Wednesday, June 4, 2008

History Recovery


Summer School History Recovery begins June 11. Class will meet Monday through Friday, 8:30-1:00 (includes bathroom and lunch break). Most of the information regarding course requirements, projects, etc. can be found on the wikispace page under "U.S. History Recovery." World History Recovery information can be found here as well.

http://georgeclasses.wikispaces.com/U.S.+History+Recovery

You will post Unit/Theme choices, beginning and ending dates, questions and comments here. (This is required. After you complete each Unit/Theme, I will post a comment verifying completion of your project. Parents/guardians/Guidance, etc. will be able to track your progress by checking the comments section of this blog post.)

Before you post comments, you must register with Blogger. On the first day of class we will do this. Everyone must do this. If you do not have an email address, we will set one up for you. Once you register, DO NOT forget your user name or password! Your user name is your email address. You cannot retrieve forgotten passwords from school computers. Finally, when you are asked to type your display name, DO NOT type in your first and last name. Type your last name and the letters "U.S." or "W" for U.S. History Recovery or World History Recovery.

31 comments :

gander3 said...

heyy....random question in the oddest spot on your blog! but i was wondering if we were following through with the "food party" in PSYCH tomorrow??? Im hoping so cuz i made YUMMY brownies for everyone. :)

polk us said...

hello

broadbentW said...

hi

ChrisU.S. said...

hi

gruber w said...

hi

dimmer said...

sup

polk us said...

50s 60s 70s 80s 90s

ChrisU.S. said...

American Revolution
Civil War
Between the Wars
World War II
Lessons on the Holocaust
Civil Rights

BeachW said...

I am interested in 6 themes...
The 6 themes are...
1.American Revolution
2. Between the Wars
3. World War I
4. Lessons of the Holocaust
5. The 50's
6. The 70's

BeachW

BeachW said...

I am interested in two movies-
The movies are A Time to Kill and The Ghosts of Mississippi.

BeachW said...

I also changed some of the themes. The themes I changed was the 50's and 70's. I do not want to do the 50's or 70's.

polk us said...

I have read that in 1955 developed a vaccine for polio was invented

gruber w said...

I was on the holocaust museum web site and i learned that out of every 3 jews 2 of them were killed... and it wasn't just the jews that they were killing, there was over 200,000 disabled people killed and over 100,000 children. when i watched the video i learned that daniel had to leave his home and live with his mom, dad, and sister in one room untill they left for the concentration camp... that was the last time daniel ever got to see his family.

gruber w said...

I was on the holocaust museum web site and i learned that out of every 3 jews 2 of them were killed... and it wasn't just the jews that they were killing, there was over 200,000 disabled people killed and over 100,000 children. when i watched the video i learned that daniel had to leave his home and live with his mom, dad, and sister in one room untill they left for the concentration camp... that was the last time daniel ever got to see his family.

broadbentW said...

I was just wondering....if i were to do book work, how many assignments would i have to do? or how many of them could i do? is there a limmit? or could i just do all book assignments?

Lea Hansen-George said...

If you do "book work" you still need to focus on six themes/units. Are you interested in looking at Mr. Theide's binder? If so, I'll make copies of the lessons you are interested in doing.

broadbentW said...

Okay thank you, and no that helps though, i get it

gruber w said...

one of my themes was the holocaust and i went on the museum web site.

gruber w said...

i watched american history x and told you about it.

gruber w said...

i watched the american idiot video and told you what i thought it was about

gruber w said...

i did the sorting activity and a few other quizes and commented them

Lea Hansen-George said...

gruber - your visit to the Holocaust Memorial Museum exhibit satisfies a project requirment. You'll need to do more with the song analysis project to earn credit. Do you have any ideas? Maybe you could compile a list of music relating to the War in Iraq and post them on the blog. Even better, provide links to the videos. Tell me if the lyrics suggest an "Anti-war" theme/message or if the song is more "pro-war" or "patriotic" in its message. See me for more detail or if you have questions.

Lea Hansen-George said...

gruberw - I'll look at your comments on the blog post with the "Sorting Activity." Is that where you left your comments?

