Last week we worked on the Wayback on Irish immigration. We also discussed shortly the Know Nothing Party. Again this week you will be choosing a new primary source document. It will be a choice different from Wednesday 1/25/17. We also had a few chances at beginning to use Kahoot to see what you know and remember.
This last week has brought us many new developments and interesting historical connections, like to the Irish Potato famine and migration. This links to the refugees leaving Syria and Iraq, and other areas of the world in chaos. Please see if you find any of the articles interesting and can add the ideas to your notebook. You should be done with Chapter 11 notes, The North. You should have started Chapter 12: The South. Do not forget the outputs start them now. This notebook will be named from chapters 11/12. Please keep working, and be kind all the time, and helpful to all. Best wishes. For the next two days I am going to be at a participant at a conference that the Baldwin Park School District wants Department Chairs to attend. If you have any problems or questions please use the "comments" to send questions and proofread your questions. You may ask questions to help many of you. You will be working on the notes starting in chapter 11. I will respond to appropriate questions and post them. Good luck.
I hope all American's can look back and have some historical insights on what we want the Executive to look like. How do we show the world what democracy looks like to us? Please watch and try to write about some of your ideas on the 44th First Family that will be leaving the White House on this Friday. Please add this to your notebook and make sure it is on your table of contents.
“More Like A Pig Than a Bear”: Mariano Guadalupe Vallejo Is Taken Prisoner During the Bear Flag Revolt, 1846 During the war with Mexico, United States troops seized power. Captain John C. Fremont, western explorer and engineer, led an uprising of American settlers and Californios (Spanish ranching families in Alta California) who supported American annexation. Mariano Guadalupe Vallejo was born into a prominent family and pursued a career in the military and politics. He, like many other Californios, believed that the American presence promoted economic prosperity and political stability. During the Bear Flag Revolt of 1846, Fremont captured Sonoma and raised the flag of an independent California. Vallejo, however, was taken prisoner by Fremont’s forces and held for two months. Despite his treatment, Vallejo maintained his American sympathies and went on to serve in the first state legislative body. When he and many others attempted to validate their Mexican land grants, he found his way blocked and eventually lost a ruling in the U.S. Supreme Court. Stripped of much of his influence and fortune, he wrote his five-volume “true history” of Californias, while living on a mere portion of his once vast holdings. Vallejo donated this history to H. H. Bancroft, the famous Californian historian. Please click read more. Families have items that they cherish or hold dear, and that are handed down to other family members. What family items might your family hold dear? A diary, baseball cards, car, dishes, photos, letters, ring, etc.
This entry is an attempt to try an assimilate a larger and broad history of Western Expansion, and the Civil War through the study of art objects. These ideas are an essential part of the 8th grade curriculum. The goal is to try and link two large content areas of United States history to a single observable object, that can sprout into a larger discussion on how these little objects relate to many other historical interpretations; and then write about the topic. Realia is always very helpful in that they can be tactile and see stories that are connected to the things we hold in our hands. re·a·li·a rēˈālēə/ noun
Possible future project: Students can learn about how objects in history can be important and connected to other histories. [Powerpoint PDF] Analyzing the Fremont Flag, portraits, and the speech by John C. Frémont’s daughter, Elizabeth, can show what these historical objects tell us about our history. [Ms. Fremont Speech about flag to the Southwest Museum] We might write your story or just try and see how this history asks other questions. Not sure, we can talk as a class and see how things go. Inquiry Question: Did John Charles Frémont’s Path Finder Flag from U.S. expeditions have connections to help understand American life and conflicts during Westward expansion? [e.c. 11 sentence paragraph] Please make sure that you mark the extra credit #4 on your table of contents. Research links: http://history1800s.about.com/od/americamoveswestward/a/John-C-Fremont-biography.htm http://missionhistory.org/fs_deppe.html http://www.history.com/topics/bear-flag-revolt http://www.britannica.com/biography/John-C-Fremont http://www.britannica.com/event/Bear-Flag-Revolt http://www.artic.edu/aic/collections/exhibitions/American/Freedman http://www.civilwarinart.org/items/show/101_ http://www.nebraskastudies.org/0400/frameset_reset.html? https://www.visithuntingtonor.org/John_Fremont_Route.html From your textbook: “We have it in our power to start the world over again.” —Thomas Paine, from his pamphlet Common Sense Americans had always believed they could build a new, better society founded on democratic principles. In 1839, writer John O’Sullivan noted, “We are the nation of human progress, and who will, what can, set limits to our onward march?” Actually, there was one limit: land. By the 1840s the United States had a booming economy and population. Barely 70 years old, the nation already needed more room for farms, ranches, businesses, and ever-growing families. Americans looked west—to what they saw as a vast wilderness, ready to be taken. Some people believed it was America’s manifest destiny, or obvious fate, to conquer land all the way to the Pacific Ocean in order to spread democracy. O’Sullivan coined the term in 1845. He wrote that it was America’s “manifest destiny to overspread and to possess the whole continent which Providence [God] has given us for the development of the great experiment of liberty . . . ” So please follow the directions and work in your pairs share groups to answer all the guiding questions.
