Tuesday, December 8, 2009

African American History, December 8


Today in African American history we discussed the characteristics of a good speaker and a good speech. We looked at examples of speeches from Martin Luther King, Jr, Barack Obama, and George W. Bush.
I also assigned a new assignment due of Thursday, December 10th. The assignment is to write and recite a 2-3 minute speech where you are running for either local or national office. You are to address three important issues to your campaign and what you plan to do about each issue. This is a public speaking grade and I expect everyone to recite their speech to receive credit for the assignment. There will be a prize for the best speech in each class. Good Luck!

Monday, December 7, 2009

World History

Today in World history we learned about chivalry. After reading the article How Homecoming is Losing Out to Hanging Out ( http://air.wsj.com/public/article_print/SB119387563623178398.html) we discussed if chivalry is dead in the 21st century.

African American History, December 7th

Today in African American history we looked at industrialization as it created a new middle class. The emergence of a middle class allowed provisions that limited voting to only landowners was lifted; all white male citizens could now vote. This angered the southerners who saw the northern voting base rise as a result.

We also looked at two laws that applied to African Americans of the North; the Black Laws and the Fugitive Slave Law. The Black laws restricted rights for African Americans in housing, voting, integration, employment, and residency. The Fugitive Slave Law allowed runaway slaves who were caught in the North to be returned to the south and handed back to the master. There were many incidents where free African Americans were kidnapped and forced into slavery as a result of the Fugitive Slave Law.

Thursday, December 3, 2009

African American History, December 3

Video: Slavery and the Making of America: Part 3: Seeds of Destruction

What did Harriet Jacobs call slavery? Why?

How many slave children did the doctor Norcum have? What did he do with the children?

What is the contradiction between a pastor and his wife and a slave and his master?

Why did slave owners introduce Christianity to their slaves?

What happened in 1831 to change slavery in the South?

Where was Nat Turner’s rebellion? What was his profession?

What happened when White people got ‘afraid?’ Why?

Why did Harriet decide to run away?

Who was the typical runaway? Why didn’t women run away?

Why did Thomas Jefferson believe that slavery was near its end? What changed that assumption?

What was the affect of the cotton gin on slavery?

What was the purpose of using a different language in slave auctions?

What was the purpose of the Missouri Compromise of 1820?

What happened as the price of slaves increased?

What does it mean to be ‘sold down the river?’

How did slave owners view themselves during the ‘Cotton Kingdom?’ What professions did they take up in addition to owning plantations?

Tuesday, December 1, 2009

World History, December 1

We have spent the past two days working on timelines to compare and contrast the Byzantine, Russian, and Turkish civilizations. This was our first project grade of the quarter; all assignments should have been handed in (unless you were abesnt). We are going to spend tomorrow introducting the Middle Ages (pgs 352-357). Once we have completed the section, students will be expected to answer the following questions:

Name three effects if the Germanic Invasion?

What kind of new government arose during Rome’s decline?

What role did monasteries play during this period?

Who were Charles Martel and Pepin?

What was important about Charlemagne being crowned as emperor?

Monday, November 30, 2009

African American History, November 30







Here is the assignment that we started in class today. It will be do at the end of class tomorrow. Remember, you also have a paper due tomorrow (see previous blogs for assignment details)


Name _____________________ Date______________________

African American History: Understanding charts, graphs, and maps


Chart 1: Distribution of Slaves, 1790-1860

1. In which decade was there the greatest increase in slave population?


2. Draw a line graph to represent the number of slaves and the number of free blacks from 1790- 1860. Use two different colors. Use 4 million as the top point on the y-axis.
3. Was the gap between free blacks and slaves proportional or exponential over time? Explanation: Did the lines on the graph have the same slope (proportionate) or different slope (exponential)
Chart 2: Slave Population by state, 1790-1860

1. Which state had the largest slave population in 1790 and in 1860? Which state had the smallest slave population in 1790 and in1860?


2. How many states had slaves in 1790, 1820, and 1860

1790 -

1820 -

1830 –
3. Draw a graph to show the slave population 4 southern states - Maryland, Georgia, Virginia, and Kentucky. Use 4 different colors
4. How many slaves were ‘represented’ according to the 3/5ths Compromise? (refer to ‘all states’ column) in 1790? In 1820? In 1860? Explanation: take the number of total slaves and multiply that number by .6

1790 -

1820 -

1860 –
Please color this map to show the states that had slavery in 1790
Please Color this map to show the states that had slavery in 1860?

