Thursday, November 10, 2011
Thursday, November 3, 2011
11/3/2011
Here is the image that was used for the pop quiz earlier this week! As a reminder, the questions were:
1. Analyze this cartoon: what is being shown relative to what we've been studying in class this quarter?
2. Explain, using evidence and examples for support, why trench warfare became the main style of combat (fighting) during the first World War.
1. Analyze this cartoon: what is being shown relative to what we've been studying in class this quarter?
2. Explain, using evidence and examples for support, why trench warfare became the main style of combat (fighting) during the first World War.
Thursday, September 29, 2011
9/29/2011
Students! Next week is the week! Your first benchmark exam will give you an idea of how well you're doing so far, and, as 30% of your grade, is a very important test!
Leave me some shout-outs and comments if you came through to prep for the test!!!
I know you'll all do well, but just in case you want to study a bit more in some different ways, here are some links for help:
Videos:
This video is an EXCELLENT breakdown and overview of Theodore Roosevelt's presidency and his ties to the progressive movement.
A slideshow covering the Gilded Age leading into the Progressive Era. This video covers ALMOST everything we've studied and looked at over the past few weeks!
Still uncertain about the Dawes Act? Check this clip out!
Let's not forget about the importance of railroads! Here is a great student-created video!
FROM HISTORY.COM (HISTORY CHANNEL WEBSITE)
Prohibition and the movement leading up to it (great, short clip!)
From "America: The Story of Us":
Henry Ford, the assembly line, and his Model T car
Statue of Liberty (really cool breakdown of the construction process)
Thomas Edison
Brooklyn Bridge (remember the importance of steel in urbanization!)
Information/Organizers and Outlines
A great rundown/timeline from 1868-1900.
An awesome summary of key people, events, ideas, and terms in the Gilded Age (industrialization) from Sparknotes.com!
Another awesome breakdown and summary from sparknotes.com, this time on the Labor Movement of the late 1800s.
One more great summary/breakdown from sparknotes.com- the rise and fall of the Populist Party
Practice Tests:
I recommend trying to answer ALL the questions, even if you don't know them! You never know what you'll learn! All tests are for PRACTICE, and they all come from Advanced Placement (AP) college-level courses! Challenge yourself!
Try completing the two Gilded Age tests here, as well as the Progressive Era tests as well!
AP US History Practice Quiz 1: Gilded Age (multi-choice)
AP US History Practice Quiz 2: Gilded Age (multi-choice)
AP US History Practice Quiz 3: Gilded Age (matching/fill in the blank)
AP US History Practice Quiz 4: Progressive Era (multi-choice)
AP US History Practice Quiz 5: Progressive Era (multi-choice)
AP US History Practice Quiz 6: Progressive Era (multi-choice)
Leave me some shout-outs and comments if you came through to prep for the test!!!
I know you'll all do well, but just in case you want to study a bit more in some different ways, here are some links for help:
Videos:
This video is an EXCELLENT breakdown and overview of Theodore Roosevelt's presidency and his ties to the progressive movement.
A slideshow covering the Gilded Age leading into the Progressive Era. This video covers ALMOST everything we've studied and looked at over the past few weeks!
Still uncertain about the Dawes Act? Check this clip out!
Let's not forget about the importance of railroads! Here is a great student-created video!
FROM HISTORY.COM (HISTORY CHANNEL WEBSITE)
Prohibition and the movement leading up to it (great, short clip!)
From "America: The Story of Us":
Henry Ford, the assembly line, and his Model T car
Statue of Liberty (really cool breakdown of the construction process)
Thomas Edison
Brooklyn Bridge (remember the importance of steel in urbanization!)
Information/Organizers and Outlines
A great rundown/timeline from 1868-1900.
An awesome summary of key people, events, ideas, and terms in the Gilded Age (industrialization) from Sparknotes.com!
Another awesome breakdown and summary from sparknotes.com, this time on the Labor Movement of the late 1800s.