Be curious insightful historians.We are working in chapter 10 and we are trying to understand Manifest Destiny and the expansion of the United States into the west. If you have time you might look at the list of topics you have been studying since kindergarten [1]. I also hope that you might learn more about the Spanish period and the Californio period. The Ranchos and the culture that was present is sometimes not known by many residents of the Golden State. I hope you can also check out the maps on the missions and California native Americans.[2, 3] Understanding the geography of the areas we live in can help us to understand why things are the way they are at time. Scientific study of human interactions is very important.[4-10] The Mission period and the Mexican families that came up after the fighting against the Spanish and French to free Mexico in 1821. The human interactions that are happening in the Pacific region that we are studying is very complicated and nuanced.[11] We hope we can better understand then to compare to now. Below are many links that will be assigned for homework. These links will help you in many ways with your Chapter 10 interactive notebook.[4-6] Please do not forget your online textbook too. You can use it on many devices. Be curious insightful historians. You should almost be done with the chapter notes.
(ca. 1892)^^ - View showing ten members of the Vincente Lugo family (includes two women and a small child) posing at the ranch house (Rancho San Antonio, Baker Avenue stores on Telegraph Road opposite Laguna School House), on the balcony and ground below. Pictured on the porch (left to right): Vicente Perez Lugo (sister), Victoria Avila Lugo (sister), Annie Lugo Smith (niece), A.E. McConnell, Vicente Lugo (older brother), Andres Lugo. Pictured below (left to right): Felipe Lugo, Toney Lugo (nephew), Pedro Lugo, Governor Argullo (not a family member), B.A. Lugo (brother) [identifications by Pedro Lugo, 15 July 1924].
This will be a Primary Source for the Unit 2 on Wednesday, this art piece is from the Walter Art Gallery, Richard Caton Woodville (American, 1825-1855): 1849
"This intergenerational drama is set in a sumptuously furnished dining room. A young soldier, his injured left arm in a sling, his boots and trousers mud-spattered, and sword and gloves flung on the carpet, has just returned from service in the Mexican War. Gesturing expansively toward the Revolutionary portrait, he seeks approval from his older relative, who appears lost in memory. Other family members, presumably the soldier's parents and sister, dressed in the fashion of the moment, listen with concern. In the doorway to the right, three African American house servants attend to the conversation. Old '76's status as a veteran of the Revolutionary War is made clear by attributes, including knee breeches worn in the previous century, the portrait in military dress on the far wall, and the bust of George Washington behind him. The painting rewards close scrutiny, with such unexpected details as an apple and corncob interspersed with the clock, porcelains, lamps, and book on the mantelpiece, the tabletop still-life, and the adroit rendering of textiles and furniture. The glass on the print of Trumbull's Signing of the Declaration of Independence shows a crack, a symbol of the divisiveness of the political moment. Woodville may have seen this detail in a work of decisive political content in Düsseldorf, Workers before the Magistrateby Johann Peter Hasenclever, painted in 1848. One of the puzzles posed by Old '76 and Young '48 is how the artist, living in Europe, acquired his knowledge of the specifics of the Mexican War uniform, in which shoulder straps indicated rank and stripes on trousers denoted different regiments, details that Woodville changed as he completed the painting. No one in his immediate family served in that war, though his friend Stedman Tilghman enlisted as a surgeon in 1846 and succumbed to the strain, dying in New Orleans two years later. Woodville may have studied illustrations in American newspapers or daguerreotypes. Clearly aware of the polarized opinion on this war in the United States, and having suffered a personal loss, the artist takes an ambiguous stance in the argument that is this work's central narrative."[http://art.thewalters.org/detail/33726/old-76-and-young-48/] http://xroads.virginia.edu/~cap/desoto/woodvill.html Questions to think about: 1. Why is the young soldier pointing to the painting? 2. Who is in that painting? Why is it important and meaningful? 3. What ideas did the Old 76 generation fight for? 4. What other images do you see that might mean something significant? Explain. please watch for homework Wednesday: http://www.cbsnews.com/videos/when-the-us-was-conqueror-of-mexico More info: http://www.pbs.org/kera/usmexicanwar/index_flash.html |
Philosophie: Salon CenterEveryone of us is living history. We all have a story to tell and the ancestors that came before us that carved a way for us to become a new member of civilization. We also are learning that we are all related genetically and culturally in the family of humanity. All people’s past becomes part of all of us, and will always be completely intertwined with the entire world community.
Author's NOTEFrom time to time we will have some ideas from words that give us wisdom about our world. Writers are some of the most insightful people that understand our modern and ancient world quite well. Feel free to read, think, comment on these ideas. It seems that some of the students would like to debate issues of government, economics, and history. This can be a forum for this idea. Also if you would like to do formal debates in class we need to prepare debate rule and procedures. This can be a start and then we can decide if we will proceed to bring the debates in class on topics we study. Please follow our classroom rules if you decided to write on the blog. Make sure that you ask questions, and be helpful, and mature in all your interactions. This can be a helpful way for you to share what you have learned and what you want to learn, or just share ideas. Also just submit an idea through an email, or web contact, and we can maybe add the idea. Send a picture with the suggestion for the classes. Thank you. Archives
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Photos above left to right: The Solon, by Raphael was a depiction of the place where ideas were discussed and debated. Greek democracy in the public sphere. Here is the philosopher Seneca talking to Nero-Claudius Cesar Drusus Germanicus [Roman Emperor 54-68 BCE]- about society,law, politics, ethics and morality. Anthem for the doomed!
Class ForumStudents can also decide to add a topic that can be approved and monitored by Mr.C. Please be responsible and follow the social contract. You can share ideas and questions on your now topics about our class. Friends can help each other study with their devices. Please only students, but fell free to share the forum communications with your family. This can be a source for all students.
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