Tuesday, May 18, 2010
1. Describe the type of person who moved as part of the great migration (age, sex, location, history, motivations, etc)
2. Please write down at least three factors behind the great migration
3. Describe the founding of the NAACP
4. What was the fundamental difference between Booker T. Washington and W.E.B. Dubois?
5. Why were the reasons why the Ku Klux Klan was so successful in the 1920s?
6. Describe what happened in 1978 at 33rd and Spring Garden St. (hint: MOVE)
Immigration was at a very high level in the 1920s
contributed to racism - how? because everyone is competing for jobs
New ‘scientific’ reasons for racism studies of Eugenics
Birth of a Nation - silent movie that glorified KKK - got very popular (remember the march on Washington)
Who did the KKK hate?
NAACP used legal system to try to protect rights and equality - lynching was first
UNIA (Marcus Garvey) United Negro Improvement Association
preached black nationalism (started ferry line)
The great migration led to many AAs leaving to the north - better jobs, better education
Northerners did not like the great migration - more competition for jobs - changed racial balance
Unions did not allow blacks to join - had to make their own - A. William Randolph
Harlem Renaissance - a product of the great migration - music, art, literature, poetry
what provoked the MOVE uprising in 1978?
Monday, May 3, 2010
In the early 20th C. there were progressive reforms (looking out for the little guy)
example today: minimum wage
Black leaders looked to overcome challenges
Booker T. Washington - wanted Blacks to be educated - founded Tuskeegee Institute
W.E.B. Dubois - wanted blacks to stand up for rights and demand political and legal equality
1909 - NAACP founded. result of Springfield Riots -led whites
Washington was against the NAACP
Beginning of 20th C. there were many race riots.... violent - often an excuse for violence
The great migration led to riots too
1910-1940 1.75 million AAs moved North, known as great migration
Biggest communities were Chicago, New York
Caused friction in the new cities
Tuesday, March 16, 2010
Monday, March 15, 2010
* Rome's Rise
* located at the midpoint of Italy
* Romans borrowed from Greek and Etruscan (natives) culture
* Location was good for trade
* Romans overthrew King - he was a bad ruler
* Rome became a republic - people have power to choose leaders and govern
* Republic was a compromise of rich and poor
* patricians - rich people
* plebeians - poor people
* plebeians - ruled in an assembly
* patricians - ruled in tribunal
* basis of law was based on 12 tables
o first time rules are written down
o all free citizens have the same rules
If the republic was in deep trouble they could elect a dictator - absolute power
* Spread of Empire
The Roman Legion was the Army that conquered territory for Rome
Taxes from other places would go to Rome - more Roman Citizens
In 150 years, Rome conquers Italy
More land means more trade! more trade, more $$$
* War with Carthage
Carthage jealous - they were the trading power in the region
began a war with Rome
Think drug kingpins - blocks and corners, soon a turf war
264-146 BC - Punic Wars
Rome destroys Carthage and becomes the major influence in the region
Takes slaves and becomes Roman Territory
* Jesus born in Israel under Roman Rule
* 4-6 BC
* Began to preach against the Jewish ideas
* crucified by Romans (good friday)
* Apostles kept the word of Jesus called it 'Gospel' - good news
* Paul responsible for growth of religion
* 'Christians' began preaching universal acceptance - anyone could follow Jesus]
* Christians were martyred
* Eventually Rome (Europe) would become a christian continent under
* Fall of Rome
Civil War weakens Rome
Allows Julius Caesar to take control -famous war hero (dictator)
Killed because they feared he would be too powerful
Augustus Caesar takes over - takes the name Emperor 'the exalted one'
Roman empire ruled by one man
Pax Romana - Roman Peace
80 million people enjoyed wealth and prosperity
Used one common coin throughout empire
see chart for 'fall of empire' for last part of quiz
Wednesday, March 10, 2010
Tuesday, March 9, 2010
Imagine you are an immigrant who arrived to America in 1848. It is now 1860 and you are living in either New York or South Carolina. You are going to write a letter to your family in the old country to tell them about the political, economic, and social situation of the United States. You will explain to them that why you believe that war is inevitable (upcoming). Please take the side of the North or South (depending on where you live) to explain why you believe a war is in America's future.
