Monday, April 30, 2007
Absent 4/30?
We went over guidelines for the annotated bibliography for final conference with the doors open (everyone).
Also, we conducted the shared inquiry discussion on the question posted below. In period four, Haydn moderated and Russell took the notes posted here. In period six, Josie moderated and Calvin took notes. Please review the notes and come to class prepared to respond.
Also, we conducted the shared inquiry discussion on the question posted below. In period four, Haydn moderated and Russell took the notes posted here. In period six, Josie moderated and Calvin took notes. Please review the notes and come to class prepared to respond.
Friday, April 27, 2007
Homework 4/27
Continue with assigned reading and shared inquiry questions.
PERIOD SIX - REMEMBER YOU HAVE AN ADDITIONAL ASSIGNMENT - SEE BELOW
PERIOD SIX - REMEMBER YOU HAVE AN ADDITIONAL ASSIGNMENT - SEE BELOW
Absent 4/27?
Both periods were abreviated today because of science testing. Each period lasted a little less than an hour. We created consensograms about how far along students rated themselves on the Final Conference process. Overall, Mrs. Martin and I are pleased with the progress groups are making.
We also handed out the rubric for the final conference posted below - we went over this word for word. If you have any questions make sure you come see Mrs. Martin or me.
We also handed out the rubric for the final conference posted below - we went over this word for word. If you have any questions make sure you come see Mrs. Martin or me.
Thursday, April 26, 2007
EVEN DAY Homework 4/26
Everyone:
Continue with your scheduled reading.
Prepare support for a position on the following.
What character or characters are least representative of the sentimental ideal? How? Why do you think Beecher-Stowe would make characters that did not follow the popular aesthetic?
PERIOD SIX: PLEASE DO THE FOLLOWING IN ADDITION TO THE ABOVE:Respond to the following in a well-supported paragraph
PROMPT
Keeping in mind what we know about the sentimental culture of the mid-19th century, how are the principle female characters in Uncle Tom’s Cabin similar? Did the author intentionally create this similarity and, if so, why?
Continue with your scheduled reading.
Prepare support for a position on the following.
What character or characters are least representative of the sentimental ideal? How? Why do you think Beecher-Stowe would make characters that did not follow the popular aesthetic?
PERIOD SIX: PLEASE DO THE FOLLOWING IN ADDITION TO THE ABOVE:Respond to the following in a well-supported paragraph
PROMPT
Keeping in mind what we know about the sentimental culture of the mid-19th century, how are the principle female characters in Uncle Tom’s Cabin similar? Did the author intentionally create this similarity and, if so, why?
Wednesday, April 25, 2007
ODD DAY Homework 2/25
Continue with reading assignment.
Prepare support for a position on the following.
What character or characters are least representative of the sentimental ideal? How? Why do you think Beecher-Stowe would make characters that did not follow the popular aesthetic?
Prepare support for a position on the following.
What character or characters are least representative of the sentimental ideal? How? Why do you think Beecher-Stowe would make characters that did not follow the popular aesthetic?
Absent 4/25?
We reviewed several cartoons and drawings of the sentimental ideal, including a series of cartoons called "The Bottle" that was popular with your classmates.
We completed to following writing prompt on sentimental values in UTC.
PROMPT
Keeping in mind what we know about the sentimental culture of the mid-19th century, how are the principle female characters in Uncle Tom’s Cabin similar? Did the author intentionally create this similarity and, if so, why?
SOME OF THE VISUALS
We completed to following writing prompt on sentimental values in UTC.
PROMPT
Keeping in mind what we know about the sentimental culture of the mid-19th century, how are the principle female characters in Uncle Tom’s Cabin similar? Did the author intentionally create this similarity and, if so, why?
SOME OF THE VISUALS
Tuesday, April 24, 2007
EVEN DAY Homework 4/24
Read Uncle Tom's Cabin
Through Chapter 20 by 4/26
Through Chapter 25 bu 5/2 - Even though it is a field trip day.
Through Chapter 20 by 4/26
Through Chapter 25 bu 5/2 - Even though it is a field trip day.
Monday, April 23, 2007
Absent 4/23?
We discussed the sentimental culture (aesthetic) of the mid 19th century and its empasis on religion, maternal love and sacrifice, and the maudlin. We used four parlor songs to establish this as the aesthetic. We began a character analysis in order to apply the elements of this culture to Uncle Tom's Cabin. The lyrics to the parlor songs are below.
