Why is it that the version or interpretation of United States history is so tainted with racism. What we call rock and roll,is really the majority population attempt to cover and imitate working class African American popular music forms of late forties and early sixties.This trend has continued from the black minstrel shows to the current Hip Hop.
White teenagers interest in rhythm and blues would eventually lead to white artist tempting to copy or emulate the style. You can't separate black music from it roots the church. As you can't truly separate the spirituals from slavery and African traits: work song, field hollers, ring shouts, etc..
When white teenagers started buying black R&B Sam Philips knew if he could get a white boy to sound black he could gain access to the whole white teenager market ($). Elvis Presley. In the South they call it Jungle music, in the North they call it Juvenile delinquency and count the money. It is the similar thing that happened in the beat generation with the so-called White Negro, in New York they called it Be- Bop.The original becomes copied so much that eventually to the (economic) coveted out of touch masses it becomes the original. Mediocrity rules. But there are some still living that play the song for personal satisfaction and not to entertain the majority.
Isn't it about time the sheep tells his version of the story.
This lesson plan is primarily meant for those who teach instrumental or vocal music students. Enjoy!
thanks for continuing the discussion!
John and Abigail Adams corresponded about the major events of the Revolutionary Period and the founding of our nation. This lesson allows students to appreciate the importance of this time through the letters they exchanged on the eve of his presidency. This transfer of power from one president to another was an important event that tested the effectiveness of the electoral process and our Constitution.
I have attached the lesson plans we explored at the seminar in Amherst. I hope you find them helpful in approaching the subject of women's rights and changes in the status of women as a result of the American Revolution.
Thanks...much appreciated...I'm currently typing from Fortville, Indiana and was near Speedway earlier this week. As it turns out my sister's new home is on the west side of Indy real close to Avon. I even went to the State Fair!
Thanks Chris~ Much appreciated~ I hope to have some of my photos of the week posted with a link to where they are housed later this week.
Finally, I came, I saw, and enjoyed, hehehe, but wait, I did learn gazillion of things about the US Constitution, the people responsible, and from the great people like you guys. Thanks for these pictures and websites Dan and Chris.
I truly enjoyed learning from and with each of you!
My video clip, with advice for students from George Washington (the actor from Mt. Vernon) citing two of his Rules of Civility, will be ready soon.
Meanwhile, attached is the lesson plan that I wrote before we left. I believe that it can be used/adapted for grades 5-12.
Students will understand the rationale behind the decision George Washington made, in 1765, to focus on growing wheat instead of tobacco as a cash crop.
Reflecting: What a great week!
Great jumping-off points. Thanks for a terrific resource!
I thought that you all might be interested in an American Literature-U.S. History collaboration that has been ongoing in my school for 30+ years. We continue to meet to adapt material, update rubrics, and work on making the questions as clear as possible.
Three times a year, our students prepare outlines for up to three questions. The history teachers work with the kids on content and the English teachers work on the writing skills needed (thesis statements, organization, etc.). On the day of the test, students meet in the cafeteria, and with no notes, write an essay in one hour. Then the English teachers and history teachers meet together to evaluate the essays according to two rubrics. These scores count toward their history grades, although theoretically they could go into both history and English grades. (We have an A.P. history teacher whose requirements are too different from the English requirements, so we don't score his tests. His students, too, complete three bluebook exams on the same day as the academic-level students.)
Let me know if you have questions. To me, the benefits of this program are huge--practice writing under pressure relates to their high-stake state tests and SAT writing tests. The students are held accountable for material and the nature of the questions forces them to take a side and defend it.
I am attaching sample practice forms that I give to my students to use after they outline and master the material. I seem to be unable to attach a rubric or PowerPoint. Sorry. Please let me know if you would like a copy and I will happily email it to you!
intro for APUSH -primary docs
Attached is a lesson that will work in google earth and uses websites, videos, and primary documents to show the causes of the Civil War.
Here is the website version:
Email me at email@example.com for the file to use with google earth.
Thanks to Gilder Lehrman for hosting such a fantastic seminar. I learned TONS about the revolutionary and constitutional eras that will help me be a more effective teacher this year.
I am posting two lessons: The one I presented on the Colonial Ads (with rubric and student direction sheet), and a second lesson on Design of a new monument for the Mall in DC.
I'm attaching two group photos: One on the steps, and one in the carriageway.
Thank you for helping to make my Gilder Lehrman week at the fabulous New York Historical Society Museum so valuable and memorable.
While my photostory is somewhat lacking in sophistication, my research is quite interesting. I am attaching my Works Cited pages.
Best of luck to all for a successful 2012-2013 school year.
Here's the list of all the books and websites mentioned during our week at Montpelier. Enjoy! =-)
Content: Constitutional Convention
"The Pen, The Tongue, and The Sword"
While we were wending our way towards Lawrence, President Obama issued an executive order designed to improve outcomes and advance educational opportunities for African Americans.