French Revolution: pgs 651-5
Please answer the following questions about the French Revolution found in Chapter 23. You must write in complete sentences to receive full credit for your answer. DO NOT COPY FROM THE BOOK!
1. What were some of the problems that France encountered just before the Revolution?
2. Please describe France’s three Estates?
3. What were the grievances (complaints) of the Third Estates?
4. What characteristics did members of the Third Estate want in their government?
5. Why was France’s economy in trouble?
6. Why was there a meeting of the Estates General?
7. What was the Tennis Court Oath?
8. Describe the Great Fear?
Monday, March 8, 2010
Friday, March 5, 2010
This assignment will last for three days. The first day students will read the play as a class to familiarize themselves with ther story. The last two days students will be working in two groups to put on their rendition of the play provided. The assignment will conclude with a competition as the two groups perform the same play. There will be three judges to declare the winner. The winning team will receive a group grade of an A.
There will be a total of 3 grades that will be averaged together. The grades are on group cooperation and participation (I will make my way around the auditorium to grade), a group presentation grade, and also an individual grade.
85 + 95 + 88 = 89 final quiz grade
I will be grading the play on the criteria of originality, participation, and accuracy. I want you to make the play ‘your own’ without changing the plot (course of history). Good Luck!
Monday, March 1, 2010
1. Which voyages gave Europeans new knowledge of the world?
2. What are colonies?
3. Why did Columbus travel west?
4. What were the goals of Columbus’ expedition?
5. What was the main economic activity of New France?
6. In Which two places did English Colonists settle?
7. Who was responsible for the Atlantic Slave trade?
8. Why were slaves brought to the Americas?
9. What was the triangular trade?
10. Please give testimony of Queen Isabella or King Ferdinand on why Columbus went to the new world
Tuesday, February 23, 2010
Do you see similarities between John Brown and the actions of the pilot that flew his plane into the IRS building in Austin, TX.
for further reading:
Sunday, February 21, 2010
View John Brown's Philadelphia in a larger map
Monday, February 15, 2010
Christopher Columbus has just been arrested of Killing the Native population of Hispaniola and indirectly the native peoples of the Americas. The accusations are very serious and he may face the death penalty. The prosecution seems to have a very strong case and after 500 years have decided to take the case to trial. They have seen how diseases from Columbus’ crew played a huge role in the genocide of a whole group of people. They also believe Columbus had the intention to rob and steal from the native population.
He has hired the best lawyers in town and they happen to be here in the classroom. They will attempt to show that Columbus was just doing his job as ordered by the King and Queen of Spain. He got lost on his way to India and he did what anyone else would have done.
The prosecution has natives who have survived and will testify as witnesses. The prosecution will coach and train the witnesses so that they are convincing to the jury that Columbus was a murderer. The prosecution also has a history expert to explain his evidence that may prove the prosecution’s case. They will be expected to explain to the jury what happened following Columbus’ arrival in the new world.
The defense also has a list of witnesses. The first is his own crewmen. They sailed with Columbus risking everything in pursuit of fame and fortune. In sum, they are Columbus’ boys and willing to do anything to beat the case. In addition King Ferdinand and Queen Isabella of Spain are also going to be testifying. They will explain the nature of the trip, why they paid Columbus to take the trip, and other revealing questions which could decide the outcome of the case.
I will be the judge and I run a tight ship! You are expected to be on your best behavior while court is in session to help me I have my bailiff.
The most important part of the trial is the jury. This is a group of odd number people who actually decides the case. While the judge conducts the courtroom he does not make any of the decisions regarding the outcome. It is important for the jury and both sides to remember that according to the United States legal system Christopher Columbus is innocent until proven guilty! After the proceedings the jury will meet and decide Columbus’s fate and if he is found guilty they will also be responsible for his penalty.
Over the next few days you will be working individually and in groups to arrange a strategy. The grade will be for participation and good behavior may result in a rise in you participation grade. I also expect good attendance.
