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Colonial era secondary source overview


Colonial era secondary source overview


excellent way to incorporate literacy...the way to do this and still cover content is to provide lecture notes to students and while you lecture, have them highlight important, emphasized information. Maximize the coverage through lecture once or twice a week while providing deep, literacy-based strategies to help students attain skills. In order to implement strategies like this, lecture must be used to ensure complete content coverage. Use these strategies to go into depth about the subjects in history you enjoy the most..


excellent way to incorporate literacy...the way to do this and still cover content is to provide lecture notes to students and while you lecture, have them highlight important, emphasized information. Maximize the coverage through lecture once or twice a week while providing deep, literacy-based strategies to help students attain skills. In order to implement strategies like this, lecture must be used to ensure complete content coverage. Use these strategies to go into depth about the subjects in history you enjoy the most..


150 pgs Aberdeen, Ms, which records events, such as the purchase of slaves in 1835 . Contains many pages listing the names of slaves and the amounts of cotton picked (English notes that women and children work as ”part of the men”).


150 pgs Aberdeen, Ms, which records events, such as the purchase of slaves in 1835 . Contains many pages listing the names of slaves and the amounts of cotton picked (English notes that women and children work as ”part of the men”).


Gives a nearly day-by-day account of the operation of Jones Family plantation. The book was kept as a record of planting, harvests, weather, preparation of ground, allocation of slave labor, crop yields, prices realized, and other agricultural matters. Example of excerpts "[07 Apr 1840:] ”Bought today Sambo and Sary at public sale gave $971.00 for both.”, [22 Apr 1840:] ”Gave my Negroes today to plant for themselves.”, [05 May 1840:] ”Bought March for $450 dollars from M.E.W. Quarterman today.”,


Gives a nearly day-by-day account of the operation of Jones Family plantation. The book was kept as a record of planting, harvests, weather, preparation of ground, allocation of slave labor, crop yields, prices realized, and other agricultural matters. Example of excerpts "[07 Apr 1840:] ”Bought today Sambo and Sary at public sale gave $971.00 for both.”, [22 Apr 1840:] ”Gave my Negroes today to plant for themselves.”, [05 May 1840:] ”Bought March for $450 dollars from M.E.W. Quarterman today.”,


Did any of the enslaved indigenous north Americans sent outside the country make it back to their homeland tribe? How are they faring where they were sent as of now in 2014?


Did any of the enslaved indigenous north Americans sent outside the country make it back to their homeland tribe? How are they faring where they were sent as of now in 2014?


It would be great if these lessons were mapped into/connected through a larger unit with an essential question.


It would be great if these lessons were mapped into/connected through a larger unit with an essential question.


this was a pretty cool place it seems like very intriguing and mysterious just the way they had a very roman like collapse almost. I loved it personally


this was a pretty cool place it seems like very intriguing and mysterious just the way they had a very roman like collapse almost. I loved it personally


I love this resource. I already use it in my World Civilizations Courses. I will now incorporate into my US History Courses.


I love this resource. I already use it in my World Civilizations Courses. I will now incorporate into my US History Courses.


Is there a document with questions for analyzing the Treaty?


Is there a document with questions for analyzing the Treaty?


Learning how to build a website or aspects of multimedia design site for a variety of purposes, can be achieved when students enter the online education. Working through a web design and multimedia studies program can make students learn about the industry through a specific education career.
Web design Newcastle


Learning how to build a website or aspects of multimedia design site for a variety of purposes, can be achieved when students enter the online education. Working through a web design and multimedia studies program can make students learn about the industry through a specific education career.
Web design Newcastle


Thank you Eric! It is fixed.


Thank you Eric! It is fixed.


Correction: it's Santo Domingo, not San Domingo. Nobody has ever called it that. Love this site though!!!


Correction: it's Santo Domingo, not San Domingo. Nobody has ever called it that. Love this site though!!!


