Civil Rights Museum Project

Throughout this year, we have discussed the questions what it means to be an American, and what we mean when we say that something—an idea, event, or attitude—is American.  In many ways, the Civil Rights Era provides examples testing, celebrating, building, and challenging that term and those ideas.   For this project, you are to explore that question as it relates to a particular person or event from the Civil Rights era.

Here is the link to the full assignment.

Today in class, you will be learning about methods that you can use in order to begin your research. You will be practicing those skills by exploring four different people or events from the full list. I've assigned you two already and you can choose two more. You will complete the form for your practice research by Thursday, 12/12 at 11:59 PM. Here is the link for the practice research.

Additionally, if you want to specifically request a topic for your museum project here is the link to make your request. All requests must also be submitted by Thursday, 12/12 at 11:59 PM. You may request any topic on the list (you are not limited to those that you completed for practice). There are no guarantees that you will receive your requested topic however, if you do not make a request, you will automatically be assigned a topic at random.

Once you have received your topic, you should begin your research and start planning and creating your museum display. You will have two work days in class next week. By the end of class on Friday, 12/20, you should submit this form describing your initial work.

Living with Jim Crow

In its landmark case, Plessy v. Ferguson, the Supreme Court declared that segregation in public places (in this case, train cars) was constitutional, provided that the separate facilities were equal.  Thus the doctrine “separate but equal” allowed many Americans to forget the intention of the 14th Amendment to guarantee equal protection of the laws and an equal access to the privileges and immunities to all citizens.  Soon enough, a series of so-called Jim Crow laws emerged to enforce separation of the races.  Thus, aside from the de facto segregation that existed as a result of social customs and traditions, all four branches of government played a part in the deliberate construction of de jure (by law or legalized) segregation. Today and tomorrow you will learn more about that system by exploring the information and answering the questions in this webquest. You must have the completed activities submitted to turnitin.com and a printed version to bring to class on Monday, Dec. 2.

"12 Years a Slave"-Assignments

If you attended the field trip and saw the film, click here and complete the instructions.

If you did not attend the field trip please click here and follow the instructions.

Working with Lincoln's speeches.

Abraham Lincoln is remembered as one of the United States' greatest presidents for his leadership in preserving the union and beginning the process of ending slavery in the United States.  Over the course of this unit we will examine his words and ideas and explore how his arguments in regard to both developed.  To begin, watch this brief biographical video of Lincoln's early life and career.  Then using your annotations and text from the American Reader, follow the instructions and complete this worksheet. Please copy the worksheet and edit a new Google Doc for yourself.

Working With Maps

As we move our study of United States History towards the Civil War, geography becomes a significant topic for us to explore.  North, South, Mason-Dixon Line, rivers, hills, fields-all will be part of our vocabulary as we become immersed in this significant event.  In order to prepare, it's important to pause and see what we know and what we can learn from American geography at this time.  To do so, today we will look at a series of maps that help to provide information about the United States from its outset through the Antebellum Era.  Click on the links below for today's work. You may work with a partner sitting next to you to discuss the maps.  One of you may have the  maps open on your screen while the other prepares the worksheet on theirs.  One copy of the worksheet will be checked in at the end of class.
The worksheet is divided into three sections. Use the timer function on google chrome to allow yourself about 18 minutes per section.

Antebellum Maps Worksheet (To edit this, copy it into a new google doc and save it to your drive).

Antebellum Maps

Indian Removal

Please complete the web activity linked below prior to class on Monday, Oct. 7.  You will need to make a copy and save the document for yourself and then you may type directly into it.
Indian Removal Webquest

Constitution Review Day

Greetings Constitutional Scholars,
You have several options for class today:

1. Work individually on the written portion of the test.
2. Work individually on the study guide (sent in an email the other day and posted above).
3. Take the practice quizzes located in the Prentice Hall electronic Constitution linked here and in the links tab above.
4. Play the review "Jeopardy" game-check your email.
5. Do the worksheet for the Illinois State Constitution.
6. Review with Mr. Kramer.

Good luck.
Don't forget additional review sessions offered Monday morning, Monday afternoon, and Tuesday morning.

Dear Parents and Guardians

Dear Parents and Guardians of U.S. History Students,
Welcome to the class blog for U.S. History.  This is the place for your students (and you) to find out information about the class, get assignment sheets, handouts, as well as helpful links to use throughout the course of the year.  Navigate using the tabs underneath the title of the page above.  I look forward to teaching your students and am expecting to have an outstanding year.
Sincerely,
Mr. Kramer

Working on a hot summer day...

Greetings U.S. History scholars,
In order to beat the heat today, I thought it would be beneficial to do our class activities in the air-conditioned coolness of the library computer lab.  Please follow the instructions below.
1) Complete this quiz (take no more than 10 minutes)
2) Open up this document and follow the instructions.  You should print out the finished version and either keep it in your binder or tape a copy in your notebook.
3) The "Choices" reading and study guide for this weekend can be found in the Assignment Sheets and Handouts tab above (NOTE-The reading is titled "Optional Reading".  This is its TITLE, it is NOT optional).  The Abigail Adams reading is in your American Reader.
4) Also note that you have this Writing to Turn In: What does it mean to be an American according to what you have read/discussed since the start of class?  Make sure to reference directly at least THREE of the sources we have looked at.  One page, single spaced (Times New Roman 12, 1” margins) Due on WEDNESDAY.

Have a great weekend.