On this last day of January, we engaged in a discussion heavy set of activities. We first talked about the Netherlands Monument in New York as an example of historical myth ensconced in the public sphere and discussed some of the roles both the monument and the historical myth which it portrays play in the context of American society and politics.
We next debriefed your take on the reading selection from last night about Indian slavery in South Carolina as an example of the endeavor to create a more complete picture of the past in order to more fully understand the motivations and decisions of historical actors.
We brought these two skill sets together in the next part of class by analyzing and sharing our take on three different images on America during colonial times in lit circles. The texts tackled myths about America's history and attempted to replace the myth with a more nuanced and detailed picture of the past.
We ended the day by bringing all of these strands together to inform our DocBlock (HAPP analysis) focusing on a letter written by Richard Frethorne, an indentured servant in Virginia, written in 1623. Frethorne was 12 years old at the time and records show that he died sometime within a year of writing the letter.
Tonight, you need to complete your DocBlock over the Frethorne letter if you didn't finish in class. You also need to read the Maroon Communities selection under Period 2, or linked below. Also, don't forget that Chapter 4 is due Thursday!
Today we had our first document intensive day after we discussed and debriefed Chapter 3. We talked in detail about your analysis of the De Las Casas document from this weekend then worked together on the analysis of a document by Richard Hakluyt promoting the colonization of North American by the English.
We followed these exercises by applying the analysis skills to passenger lists from two different ships heading across the Atlantic from England to the American Colonies. We ended the day by pulling the data and text analysis together in one exercise using primary sources and data from Jamestown to answer an essential historical question.
Anything you didn't finish from the DocBlock on Hakylut or the Jamestown exercise needs to be finished to homework. Also you need to read the Slavery in South Carolina document found under Period 2 and be prepared to discuss it tomorrow. I have also linked the homework activities below for your convenience. :)
Today we discussed the Columbian Exchange and the consequences thereof.
We learned about the encomiendas system and the racial hierarchies that existed as a part of the castas and mestizo cultures.
We spent a good amount of time analyzing conflicting accounts of the meeting between Moctezuma and Cortez, and introduced our HAPP analysis skills.
FOR HOMEWORK if you didn't already, please complete a HAPP analysis on the Las Casas document under DocBlock for period 1. Your notes for Ch. 3 are also due Monday :)
•What is happening specific to the document and within the larger historical context that could influence this document
•Whom is the author addressing, and how will that impact what is being written?
•Point of View
•Who was the person, and what was their opinion?
•What is the purpose of creating this document?
Note for each, you should answer the question and explain that answers significance to our understanding of the document.
Today we took a few minutes to debrief the most significant takeaway from the Silas Deane reading from the summer assignment: that History does not equal "the past" but instead is an activity, a process by which we explore and attempt to bring order to and make sense of the past. This means that there will inevitably be multiple different understandings of and perspectives on the past. This does not negate that there are unchangeable, objective facts, but how historians select and assemble those facts in the creation of a plausible story about the past leads to differing histories.
We used this understanding as a springboard to jump into reexamining our knowledge about pre-Columbian American societies. We started first by comparing snapshots of two societies in 1532 then compared representations of Native Americans from the 2005 movie The New World to accounts and images of Native American societies left by those who actually encountered them as well as a modern historical work's summary of current historical consensus on the Powhatan.
The last activity for the day was to show you the format we will be requiring for all textbook notes. It is a modified Cornell notes format and must be hand written. These will be the expectations from Chapter 3 forward. I have attached an image below of how to set up your paper for notes.
Don't forget that Chapter 2 notes are due tomorrow!
Back at it with a new semester today! Welcome to all the new APUSHers! This will be your home for APUSH info this semester as we update daily with what we did in class, what you have for homework, and/or big assignments coming up in the future.
Today we covered the basic introduction to APUSH information and took a minute to discuss the syllabus and other handouts. You need to share the sylabus information with your parents and have them complete their portions of the honor code and student data forms. These forms are due Friday!
Also due on Friday... Chapter notes over Chapter 2! For now feel free to take notes from the textbook in whatever format you wish, but over the next few days we will teach you a format which will be required for Chapter 3 and all the chapters after.
Once again, welcome! We've got a great semester ahead!
The first semester is drawing to a close and you will soon be with us in APUSH! Remember to take the next few days to refresh your memories on the Summer Assignments! Exam over Chapter 1 on the first day of class! Looking forward to having you in class soon!