You can easily complete this in one 90 minute class period.


You can easily complete this in one 90 minute class period.


This article did point out that immigrants were a big part of our history and how they helped shape America today. The article mentioned how the immigrants helped Americans build up tolerance especially cultural and racial tolerance "How liberal would be its traditions; how diverse its population...". I couldn't agree more with this. Where would we be today if Jewish or Irish were still immigrating? Would we still treat them cruelly and welcome them with disgust? I'm almost sure we would. I also agree with the article in which it says Immigration has been the crucial axis of America's development. That is how America started after all, people traveled over sea here to establish a king free coloney. Yet we brush the importance of immigration aside and the contributions the immigrants made. Why? Maybe we still have a part in us that believes we are better? We think we never needed them or their "help"? Whatever the reason is I think we should out a little more emphasis on how immigration helped us today.


This article did point out that immigrants were a big part of our history and how they helped shape America today. The article mentioned how the immigrants helped Americans build up tolerance especially cultural and racial tolerance "How liberal would be its traditions; how diverse its population...". I couldn't agree more with this. Where would we be today if Jewish or Irish were still immigrating? Would we still treat them cruelly and welcome them with disgust? I'm almost sure we would. I also agree with the article in which it says Immigration has been the crucial axis of America's development. That is how America started after all, people traveled over sea here to establish a king free coloney. Yet we brush the importance of immigration aside and the contributions the immigrants made. Why? Maybe we still have a part in us that believes we are better? We think we never needed them or their "help"? Whatever the reason is I think we should out a little more emphasis on how immigration helped us today.


I can offer only an explanation; one that seems to make no sense. John Brown was consumed by affective empathy. His inability to cope with the suffering of others drove him to the contradictory behavior of inflicting pain to stop pain.


I can offer only an explanation; one that seems to make no sense. John Brown was consumed by affective empathy. His inability to cope with the suffering of others drove him to the contradictory behavior of inflicting pain to stop pain.


I agree I like this strategy but am pressed for time to cover too many concepts to spend 4 to 5 days on one concept. I may be able to modify the lesson by orally going over the primary sources using the strategy and allowing the students to complete the writing assignment at home. It is not the ideal situation for I would like to monitor the students' writing processes within the classroom.


I agree I like this strategy but am pressed for time to cover too many concepts to spend 4 to 5 days on one concept. I may be able to modify the lesson by orally going over the primary sources using the strategy and allowing the students to complete the writing assignment at home. It is not the ideal situation for I would like to monitor the students' writing processes within the classroom.


With much due respect, I find your "Principles" very troubling, since these maxims are subjective. For example, how can anyone possibly know if all other options have been pursued? (Time is always an option, for example, and there is always more of it). In addition, your proposition of "proportion" is problematic, too, since you treat it as if it were an equation. Very few people actually agree on the outcomes of most conflicts, whether they escalate to violence or not. Moreover, the idea that any death is ever justified is also subject to debate, right?

Rather than tell our students what is justified, we should, of course, be facilitating activities that allow them to arrive at their own well-reasoned conclusions.

My two cents.


With much due respect, I find your "Principles" very troubling, since these maxims are subjective. For example, how can anyone possibly know if all other options have been pursued? (Time is always an option, for example, and there is always more of it). In addition, your proposition of "proportion" is problematic, too, since you treat it as if it were an equation. Very few people actually agree on the outcomes of most conflicts, whether they escalate to violence or not. Moreover, the idea that any death is ever justified is also subject to debate, right?
Rather than tell our students what is justified, we should, of course, be facilitating activities that allow them to arrive at their own well-reasoned conclusions.
My two cents.


What a great list. I agree with Linda in how she is adjusting some questions away from yes/no. Essential questions by nature should not have yes/no responses. I will use the basic idea of them for objectives and but revise them to be more open-ended and steer students away from answering in a brief manner.