One more great summary/breakdown from sparknotes.com- the rise and fall of the Populist Party
Practice Tests:
I recommend trying to answer ALL the questions, even if you don't know them! You never know what you'll learn! All tests are for PRACTICE, and they all come from Advanced Placement (AP) college-level courses! Challenge yourself!
Try completing the two Gilded Age tests here, as well as the Progressive Era tests as well!
AP US History Practice Quiz 1: Gilded Age (multi-choice)
AP US History Practice Quiz 2: Gilded Age (multi-choice)
AP US History Practice Quiz 3: Gilded Age (matching/fill in the blank)
AP US History Practice Quiz 4: Progressive Era (multi-choice)
AP US History Practice Quiz 5: Progressive Era (multi-choice)
AP US History Practice Quiz 6: Progressive Era (multi-choice)
Wednesday, September 14, 2011
9/14/2011
Students: Use the cartoon below to edit and correct your responses from the "pop" quiz!
As a reminder, the questions were:
1. Who or what is being depicted in this cartoon? How are they being shown?
2. Why do you think the artist choose to depict the subject of the cartoon the way they did? EXPLAIN!
3. Lastly, what do you feel is the overall message of this cartoon? What is the artist is trying to show or say about the subject overall! BE SURE TO USE DIFFERENT PIECES OF EVIDENCE FOR SUPPORT!!
Sunday, September 4, 2011
9/4/2011
This past week all classes have been focused upon the main topics from Unit 1 and the growth of industrialization during the late 19th century.
Students in class period 3 are using this weekend to study their cause and effects graphic organizer in preparation for the first quiz of the year for Tuesday. The quiz is composed of 12 questions, will be completed within half a class period and corrected the same day. Students in all other periods have the same task for this weekend: study and be prepared for success!
Beginning next week, all classes will start to investigate the development of, tactics, and successes of the so-called "robber barons" or "champions of industry" from the period: John D. Rockefeller, Andrew Carnegie, J. Pierpoint Morgan, and earlier, Cornelius Vanderbilt. Great information about these business titans can be found at the following places:
"Thus is the problem of Rich and Poor to be solved. The laws of accumulation will be left free ; the laws of distribution free. Individualism will continue, but the millionaire will be but a trustee for the poor; [e]ntrusted for a season with a great part of the increased wealth of the community, but administering it for the community far better than it could or would have done for itself. The best minds will thus have reached a stage in the development of the race which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year by year for the general good. This day already dawns. But a little while [...] men may die sharers in great business enterprises from which their capital cannot be or has not been withdrawn, and is left chiefly at death for public uses, yet the man who dies leaving behind many millions of available wealth, which was his to administer during life, will pass away "unwept, unhonored, and unsung," no matter to what uses he leaves the dross which he cannot take with him. Of such as these the public verdict will then be : "The man who dies thus rich dies disgraced."
This last idea later became the basis of what was called "The Gospel of Wealth". Both Carnegie and Rockefeller donated large sums of money toward charities and other associations toward the end of their lives.
Students will eventually, through study and lessons, come to evaluate the achievements of these men from the perspective of "exploiter" or "champion"; basically, the "robber baron" idea vs. the "go-getter" view. Were they simply just better businessmen during the period? Or, did they succeed through taking advantage of the system and the average American (worker)? Ultimately, students will have to draw their own conclusions.
Further down the road, students will investigate the government attempts to address the business juggernauts of the period through the Interstate Commerce Commission and the Sherman Anti-Trust Act. We'll then look a bit more in-depth at the effects of immigration of the period, leading to study of Ellis Island, the Chinese Exclusion Act, and the symbolism and significance of the creation of the Statue of Liberty during the period.
Sparknotes.com has a great rundown/summary of important figures and concepts from the period as well!
HAPPY STUDYING!
Beginning next week, all classes will start to investigate the development of, tactics, and successes of the so-called "robber barons" or "champions of industry" from the period: John D. Rockefeller, Andrew Carnegie, J. Pierpoint Morgan, and earlier, Cornelius Vanderbilt. Great information about these business titans can be found at the following places:
- For a video (just under 10 minutes) about John D. Rockefeller, check this youtube clip out.
