Updates: 6/11/13 and 6/12/13

Yesterday (6/11/13) and today (6/12/13) we worked on our Immigrant Guides to the west and studied for our final exam.

Class: 6.7.13 + 6.10.13 and Smithsonian Quest

On Friday (6/7/13) we worked on our Immigrant Guides to the West again. Today in class (6/10/13) we presented our Smithsonian Quests.

Smithsonian Quest “Dirt Detective" Reflection:

Issued to:	charliespinale
Badge issued by:	Smithsonian Quests
Badge awarded by:	10th Grade
Badge Issuer Contact:	smithsonian@learningtimes.com
Issued on:	June 10, 2013
Also issued to:	5 others

 

For the Badge I completed all of the Quests for the Dirt Detective section. For the first section titled “dig it”, I listed to a conference that expanded my knowledge of soil. I use to think that all soil was the same everywhere you went but I learned that is not true. Soil is different everywhere and is very unique. In different ecosystems soil contains different components such as water, air, and minerals. The soil in some places in the world is good for farming while other places it is horrible for farming. Prairie soils have a dark surface layer and are rich in minerals. They form in grasslands all over Earth’s middle latitudes. Forest soils are light gray, and are rich in aluminum. Organic soils are dark colored and rich in decomposed organic matter. They form in poorly drained lowlands like a swamp or wetland. Desert soils form in arid settings and are rich in calcium carbonate. Lastly, Tundra soils have a dark organic-rich upper layer. They also have a mineral rich layer over frozen ground. Soils basically develop the way they are due to their climate. An interesting thing I learned from the discussion is that when there is no rainfall, rivers still flow because of the water contained in the soil. The next quest I did was titled “eat it”. In this quest I found edible plants that grow in my area that I could find in a local grocery store. I listed things such as lettuce, beets, tomatoes, potatoes, celery, etc.  After the grocery list I did a quest called “build it” in this quest I took a picture of a local construction around me and found out how the soil was being changed because of the construction. The soil has to be moved around and changed for the needs of the construction. I learned that soil specialist have to come in before a construction and determine if the soil can hold structure that will soon be built. For my last Quest to complete this badge I did “analyze it”. In this Quest I found out what the typical soil composition was like in my area. I learned that the soil in my town is called the Ridgebury series soil. This soil is best known for its poor drainage capacity. Over-all I thought the Triton 16% Smithsonian Quests were a good idea that Mr. Boyle incorporated into class. It allowed students to pick what they wanted to learn for a change. I think that it’s very important that we have opportunities like this because it’s nice to make your own decisions in what you’re learning about. It will prepare us for college when we have to pick what we’re going to major in and that decision will completely change our lives.

Documentary MLA Sources

Charlie Spinale

F period

6/9/13

MLA Format Sources

"Abraham Lincoln." Http://www.nps.gov/. N.p., n.d. Web. 5 June 2013.

"George Washington." The White House. www.whitehouse.gov, n.d. Web. 05 June 2013.

"Abraham Lincoln." The White House. Www.whitehouse.gov, n.d. Web. 09 June 2013.

"George Washington Timeline." George Washington Timeline. Datesandevents.org, n.d. Web. 09 June 2013.

"My Ántonia." Shmoop. Shmoop.com, n.d. Web. 09 June 2013.

"Atticus Finch." Shmoop. Shmoop.com, n.d. Web. 09 June 2013.

Dekoelie. "American Anthem." YouTube. YouTube, 31 Oct. 2006. Web. 09 June 2013.

What does it mean to be an American?- A Documentary Project

Class: 6/4/13 and 6/5/13

Yesterday (6/4/13) we worked on our “Immigrant Guide to the West” which are due June 13^th. Today we worked on our Smithsonian Quest which we will be presenting on Monday.

Class Updates: 5/31/13 and 6/3/13

On Friday May 31^st we worked on our Immigrant Guide to the West projects. This is our final assessment for American Literature Honors and American History Honors. For this guide we will be making a guide book for immigrants as they are going west, this guide will help them prepare for life on the frontier. There are several parts to this project we need to complete. First we need a section with specific vocabulary words and phrases that an immigrant would need to know to be successful in the frontier. Next we need information on how to build a shelter and then advice for farming on the frontier. After this we need a section on advice for meeting locals and adapting to the new community. The next section is about some big threats that’s immigrants will face in the frontier. After this section we need to make something about safety in the frontier. Next will be a section on Myths and reality in the frontier. Lastly, you need to add anything else you want to include in the guide. Today June 3^rd we did not have class due to the half day.

Updates: 5/29/13 + 5/30/13

Yesterday (5/29/13) we completed a review chart on United States Diplomacy and the world. We reviewed the Monroe Doctrine, the Platt Amendment, the Roosevelt Corollary, Dollar Diplomacy, and Moral Diplomacy. For each one we found evidence of the United States acting as good neighbor or Evidence of the United States acting as an Imperial Power. For the most part the United States was acting as an Imperial Power under these policies. The United States was extending these countries powers and influences through diplomacy and military force.

Today (5/30/13) we had a debate about the Bush Doctrine. The Bush doctrine was created after the 9/11 attacks in 2001 by the 43rd President of the United States, George W. Bush. The Bush Doctrine has 3 revolutionary ideas: U.S must remain world’s only superpower, unchallenged by any other nation, U.S may need to attack an enemy first in self-defense,  and U.S will, if necessary, act alone to confront and eliminate threats to American security. After the debate I decided that the Bush Doctrine should not be allowed as a foreign policy because it allows the United States to go into other countries because we deem it necessary even though there is no need to.  

U.S Intervention in Haiti

Charlie Spinale

5/24/13

F period

U.S Intervention in Haiti

Question: What do many Americans in Haiti think of Haitians, and how do they (Americans) treat them (Haitians)?

                The United States has a false conception on the Haitian people, Americans view the Haitians as “Barbaric”, “incapable of advancement”, and “unfit to govern themselves”. Most Americans consider the Haitian people as ignorant, when they themselves are ignorant to the truth of them.