"The True Heart of Woman"
Words by Mrs. Wilson,
Music by Alexander Lee
(New York: Atwill's Music Saloon, [1834-1847])
My friends they fall from me,
My foes laugh to scorn;
I stand on life's desert,
A pilgrim forlorn.
Yet one flower is growing
Round hope's lonely grave;
One font still is flowing,
My parched lips to lave.
Say what is that floweret,
On life's barren waste?
And whence flows that fountain,
My lips still may taste?
'Tis the true heart of woman,
That blooms 'mid the storm,
Which no tempest can wither,
No changes transform.
The true heart of woman,
The true heart of woman,
Which no tempest can wither,
No changes transform.
In sunshine she flies us,
When all things look bright;
Her smile then denies us
The warmth of its light.
But when the clouds gather
Around us in gloom,
She's the rainbow of pleasure,
Our sky to illume.
Though friendship is fleeting,
Though hope may decay,
The fond love of woman
Will ne'er pass away.
'Tis the true heart of woman,
That blooms mid the storm,
Which no tempest can wither,
No changes transform.
The true heart of woman,
The true heart of woman,
Which no tempest can wither,
No changes transform.
The Snow Storm, A Ballad
Poetry by Seba Smith, Music by L. Heath
(Boston: Oliver Ditson, 1843)
The cold wind swept the mountain's height,
And pathless was the dreary wild,
And mid the cheerless hours of night
A mother wandered with her child.
As through the drifted snows she pressed,
The babe was sleeping on her breast,
The babe was sleeping on her breast.
And colder still the winds did blow,
And darker hours of night came on,
And deeper grew the drifts of snow--
Her limbs were chilled, her strength was gone.
"O God!" she cried, in accents wild,
"If I must perish, save my child,
"If I must perish save my child."
She stript her mantle from her breast,
And bared her bosom to the storm;
As round the child she wrapped the vest,
She smiled to think that it was warm.
With one cold kiss, one tear she shed,
And sunk upon a snowy bed,
And sunk upon a snowy bed.
At dawn, a traveller passed by,
And saw her 'neath a snowy veil--
The frost of death was in her eye,
Her cheek was cold, and hard and pale--
He moved the robe from off the child;
The babe looked up, and sweetly smiled,
The babe looked up, and sweetly smiled.
"What Is Home Without a Mother?"
By Alice Hawthorne
[Pseud. for Septimus Winner] (Philadelphia: Lee & Walker, 1854)
What is home without a mother,
What are all the joys we meet?
When her loving smile no longer
Greets the coming coming of our feet:
The days seem long, the nights are drear,
And time rolls slowly on:
And oh how few are childhood's pleasures,
When her gentle gentle care is gone.
Things we prize are first to vanish
Hearts we love to pass away,
And how soon, e'en in our childhood,
We behold her turning, turning gray:
Her eye grows dim, her step is slow,
Her joys of earth are past;
And sometimes ere we learn to know her,
She hath breath'd on earth, on earth her last.
Older hearts may have their sorrows,
Griefs that quickly die away
But a mother lost in childhood
Grieves the heart from day to day.
We miss her kind, her willing hand,
Her fond and earnest care,
And oh! how dark is life around us,
What is home without her there.
"Mother, Home and Heaven"
By Frank Drayton
(Philadelphia: Lee & Walker, 1856)
A mother's name is dear to all,
The first we lisp in infant days:
And when our golden youth hath flown
We love to sing it in our lays:
'Tis sweet to mem'ry to recall,
The watchful care, and cheering smiles,
Of a dear Mother's loving heart,
A heart that ne'er its love beguiles.
[CHORUS] There's many names we all revere,
And cherish'd ones to us most dear,
But none more sweet to us are giv'n
Than those of Mother, Home and Heav'n.
The name of home we love to hear,
Tho' it may ring from us sad tears;
There is in it a charm that binds,
Our hearts to scenes of bygone years:
We ne'er from mem'ry can efface
The hallow'd spot that gave us birth,
The glowing hearts of youthful friends,
Who join'd us in our sports of mirth.
The name of Heav'n doth wing our thoughts,
From joys of earth that quickly die,
To never fading ones that bide,
Within the realms of yon fair sky:
We love to dwell upon the thought,
That we with those we lov'd so well
Shall meet again where all is joy,
In that bright land where Angels dwell.