African American History, Extra Credit Opportunities






Philadelphia events commemorate John Brown's legacy

Please read this article from the Philadelphia Inquirer and attend at least one event honoring John Brown. Let me know about the ceremony, reception, concert, exhibit, etc. and you will receive five extra credit points. To see the complete listing of events please see the link following the Inquirer article.

http://www.philly.com/inquirer/local/pa/20091130_Phila__events_commemorate_John_Brown_s_legacy.html

http://www.moonstoneartscenter.org/johnbrown/

Wednesday, November 25, 2009

World History, November 25

Chapter 11 Review Questions - assignment worth 5 points towards assignment grade


The Byzantium Empire: Pgs 301-304

What were the names and characteristics of the four parts of the Justinian Code?

Which peoples attacked the Byzantine Empire? What part of the empire did they invade?

What two religions emerged from the split of the Christian Church?



The Russian Empire: pgs 307-313

According to The Primary Chronicle, how did Vladimir choose Byzantium Christianity?

How did Moscow’s location contribute to its growth?

What event marked Russia’s liberation from Mongol Rule?



Turkish Empires: pgs 314-317

What did the Turks take from the Persian culture?





*million square miles
** millions of people

Which Empire lasted the longest?


The Population of Byzantium was five times the size of which empire?


Which Empires existed in the year 400 CE?

What are 3 things that you learned from the Genghis Khan Video?

Monday, November 23, 2009

African American History, November 23-24







Questions to Answer:


1. What was the purpose of Jane Johnson’s trip north to Philadelphia?
2. Who was William Still and what was his involvement in this case?
3. What role did Passmore Williamson have in Jane Johnson’s liberation?
4. What were the consequences for the men who helped Jane Johnson and her
children?
5. What legal reasoning did Judge Kane use to imprison Williamson? What other
reasons were used to make this decision?
6. Why did this case become national news?
7. Why didn’t the federal Fugitive Slave Act of 1850 apply to this case?
8. How long did Williamson stay in prison? What was the final outcome of his
case?
9. What role did Jane Johnson play in the cases of Still, Williamson and the antislavery
movement?
10. Where did Jane Johnson and her children finally settle?

Friday, November 20, 2009

African American History, November 20

Writing Assignment:

Many problems encountered in society today can be traced back to historical origins. Please write a 1-2 page paper about problems of the African American society today and trace their origins or how you think the problems came about? I am looking for evidence of original thought, understanding of the ideas discussed in class, and an understanding of how the problems faced today stem from historic, systematic, and calculated decisions.

Due Date: December 1, 2009

Wednesday, November 11, 2009

Tuesday, November 10, 2009

African American History, November 10

Chapter 5 Notes:

After 1783 there was a growing trend in the North that favored emancipation. The Mid-Atlantic area also agreed but it took longer because whites were invested in the continuation of slavery.

The US constitution was a major force for the continuation of slavery. Key clauses helped strengthen the institution of slavery in the South

The emergence of the cotton industry (and invention of cotton gin) increased the need for slaves. Most of the cotton was exported to England who was the world’s largest supplier of textiles.

There was also new land for the United States. The Louisiana Purchase opened a debate about whether the new territory would permit slavery

Free black communities developed institutions to strengthen their standing. The first was the mutual aid society that served as a type of life insurance and also financed early abolitionist activity.

The Church served as the core of the African American community.

Black schools were supported by the church and mutual aid societies

By the 1790s there was a small black elite class in the North

Slave rebellions became more violent in the south and whites instituted new laws that limited the possibilities of an insurrection.

In the years after the War of 1812 there was an increased amount of friction over slavery in the new territories
The Missouri compromise (1820) was an effort to maintain sectional balance by allowing Missouri to enter the Union as a slave state and Maine to enter as a free state, while banning slavery north of the 36’30’’ line of latitude.

African American History, November 9th


Chapter 4 Review:


There was a war going on between France and England in the later part of the 1700s. England eventually won and France left the Northwest Territories in 1763.

