DBQ Writing Workshop Dates and Locations

Requirements: ALL students must attend 2 DBQ workshops. Students should be in the appropriate location by 2:30 or they will not be allowed to participate in that day's workshop.

December 1 - Mr. Crawley's Room
December 3- Mr. Beller's Room
December 8 - Mr. Beller's Room
December 10 - Mr. Crawley's Room
December 21st (Workday) - time and location TBD
January 5- Mr. Crawley's Room
January 7 - Mr. Beller's Room

Slavery Controversy

**REMEMBER: WE WILL WORK ON THIS DURING CLASS ON 11/30.  ESSAY WILL BE WRITTEN DURING FLEX**

INSTRUCTIONS! If you were absent from class on 11/23, you will need to look over this.

Chapter 16 The American Spirit - for PART II

Yale History Course - for PART III
  - White Southern View: Lecture #3 : A Southern World View: The Old South and ProSlavery Ideology 
 - Abolitionists: Lecture #5:Telling A Free Story: Fugitive Slaves and the Underground Railroad in Myth and Reality

Part I: Background Reseach (15%)

Objective: To gain sufficient background knowledge regarding Antebellum Southern Society and Economy, and the rise of the Abolitionist movement. You will need to use Chapter 16 of the textbook.

How: Combining the Frayer Model and Feynman Technique

1. Condense the following objectives into "Big Picture" ideas/concepts

• Point out the economic strengths/weaknesses of the "Cotton Kingdom"
• Describe the southern planter aristocracy and identify its strengths/weaknesses 
• Describe the non slave-holding white majority of the South and explain its relations with both the planter elite and the black slaves 
• Describe the nature of Af-Am. life both free/slave before the Civil War 
• Describe the effects of slavery on both blacks and whites 
• Explain the origins/rise of Abolitionism 
• Describe the Southern Response to abolitionism and its defense of slavery as a "positive good" 

2. For each:

• List out key terms 
• Important Historical Figures 
• Key Events/Processes
• Feynman Technique: short explanation of the concept ( do not need SFI here!!) 

HINT: Here is the vocabulary from the Unit Guide - this could be a START

1.      King Cotton

2.      Planter aristocracy

3.      John C. Calhoun

4.      Nat Turner’s Rebellion

5.      American Colonization Society

6.      The Liberator

7.      American Anti-Slavery Society

8.      David Walker/Appeal

9.      Narrative of the Life of Frederick Douglass

10.  Gag Resolution

Part II: Historical Thinking Skill - Analyzing Historical sources/evidence (25%)

• Use Ch.16 of the American Spirit to explore EITHER a) White Southern View of Slavery (pg. 362) b) The Abolitionist Crusade (pg.368) 
• Select 2 documents  to a) paraphrase the main points the document asserts b) Discuss the historical context surrounding the documents, focusing on historical processes/events that were happening at the same time and how these might have influenced the viewpoint/message of the document

Part III: YaleCourses Lectures (20%)

• select a lecture appropriate for your topic and write a 1 page summary 

Part IV: Essay (40%) (to be done in class 11/30) 

Prompt:  Outline the philosophical reasoning/justification of either the abolitionist crusade or the white southern defense of slavery. 

HW: 11/19 Due 11/23

Please read "Slavery: Issue on Trial" (link to reading if you forgot to take one in class)

Tasks:

1. There are two sets of questions embedded into the reading. Please answer both sets. 
2. In the first half of the reading, the writer presents us with a couple of questions they hope to answer: 1) What was slavery really like? 2) Why is it so difficult to decide what slavery was really like? 3) How did arguments about slavery become a problem in the 19th century? Your job is to attempt to answer these questions as BEST YOU CAN with the limited knowledge gained from the reading. 
3. Identify three questions you still have after reading the text.

Age of Jackson Make Up Test

Deadline: 11/30 

When: After school only (by appointment). Students must be in my class by 2:35. No exceptions. 

Can I lose points from my original score if I score lower on the make up?: Yes

Can I come in on the 11/25 (workday) Yes - by appointment. 

How long will I have to take the test? 55 minutes 

Take Home Test and other information regarding Tuesday, 11/17.

Take Home Test: Due on Tuesday 11/17. 

Unit Guides (Vocab and Thematic Questions) due on 11/17 

Please bring with you the "Mexico Will Poison Us"  reading excerpt with questions/answers to class on Tuesday 11/18.

We will write the essay in class on Tuesday, 11/17.

Age of Jackson Take Home Test

Mexico Will Poison Us Questions

Curriculum Framework for Period 4 and DBQ

4.1

4.2

DBQ Instructions and Rubric (due Thursday)  Copy of DBQ

1. Answer each question(s) associated with each document (5 points each)
2. Create a thesis statement which addresses the question (@ bottom of the front page in a black box)- 20 points
3. Outline - 50 points

• Topic Sentence per Category 
• 2 pieces of outside information per category 
• at least 1 document used 
• for most important piece of information, analysis (how/why does it support your thesis statement)
• ALL or ALL BUT ONE of the DOCUMENTS MUST BE USED!!