"The True Heart of Woman"
Words by Mrs. Wilson,
Music by Alexander Lee
(New York: Atwill's Music Saloon, [1834-1847])
My friends they fall from me,
My foes laugh to scorn;
I stand on life's desert,
A pilgrim forlorn.
Yet one flower is growing
Round hope's lonely grave;
One font still is flowing,
My parched lips to lave.
Say what is that floweret,
On life's barren waste?
And whence flows that fountain,
My lips still may taste?
'Tis the true heart of woman,
That blooms 'mid the storm,
Which no tempest can wither,
No changes transform.
The true heart of woman,
The true heart of woman,
Which no tempest can wither,
No changes transform.
In sunshine she flies us,
When all things look bright;
Her smile then denies us
The warmth of its light.
But when the clouds gather
Around us in gloom,
She's the rainbow of pleasure,
Our sky to illume.
Though friendship is fleeting,
Though hope may decay,
The fond love of woman
Will ne'er pass away.
'Tis the true heart of woman,
That blooms mid the storm,
Which no tempest can wither,
No changes transform.
The true heart of woman,
The true heart of woman,
Which no tempest can wither,
No changes transform.
The Snow Storm, A Ballad
Poetry by Seba Smith, Music by L. Heath
(Boston: Oliver Ditson, 1843)
The cold wind swept the mountain's height,
And pathless was the dreary wild,
And mid the cheerless hours of night
A mother wandered with her child.
As through the drifted snows she pressed,
The babe was sleeping on her breast,
The babe was sleeping on her breast.
And colder still the winds did blow,
And darker hours of night came on,
And deeper grew the drifts of snow--
Her limbs were chilled, her strength was gone.
"O God!" she cried, in accents wild,
"If I must perish, save my child,
"If I must perish save my child."
She stript her mantle from her breast,
And bared her bosom to the storm;
As round the child she wrapped the vest,
She smiled to think that it was warm.
With one cold kiss, one tear she shed,
And sunk upon a snowy bed,
And sunk upon a snowy bed.
At dawn, a traveller passed by,
And saw her 'neath a snowy veil--
The frost of death was in her eye,
Her cheek was cold, and hard and pale--
He moved the robe from off the child;
The babe looked up, and sweetly smiled,
The babe looked up, and sweetly smiled.
"What Is Home Without a Mother?"
By Alice Hawthorne
[Pseud. for Septimus Winner] (Philadelphia: Lee & Walker, 1854)
What is home without a mother,
What are all the joys we meet?
When her loving smile no longer
Greets the coming coming of our feet:
The days seem long, the nights are drear,
And time rolls slowly on:
And oh how few are childhood's pleasures,
When her gentle gentle care is gone.
Things we prize are first to vanish
Hearts we love to pass away,
And how soon, e'en in our childhood,
We behold her turning, turning gray:
Her eye grows dim, her step is slow,
Her joys of earth are past;
And sometimes ere we learn to know her,
She hath breath'd on earth, on earth her last.
Older hearts may have their sorrows,
Griefs that quickly die away
But a mother lost in childhood
Grieves the heart from day to day.
We miss her kind, her willing hand,
Her fond and earnest care,
And oh! how dark is life around us,
What is home without her there.
"Mother, Home and Heaven"
By Frank Drayton
(Philadelphia: Lee & Walker, 1856)
A mother's name is dear to all,
The first we lisp in infant days:
And when our golden youth hath flown
We love to sing it in our lays:
'Tis sweet to mem'ry to recall,
The watchful care, and cheering smiles,
Of a dear Mother's loving heart,
A heart that ne'er its love beguiles.
[CHORUS] There's many names we all revere,
And cherish'd ones to us most dear,
But none more sweet to us are giv'n
Than those of Mother, Home and Heav'n.
The name of home we love to hear,
Tho' it may ring from us sad tears;
There is in it a charm that binds,
Our hearts to scenes of bygone years:
We ne'er from mem'ry can efface
The hallow'd spot that gave us birth,
The glowing hearts of youthful friends,
Who join'd us in our sports of mirth.
The name of Heav'n doth wing our thoughts,
From joys of earth that quickly die,
To never fading ones that bide,
Within the realms of yon fair sky:
We love to dwell upon the thought,
That we with those we lov'd so well
Shall meet again where all is joy,
In that bright land where Angels dwell.