The British needed money to pay for the war so they decided to tax the colonies. The colonies were used to self-government rebelled against the new taxes. The term ‘no taxation without representation’ comes from this period

The new taxes led to the creation of the Continental Congress. In July 1776 they wrote the declaration of Independence. It is important to note that DOI had separate rights fro Blacks and Whites.

The DOI was written during the time of the enlightenment and many African Americans assumed that the universal rights described by the founding fathers would also include Blacks.

The enlightenment shaped the careers of America’s first intellectuals

New institutions made science and literature more widely available and blacks took advantage the new opportunities

As the war began between the colonies and Britiain, African Americans had to choose a side; when the British offered freedom to escaped slaves who joined their army many joined their side

Necessity forced the Continental Congress to allow African Americans to serve and as a result African Americans in the north were given their freedom
Anti-slavery societies led by the Quakers (Pennsylvania) played a key role in freeing Blacks.

Friday, November 6, 2009

World History, November 6

If you are absent today, November 6th, you will be expected to know the following definitions. You may use the internet for definitions and analysis which will help you with further understanding the content. The vocabulary words will serve as an introduction as we begin chapter 10 in our textbooks

Allah
Muhammad
Islam
Hijrah
Mosque
Hajj
Qur'an
Sunna
Shari'a

If you are having any problems locating the definitions, you may email me at rschloss@philasd.org

African American History, November 6

To all my classes:

If you are absent today, November 6th, you will be expected to know the following definitions. You may use the internet for definitions and analysis which will help you with further understanding the content. Most of the words should serve as a review of what we have been learning over the past two weeks.

Abolitionist
Antislavery society
Shay’s rebellion
Fugitive slave act
Gabriel’s Revolt
Three-fifths clause
Cotton gin
Mutual aid society
Free African society
Prince Hall
Liberia
Toussant Louveriture
Missouri Compromise

If you are having any problems locating the definitions, you may email me at rschloss@philasd.org

Wednesday, November 4, 2009

Septa Strike day 2: African American and World History


For all those who are unable to make it to school today, we did not have any assignments to hand in. Instead of teaching the lesson I had planned, I am having students make up work that they may have missed. I imagine that there will be better attendance tomorrow and therefore will be treating tomorrow as a regular day. If you are unable to attend as the strike continues, I will post all notes/work/assignments on the blog. Remember, it is your job to do your work regardless of any outside circumstances!

Tuesday, November 3, 2009

Septa Strike!


Hello everyone,
As I am sure you are aware there is a SEPTA strike today.  Because I know that students are coming from all parts of the city I will be as accommodating as possible; if you are unable to attend school  I will have all of the resources available online along with the assignment.    This week we will take a close look at the City of Philadelphia in African American studies and in World History we are looking at the founding of Islam.  We will be completing the assignments in class and I expect those students who are out to keep up with the work.  The quarter is quickly closing and I want everyone to receive good grades!

Thursday, October 29, 2009

World History, Rome Quiz Review

We are going to work on a study guide that will dramatically help you for the quiz. While the quiz is not open-book or open-note, the questions will be very similar to the questions on the review sheet. Once you have completed the guide please, please look it over before you take the quiz.


Vocab: You will be responsible for knowing these words and why they are important.

Patricians
Plebeians
Senates
Tribune
Punic wars
pax romana
Apostles
civil war
Constantine

Multiple Choice, Short Answers, True/False Topics

What is the legend of Rome’s founding?

Who were the first people to live in Rome?

Why was a republic established in Rome?

Why was Rome’s location so important for trade

What was the cause for the Punic Wars?

What was the significance of the 12 tables?

Who was Hannibal?

Why did Rome fall? (6-8 sentences)

How did Christianity originate (6-8 sentences)

Tuesday, October 27, 2009

African American History, October 27

Today in class we looked at the early free black societies of the north. We read about the importance and contributions of the black church, schools, and societies. Our assignment is as follows: After reading pgs. 154-159 in the textbook, imagine you are a free black living in Philadelphia in 1805. Describe your daily life. Be sure to include any clubs or organizations that you are a part of, the role of the church, and the schooling process. The assignment will be tomorrow at the end of class and should be about a page in length.

African American Grades are up!