                The city of Port-au-Prince is one of the most beautiful and tropical city known in Haiti. Americans are surprised to see such an incredible city in Haiti and they believe the only way the city is this way is due to the “American Occupation”.  This theory is wrong; this well-kept city was completely created by the intelligent hands of the Haitians who spent years creating a sweeping habit to keep the city so clean. In the rural districts women are noticed carefully sweeping their yards until they were clean as a floor. Although the Haitians are dressed in rags, this is all they can afford, and their clothing is washed frequently. Haitians quality of clothing may be a reason Americans views them as dirty people even though the clothing is always cleaned and a dirty Haitian is very rare. Haiti may be not considered a clean country, but statistics can change American conceptions. Haiti imports more soap per capita than any country in the world. Three of the largest soap manufacturers in the U.S have headquarters at Port-au-Prince. Americans also have a theory that Haitians are lazy, this theory is completely false.  Travelers are struck with disbelief when they see thousands of Haitians with the produce of their farms and gardens on their heads. Another false aspect Haitians are accused of being is ignorant and degrading. The Haitians were studied and they are kind, courteous and hospitable people who live a simple life. Their simple lives lead to a life almost completely free of crime and horrible things like prostitution.

                The Haitians are truly kind people who live a simple life. Americans treated them horribly and butchered thousands. During the “American Occupation” in Haiti Americans did nearly nothing to benefit Haiti's people. Only three things were found to benefit the Haitian people in the time of the “American Occupation”. There were improvements to the public hospital at Port-au-Prince, enforcement rules on sanitation, and lastly the building of the great road to Cape Haitian. The building of this road was completed due to horrific forced labor. Haitian men were taken from country roads and off their farms and forced to work. They were kept in locked compounds where they were held under their will and brutally beaten. Many Haitians escaped to the hills and planned to rebel. The United States made no effort to improve education they didn't even make the effort to send American teachers to help in impoverished school areas. The “American Occupation” was a complete udder failure. Nothing that the United States did in Haiti justifies it's military occupation there.

                The United States clearly does not understand the Haiti people for the courteous simple people that they are.  We have carried American prejudice to Haiti. The American military occupation in Haiti was a failure. There are only a few examples were America was benefiting the people of Haiti and within those examples we have taken advantage of the them and butchered thousands, the “American Occupation” in Haiti was degrading towards our country and how people view us. 

Breaking Barrier Project Video: Oprah Winfrey

http://www.youtube.com/watch?v=qqFsiDpzvnk

Class: 5/23/13 + 5/24/13

Yesterday (5/23/13), we went to the computer lab and worked on worksheets about United States intervention in Haiti and Latin America. The United States was mainly involved in Central America and the Caribbean due to financial issues and they were interested in building a canal. Most of these Caribbean countries at this time were politically unstable and impoverished. We also viewed pictures of Mexico from the revolutions. The revolution affected the people of Mexico greatly. There were barricades set up everywhere, people had to go to charity facilities, and citizens were forced to deal with all aspects of war that was surrounding them. Today (5/24/13) we worked on our Triton 16% Smithsonian Quests. 

Class Updates: 5/21/13 and 5/22/13

Yesterday (5/21/13) and today (5/22/13) we worked on worksheets about the Monroe Doctrine and Roosevelt Corollary. The Monroe Doctrine was a policy of the United that said any efforts by European nations to colonize land or interfere with states in North or South America would be viewed as acts of aggression. The Roosevelt Corollary states that the United States will become involved in conflicts between European Nations and Latin American countries to enforce claims of the European powers. Instead of having the Europeans press their claims directly.  We examined each part peace by peace, found key words, and summarized it in our own words. We then put everyone’s summary of each section of the document together. 

Class: 5/17/13 & 5/20/13

On Friday (5/17/13) we shared the Yellow Journalism headlines we created and then decided which headlines were the most catchy and interesting. I noticed that our class picked a lot of the same headlines showing that Yellow Journalism can really catch people’s attention. Today (5/20/13) we depicted a couple political cartoons that showed what Teddy Roosevelt did involving the Panama Canal. The Panama Canal was first started by the French but they were unsuccessful and the project went bankrupt, later on the U.S finished the Canal after the rebellion of Panama and Columbia. We then read a speech Roosevelt wrote and broke it apart. We decided whether or not his actions in Panama were justified. I think Roosevelt’s actions were justified because the Panama Canal was extremely successful. 

Class Updates: 5.14.13 & 5.15.13

Yesterday (5/14/13) we had MCAS again so we just worked on are Smithsonian Quests. Today in class (5/15/13) we talked about Yellow Journalism. Yellow Journalism is types of journalism were news is poorly researched and most of the time completely exaggerated. It’s presented to the public with a catchy headline so more people will buy/read the newspaper. We created Yellow Journalism Headlines in class today for the 1890's, Alaska, Hawaii, Cuba Libre, Weyler and reconcentracion, yellow journalism, war fever, the Maine, and Cautious McKinley. My headline for Alaska was “7.2 MILLION FOR MILES OF ICE.” When Alaska was purchased from Russian in 1867, Secretary of State William Seward purchased it for 7.2 million dollars. Although the land was a great investment due to the mineral wealth and animal resources, Seward was criticized because back then most people thought Alaska was just miles of ice and nothing else. When he bought Alaska Americans called it “Seward’s Folly” and “Seward’s Icebox.” 

Updates: 5.10.13 & 5.13.13

On Friday (5/10/13) we read a story called “To Build a Fire” by Jack London.  The story took place in Alaska during the winter. While reading the story we had to decide if the man in the story was surviving off of natural instinct or if he was surviving due to attained knowledge. Today (5/13/13) we had MCAS, in class we worked on our Smithsonian Quests. 

Class Updates: 5/8/13 and 5/9/13

Yesterday in class (5/8/13) we got in partners and read primary source documents about chief Red Cloud. Red Cloud was a warrior, statesmen and the chief of the largest tribe of the Teton Sioux Nation called the Lakota tribe. He fought a successful war against the United States. This was when he defeated Lieutenant Colonel William Fetterman’s outside of Fort Phil Kearny, Wyoming. He was successful because in 1868 the United States agreed to the Fort Laramie Treaty which made the U.S abandon forts and give back a lot of land. The Lakota tribe was defeated in the Lakota War of 1876-1877.    