Friday, April 20, 2007
Blog Posting Due 4/24
Thanks for being so wonderful! All your hard work on the trip really paid off. Please read through chapter 15 of Uncle Tom's Cabin by Monday. The blog posting, however, is canceled. Sleep, play, spend time with your families - see you Monday morning! Feel free to post expressions of joy below.
Tuesday, April 17, 2007
To Pack or Not to Pack
Please be advised that the weather is variable in April. The weather in Harpers Ferry is predicted to be in the fifties with scattered showers. The weather in Richmond is predicted to be mostly cloudy with highs in the sixties. Trip activities will proceed, rain or shine. Rain gear and warm clothing as well as t-shirts and sunscreen are a must.
Remember, all bags should have a piece of tape over the zipper/opening with a parent signature. This will ensure that all bags have been checked against the following PACK/DO NOT PACK list by parents. Students will be permitted to carry backpacks for items needed during the day (designated by a *).
PACK
Bag lunch for Thursday*
A large bottle of water*
Camera optional*
Rain gear (jackets/ponchos - NOT UMBRELLAS)*
Bug repellant*
Sunscreen*
Hat with brim*
Pen/Pencil & Clipboard*
Enough clothing for an overnight, including at least one full change of clothes
Long pants/closed-toed shoes with good support are required
Toothbrush/toothpaste/soap/towel/personal items
Sleeping bag/pillow
Flashlight
Utensils/mess kit as prearranged with group
Large plastic garbage bag
DO NOT PACK
Knives or weapons of any kind - even penknives/Swiss Army Knives
Drugs/Alcohol/Tobacco
Electronic entertainment equipment such as ipods or phones (unless your student has a waiver)
Valuable items such as expensive jewelry or any large sum of money
Grooming items requiring electricity such as blowdriers
Remember, all bags should have a piece of tape over the zipper/opening with a parent signature. This will ensure that all bags have been checked against the following PACK/DO NOT PACK list by parents. Students will be permitted to carry backpacks for items needed during the day (designated by a *).
PACK
Bag lunch for Thursday*
A large bottle of water*
Camera optional*
Rain gear (jackets/ponchos - NOT UMBRELLAS)*
Bug repellant*
Sunscreen*
Hat with brim*
Pen/Pencil & Clipboard*
Enough clothing for an overnight, including at least one full change of clothes
Long pants/closed-toed shoes with good support are required
Toothbrush/toothpaste/soap/towel/personal items
Sleeping bag/pillow
Flashlight
Utensils/mess kit as prearranged with group
Large plastic garbage bag
DO NOT PACK
Knives or weapons of any kind - even penknives/Swiss Army Knives
Drugs/Alcohol/Tobacco
Electronic entertainment equipment such as ipods or phones (unless your student has a waiver)
Valuable items such as expensive jewelry or any large sum of money
Grooming items requiring electricity such as blowdriers
Civil War Trip Itinerary
Itinerary (to show specific activities and times) rev 4/16/2007
THURSDAY, APRIL 19, 2007
6:15-6:30AM Students and staff arrive to pack up busses (students must bring lunches on the busses. Parents: give meds to Mrs. Hagarty or Mrs. Martin, unless nurse has provided to us.)
6:55AM Busses depart Eastern Middle School – if you miss the bus, you must make alternate arrangements to meet us at Antietam National Battlefield. We will not wait past 6:55AM.
We will watch part of the Ken Burns documentary The Civil War relating to Gettysburg on the way north. We will also have a reading and discussion of the Gettysburg Address.
8:40AM Arrive Antietam National Battlefield
8:40-8:55 Restroom break (Groups C and D first as they need to drive to Burnside Bridge).
9:00-9:25AM Groups A and B: Bloody Lane activities (led by Martin/Johnson);
including a reading & discussion of Emancipation Proclamation
8:55-9:25AM Groups C and D: Burnside Bridge activities (led by Fuller/Fuller)
9:45 - 10:15AM Groups C and D: Bloody Lane activities (led by. Martin/Johnson);
including a reading & discussion of Emancipation Proclamation
9:40-10:10AM Groups A and B: Burnside Bridge activities (led by Fuller/Fuller)
10:30AM All groups meet at Mumma Farm for Ranger activities (YOU MUST BE ON TIME FOR 10:30 ACTIVITIES!!)