Caution: These grades are most likley lower than they actually appear. I included the video worksheet to the grades and I am well aware that a good number of students have yet to see the video. If you grade is very low, I can tell you how to raise it!


Monday, October 26, 2009

African American History, October 26

Today in African American history we looked at the constitutional convention in regards to slavery. The founding fathers purposely omitted 'slavery' from the constitution but there are many references including the 3/5ths compromise which counted a slave as 60% of a person. While a slave could not vote, the south was given a larger proportionate representation in congress because slaves were counted in the general census at a 3/5 fraction. This would become a contentious issue throughout western expansion and was eventually settled in the Civil War. Additionally the Slave Fugitive Act allowed slave owners to cross state lines to capture a slave. As we discussed last week, a slave who fought for the Continental Army received his freedom at the conclusion of the war if he was from the north; a slave from the south therefore could runaway to a northern state and assume a life as a black free man. The Slave Fugitive Act was put into place to discourage slaves from running away to the north.

Wednesday, October 21, 2009

African American History: Who is Crispus Attucks?


Describe Crispus Attucks Ancestry?

What was Crispus Attucks doing when the Boston Massacre occurred?

What was the punishment for the British soldiers?

What are two ways that Crispus Attucks is remembered today?

Tuesday, October 20, 2009

African American History, October 20

Today in class we looked at the colonialists grievances against Britain. After the 7 Years War Britain had amassed debt and looked to the colonies for revenue. The colonialists were not happy and set up the Continental Congress to oppose new taxes. The product, the Declaration of Independence, included the phrase , 'unalienable rights of life liberty, and the pursuit of happiness.' We see however that these statements by the founding fathers seem contradictory to the practice of slavery; the colonies look to emancipate themselves from Britain under the premise that man is free, yet colonialists are unable to part from the practice of slavery.

African American History, Homework Oct 20


Senate Denies D.C. Voting Rights
'Taxation Without Representation' Rally Cry Falls on Deaf Ears

A slogan from the Revolutionary War is alive and well in the nation's capital. ..


Continue reading here.... http://www.abcnews.go.com/Politics/Vote2008/Story?id=3615082&page=1#






Monday, October 19, 2009

World History, October 19

Today in World History we are looking at Rome from republic to empire. Our assignment is to answer one of two questions:

How did Rome move from a Republic to an Empire?

Describe daily life in Pax Romana-era Rome?

Students will read the corresponding section of the textbook and outline the main points and supporting details. There should be 3 main points and at least two supporting details for each main point.

Example of the assignment:

MP1: Economic Turmoil led to the decline of the republic
s1: bigger gap between rich and poor meant uneven power among citizens
s2: Civil War Broke out

will evolve into:

One major reason for the decline of the Roman republic and the rise of an Empire was economic division between classes. Under the republic there was equal representation by the Senate and Tribune. As the Rich got richer they did not want equal representation. A civil war eventually broke out as the economic turmoil proved too difficult to reconcile which lead to the rise of the Empire.

Thursday, October 15, 2009

African American History Quiz Review

I have included highlights from the sections of reading based on your presentations. I want everyone to study this sheet and also Black Restistance and Rebellion that we will learn about tomorrow. The Quiz will cover African-American history 1700-1750:





  • The Great Awakening


  • The African-American Impact of Colonial Culture


  • Language, Music, and Folk Literature


  • Black Women in Colonial America


  • Black Resistance and Rebellion


Wednesday, October 14, 2009

African American History, October 14

In First Lady’s Roots, a Complex Path From Slavery
By RACHEL L. SWARNS and JODI KANTOR





WASHINGTON — In 1850, the elderly master of a South Carolina estate took pen in hand and painstakingly divided up his possessions. Among the spinning wheels, scythes, tablecloths and cattle that he bequeathed to his far-flung heirs was a 6-year-old slave girl valued soon afterward at $475.
In his will, she is described simply as the “negro girl Melvinia.” After his death, she was torn away from the people and places she knew and shipped to Georgia. While she was still a teenager, a white man would father her first-born son under circumstances lost in the passage of time.
Continue here: http://www.nytimes.com/2009/10/08/us/politics/08genealogy.html

World History Homework, October 14


Oldest Skeleton of Human Ancestor Found
Jamie ShreeveScience editor, National Geographic magazine
October 1, 2009


Move over, Lucy. And kiss the missing link goodbye.
Scientists today announced the discovery of the oldest fossil skeleton of a human ancestor. The find reveals that our forebears underwent a previously unknown stage of evolution more than a million years before Lucy, the iconic early human ancestor specimen that walked the Earth 3.2 million years ago.