Today in class (5/9/13) we got with the same partners and read primary sources about Sitting Bull. Sitting Bull was a Hunkpapa Lakota chief, holy man and warrior. Sitting Bull’s warriors killed Custer and all his men at the Battle of Little Big Horn in 1876. After his surrender, Sitting Bull led his people to Canada. He also requested that his children and people be accepted in the United States. His tribe was one of the last to surrender. 

Poem and Class Updates (5/3/13 and 5/6/13)

On Friday (5/3/13) we did a fishbowl debate to decide what should happen to the Cherokee people. In groups we represented the Trail of Tears. My group represented the Christian Missionary we decided that President Jackson’s Indian Removal Act was unchristian like and racist. Jackson refers to the Cherokee people as “savages”. The Cherokee people had already been living of the land for years and now they were being asked to just get up and leave everything that they had. In addition, legal documents allowed the Cherokee to stay but Jackson still forced them out west. Today in class (5/6/13) we worked on our Triton 16% Smithsonian time badges.

The Cherokee’s Burden

Pile on the Cherokee’s Burden,

Send us away from our home,

Take everything we have,

It’s too bad all you can do is oppress.

Pile on the Cherokee’s Burden,

Jackson you should be impeached,

Legal documents allow us to stay,

Yet you still push us west.

Pile on the Cherokee’s Burden,

The Christians and Judicial branch agree we should stay,

Tradition will be terminated,

Just let us stay.

Pile on the Cherokee’s Burden,

Moving out west is tough,

No food, no supplies, nothing,

We must start over.

 Pile on the Cherokee’s Burden,

We will face several hardships,

Including death,

Pile on the Cherokee’s Burden.  

Updates: 5/1/13 and 5/2/13

Yesterday (5/1/13) we continued to work on our Oregon Trail projects, we also finished the movie. Today in class (5/2/13) we started a new unit on Imperialism in the United States.  Imperialism is the takeover of one country from another country socially, economically, and politically. We also read a poem called "The White Man's Burden" by Rudyard Kipling. This poem showed they thought Imperialism was a responsibility that the white man needs to deal with. I also read “The Poor Man’s Burden” and compared its words with “The White Man’s Burden” and then created a poem with my partner. 

Our Poem: 

Take up the human's burden

Something we carry the day we are born

Some with peace and love

Some with hatred un torn

The human deciding

 Is better than all

Choosing what's best for those under

Picking them up before they can fall

Take up the human's burden

An indescribable love for war

Fighting for those who don't want it

Reaching for love and adore

Not understanding the difference

Between content and control

Desiring admiration

Something to soothe their soul

Oregon Trail Game

FOR A BIGGER VERSION OF THE GAME COPY AND PASTE THIS LINK TO THE GAME: https://skydrive.live.com/redir?resid=615F861A43F42BD7!106&authkey=!AKzykV31rfvQ3hs

Updates: 4/29/13 & 4/30/13

Yesterday in class (4/29/13) and today (4/30/13) we worked on our Oregon Trail projects which are virtual games that can teach people about Westward Expansion. We were permitted to bring our laptops or tablets to work on them, this was really helpful considering the projects are due Thursday. While working on our projects there was a movie playing in the background. The movie is called "Red River" and is about a cowboy. We were asked to write/talk about the life of a real cowboy and the ones in the movie. I think the cowboys in the movie are highly exaggerated in terms of violence compared to real cowboys. 

Updates 4/24/13 and 4/25/13

Yesterday in class (4/24/13) we created presentations. When Homesteaders were moving west they were just figuring out which crops grew well on the land. They mainly struggled because they had always grown the crops they grew back home and these crops did not grow well in the tough prairie soil. As a group are job was to make a presentation about the new product we would show the “entrepreneurs” who would decide which product they would want to invest in. You were either assigned to be an “entrepreneur” or you were going to present the steel plow, the reaper, the thresher, the tractor, or barbed wire. My group was the steel plow. The steel plow was invented by John Deere, an Illinois blacksmith and manufacturer, in 1837. It's used to loosen soil to plant crops. We decided to sell the steel plow for nine dollars and twenty-five cents the only problem was you would have to buy several of them and they require more man power. Today in class (4/25/13) we made our presentations. The “entrepreneurs” chose the reaper and thresher because they were more efficient and would make them easy money. 

Soddy Life 4.23.13

Today in class we experienced the life of living in a Soddy. We experienced how it smelt and how we would have to live in the very congested area. We also found out how taking pictures back then was very different than it is now. Starting with the smell of Soddy, it’s really not that bad it’s actually a refreshing and relaxing nature like smell, I could definitely get used to it. Trying to live in a Soddy would be very challenging because there is almost no room for anything. Depending on how big your family is you would have to divide up the space for sleeping and a small area to cook and stay warm during the bitter cold winters. Taking picture back then was rare so people didn't really smile out of respect. It was also challenging to take a picture back then because you would have to stay still for a long period of time until the picture was taken.

1) My overall impression of living in a Soddy is that it would certainly be a change of lifestyle from the way I live today. Everyday tasks would become very difficult if I had to live in a Soddy. Imagine living without electricity in the world we live in today. I certainly wouldn't be able to be typing this right now and writing would be very difficult in the dark. I think living in a Soddy would be much more challenging than most people think because they are so used to having things handed to them.

2) I don’t think I would last too long living in a Soddy, maybe a few weeks tops. I think after a week or two I would just become crazy without being able to do the everyday things I do today. I like having my own space, and most likely I wouldn't have a lot of that in a Soddy.

3) If I had to choose from life in the city or the Great Plains I would choose the Great Plains. If I had chosen the city I would risk my safety in all terms. The city is nothing but dirty and stressful I would also struggle with money.  Life in the Great Plains would be much simpler even if I had to work to sustain my family and I. 

Class: 4.11.13 & 4.12.13

Yesterday in class (4/11/13) we wrote skits on Manifest Destiny, we were given the quote, “Go west, young man, and grow up with the country…” Manifest Destiny was the idea that the Christian God wanted the United States to expand West or “sea to shining sea”. Our skits demonstrated people in the 1800's and if they wanted to go west and if they followed Greeley’s advice.  Today in class (4/12/13) we watched two videos on the push and pull factors of people moving west. We took notes on the videos and wrote three questions that we could discuss with the class. The first question was a fact based question, the second was a how and why question, and the last was a question that talked about a greater and deeper meaning. The people “pushed” west were settlers who wanted to escape the evils and racism in the south, War Veterans who were trying to escape nightmares of the Civil War and white southerners who had nothing because all their wealth was in their land. People were “pulled” to the west because the cheap land made it very attractive. The Homestead Act gave 160 acres of public land to anyone who would cultivate and live on the land for five years. Another large factor for people getting pulled west was the new railroad system. The discovery of precious metals convinced people to move out west and strike large amounts of silver and gold. 