10:30AM Groups A and B: Cannoneers to Your Posts
Groups C and D: Flags That Talk
11:15AM Groups C and D: Cannoneers to Your Posts
Groups A and B: Flags That Talk
12:00PM All groups go to picnic area to eat the lunch they brought with them!
1:15PM All groups leave for Harpers Ferry. Snack will be distributed as you leave the bus to eat during the afternoon.
2:00PM Arrive Harpers Ferry Visitors’ Center to take shuttle busses to Harpers Ferry historical site for walking tour and historical scavenger hunt. STUDENTS MUST STAY IN THEIR CABIN GROUPS!
3:30PM Meet at grassy area next to Harpers Ferry Arsenal for reading/writing activity about Abolitionist John Brown with Mr. Fuller. DO NOT BE LATE!
4:00-4:30PM Return to Harpers Ferry Visitors’ Center via shuttle bus and our busses will take us to Harpers Ferry KOA (next to entrance of Visitors’ Center). DO NOT BE LATE!
4:45PM – 5:00PM Settle into KOA cabins
5:00PM – 6:45PM FREE TIME (unless you are doing dinner prep)
6:00PM Dinner preparation.
6:45PM – 8:00PM Dinner and clean-up
8:00PM Live Program: Birth of the Banjo: A history of the African roots of American popular music 1820-1865. This has been a high-light of every past trip. ENJOY!!
9:30PM Return to KOA cabins and pack up for EARLY departure.
10:15PM LIGHTS OUT!!!
FRIDAY, APRIL 20th
6:00AM Wake-up call. Get dressed, finish packing up and clean cabins. People with breakfast duty need to get breakfast started ASAP!
6:30AM Breakfast preparation
6:45AM Breakfast and breakfast clean-up.
7:00AM Cabin check-up by staff.
7:30AM Leave for Richmond. THIS IS A LONG TRIP! During the trip, students will watch clips from the Ken Burns documentary The Civil War relating to Richmond. In addition, we will watch the Middle School edited version of the award-winning film Glory. Activities will be provided for these media presentations.
11:00AM (approximately) Lunch near Richmond at Golden Corral in Richmond.
1:00PM Arrive Tredegar Iron Works – American Civil War Museum.
1:00 – 1:1:15PM Restroom break
1:00-2:30PM Groups A and B: Constitutional Crisis Program with Tredegar Staff
Groups C and D: Battles in and around Richmond Program with
National Park Service Rangers
2:30-4:00PM Groups C and D: Constitutional Crisis Program with Tredegar Staff
Groups A and B: Battles in and around Richmond Program with National Park Service Rangers
4:30PM Leave Richmond. Snacks will be provided on the busses. During the trip home, we will watch clips from the Ken Burns documentary The Civil War until we reach our dinner destination.
Approx. 5:45PM Dinner at Potomac Mills Food Court (NOTE: students need approximately $10 for dinner.)
Approx. 7:30PM RETURN HOME TO EASTERN MIDDLE SCHOOL.
If we are expecting to return home sooner or later than 7:30PM, we will activate the phone tree as soon as possible. THANK YOU!! We’re excited about this field trip with the students!
THURSDAY, APRIL 19, 2007
6:15-6:30AM Students and staff arrive to pack up busses (students must bring lunches on the busses. Parents: give meds to Mrs. Hagarty or Mrs. Martin, unless nurse has provided to us.)
6:55AM Busses depart Eastern Middle School – if you miss the bus, you must make alternate arrangements to meet us at Antietam National Battlefield. We will not wait past 6:55AM.
We will watch part of the Ken Burns documentary The Civil War relating to Gettysburg on the way north. We will also have a reading and discussion of the Gettysburg Address.
8:40AM Arrive Antietam National Battlefield
8:40-8:55 Restroom break (Groups C and D first as they need to drive to Burnside Bridge).
9:00-9:25AM Groups A and B: Bloody Lane activities (led by Martin/Johnson);
including a reading & discussion of Emancipation Proclamation
8:55-9:25AM Groups C and D: Burnside Bridge activities (led by Fuller/Fuller)
9:45 - 10:15AM Groups C and D: Bloody Lane activities (led by. Martin/Johnson);
including a reading & discussion of Emancipation Proclamation
9:40-10:10AM Groups A and B: Burnside Bridge activities (led by Fuller/Fuller)
10:30AM All groups meet at Mumma Farm for Ranger activities (YOU MUST BE ON TIME FOR 10:30 ACTIVITIES!!)