Attention African American History Students:

I tried to calculate your grades last night but it quickly became evident that I was wasting my time because of all of the work missing in 3rd and 5th periods. All missing work (with the exception of the video assignment) needs to be made up by Monday, October 19th. After Monday all missing grades will become a '0' in my gradebook. Get your work done! I have incomplete projects on my desk and missing assignments available online. It is very hard to pass the class if you do not do your work regularly, remember 100+100+100+0 = 75% average.

Tuesday, October 13, 2009

Periods World History Grades as of 10/13/09







You may ask yourself, why are my grades so low? Chances are you are missing assignments and therefore have a '0' instead of a grade. See me asap to get things sorted out asap!  Click on spreadsheet to magnify.

African American History, Oct 13,15

In African American History we have divided the class into 4 groups. The groups will spend one day researching either the Great Awakening, language, music, folk literature, African American impact on colonial culture, and black women in colonial America. Tuesday will be spent in groups reading the materials, synthesizing the information, and preparing to share the information with the class. Wednesday is a shortened day and I will have mercy on my 10th graders who take PSATs. On thursday the students will share the important information of their assigned topic to the rest of the class in a graded presentation. Students will be responsible to record the notes of the other presenting groups. On Friday we will have a short quiz on the information.

Easiest Extra Credit Assignment of the Year!


For all of my classes I am offering 5 extra credit points towards class participation/homework grade. All you need to do is sign up for the blog to receive updates. It's that easy, since you have found the blog you are already half way there! In order to join just click on the link in the upper-right-hand corner. I will check back after school on Friday and add points to all those students who are wise enough to take advantage of this 'assignment.'

Thursday, October 8, 2009

How did the evolving economy of the British colonies come to depend on a race-based system of slavery?

Notes from class:

In the early Jamestown colony there were indentured servants – a European tradition mostly white, but also Africans

Blacks and whites indentured servants worked and lived together

Virginia soon proved to have a perfect climate and soil for Tobacco production - 1630 Virginia was producing over 1,500,000 pounds of tobacco per year. The majority was exported to Europe.

Free blacks were entitled all of the same freedoms that free whites had – owned land, lent money, sued in courts, served as jurors

The British elites viewed Africans as ‘alien’ and treated them differently – poor whites did not

British establish Chattel Slavery

1640-1700 labor changed from mostly white indentured servants to black slaves

British already had a history of chattel slavery from the Islands where they grew sugar –viewed other people as inferior

British gained control of the transatlantic slave trade

African slaves were first imported to America in the 1700's to help with tobacco production.

The more tobacco that was produced, the more slave labor became necessary

Slaves were now property of their masters for life – different than indentured servants (see John Punch from movie)

Blacks were sold at higher prices because they would serve for their entire lives

By 1660s the colonies had seen slavery as the natural condition of black people

This was the beginning of a two-tier system based on race

House of Burgesses (Virginia’s Government) affirmed that a child’s status would follow the mother

By 1700 African slaves had the same rights as livestock but unlike animals they were also responsible for their transgressions

Wednesday, October 7, 2009

African American History, missing work? Here you go


It has come to my attention (and my grade book) that a number of students have not completed and submitted the Olaudah Equiano in-class assignment. We are moving ahead but it is still important that the assignment gets done! The interim reports will reflect that I have not received the assignment but if you get it done, your quarter grade will include the assignment. I have attached the website that I took the excerpts of the primary source document and also the questions that you are responsible for answering. please, please, please, hand in your work!