Hello to my world history classes! It has been a long time but not many school days since I have updated the blog. We have just finished studying the Renaissance and Reformation (1300-1600) and we saw how the Church abused its power and a new movement (under Martin Luther) looked to reform the Church. We recently had a lesson where students drew a map of Europe in 1600 to show the different types of Christianity that were forming in different countries. We also saw that in the Renaissance there was a yearning to return to the 'glory days' of classical Greece and Rome. Artists, scientists, philosophers, inventors, writers all prospered during the Renaissance. Because we have finished taking the test for the Renaissance and Reformation I will supply notes to any student interested but I will not be posting them online.
Monday, January 18, 2010
Section 3 looks at the colonization movement. The American Colonization Movement was a southern-led effort to encourage African Americans to immigrate to Africa. Abolitionists initially accepted this idea and the first group of African Americans landed in Liberia in 1821. The idea did not take off as expected and there was only a small percentage of African American population who left. Those who left met obstacles, in language, culture, and the native population.
The Quakers were the first group to form a large abolitionist society called Society for the Promotion of the Abolition of Slavery. It was established because slavery went against their religious beliefs. In the early abolitionist movement there was only limited success because black and white abolitionists did not work together, there was economic consequences, ending slavery did not equate to equal rights, and most abolitionists lived in the North, far away from the slavery of the South. In conclusion, the abolitionist movement took elements of Second Great Awakening and the Benevolent Empire to establish the framework for a more biracial and wide-ranging antislavery movement.
Today we began Chapter 8 in our textbooks focusing on the abolitionist movement. Section 1 explains the background of the abolitionist movement; political maneuverings, economic changes, and important issues that the nation was forced to confront. It also liked at the Second Great Awakening, the rise of evangelism which sought to convert African Americans to Christianity. The abolitionist movement became a larger organization under the umbrella of the Benevolent Empire, a network of church-related volunteer societies. We defined an Abolitionists as people who favored doing away with or abolishing slavery in their respective states and throughout the country
In our last assignment of the quarter we looked at biographies of five people considered to be ‘masters of the Renaissance;’ Raphael, Shakespeare, Galileo, Gutenberg, and Michelangelo. Students were to read the biographies and discover in what fields theses masters worked (philosophy, science, art, astronomy, etc), their key works, personal details, and why they continue to be called geniuses today.
Stay tuned for examples of student work!
In the last two days we looked at how the Renaissance moved to Northern Europe, particularly England, Germany, France, and Flanders. The northern humanists were critical of failure of the Christian Church to inspire people to live a Christian life. They were not totally accepting of the Church and aimed to reform society. Christian humanists as they were called, promoted the education of women and founded schools attended by both boys and girls. Italian artists left Italy in the late 15th Century because of war and began working throughout Europe incorporating their styles into European culture.
This week we are moving continents, away from the Americas and back to Europe for the Renaissance (1300-1600). We learned that the Renaissance began in Italy because of city-life, a wealthy merchant class, and a wish to return to the Greek and Roman classics. We also looked at how life moved from the religious (Middle Ages) to Secular. We defined humanism as an intellectual movement focused on man’s potential and achievement. In the Renaissance artists began to paint for patrons and created lifelike art writers began to write in the vernacular (common language of the people), and we also looked at how Tupac’s death and conspiracy rumors are directly related to Machiavelli, a writer who suggested that a ruler may gain an advantage by faking one’s death.
Hello and welcome to 2010! I hope everyone had a happy and safe New Year’s and everyone is back and ready to finish up the second quarter strong. This week we are finishing up our chapter on the Mayas, Incas, Aztecs, and North American tribes. In lieu of a test we will be working on a graphic organizer to compare the government, social characteristics, religion, and geographic areas of each culture.
Stay tuned for examples of student work!
Today we finished the movie Queen, The Story of an American Family, the life story of a young slave girl named Queen. The movie illustrates the problems faced by bi-racial slaves in America. I hope that everyone understood howe Queen struggles to fit into the two cultures of her heritage, and is at times shunned by both. Below is a link for to a very good site that gives a summary of the movie, scene-by-scene, in case you were absent.