10:30AM Groups A and B: Cannoneers to Your Posts
Groups C and D: Flags That Talk
11:15AM Groups C and D: Cannoneers to Your Posts
Groups A and B: Flags That Talk
12:00PM All groups go to picnic area to eat the lunch they brought with them!
1:15PM All groups leave for Harpers Ferry. Snack will be distributed as you leave the bus to eat during the afternoon.
2:00PM Arrive Harpers Ferry Visitors’ Center to take shuttle busses to Harpers Ferry historical site for walking tour and historical scavenger hunt. STUDENTS MUST STAY IN THEIR CABIN GROUPS!
3:30PM Meet at grassy area next to Harpers Ferry Arsenal for reading/writing activity about Abolitionist John Brown with Mr. Fuller. DO NOT BE LATE!
4:00-4:30PM Return to Harpers Ferry Visitors’ Center via shuttle bus and our busses will take us to Harpers Ferry KOA (next to entrance of Visitors’ Center). DO NOT BE LATE!
4:45PM – 5:00PM Settle into KOA cabins
5:00PM – 6:45PM FREE TIME (unless you are doing dinner prep)
6:00PM Dinner preparation.
6:45PM – 8:00PM Dinner and clean-up
8:00PM Live Program: Birth of the Banjo: A history of the African roots of American popular music 1820-1865. This has been a high-light of every past trip. ENJOY!!
9:30PM Return to KOA cabins and pack up for EARLY departure.
10:15PM LIGHTS OUT!!!
FRIDAY, APRIL 20th
6:00AM Wake-up call. Get dressed, finish packing up and clean cabins. People with breakfast duty need to get breakfast started ASAP!
6:30AM Breakfast preparation
6:45AM Breakfast and breakfast clean-up.
7:00AM Cabin check-up by staff.
7:30AM Leave for Richmond. THIS IS A LONG TRIP! During the trip, students will watch clips from the Ken Burns documentary The Civil War relating to Richmond. In addition, we will watch the Middle School edited version of the award-winning film Glory. Activities will be provided for these media presentations.
11:00AM (approximately) Lunch near Richmond at Golden Corral in Richmond.
1:00PM Arrive Tredegar Iron Works – American Civil War Museum.
1:00 – 1:1:15PM Restroom break
1:00-2:30PM Groups A and B: Constitutional Crisis Program with Tredegar Staff
Groups C and D: Battles in and around Richmond Program with
National Park Service Rangers
2:30-4:00PM Groups C and D: Constitutional Crisis Program with Tredegar Staff
Groups A and B: Battles in and around Richmond Program with National Park Service Rangers
4:30PM Leave Richmond. Snacks will be provided on the busses. During the trip home, we will watch clips from the Ken Burns documentary The Civil War until we reach our dinner destination.
Approx. 5:45PM Dinner at Potomac Mills Food Court (NOTE: students need approximately $10 for dinner.)
Approx. 7:30PM RETURN HOME TO EASTERN MIDDLE SCHOOL.
If we are expecting to return home sooner or later than 7:30PM, we will activate the phone tree as soon as possible. THANK YOU!! We’re excited about this field trip with the students!
Sunday, April 15, 2007
Thursday, April 12, 2007
ODD Day Homework 4/11
Read Uncle Tom's Cabin
Chapters 1-5 by 4/16
Through Chapter 15 by 4/24
Respond to the blog postings for each reading assignment.
Chapters 1-5 by 4/16
Through Chapter 15 by 4/24
Respond to the blog postings for each reading assignment.
Tuesday, April 10, 2007
ALL - Respond by 4/16
Compare the treatment of the slaves under Shelby to the treatment under the "harsher" masters such as Haley or George's master. Is one "better" than the other? Why or why not?
Even Day Homework 4/10
Read Uncle Tom's Cabin
Chapters 1-5 by 4/16
Through Chapter 15 by 4/24
Respond to the blog postings for each reading assignment.
Chapters 1-5 by 4/16
Through Chapter 15 by 4/24
Respond to the blog postings for each reading assignment.
Absent 4/10?