- A short biography page (with videos) for Rockefeller from Biography.com.
- Andrew Carnegie's can also be found on the site as well.
- And so can J. Pierpoint Morgan's! Fantastic sources for general information!
- And, you guessed it! Cornelius Vanderbilt has his biography summary on the site too!
- Andrew Carnegie, later in life, wrote an extremely influential essay titled "Wealth" where he argued, among many other things, the responsibility rich people have to use their wealth toward causes for social improvement. The essay can be found here. (GREAT primary source!)
"Thus is the problem of Rich and Poor to be solved. The laws of accumulation will be left free ; the laws of distribution free. Individualism will continue, but the millionaire will be but a trustee for the poor; [e]ntrusted for a season with a great part of the increased wealth of the community, but administering it for the community far better than it could or would have done for itself. The best minds will thus have reached a stage in the development of the race which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year by year for the general good. This day already dawns. But a little while [...] men may die sharers in great business enterprises from which their capital cannot be or has not been withdrawn, and is left chiefly at death for public uses, yet the man who dies leaving behind many millions of available wealth, which was his to administer during life, will pass away "unwept, unhonored, and unsung," no matter to what uses he leaves the dross which he cannot take with him. Of such as these the public verdict will then be : "The man who dies thus rich dies disgraced."
This last idea later became the basis of what was called "The Gospel of Wealth". Both Carnegie and Rockefeller donated large sums of money toward charities and other associations toward the end of their lives.
Students will eventually, through study and lessons, come to evaluate the achievements of these men from the perspective of "exploiter" or "champion"; basically, the "robber baron" idea vs. the "go-getter" view. Were they simply just better businessmen during the period? Or, did they succeed through taking advantage of the system and the average American (worker)? Ultimately, students will have to draw their own conclusions.
Further down the road, students will investigate the government attempts to address the business juggernauts of the period through the Interstate Commerce Commission and the Sherman Anti-Trust Act. We'll then look a bit more in-depth at the effects of immigration of the period, leading to study of Ellis Island, the Chinese Exclusion Act, and the symbolism and significance of the creation of the Statue of Liberty during the period.
Sparknotes.com has a great rundown/summary of important figures and concepts from the period as well!
HAPPY STUDYING!
Saturday, August 27, 2011
8/27/2011
As we spoke about briefly in class last week, the Martin Luther King Jr. Memorial was recently opened to the public in a few "smaller" openings. It was set to be officially dedicated tomorrow, Sunday, August 28th, but has been delayed due to the threat of Hurricane Irene in the northeastern U.S. this weekend.
Here are some different links offering descriptions and perspectives of the memorial:
- The official website, with a nice video of a virtual tour, can be found here.
- A New York Times article regarding the opening of the memorial is found here.
- An interesting and critical article, written by the respected African-American scholar, author, philosopher, civil rights activist, and Princeton professor Cornel West can be found here.
- A short youtube video by the Washington Times of early visitors to the memorial is here.
- The Washington Post's special coverage page, full of various articles and videos about the memorial and its opening, can be found here.
As we begin our second week of class, the schedule of topics and activities will transition from building our classroom culture and expectations to tackling the U.S. History curriculum. We will continue our review of primary vs. secondary sources, assess our understanding and mastery of the skills associated with analyzing and comparing sources and their use, set our goals for the academic year, then jump right into studying the industrial age of the late 19th century. We will begin by identifying the impact of some important inventions and developments of the era leading up to the Gilded Age, while also examining the causes, factors, and consequences of industrialization in America. It is an important week of material and topics!
In another side note, students were supposed to have ALL their necessary class materials BY this past Friday. These included a 3-ring binder, a set of 3x5" note cards, a highlighter, and a composition book (journal) for the class. I suggest parents check with their students to ensure they have the materials they need, and if they haven't acquired them already, they should show up Monday with them in order to be prepared for the rest of the year.