Excerpts of The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa the African (London, 1789).

http://www.newsreel.org/guides/equiano.htm#They

Questions to Answer

1. Describe the Oloudah Equiano's family

2. Describe how Equiano was taken into slavery

3. Describe Equiano's Captors

4. What were a few of the sights that Equiano experienced?
5. Describe one episode of cruelty on the Slaver

6. Describe one way in which the crew prevented the slaves from rebelling

7. Describe Equiano's first encounters with Planters (know the def. of a Planter)

8. What did the old Africans tell Equiano once he reached harbor?

9. What was the firs think that struck Equiano when he came to land?

10. Describe the process of buying slaves as told by Equiano

African American History Extra Credit (October-December)


Here is an extra credit assignment that you may complete anytime this quarter. You will receive upto 10 extra credit points for each book that you read if it is about African American History. Before you begin, let me know the title so that I can approve the book. Once you have completed the book, please write a one page reflection. You have the ability to read multiple books for extra extra-credit.

Tuesday, October 6, 2009

African American History, October 6


This week we began looking at slavery in the first British colony. The indentured servant model of slavery was imported from Europe. Under the system, people would become slaves for a certain number of years before becoming free. There were Africans in the original Jamestown colony but they were the small minority. Indentured servitude turned to Chattel Slavery – the ownership of a person for a lifetime – as the tobacco industry flourished. The growth of slavery in the British colonies also corresponded to the British’s control over the transatlantic slave trade. There was also a shift in laws that discriminated against Africans in the colonies. Blacks could no longer convert to Christianity, a major setback because a Christian could not enslave another Christian. There was also a law passed that stated all children of African women were now property of the woman’s owner. Today we are watching Part one of the movie Slavery and the Making of America.

World History Greece Quiz Review

Greece was populated by a number of city-states. We looked at different types of government; monarchy, aristocracy, oligarchy, and democracy. You should know the characteristics of each. Athens had a direct democracy system of Government. Citizens who served in the senate could propose and vote on laws directly. When the founding fathers were looking for a type of government for the United States, they relied upon the Athenian model of democracy. You should have in your notes the similarities and differences between the American indirect democracy and the Athenian direct democracy. Sparta was an example of an oligarchy - a city-state dominated by the military. To halt possible revolts by the Helots, Spartan men served in the army from age 7-60. The Persian War unified the armies of Athens and Sparta to create the Delian League of Nations to protect Greek interests.

Monday, October 5, 2009

African American History Writing Assignment

Using your notes please write approximately one page to answer the following question: How did the evolving economy of the British Colonies come to depend on a race-based system of slavery? The Paper is due on Friday, October 9th. It may be typed or hand-written. Please check the blog daily in the African American History section for support.

Sunday, October 4, 2009

World History: Extra Credit Opportunity!

For all World History classes you have an opportunity to earn some extra credit and boost your grade. All you have to do is watch the movie '300' and tell me what you think was historically accurate in the movie and what was embellished (made up for entertainment's sake). Please hand in this assignment no later than Friday, October 9th. For more information about the movie see http://en.wikipedia.org/wiki/300_movie

Friday, October 2, 2009

World History, October 2nd



Today in World History we are looking at the Athenian model of democracy and comparing it to our own. The founding fathers looked to classical civilizations when creating a new government system and preferred the Athenian model. Unlike a monarchy, which we learned about yesterday, the founding fathers preferred a system that gave the governing powers to its citizens. Several tweaks were necessary to accommodate life in the 1700s but on the whole there were many similarities. These similarities included political powers exercised by the citizens and three separate branches of government. We also learned that when Washington DC was being built there were architectural similarities to Athens, which looked to invoke the democratic ideals through a physical representation. The top photo is the Parthenon in Athens. Below is the United States Supreme Court Building.

African American History Chapter 2 Review

Here is a review of what we learned in Chapter 2 of African American History.

Section 1:
The Atlantic slave trade has its origins in Western Europe’s expansion that began in the 15th century
When Portuguese travelers arrived in West Africa, they found a thriving slave trade, fuelled by demand for slaves in Muslim countries
Europeans became new consumers in the trade
The cultivation of sugar in the new world provided an important stimulus for the rapid expansion of the slave trade between Africa and the Americas

Section 2:
Many of the Africans who were shipped to the Americas were enslaved as a result of the warfare that accompanied the formation of West African States
Captured slaves were marched to coastal factories where they were [processed before transportation to the Americas
Conditions on board slavers were horrible and many slaves died during the long voyage, most from disease
In addition, female slaves were subject to the sexual predation of sailors. Slaves frequently rebelled or committed suicide, taking one last opportunity to control their own fate.