Period 4
Webquest activity on the culture that resulted in Uncle Tom's Cabin See below:
Webquest: A context for Uncle Tom’s Cabin
Master Source: http://www.iath.virginia.edu/utc/sitemap.html
ROLE #1: The Press
http://www.pbs.org/wgbh/aia/part4/4h2928t.html
http://en.wikipedia.org/wiki/William_Lloyd_Garrison
Who is William Lloyd Garrison? What are his arguments against slavery?
How does Garrison’s opinion connect to Theodore Parker’s speech at Faneuil Hall?
http://www.iath.virginia.edu/utc/reviews/rehp.html
Skim one Northern and one Southern review of UTC. What you expected? Why or why not?
ROLE #2: The Sentimental Culture
http://www.iath.virginia.edu/utc/sentimnt/sehp.html
Review the documents contained on this page. What is the sentimental culture? What is important to the creators of these writings and illustrations? Why would the sentimental culture be a contributing factor to the abolitionist cause? Create a list of sentimental values to share with your group.
http://www.iath.virginia.edu/utc/abolitn/abgall.html
Review the abolitionist images on this page. How is the influence of the sentimental culture seen here? Choose one image to share with your group that best illustrates your points.
ROLE #3: The Christian Influence
http://www.iath.virginia.edu/utc/christn/chhp.html\
In what ways was Christianity used to both support and refute the practice of slavery? How does this connect to both The Narrative of the Life of Fredrick Douglass and the Writings of Harriet Jacobs? Select important quotations from this website, Fredrick Douglass, and Harriet Jacobs to share with your group.
ROLE #4: Pro-slavery Attitudes
http://www.iath.virginia.edu/utc/abolitn/abgall.html
What is the difference in the treatment of African American slaves in the abolitionist images versus the pro-slavery images? What can you tell about the values of each society based on these images? Select the two images that best show this contrast to share with your group.
http://www.iath.virginia.edu/utc/proslav/prficlha1t.html
Read the introduction to The Planter’s Northern Bride what arguments does the writer offer against those offered be Ms. Stowe? Choose relevant quotes to share with your group.
Period 6
Huckleberry Finn assessment. You must see me to make this up.
Webquest activity on the culture that resulted in Uncle Tom's Cabin See below:
Webquest: A context for Uncle Tom’s Cabin
Master Source: http://www.iath.virginia.edu/utc/sitemap.html
ROLE #1: The Press
http://www.pbs.org/wgbh/aia/part4/4h2928t.html
http://en.wikipedia.org/wiki/William_Lloyd_Garrison
Who is William Lloyd Garrison? What are his arguments against slavery?
How does Garrison’s opinion connect to Theodore Parker’s speech at Faneuil Hall?
http://www.iath.virginia.edu/utc/reviews/rehp.html
Skim one Northern and one Southern review of UTC. What you expected? Why or why not?
ROLE #2: The Sentimental Culture
http://www.iath.virginia.edu/utc/sentimnt/sehp.html
Review the documents contained on this page. What is the sentimental culture? What is important to the creators of these writings and illustrations? Why would the sentimental culture be a contributing factor to the abolitionist cause? Create a list of sentimental values to share with your group.
http://www.iath.virginia.edu/utc/abolitn/abgall.html
Review the abolitionist images on this page. How is the influence of the sentimental culture seen here? Choose one image to share with your group that best illustrates your points.
ROLE #3: The Christian Influence
http://www.iath.virginia.edu/utc/christn/chhp.html\
In what ways was Christianity used to both support and refute the practice of slavery? How does this connect to both The Narrative of the Life of Fredrick Douglass and the Writings of Harriet Jacobs? Select important quotations from this website, Fredrick Douglass, and Harriet Jacobs to share with your group.
ROLE #4: Pro-slavery Attitudes
http://www.iath.virginia.edu/utc/abolitn/abgall.html
What is the difference in the treatment of African American slaves in the abolitionist images versus the pro-slavery images? What can you tell about the values of each society based on these images? Select the two images that best show this contrast to share with your group.
http://www.iath.virginia.edu/utc/proslav/prficlha1t.html
Read the introduction to The Planter’s Northern Bride what arguments does the writer offer against those offered be Ms. Stowe? Choose relevant quotes to share with your group.
Period 6
Huckleberry Finn assessment. You must see me to make this up.
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