Their homework this weekend was to find one inspirational quote from any American figure during any American time period, write it down, and bring it to class Monday to be handed in. This task is VERY important and will be used throughout the year!
One last remark: the curriculum conference is scheduled for this upcoming Wednesday evening from 4-6pm. I look forward to meeting the parents of any new students and seeing again the parents of Wright students I had the opportunity to teach two years ago for World Geography. See you then!
Tuesday, August 16, 2011
8/16/2011
Parents, Students, Friends, and Family Members-
Welcome to the 2011 school year at Sophie B. Wright, and welcome to American History! I am excited to unveil and develop a new and innovative method of communication that will hopefully make things a bit more transparent, as well as a bit more fun.This blog is a creation that is meant to help students, inform parents and families of weekly happenings in Mr. Warner's classes, and ultimately inspire our students to "go beyond" what is being taught in class by investigating historical AND current events as they relate to what we've been studying!
Remember: learning does not end when you exit the classroom or the school! It is constant!
The characteristics of the time we live in are unprecedented within the course of human history. Our students today have more exposure and easier access to more information than EVER before. What better place to extend our learning than through use of one of the best resources around: the internet.
Now, a few quick key points about this blog itself:
1. This blog is not listed or registered with any search engine. If you are here now and reading this, you've arrived by putting the address in directly yourself.
2. Student names will NEVER be used in order to protect privacy and confidentiality. While I do intend to give praise to classes periodically, as a professional, your child's personal privacy are of the utmost importance to me.
3. This blog is nothing more than just another tool to keep parents informed and cater to student interest. More often than not, there will be extension activities and links to interesting articles or videos that will give students a chance to explore any topics from class they find interesting.
4. Expectations for any assignments found on this blog will be CLEARLY communicated to students before and during any postings. For instance, if their homework for the evening is to click a link to a video, watch the video, and write a handwritten response for discussion the next day, this information will be communicated and reinforced prior to the assignment as well as in the blog! It is a 21st century world; it's about time we caught up with it!
5. Lastly, most items found here will likely qualify as extra credit or are strictly optional. This is truly the point of this space- to inspire students to seek out further information and help them cultivate their interest in a subject they may have found particularly intriguing.
We have a big year ahead of us, and I look forward to the successes to come!
Mr. Warner
Welcome to the 2011 school year at Sophie B. Wright, and welcome to American History! I am excited to unveil and develop a new and innovative method of communication that will hopefully make things a bit more transparent, as well as a bit more fun.This blog is a creation that is meant to help students, inform parents and families of weekly happenings in Mr. Warner's classes, and ultimately inspire our students to "go beyond" what is being taught in class by investigating historical AND current events as they relate to what we've been studying!
Remember: learning does not end when you exit the classroom or the school! It is constant!
The characteristics of the time we live in are unprecedented within the course of human history. Our students today have more exposure and easier access to more information than EVER before. What better place to extend our learning than through use of one of the best resources around: the internet.
Now, a few quick key points about this blog itself:
1. This blog is not listed or registered with any search engine. If you are here now and reading this, you've arrived by putting the address in directly yourself.
2. Student names will NEVER be used in order to protect privacy and confidentiality. While I do intend to give praise to classes periodically, as a professional, your child's personal privacy are of the utmost importance to me.
3. This blog is nothing more than just another tool to keep parents informed and cater to student interest. More often than not, there will be extension activities and links to interesting articles or videos that will give students a chance to explore any topics from class they find interesting.
4. Expectations for any assignments found on this blog will be CLEARLY communicated to students before and during any postings. For instance, if their homework for the evening is to click a link to a video, watch the video, and write a handwritten response for discussion the next day, this information will be communicated and reinforced prior to the assignment as well as in the blog! It is a 21st century world; it's about time we caught up with it!
5. Lastly, most items found here will likely qualify as extra credit or are strictly optional. This is truly the point of this space- to inspire students to seek out further information and help them cultivate their interest in a subject they may have found particularly intriguing.
We have a big year ahead of us, and I look forward to the successes to come!
Mr. Warner
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