Erie Canal Diary Entry (4.9.13)

Yesterday (4/8/13) Mr. Boyle wasn't in class and we had a substitute. We read documents about the Oregon Trail and created diary entries. Today In class (4/9/13) we learned more about the Erie Canal. We got into groups of three and were each either a pioneer, merchant or a New Yorker. We read a series of cards and filled out a chart about positive and negative effects of the Erie Canal.

Diary entry of a New Yorker:

Dear Diary,

I have come to hate the Erie Canal. It brings nothing but trouble for my city. The Erie Canal brings new people that carry the deadly disease of Cholera. There is no cure, people are seen perfectly healthy and then an hour later they are found dead. The Erie Canal also brings about transportation issues for our city. When the feeders of the Canal freeze are streets are flooded terribly. The only good thing the Erie Canal brought is a better economy. The Erie Canal made costs for transporting incredibly cheaper, from Buffalo to New York it cost $10 per ton by canal, compared to $100 on the road. This makes it easier for me to buy goods because they are so much cheaper to ship by the canal. The canal has also brought about an abundant amount of job opportunities. I have mixed feelings about the Erie Canal sometimes I think of just leaving New York and going far away from everything.

Class Updates: 4/4/13 and 4/5/13

Yesterday (4/4/13) we watched a video about slogans in the War of 1812. We went into groups and made a slogan, poem, and icon from the war. The groups were the militia, the women, the Canadians, the British and the Native Americans. My group was the women in the War of 1812. Women in the war passed water to the soldiers. In the camps they were laundresses, seamstresses, and companions of the soldiers. Women at home took care of the house and took jobs while their husbands were away at war. Today (4/5/13) we did not have class due to the half day. 

Class Updates: 4/2/13 and 4/3/13

Yesterday (4/2/13) we had a debate on what was the main cause of the War of 1812. The top reasons were Impressment, the Chesapeake Affair, Orders in Court and incitement of Native Americans. My reflection on this is in my previous blog post. Today in class (4/3/13) I did not have class due to testing. 

Snap Debate Reflection

Yesterday in class (4/2/13) we had a debate on what was the main cause of the War of 1812. The top reasons were Impressment, the Chesapeake Affair, Orders in Court and incitement of Native Americans. After watching the video on Sophia.org I decided that the main cause was Orders in Court. When I came to class today I was placed in the Impressment group, so I had to debate over the idea that Impressment was the number one reason of the War of 1812 even though I didn't agree with that. Impressment was when under British law; the navy had the right to basically arrest men and place them in the Royal Navy. The British had naval press gangs who could take almost anyone they found with a few exceptions. People who were protected were required to carry paperwork stating who they are and their trade. If you couldn't come up with your paperwork, you were pressed without further question. The press gangs operated on land and sea. Any officer of the Royal Navy could stop English vessels and press crewmen. Technically it was illegal to take foreigners but this was ignored. Although I didn't believe that Impressment was the main cause of the War of 1812 it was definitely a large factor. After I switched groups to Orders in Court (which was the group I originally chose to be in) my group argued why Orders in Court was the number one reason for War in 1812. Britain had prevented the U.S from trading with France, which is in Europe; this basically stopped all trade to Europe. Cutting of trade made The United States and Britain resent each other even more. I think that vital trade between the U.S and Europe was a larger cause then Impressment because taking away trade to Europe takes away the economy of the United States. I enjoyed the Snap Debate; I thought it was a great way for everyone to share their ideas in a calm manner. It was also a clever idea to allow everyone to take notes on each topic and be able to switch sides if they wanted. Over-all the Snap Debate was a great way to learn about why the United States went to war with Britain in 1812. 

Class Updates: 3/28/13 and 3/29/13

Yesterday (3/28/13) I was not in class, I know that we worked on our eBooks which were due last night. The eBooks main purpose was to create a story that ties in the main events of The Civil Rights Movement. My story was about a boy’s life and how his personality is shaped due to the racial discrimination of The Civil Rights Movement and the ignorance surrounding him.

Today in class (3/29/13) we started our flipped classroom for the first time! Last night we were asked to watch two videos about the expansion of the English Colonies and the Louisiana Purchase. We then took a short quiz on the information.  We were also asked to depict a statue with links of pictures surrounding it and figure out who the people were. In the computer lab we became a member of The Corps of Discovery and we went through an online journey were we had to make the correct choices.

Diary of the Corps of Discovery

https://docs.google.com/document/d/17WtTkX_p0elESl12ZjCWN0PleTv4n6jWoFca3QfL8qg/edit?usp=sharing

The Civil Rights Movement story

Class Updates: 3/26/13 and 3/27/13

Yesterday in class (3/26/13) we finished talking about the Black Panthers. We also talked about how we are going to do a flipped classroom fourth quarter. We signed up for Sophia.org, on this website we will watch videos outside of class to learn the information then take short quizzes on the information. Today in class (3/27/13) we went to the computer lab to work on our stories for The Civil Rights Movement they are due tomorrow night. 

Class Updates: 3/22/13 and 3/25/13

On Friday (3/22/13) we talked about The Civil Rights Act of 1964 which was basically the same as The Civil Rights Act of 1875. The Civil Rights Act of 1875 was declared unconstitutional but The Civil Rights act of 1964 was more enforced and wasn’t taken away. We also talked about The Voting Rights Act. In March of 1965 in Selma, Alabama protesters marched across the Edmund Pettus Bridge asking for voting rights, they were assaulted by whites and law enforcement officials.  Today in class (3/25/13) we talked about The Black Panthers who were a group of African Americans fighting for causes. They wanted things like descent housing, free health care and education.