What a great list. I agree with Linda in how she is adjusting some questions away from yes/no. Essential questions by nature should not have yes/no responses. I will use the basic idea of them for objectives and but revise them to be more open-ended and steer students away from answering in a brief manner.


I have been reading a historical fiction book by Sue Monk Kidd entitled, "The Invention of Wings". The book charts a fictionalized journey of Sarah Grimke in parallel with a fictional slave girl, named Hetty or Handful. Hetty is given to Sarah on her 13th birthday as her personal slave to wait on her, hand and foot. So, I wanted to read up on the real Grimke sisters. They were both way ahead of their time. This was an excellent essay on the sisters.


I have been reading a historical fiction book by Sue Monk Kidd entitled, "The Invention of Wings". The book charts a fictionalized journey of Sarah Grimke in parallel with a fictional slave girl, named Hetty or Handful. Hetty is given to Sarah on her 13th birthday as her personal slave to wait on her, hand and foot. So, I wanted to read up on the real Grimke sisters. They were both way ahead of their time. This was an excellent essay on the sisters.


Interesting document!


Interesting document!


Major General Winfield Scott Hancock never retired from the Army. I believe Cullum's Register would be the best primary source for that information


Major General Winfield Scott Hancock never retired from the Army. I believe Cullum's Register would be the best primary source for that information


just great!


just great!


This would be great if there was an answer key to accompany the primary source readings. Would have definitely saved a lot of time.


This would be great if there was an answer key to accompany the primary source readings. Would have definitely saved a lot of time.


Principles of the Just War

A just war can only be waged as a last resort. All non-violent options must be exhausted before the use of force can be justified.
A war is just only if it is waged by a legitimate authority. Even just causes cannot be served by actions taken by individuals or groups who do not constitute an authority sanctioned by whatever the society and outsiders to the society deem legitimate.
A just war can only be fought to redress a wrong suffered. For example, self-defense against an armed attack is always considered to be a just cause (although the justice of the cause is not sufficient--see point #4). Further, a just war can only be fought with "right" intentions: the only permissible objective of a just war is to redress the injury.
A war can only be just if it is fought with a reasonable chance of success. Deaths and injury incurred in a hopeless cause are not morally justifiable.
The ultimate goal of a just war is to re-establish peace. More specifically, the peace established after the war must be preferable to the peace that would have prevailed if the war had not been fought.
The violence used in the war must be proportional to the injury suffered. States are prohibited from using force not necessary to attain the limited objective of addressing the injury suffered.
The weapons used in war must discriminate between combatants and non-combatants. Civilians are never permissible targets of war, and every effort must be taken to avoid killing civilians. The deaths of civilians are justified only if they are unavoidable victims of a deliberate attack on a military target.


Principles of the Just War
A just war can only be waged as a last resort. All non-violent options must be exhausted before the use of force can be justified.
A war is just only if it is waged by a legitimate authority. Even just causes cannot be served by actions taken by individuals or groups who do not constitute an authority sanctioned by whatever the society and outsiders to the society deem legitimate.
A just war can only be fought to redress a wrong suffered. For example, self-defense against an armed attack is always considered to be a just cause (although the justice of the cause is not sufficient--see point #4). Further, a just war can only be fought with "right" intentions: the only permissible objective of a just war is to redress the injury.
A war can only be just if it is fought with a reasonable chance of success. Deaths and injury incurred in a hopeless cause are not morally justifiable.
The ultimate goal of a just war is to re-establish peace. More specifically, the peace established after the war must be preferable to the peace that would have prevailed if the war had not been fought.
The violence used in the war must be proportional to the injury suffered. States are prohibited from using force not necessary to attain the limited objective of addressing the injury suffered.
The weapons used in war must discriminate between combatants and non-combatants. Civilians are never permissible targets of war, and every effort must be taken to avoid killing civilians. The deaths of civilians are justified only if they are unavoidable victims of a deliberate attack on a military target.