ChrisU.S. said...

1. What was Jim Crow? A set of laws used to segregate the black and “colored” people from the whites. Some people believe that the “Jim Crow” part came from “Jump Jim Crow,” which was an African-American caricature.
2. What seemed to be the purpose behind Jim Crow? The purpose seemed to be to keep the “non-white” people from becoming as good as the white people. This was more feared in the south (if I read correctly).
3. Briefly describe the treatment many African Americans endured in the Jim Crow South. They suffered from the KKK, some being lynched, they had to pay a tax to vote and pass a literary test that a white person could simply exempt for reasons that suited them, and generally still being treated as “sub-white”
4. What strategies did many African Americans utilize in an effort to physically and psychologically survive in the Jim Crow South? In order to survive, many African-Americans put on a pseudo-personality of non-confrontation, creating, in W.E.B. Du Bois’ words, a “double-consciousness.” Most didn’t like to do this, and were outraged by it, but didn’t voice this anger for fear of the danger it would most likely put them in.

Lea Hansen-George said...

chrisu.s. Good job on questions 1-4 on "Remembering Jim Crow." This satisfies one of your project requirements.

I have a copy of a "Literacy Test" given to Black voters in the state of Louisiana. I used to give it to my students in Viroqua. Not one student (including myself) could pass this "literacy test." Obviously, the intent was to "trick" the test-taker. It was clearly not a measure of someone's ability to read and write.

If you would like to see it, I can show it to you. I'm sure you could easily find other samples of literacy tests online as well.

ChrisU.S. said...

I just listened to the radio thing about the Jim Crow Laws, and I have to say, it was an odd thing to listen to all the things that white people did to them, and got away with! African-Americans getting killed for things that a white person got a slap on the wrist for. To not even be able to vote because of idiotic laws that were made sounds aweful, and I'm glad the Laws themselves are dead, even if there are still those who live using them (Still try to prejudice against blacks.)

Lea Hansen-George said...

chrisu.s.- I'm impressed that you sat through over an hour's worth of audio/documentary on Jim Crow! Personally, I found it very interesting. Perhaps I'm a little biased....I'm a history teacher after all!

Last year in U.S. History and in Mini-Courses, I played 20 minutes or so for my kids. As you may recall, the issues dealt with in the CD were addressed in the Jim Crow post. You still correctly answered the questions despite the fact you listed to the CD after you answered the questions! You must have spent some time looking at the links I posted on the blog about Jim Crow!

You've satisfied another project requirement. Good Job! So far, you've managed your time very wisely!

ChrisU.S. said...

I have read chapter 1 of a book dealing with WWII, specifically on the Nazis. The first chapter seems to be about the personalities of some of the people who were in Hitler's "inner group" (people who had the strongest influence among the Nazis besides Hitler Himself.) It's quite frightening actually, seeing how close to some people you might see in the United States are in personality to most of them. I wonder what Hitler says during some of these speeches that brought them to him so easily. He must have been a cunning (and/or very passionate) speaker to have such an effect.

Lea Hansen-George said...

chris.u.s.- Read your comment. I agree, Hitler was a very pursuasive speaker. Very manipulative and maniacal.

ChrisU.S. said...

I just finished reading a section from the book I was reading before, that dealt with the propaganda the Nazis printed, aired, etc. This shows how easy it would be to manipulate one group of people against another. I believe that if you said one type of person was inferior to the others, or one were superior to all, it would get a similar result. (part of this thought also comes from the "brown-eyes/blue-eyes" experiment I have read about, among a few other things.)

Lea Hansen-George said...

It's very insightful on your part to bring up the Brown Eyes/Blue Eyes Experiment. The lessons from that experiment apply across time, geography, circumstances...

A former professor of mine at UW La Crosse (whom I deeply respect and admire) wrote a book pertaining to the use of children's textbooks in the process of manipulating children and turning them against the Jews. I think I may have packed it but if you'd like, I can look for it. It is very interesting.

You've satisfied another project requirment.