Class Updates: 3/19/13 and 3/20/13

Yesterday (3/19/13) we did not have class due to the snow day. Today in class (3/20/13) we listened to Martin Luther King Jr.’s I Had a Dream Speech and Malcolm X’s speech. Martin Luther King Jr. wanted peace and non-violent protests while Malcolm X wanted violence and to gain land. We also discussed if Martin Luther King Jr.’s speech changed racism completely in America today. The truth is it didn't, although it provided significant progress to racial equality, racial discrimination against African Americans still exists today. 

Class Updates: 3/15/13 and 3/18/13

In class (3/15/13) we got in groups and read about Malcolm X and Martin Luther King Jr. who are both Civil Rights Activists. Malcolm X believed in more violent ideas compared to Martin Luther King Jr. who believed in more non-violent ideas, he knew that African Americans would gain their freedom because they got away from the cold arms of slavery.

Today in class (3/18/13) we finished the worksheets from Friday. We also talked about doing more activities that would keep the knowledge with us forever rather than studying for a test and then forgetting the information directly after the test. 

Desktop Documentary- Ida B. Wells

Class Updates: 3/13/13 and 3/14/13

Yesterday in class (3/13/13) we took PowerPoint notes on Sit-ins. Sit-ins were the most effective tactics of the Civil Rights movement they were non-violent protest. In Greensburg, NC in February, 1960, 4 African American students sat at a segregated lunch counter at a Woolworth’s store after purchasing other items in the store. When the waitress and manger didn't serve them they sat there until the store closed and came back the next day with more African Americans and did the same thing. Whites became angry and poured condiments and other liquids over them and dropped lit cigarettes down their clothing. Today in class (3/14/13) we took notes and watched a video on Freedom-Riders.  The Freedom-Riders were African American and white people who took the bus from Washington, DC to New Orleans, LA. When the buses got to Alabama violence struck. The police allowed the angry whites to have 15 minutes to attack the bus riders after forcing the bus to a stop. The bus was set to fire and the angry whites attempted to burn them alive in the bus. 

Class updates: 3/11/13

We did not have class on Friday (3/8/13). Today in class (3/11/13) we read a document about the segregation that still exists in America today. This racial segregation case was about the “Jena six” these were teens that were racist and beat up a white man. One of the six was charged with attempted murder. Nooses were hung by whites from oak trees which were how African Americans use to be lynched. We learned about Little Rock which was where the president sent in armed troops to help African Americans get to class safely. We had a discussion about if we felt that there was segregation in our lives at school. Segregation does exist in Triton, every day people don’t acknowledge the people they don’t like and this is a form of segregation. Every day people sit alone at lunch because some people won’t accept them. Every day the people who you think are your friends are really talking trash behind your back. Our class also realized that most people in our school are white and if there was more African Americans there would be problems, this is awful to realize but it’s the truth. Although we think of segregation as something in our history books the cold hard truth is that it’s sitting in front of our faces today in 2013.

Why was Marcus Garvey a controversial figure?

Just in case! (this is also shared in a Google doc.) 

Charlie Spinale

F period

American Studies 1: History-H

3/6/13

Why was Marcus Garvey a controversial figure?

Marcus Garvey was displayed as a controversial figure through a lifetime of events. Marcus Garvey created the UNIA (Universal Negro Improvement Association) which prepared African Americans to leave; he wanted all African Americans to return to their “motherland” or homeland of Africa. Garvey’s plan differed greatly from African American leaders who wanted everyone to be together, while Garvey wanted everyone in their correct homeland.

Throughout Document A we see how Marcus Garvey was a controversial figure though the eyes of Malcolm X, Malcolm was one of the few throughout the documents who viewed Garvey’s controversial ideas as good rather than harmful. Malcolm was a political activist who encouraged black rights, and agreed with the ideas of Marcus Garvey. Malcolm states that Garvey encouraged African Americans to return to their homeland of Africa. Garvey encourage Malcolm’s father Reverend Earl Little, a Baptist minister, to preach about Garvey’s diverse ideas. Malcolm states “The Klansmen shouted threats and warnings at her that we had better get out of town because “the good Christian white people” were not going to stand for my father’s “spreading trouble” among the “good” Negroes of Omaha with the “back to Africa” preaching’s of Marcus Garvey.” Malcolm also states that Garvey was “raising the banner of black-race purity and exhorting the Negro masses to return to their ancestral African homeland-a cause which had made Garvey the most controversial black man on earth…”  This shows how controversial Garvey’s ideas were because they were being heard all around the world and were being encouraged in a positive way by African Americans like Malcolm’s father Reverend Earl Little.

In Document B which is a “letter to U.S Attorney-General” we see that Marcus Garvey’s controversial ideas are viewed in a negative manner. The letters states that the UNIA is composed of African Americans with black friendly business; the letter describes the members as “ignorant Negro fanatics.” Not only does the letter discriminate the members of the UNIA it describes the organization being more dangerous than the KKK (Ku Klux Klan). The letters states, “The Garvey organization, known as the U.N.I.A., is just as objectionable and even more dangerous as the KKK, inasmuch as it naturally attracts an even lower type of crooks, and racial bigots.” The letters describes that the signers of this letter “foresee the gathering storm of race prejudice and sense the danger of this movement, which caner-like, is eating away at the core of peace and safety—of civic harmony and interracial coexistence.” The authors fear the dangers of Garvey and the UNIA, they believe they will bring more racial problems, and break apart peace and safety.

In Document C which is a memo from Edgar Hoover, we see that he believes Garvey’s controversial ideas are also dangerous. Hoover thinks his Black Star Line Steamship is agitating the Negro movement. “…and in addition to his activities in endeavoring to establish the Black Star  Steamship Corporation he has also been particularly active among the radical elements in New York City  in agitating the Negro movement.” Hoover is actually angry that Garvey has not broken any federal laws, because if he had, what he’s doing would have been stopped. “Unfortunately, however he has not as yet violated any federal law…” Hoover’s fears how Garvey’s controversial ideas could be dangerous. Hoover realizes that there “might be some proceeding against him for fraud in connection with his Black Star Line propaganda…” Hoover’s thoughts may have been correct the timeline states the in 1923 Garvey was arrested and sentenced to 5 years in prison for mail fraud. This was because Garvey had allegedly sent out brochures advertising a Black Star Line ship that he had not yet purchased.  