While there are few details on exactly how this will be done from day to day, here is the link to the White House press release.
Sure seems like the antithesis of "with all deliberate speed."
On the same topic, an article about this Execute Order in the Huffington Post alludes to riots occurring in black communities when the Supreme Court issued that "all deliberate speed" order. Really?
This is a press release by someone about Woodrow Wilson's work on the Treaty of Versailles. This person is an admirer of Wilson who believes that his motives were right and that the treaty cannot be viewed as a failure simply because it did not achieve all of Wilson's goals (namely the League of Nations). However, according to this person, it did lay the foundation for world peace, which was Wilson's ultimate goal.
I could use this in conjunction with the actual Treaty of Versailles. I could have students evaluate the treaty. I might actually have them write their own press release addressing the question of whether or not the treaty was a failure for Wilson, then I could have them read this guys assessment and compare his evaluation to their own.
Wilson grants clemency to someone who has been convicted of violating the Espionage Act of 1914.
This could actually be a good document to introduce the tensions that led to WWI. It can also help introduce students to the ways that foreign affairs affects domestic policy. Fear of foreign threats led to the creation of the Espionage Act.
Question that the neither the document, nor the summary answer: Why did Wilson let this guy go free after he was convicted? Was he a friend? What was their relationship before or after? Did new evidence surface? Was he appeasing some foreign leader?
See the attached document for a very incomplete and continually in-process list of secondary sources on 9/11 with its aftermath and echoes, the Holocaust, and memory issues in general. A few of the dates may be off a bit. A longer list of documentaries from me should be viewable soon in another attachment on our 9/11 teacher's list.
I have shared this PDF with a few of you already:
Since I am a big fan of teaching with clips from the John Adams HBO miniseries (David McCullough), I have made some index card notes to myself of the timing of the scenes that are relevant to my curriculum (8th grade U.S. history in CA). Most of the events are in scenes where you can show a clip that is just a few minutes long, and it provides an excellent introduction to the topic, or a video follow-up after letting the students picture the moment themselves before you let HBO picture it for them.
There are some gaps where I stopped taking notes, or episodes that I have no notes on at all. That either means that there was nothing in that episode that would be useful for my 8th grade class, OR that I viewed the episode but didn’t take good notes. Sorry that that isn’t more helpful.
Episode 2 is the one I use almost all of (in bits and pieces related to the Revolution and lead-up), so I have very detailed notes of that episode.
However, I do have good notes of where to avoid nudity (Episode 1 tarring and feathering and Episode 7 Nabby’s mastectomy) and sex (Episode 4). There may be other scenes to avoid showing, but I didn't think any were so egregious as to note on my index cards not to show them.
Excellent Lessons - "Reading Like a Historian"
These are some prepared lessons that encourage students to look at primary docs to answer questions. The link below leads to a JFK vs. John Lewis lesson. It's got it all pulled together including original docs and - BONUS BONUS - the lessons also seek to help students with reading strategies.
Interesting background, but when I saw it tagged to Geography, I thought I'd see a map :(
This is the lesson plan I created during the workshop. I hope some find it helpful. The level is Advanced Placement/ Dual Credit high school. In the lesson, students will analyze the letters and create dialogues or skits (complete with costumes, props, sets) between John and Abigail or with other characters of their time. I have grouped the letters using Dr. Taylor's chronology. Each set is a starting point rather than a complete set of themes, and students are encouraged to access the Massachusetts History site once they have found their theme. The file is DOC format, but I have a MAC -- if it is not readable, please let me know at firstname.lastname@example.org. Thanks!
Assess the POV of the artist and create an appropriate title. Base your responses on "evidence" in the painting.
Huckleberry Finn and the N Word (60 Minutes)
Here are my notes from the week at GWU!! It was a great experience- Thank you all so much!
Kennedy describing need for air power
Roosevelt's letter to Hoover praised him for his work to manage America's food supply during war time. He did this in part by encouraging Americans to cut back on their consumption of food stuffs.
Great to use with students when explaining US entrance into WWI.
The site just told me it ran out of room - Here's a link to my online Picasa page where I uploaded these pics . . . https://plus.google.com/photos/106464322875955991994/albums/577101349665...
Kelly's Scans - Eisenhower Library - Montgomery Bus Boycott - note that these are only for classroom use and should NOT be posted on any publicly available website. Thanks!
Eisenhower Library Pics - 7.25.2012
Pics from Tuesday/7.24.2012
Group pictures with the Browns
Pictures from Seminars
Cheryl Brown and Leota Brown Montgomery
Pictures from Seminar
Pictures from seminar (Jim and Kelly)
Shawn and participants
Stumbled across this exhaustive list of methods, in case anyone was interested.
Here are Shawn's PowerPoints.
I have added the excerpts from the letters of Nelly Custis Lewis to my lesson that is posted above so it is complete now.