Friday, October 30
Students took the second vocabulary quiz over words from Frederick Douglass's Narrative.
Students in two classes watched a film dramatization of Edgar Allan Poe's story "The Cask of Amontillado."
Mr. P distributed a handout of a speech by John C. Calhoun, "Slavery a Positive Good."
HW due Monday:
Read the handout.
Thursday, October 29, 2009
Thursday, October 29
Mr. P distributed two handouts, defenses of slavery by George Fitzhugh and James Henry Hammond, which should be of use in students' persuasive papers. We will go over them next week, but students should read them now.
The bulk of class was taken up with going over vocabulary words in preparation for Friday's quiz.
HW due Friday:
Vocabulary definitions and sentences.
Quiz thereover.
Mr. P distributed two handouts, defenses of slavery by George Fitzhugh and James Henry Hammond, which should be of use in students' persuasive papers. We will go over them next week, but students should read them now.
The bulk of class was taken up with going over vocabulary words in preparation for Friday's quiz.
HW due Friday:
Vocabulary definitions and sentences.
Quiz thereover.
Wednesday, October 28, 2009
Tuesday, October 27, 2009
Tuesday, October 27
We started with "The Battle Hymn of the Republic" and examined it as an abolitionist song treating the Union Army as God's warriors fighting to flee the slaves, in stark contrast to the arguments of slavery's religious defenders. We then discussed Frederick Douglass's harsh attack on the slaveholders' Christianity in his Narrative, and began to discuss his own relation to Christianity.
HW due Thursday:
Typed double-spaced character description for the persuasive paper. Short but sublime.
HW due Friday:
Vocab booklet and quiz.
We started with "The Battle Hymn of the Republic" and examined it as an abolitionist song treating the Union Army as God's warriors fighting to flee the slaves, in stark contrast to the arguments of slavery's religious defenders. We then discussed Frederick Douglass's harsh attack on the slaveholders' Christianity in his Narrative, and began to discuss his own relation to Christianity.
HW due Thursday:
Typed double-spaced character description for the persuasive paper. Short but sublime.
HW due Friday:
Vocab booklet and quiz.
Monday, October 26, 2009
Monday, October 26
Students took a brief multiple-choice quiz over Chapters VII-X of Frederick Douglass's Narrative.
Mr. Potratz announced another postponement of the second vocabulary quiz. It will be on Friday, at which time the definitions and sentences are also due.
Students received copies of the assignment sheet for the persuasive paper on slavery, which is due Tuesday, Nov. 11.
HW due Friday:
Vocabulary worksheets and quiz.
Students took a brief multiple-choice quiz over Chapters VII-X of Frederick Douglass's Narrative.
Mr. Potratz announced another postponement of the second vocabulary quiz. It will be on Friday, at which time the definitions and sentences are also due.
Students received copies of the assignment sheet for the persuasive paper on slavery, which is due Tuesday, Nov. 11.
HW due Friday:
Vocabulary worksheets and quiz.
Friday, October 23, 2009
Thursday, October 22, 2009
Thursday, October 22
We discussed the film which students watched Wednesday in Mr. Potratz's absence, Tales of the Deep North, about the DeWolfe family's coming to terms with their heritage as descendants of the leading slave traders of the early nineteenth century.
Then we shared information from the Arguments in Defense of Slavery worksheet, with students adding information to their worksheets with colored pens.
HW due Monday:
Second vocab quiz postponed to Wednesday.
Quiz over Chapters I-X instead.
We discussed the film which students watched Wednesday in Mr. Potratz's absence, Tales of the Deep North, about the DeWolfe family's coming to terms with their heritage as descendants of the leading slave traders of the early nineteenth century.
Then we shared information from the Arguments in Defense of Slavery worksheet, with students adding information to their worksheets with colored pens.
HW due Monday:
Second vocab quiz postponed to Wednesday.
Quiz over Chapters I-X instead.
Tuesday, October 20, 2009
Friday, October 16, 2009
Friday, October 16
We reviewed Chapters VI and VII of Douglass's Narrative, concentrating upon how and why he acquired his mastery of formal English. We looked, for instance, at his "bible," The Columbian Orator, and Mr. P showed the class a copy of that book, containing the dialogue between a slave and his master which made such a deep impression upon Douglass's young mind.
We reviewed Chapters VI and VII of Douglass's Narrative, concentrating upon how and why he acquired his mastery of formal English. We looked, for instance, at his "bible," The Columbian Orator, and Mr. P showed the class a copy of that book, containing the dialogue between a slave and his master which made such a deep impression upon Douglass's young mind.
Thursday, October 15, 2009
Thursday, October 15
A lesson in online research skills, specifically Googling, focusing on the use of certain Boolean operators and of the "Advanced Search" feature in Google and other online search engines as a beginner's way to use those operators.
Handout: "Implied Boolean and the Search for Wisdom."
The instruction in internet skills is in preparation for the online research students will use in the first essay, an argumentative paper supporting or opposing the abolition of slavery.
Remember: Use Advanced Search -- it's for beginners!
A lesson in online research skills, specifically Googling, focusing on the use of certain Boolean operators and of the "Advanced Search" feature in Google and other online search engines as a beginner's way to use those operators.
Handout: "Implied Boolean and the Search for Wisdom."
The instruction in internet skills is in preparation for the online research students will use in the first essay, an argumentative paper supporting or opposing the abolition of slavery.