Section 3:
As slaves ships arrived at their destinations, crews prepared their human cargo for sale, doing what they could to make the slaves look as strong and healthy as possible
Once sold, slaves were assigned to work in gangs and endured seasoning, a disciplinary process designed to turn them into compliant and effective laborersDespite the best efforts of planters, slaves were not completely de-socialized by transportation and seasoning. They retained elements of their culture and reinforced these elements through the building of relationships with their fellow slaves

Thursday, October 1, 2009

October 1, 2009


Today in African American History we looked at primary source documents. We first saw various scenes of the middle passage. These images included slaves taken to port, the branding process, abuse aboard the slaver, and the inspection process where slaves were sold. We also read excerpts of The Interesting Narrative of the Life of Olaudah Equiano, written in 1789.

Wednesday, September 30, 2009

September 30, 2009

It was wonderful to get to meet so many parents last night. Apparently it was the largest turnout in quite awhile. You are welcome into my classroom whenever you'd like.

Today in World History we are looking at the different styles of government in Greece. We established yesterday that due to Greece's rugged geography a number of separate city states emerged with their own distinct style of government. Yesterday's homework asked the question how does your geography shape who you are? Today in class we looked at the different systems of government including monarchy, oligarchy, tyrants, and democracy. We discussed the different characteristics of each. For homework the students are expected to write about the differences between a direct and indirect democracy and then explain which they believe to be better of the two.

In African American History we looked at life after the long journey for the African Slaves. Once they arrived on one of the many islands of the Carri bean, they would be able to rest up so as to increase their value (a healthier slave would fetch more money). Once a slave was sold they would start the 'seasoning' process. Seasoning consisted of becoming accustomed to the duties of the plantation, learning European languages, and receiving new Christian names. We also looked at why the Atlantic slave trade was abolished in 1807; there were moral grounds in the abolitionist movement and also England was shifting economic systems from the plantation system to the industrial system. It is important to remember that the money gained from slave trade and plantations in the colonies would ultimately be used to finance the industrial revolution. Students should be working at home on their assessments that are due on Friday.

Tuesday, September 29, 2009

Welcome to Room 606!

Welcome to room 606. My name is Mr. Schloss and this is my first year at Bok Tech. I look forward to interacting with my students and also with parents to make this a wonderful year! I can be reached at anytime via email rschloss@philasd.org

World History 1,2

Week 1
In our first week we looked at the origins of Mankind. We looked at Lucy, named after the Beatles song ‘Lucy in the Sky of Diamonds.’ We saw that Homo erectus was the first to leave Africa and how as our brain grew in size we were capable of performing more tasks like making tools and cultivating plants. During an Ice age we discovered how our first ancestors arrived to North America.
Week 2 In week two we learned that the ability to grow crops made life easier for us and as a result civilizations form. The spread of agriculture allowed early civilizations to have specialized labor that would benefit everyone. We saw similarities and differences in the four early civilizations (Mesopotamia, Egypt, the Indus Valley, and China) and compared and contrasted the different political, social, and economic attributes of each civilization. We illustrated the characteristics in the form of a graphic organizer.

African American History
We began examining African American history from the origins. Students looked at the six major kingdoms of West Africa and compared and contrasted the different political, social, and economic elements of each. Some important attributes included religion (Christian, Islamic, Pagan), systems of rule, and the vast natural resources that made some kingdoms so wealthy.

In our second week we looked at how slavery changed once the Europeans arrived to trade with Africa. Slavery had become necessary in the colonies of the new world and unlike African slavery made up predominantly of women and children, men were needed to harvest crops. We saw how slaves were captured, brought to port, held in factories, and the difficut journey aboard the slavers to the New World.

The assessment for the chapter is a narrative created by the students. The prompt reads: Imagine you are an African living in the interior. In 1-2 pages, typed, explain your trip to port, your experiences at sea, and what you encountered in the New World. Utilize the objectives and at personal incite. Incorporate as many facts as possible. The assessment will be due on Friday, October 2nd!

Objectives for weeks 1 and 2:

How did the arrival of Europeans affect Africa?
How was the slave trade different in Africa?
How did European demand for crops impact the slave trade?
Describe living conditions during the 'middle passage?'
What happened to Africans during the voyage across the Atlantic?
How did Africans resist captivity?
What was life like for women aboard the journey?