Tuesday, Feb. 2nd at 9 pm  Murder

** Only a couple of you have done the Pilgrims broadcast back in November so that movie counts as one.

Requirements: Minimum 1/2 page summary of the movie w/ details.  Miniimum 1/2 page connection to APUSH.  Due two weeks after the film has aired.  Typed, single spaced.

3. Michigan Social Studies Olympiad — I may have mentioned this to a couple of classes and forgot to mention it to everybody.  I would like to send some entries to this contest b/c I think we can do well.  There are two phases to this event – off -site (where we send our work into judges who assess our entries – due March 28, 2016) and on site at Dr. King High School in Detroit May 14, 2016 after the APUSH test (this will count as a 3rd tri extra credit).  The theme this year is America For All People. On site and off site events include: Current Events Editorial Essay  Digital Photography  Essay  Historical TV Newscast  Investments  Photojournalism  Poetry  Political Cartoons  Poster  Prezi  Primary Documents Journal  Quiltathon  Social Studies Song or Rap  Marathon  Theme Graphic Design  Library Grand Prix  Social Studies Quiz Bowl  Speakathon  Stampathon.  Check the handbook below for details of each event.  You can work with other APUSH kids for some of these events.  In some of these entries, we are limited to 3 per school.

Here’s the handbook for the Olympiad events, both off site and on site. We are competing in the senior division.  https://mcssmi.org/resources/Documents/Olympiad_2016/2016%20Olympiad%20Handbook.pdf

May 13

Study questions for Orphan Train

Complete

p. 1-38

1. How are Molly’s and Vivian’s early lives similar?  How did they each lose their family?

2. How does Vivian’s family story represent the typical immigrant story we’ve learned about?

3. What characteristics does Niamh (Vivian) have going against her in the search for adoption?

4. Why are children of certain ages chosen with greater preference over others?

p. 39 – 152

5. What are some of the fears that children had before they got picked for adoption?

6. When Mr. Curran says, “You have the chance to save a child from destitution, poverty, and …sin and depravity,” what can you tell about his attitudes about the orphans?

7. Why is Dutchy selected? What kind of future do you envision for him?

8. Why is Niamh picked?  Do you think she is lucky to be with the Byrnes?  Why or why not?

9. How is Dorothy’s (and Molly’s) work like indentured servitude?

10. What is life like with the Byrnes?

11. Why do you think Mrs. Byrne doesn’t like Catholics?

12. How did the Depression affect Dorothy’s placement?

13. What danger signs are very apparent immediately at the Grote house?

14. How is Dorothy’s claddagh necklace similar to Molly’s necklace?

15. How does the Indian concept of “portage” apply to both Molly and Dorothy?

16. How are Mrs. Grote and Niamh’s mother similar in their lot in life?

17. Why does Dorothy leave the Grotes?

Pgs 153- 273

18. What’s your reaction to Mr. Sorensen’s refusal to accept Dorothy’s version of events?

19. What does Molly find out about Vivian’s family on the Internet?

20. In the context of the Great Depression, why was it difficult to place Dorothy?

21. How is life better with the Neilsens?

22 How does seeing Mr. Byrne affect Dorothy?

23. How does Dorothy become Vivian?

24. How does Vivian transform the Neilsens’ store?

25. Why does Molly leave her foster parents?  What does she find out about her mother?

26. Who does Vivian meet at the Grand Hotel bar?  What was his adoption story?

27. How does the war affect Hemingford and Vivian?

28. Are you surprised by the decision Vivian makes about her baby?  Why or why not?

29. How does living with Vivian make Molly feel better?

30. What does Vivian find out about Baby Carmine?

31. How does the story resolve itself?

32. Do you think that this book has a strong feminist element to it?  Why or why not?