Remember: Use Advanced Search -- it's for beginners!
Wednesday, October 14, 2009
Tuesday, October 13, 2009
Tuesday, October 13
Mr. P introduced some of the outside reading books available to be checked out and some students chose books.
Mr. P sang "Go Down, Moses," and we discussed its relevance to Frederick Douglass's Narrative.
Students were reminded about the PSAT tomorrow at 7:40 a.m. in the Commons.
HW due Thursday:
Reading and vocabulary, Chapters I-VI in Frederick Douglass.
Mr. P introduced some of the outside reading books available to be checked out and some students chose books.
Mr. P sang "Go Down, Moses," and we discussed its relevance to Frederick Douglass's Narrative.
Students were reminded about the PSAT tomorrow at 7:40 a.m. in the Commons.
HW due Thursday:
Reading and vocabulary, Chapters I-VI in Frederick Douglass.
Monday, October 12, 2009
Monday, October 12
Columbus day
We examined briefly the legacy of Christopher Columbus, and saw how he used Christianity to justify atrocities committed upon the native population and how other Christians, notably Father Batolome de las Casas, condemned Columbus's acts on the same religious grounds.
We then connected that religious conflict with Douglass's Narrative, and began to examine how the Christian religion was invoked both to justify and to condemn slavery in the U.S. in the 19th century.
Columbus day
We examined briefly the legacy of Christopher Columbus, and saw how he used Christianity to justify atrocities committed upon the native population and how other Christians, notably Father Batolome de las Casas, condemned Columbus's acts on the same religious grounds.
We then connected that religious conflict with Douglass's Narrative, and began to examine how the Christian religion was invoked both to justify and to condemn slavery in the U.S. in the 19th century.
Friday, October 9, 2009
Friday, October 9
Students took a brief multiple-choice quiz over chapters 1-4 of Frederick Douglass's Narrative, and we went over the answers.
We returned to the book and Douglass's discussion of mixed-race slaves, after which we looked at yesterday's news coverage of Michelle Obama's ancestry as illustrating what Douglass is speaking about.
Students took a brief multiple-choice quiz over chapters 1-4 of Frederick Douglass's Narrative, and we went over the answers.
We returned to the book and Douglass's discussion of mixed-race slaves, after which we looked at yesterday's news coverage of Michelle Obama's ancestry as illustrating what Douglass is speaking about.
Thursday, October 8, 2009
Thursday, October 8
Mr. P passed out two vocabulary documents:
(1) a tabloid-sized sheet with requirements for investigating assigned words and space to record the investigations (to be supplemented with inserts), and
(2) a list of vocabulary words by chapters in Frederick Douglass's Narrative.
The sheets for the words in Chapters one through eight will be due Monday, October 19, and there will be a quiz over them on that date.
The due date for thesheets for the rest of the words, and for the quiz over them, is Monday, October 26.
We finished up the Race Literacy Quiz in those periods where that was necessary, then began reading Douglass's Narrative aloud.
HW due Friday:
Read Chapters I through IV in Frederick Douglass. There will be a brief quiz over those chapters to begin the period.
Mr. P passed out two vocabulary documents:
(1) a tabloid-sized sheet with requirements for investigating assigned words and space to record the investigations (to be supplemented with inserts), and
(2) a list of vocabulary words by chapters in Frederick Douglass's Narrative.
The sheets for the words in Chapters one through eight will be due Monday, October 19, and there will be a quiz over them on that date.
The due date for thesheets for the rest of the words, and for the quiz over them, is Monday, October 26.
We finished up the Race Literacy Quiz in those periods where that was necessary, then began reading Douglass's Narrative aloud.
HW due Friday:
Read Chapters I through IV in Frederick Douglass. There will be a brief quiz over those chapters to begin the period.
Wednesday, October 7, 2009
Wednesday, October 7
Students were issued copies of the Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself.
We continued with our examination of racial ideology, focusing on the "Race Literacy Quiz" and "Ten Things Everyone Should Know About Race."
HW due Friday:
Read Chapters I through IV of Frederick Douglass's Narrative. There will be a brief quiz on those chapters to start Friday's class.
Students were issued copies of the Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself.
We continued with our examination of racial ideology, focusing on the "Race Literacy Quiz" and "Ten Things Everyone Should Know About Race."
HW due Friday:
Read Chapters I through IV of Frederick Douglass's Narrative. There will be a brief quiz on those chapters to start Friday's class.
Tuesday, October 6, 2009
Monday, October 5, 2009
Monday, October 5
Students worked in small groups with their homework questions (see Friday). Each student submitted one question to his or her small group, and each small group, aftera brief discussion, chose one question to submit to the class as a whole.
We then proceeded to discuss some of those questions in full class session.
Students worked in small groups with their homework questions (see Friday). Each student submitted one question to his or her small group, and each small group, aftera brief discussion, chose one question to submit to the class as a whole.
We then proceeded to discuss some of those questions in full class session.
Friday, October 2, 2009
Friday, October 2
Students watched the conclusion of Jefferson's Blood and continued taking notes on it. They held on to those notes to use in completing the homework assignment.
HW due Monday:
TYPE five questions of substance you are left with after watching the film. Or, name five important things you learned.
Students watched the conclusion of Jefferson's Blood and continued taking notes on it. They held on to those notes to use in completing the homework assignment.
HW due Monday:
TYPE five questions of substance you are left with after watching the film. Or, name five important things you learned.
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