            In the last document we see An Autobiography of Marcus Garvey which portrays his thoughts on his own controversial ideas. Garvey states that his “downfall” was planned by his enemies. He states that they planned traps and spies among the employees of the Black Star Line and the UNIA. He also states that his own employees went against him. Although his Black Star Line was affected, Garvey states that the UNIA has 900 branches and over six million members. At the end of this autobiography we see how controversial Garvey’s ideas truly were. He states “We believe in the purity of both races…It is cruel and dangerous to promote social equality, as certain black leaders do. The belief that black and white should get together would destroy the racial purity if both.” This quote represents Garvey’s controversial ideas because he states that it is dangerous to promote equality and putting blacks and whites together will just destroy the purity of both races.

            A controversial figure is defined as “giving rise or likely to give rise to public disagreement,” this is exactly what Garvey did he rose against the ideas of most leaders and went with his own ways; Garvey’s unique ideas define a controversial figure. All Garvey truly wanted was a place where African Americans could thrive as their own race, he wanted this to be done in their original homeland of Africa, “we believe that the black people should have a country of their own where they should be given the fullest opportunity to develop politically, socially and industrially.”

Class Updates: 3/6/13 and 3/7/13

Yesterday in class (3/6/13) we watched a movie on the murder of Emmett Till. Emmett was brutally murdered by two men for whistling at a white woman. After Emmett Till’s death his mother, Mamie Till, decided to show his body publically because she wanted everyone to know what happened to him, the public was very angry that something this horrific happened. Several people fainted after seeing Emmett’s body.  Emmett Till’s murder showed that blacks were still being targeted and something needed to be done, Emmett’s death sparked the Civil Rights movement.

Today in class (3/7/13) we talked about the Montgomery Bus Boycott. At this time African Americans were being forced to sit in the back of the bus, while whites sat in the front. The African Americans fought back and boycotted the bus business, this was a success. The bus business lost a significant amount of business because almost all the bus’s customers were African American.   

Class Updates: 3/4/13 and 3/5/13

Yesterday in class (3/4/13) we wrote several journal entries involving the Scottsboro case. We got a timeline that provided a guide to what was happening in the time period of the case. In the Scottsboro case 9 innocent African American Boys were charged with raping and assaulting two white women on a train. The boys were originally sentenced to death but received other sentences after the case was further reviewed. This case showed that African Americans were not treated equally in court, these boys lives were ruined for a crime they never committed. After reviewing the case we wrote journal entries from the point of view of a member from the jury.

Today in class (3/5/13) we first completed a worksheet involving Segregation in the United States. We reviewed the “separate but equal” doctrine of Plessy vs. Ferguson; we also colored in a map representing the southern states that required racial segregation in public schools.  We learned about the Brown vs. Board of Education, this case was a case composed of 5 different cases that went against the segregation of public schools. Although the African Americans were “separate but equal” they had lower quality facilities. After this case went to court the “separate but equal” idea was eliminated in the United States and schools could no longer be segregated.

 

Class Updates: 2/27/13 and 2/28/13

Yesterday (2/27/13) we read four documents involving Marcus Garvey. There was a set of questions to go along with each reading. Marcus Garvey created the UNIA which prepared African Americans to leave; he wanted all African Americans to return to their “motherland” or homeland of Africa. Marcus’s plan differed greatly from African American leaders who wanted everyone to be together, while Marcus wanted everyone in their correct homeland. Today in class (2/28/13) we read several poems by Langston Hughes, these poems described life in the South. The poems describe how awful life is in the South with things like Jim Crow Laws and lynching going on, they describe how great life would be in the North.  We also listened to several songs by Duke Ellington that were made during the Harlem Renaissance, these included: East St. Louis Toodle-oo, The Mooche, and Mood Indiso. These songs were created when the Africans ended up in Harlem. This all started during “The Great Migration” when African Americans left the South to move to big cities in the North like Detroit, Chicago, Philadelphia, Cleveland, and New York City. They left due to the racism and discrimination of the South and because of the job opportunities available in the North. The African Americans that went to New York City ended up in Harlem, and this is when the “Harlem Renaissance” developed in the 1920s and 1930s. 

Class Updates: 2/25/13 and 2/26/13

Yesterday (2/25/13) we only had class for about 5 minutes due to the “I am dirt” presentation about drug awareness. Today in class (2/26/13) we started a new unit on Civil Rights and learned about Booker T. Washington who was born a slave in 1856 and was nine years old when slavery ended. Washington became the principle of the Tuskegee Institute in Alabama which was a school designed to teach blacks industrial skills. Washington believed that African Americans should start from the bottom and work their way to the top to earn respect. Dubois was born a free man and was raised in Massachusetts. He was the first African American to earn a PhD from Harvard. Dubois opposed Washington’s ideas and started the Niagra Movement, which demanded immediate rights through legal cases. 

Class Updates: 2/14/13 and 2/15/13

Yesterday in class (2/14/13) we videotaped are drawings on the whiteboard for are RSA Animate projects. Today in class (2/15/13) we recorded are voices for our RSA Animate projects. Over vacation Mr.Boyle is going to put are voices and drawings together and speed them up to create are projects. The purpose of this project was to decide if Reconstruction was a success or failure.

 

Updates: 2/11/13 and 2/12/13

We did not have class yesterday (2/11/13) due to the blizzard and continued snow removal. Today in class (2/12/13) we had a dress rehearsal for our RSA Animate project. The purpose of this project is to determine if Reconstruction was a failure or success. 

Timeline Events for Reconstruction

Class Updates: 2/6/13 to 2/7/13

Yesterday in class (2/6/13) we watched a video on Jim Crow Law’s. The Jim Crow Law’s were mandated in all public factories in Southern States of the former Confederacy, they created a “separate but equal” status for African Americans. Some examples of Jim Crow Laws are segregation of public schools, public places, and public transportation, and the segregation of restrooms, restaurants, and drinking fountains for whites and blacks. The U.S. military was also segregated. These laws followed The Black Codes of 1800-1866.

Today in class (2/7/13) we depicted a picture of African American’s picking cotton. We learned about sharecroppers, these sharecroppers who were freemen, rented land from planters. They would only receive a small portion of the profit, the sharecroppers owed money do the planters and they could not leave the farm until the debt was paid. The sharecroppers had to work similar to the way slaves worked except they were free, not completely though, they couldn't leave the farm unless all their date was paid in full. 

Class Updates: 2/4/13 and 2/5/13

Yesterday in class (2/4/13) we took notes on the 15^th Amendment. By 1870 African Americans had all the legal freedom they could have possibly wanted. The 15^th Amendment guaranteed the right to vote, “regardless of race, color, or previous condition of servitude.” Using these right African Americans attained an education; this was against the law in most southern states before the war.  Southern whites became surprised that African Americans could read and write but they did not like the fact that their children would have to sit next to black children in a classroom. This made whites angry that African Americans were getting so much; this resulted in the “Ku Klux Klan” or the KKK. This was the United States first true terrorist organization. The KKK plated burning crosses in front of African American homes, dragged them from their homes, tortured them and sometimes brutally killed them. Congress realized something needed to be done so they passed the Enforcement Act of 1870, which banned violence that prevented people from voting due to their race. In 1875 Congress guaranteed African American Civil Rights, from the Civil Rights Act of 1875.

Today in class (2/5/13 we had a deep discussion about what it means to be equal. Mr.Boyle had a day similar to Christmas and enjoyed playing devil’s advocate on us. In the end we decided being equal meant people had to be given the same opportunities no matter what condition. A good example we talked about was when if you went to the doctors complaining about a headache, after you were examined the doctor tells you that you have a brain tumor. She then advises you to take two aspirin and get some rest; you were shocked and expected an operation. The doctor states “No” because she prescribes aspirin to all of her headache patients. Doesn't she have to be equal to everyone? That is what our debate was based on in class today. We also received a reading on Plessy vs. Ferguson (1896). Plessy was 1/8 black, On June 7^th, 1892 he purchased a first-class ticket from New Orleans to Covington. Plessy sat in the railroad that was on meant for whites. He was arrested and put on trial for violating the Separate Car Act. In court Plessy argued that the Separate Car Act violated the 14^th Amendment, therefore he did nothing wrong, Plessy was still found guilty. 

Lincoln’s Second Inaugural Address Questions

Just in case.(These are also in a google doc.)

Charlie Spinale

F period

American Studies 1: History-H

Lincoln’s Second Inaugural Address

Section A:

3.) What do you learn from Lincoln’s address about his attitude towards the South, the apparent losers in the conflict? What do you learn from Lincoln’s address about his attitude towards the North, the apparent winners in the conflict?

Through Lincolns Inaugural Address it’s easy to see his attitude towards the South. Lincoln felt sympathy towards the South and felt that they shouldn't be blamed for the start of the war. If Lincoln had accused the South of starting the war they would have become very upset, Lincoln doesn't blame the North either. He states both parties “deprecated war” and one would make war and the other would accept it. He states that both parties tried to avoid war at all costs. “All dreaded it, all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war—seeking to dissolve the Union and divide effects by negotiation. Both parties’ deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came.” As well as not expecting war, neither parties expected, “the magnitude, or the duration.” In conclusion I believe both parties were equal contributors to the start of the war, and Lincoln’s prevention of stating one side started the war helped restoration occur much faster.

Section C:

1.) What can you discern from Lincoln’s character on the basis of what he wrote?

Lincoln seems to be very intelligent in general and intelligent with the words he chooses to say throughout the inaugural address. Lincoln is sympathetic and forgives the South thus allowing them back into the Union. He refuses to blame the south for reparation and war itself as most did. Lincoln realized that the future of the country was more important than allowing the South to suffer. He states that the war had to happen it was eminent… “Both parties deprecated war…”  Instead of blaming a side (North and South) he let allowed them to choose their fate, “but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came.” We need to realize that without Lincoln our country may have not looked the same way it does today, what if Lincoln hadn't forgiven the South? What if the South never rejoined the Union because they felt threatened because we put the cause of the war on them?  Lincoln’s idea of “Liberty to all” is shown throughout his sympathy towards the south, and allowing them to rejoin the Union they once belonged to and truly belong to. 

Section D

2.) Could a president today use the same religious rhetoric that Lincoln did to explain national policy? Was Lincoln wrong to do so?

When Lincoln made his speech in the 1800’s there wasn't much diversity in religion, the average family was Christian and worshiped the same god. Today religion is incredibly diverse, it seems as everyone is a different religion, some are Atheists, Jewish, Muslim, Jehovah Witnesses, the list goes on. With all this diversity in religion I don’t think anyone could refer to religion and get away with it. Discussing religion in this way would just create conflicts; people would be in non-stop disagreement. This bond that most Americans use to share no longer exists. The only way you could mention religion is religion itself as a whole, nothing else, this still could bring conflict. There wasn't much to compare between the North and South at the time so Lincoln used what he had, and this was religion, a bond that most Americans shared in the 1800's. Lincoln states “…So still it must be said the judgments of the Lord, are true and righteous altogether...” Lincoln used religion as a common similarity between the North and South, in the end their basically the same. “…Both read the same Bible, and pray to the same God…” Although it would be impossible to refer to religion today in a speech like Lincolns, Lincoln used religion as an American bond that most Northerners and Southerners shared. 

Class Updates: 1/30/13 and 1/31/13

Yesterday in class (1/30/13) we used are textbooks to take notes on the 3 plans for Reconstruction. Lincoln’s purpose for his plan was that he wouldn't allow pardons of the Confederate military. Johnson’s plans purpose was to forgive the south and enter the Union with little cause. Lastly the Radical Republicans’ plan (the harshest of them all) was mostly to just punish the south as much as they could.  We also colored and labeled a Radical Reconstruction map.

Today in class (1/31/13) we read Andrew Johnson’s Obituary which was extremely long. Andrew Johnson, former president of the United States and member of the Senate from Tennessee died July 31^st, 1875. We talked about his impeachment which “is a formal process in which an official is accused of unlawful activity, the outcome of which, depending on the country, may include the removal of that official from office as well as criminal or civil punishment.” Andrew Johnson was impeached because The Radical Republicans didn't agree with him and had other plans for Reconstruction. 

Class Updates: 1/28/13 and 1/29/13

Yesterday in class (1/28/13) we went to the computer lab and worked on two worksheets. We were placed in groups and everyone got a state to do research on. My group had Louisiana and we found out state population around 1860-1870, percentage of African Americans, cash value of farms, and growth in capital investment in manufacturing. We had to put ourselves in the eyes of the southerners after the Civil War, and decide what we would do legally and what we would do illegally. We also answered a few questions on a political cartoon that depicted KKK members. The second worksheet we did was on The Black Codes. After the Civil War slaves were free, this meant the south was going to punish them as much as they could. This is when The Black Codes were created; these laws meant blacks had different schools, bathrooms and restaurants. The Black Codes also created many laws that prevented African Americans from owning property and starting businesses.

Today in class (1/29/13) we talked about the 14^th Amendment. The 14^th amendment suspended The Black Codes, allowed citizenship and equal rights. If someone was born or “naturalized” in the United States of America they would be considered U.S citizens. It was possible for both your parents to have been illegal immigrants and you being born in the U.S, would become a citizen with equal rights. African Americans were encouraged to go to school, get a job, and get married. In groups at the end of class we created a magazine cover that displayed news on the 14^th Amendment. 

Class Updates: 1/24/13 and 1/25/13

Yesterday (1/24/13) we talked about Abraham Lincoln’s Second Inaugural Address which took place on March 4^th, 1865. Next we talked about Restoration and Reconstruction. Restoration was Lincoln’s plan to abolish slavery while Reconstruction was a plan by the radical Republicans to punish the south.  

Today in class (1/25/13) we talked about President Abraham Lincoln’s assassination. Lincoln was assassinated by John Wilkes Booth on April 14^th, 1865. Booth felt he was doing the right thing and was flustered by the loss the Confederacy had just faced, this led to Abraham Lincoln’s sudden death, and a sudden halt to his plans for restoration. At the end of class we listened to music by Aaron Copland which showed Abraham Lincoln as an incredible American hero who will never be forgotten. 

"Winnie the Pooh" Blog 1/22/13

Which Winnie the Pooh Character Are You?

You are Rabbit. You are clever, intelligent, and level-headed. You have close, loyal friendships, but you have a bit of a short temper when the people around you act foolishly. The words “worrisome” and “nervous” from the descriptions immediately helped me distinguish that I was Rabbit. Rabbit is a worrisome rabbit that means the best for his friends but is not always sure how to help. The actor playing this role should be able to find variety in the ways to portray Rabbit’s nervousness. Rabbit primarily sings as part of the ensemble with only one solo singing line. After I took the quiz it came up as Rabbit, just as I expected. I am happy with who I am. I can become paranoid and nervous about things, but I don’t not like this about myself. I think it helps me do things right, after I've checked that I've done it right like 30 times! I also like the fact that I always want the best for my friends.

Updates: 1/16/13 and 1/17/13

Yesterday we had are C and E period exams. Today we had B and D exams.

Updates: 1/14/13 1/15/13

In class yesterday the last few days we have been reviewing for the midterm. We got a study guide and got to ask Mr.Boyle questions regarding the test. Today we had are A period Exam which is my study.

Class Updates: 1/9/13 and 1/10/13

Yesterday in class (1/9/13) we took out test on The Civil War. Today in class 1/10/13 we presented are intergraded American Studies projects in the library. It was really interesting to see everyone’s project, and the cause that they were committed to. The cause I was committed to was sweatshops. Sweatshops are factories where workers get paid a very low wage, work for long hours, work in poor and dangerous conditions and are treated horrible by their employers. Most sweatshops are seen throughout Asia, China, and Latin America. At a young age children are forced to work with their mothers in hazardous conditions, they are forced to handle toxic substances like chemical paint and glue. Sweatshops are also located in the United States where workers experience similar horrible working conditions. A lot of the high-end clothing people wear in the United States today was produced in sweatshops. For example some items like Gap and Nike sell are known to be produced in sweatshops. One of the best things you can do to help stop sweatshops is inform people about them! When most people think of Nike, they think high-end and made in a USA factory with care. The sad thing is this isn't true Nike is a large contributor to this modern day form of slavery. Several organizations have set their priorities to stopping this horrific labor but more still need to be done. Another aspect that needs to be looked at is the amount of money that companies are paying their CEO’s. The cost of advertising and CEO salaries has come before workers safety and this is a large problem that we face today. In 2007, Mark G. Parker, who is the CEO of NIKE made $6,227,968. In 2007, NIKE’s advertising budget was $678 million. A study has shown that if NIKE took 1% of its advertising budget and added it to their workers salary they could have enough money to feed and clothe their workers and their families properly. American’s need to become informed and realize that a modern day form of slavery still exists in America today. 

Class Updates: 1/7/13 and 1/8/13

Yesterday (1/7/13) I wasn’t in class. We had our quiz on The Gettysburg Address by Abraham Lincoln, and then we took notes on “The Tightening Anaconda.” Today in class (1/8/13) we took notes on the end of The Civil War and then we got to ask Mr.Boyle questions about our test tomorrow on The Civil War. I also took the quiz on The Gettysburg Address by Abraham Lincoln that I missed yesterday.

Class Updates: 1/3/13 and 1/4/13

Yesterday in class 1/3/13 we further discussed the Emancipation Proclamation which stated all those enslaved in Confederate territory to become forever free. We read a blog that discussed how the Emancipation Proclamation wasn’t as important as most people seem to think. I agree with the author due to the fact that not all of the slaves were freed, leaving a vast majority of slaves under the cold arms of slavery. We also read The Gettysburg Address which encouraged soldiers to continue fighting throughout the war. It also tells are Union to never forget what the soldiers did and what they fought for, its states we will have a new beginning: “That this nation, under God, shall have a new birth of freedom.”

Today in class 1/4/13 we analyzed a sculpture (Robert Gould Shaw Memorial in Boston) of the 54th Massachusetts Regiment. After the Emancipation Proclamation, thousands of African-Americans enlisted in the army to fight for the Union. Frederick Douglas convinced President Lincoln to agree upon African-American soldiers, and soon enough they had a chance to fight. They were sent to attack Fort Wagner which was a Confederate fort that protected the entrance to Charleston Harbor. The 54^th Massachusetts Regiment failed to take the fort that would stay in Confederate hands throughout the war. On the bright side they improved the idea of African-American soldiers fighting in war, and encouraged more African-Americans to enlist.