December 30th

Answer the following questions:

Define and find an example of "Reflection"

Define Flash Back.  Given an example when you experienced a flash back.

Find an example of infatuation from the story "The Bass, The River and Sheila Mantz"

Finish reading the story this weekend and we will dive into it on Tuesday!

Happy New Year!!

December 19th

Here is the link for you listening pleasure!

http://www.liverpoolmuseums.org.uk/ism/slavery/middle_passage/john_newton.aspx

This was done in class today!

December 16th

Answer the following:

1. From what P.O.V is the slave story from?

2. After reading this strong story from Ottobah Cuguano, what appeal does this have?  Think of ethos, pathos or logos.  Show two examples (proof).

3. What is the purpose for writing this?

December 13th

Due Thursday,

Complete the following answers for each Vignette in "The House On Mango Street"

1. What is the subject and opinion of each Vignette?
2. What can we infer from each of the stories (Vignettes)?
3. What are the contrasts described in each Vignette?

New Story!
We will begin to look at "The Bass, The River and Sheila Mantz pg 306

December 7th S.S Assignment

Below are the assignments you will need for Social Studies.  Please note that we will be discussing two of these documents in literature.  You can copy this page into a word document.

Assignment

Trans-Atlantic Slave Trade

Document Based Letter

Historical Context:

Kings, explorers and business men viewed the New World as a land of opportunities. From the gold and silver mines to tobacco, sugar and other cash crops grown on plantations. In order to access these resources there would have to be a reliable supply of laborers to do the work. The Native American population had dwindled due to European diseases and war. However, the Europeans had access to another cheap labor market that already existed, the African Slave Trade. Between 1450 and 1870 over ten million humans were taken from Africa. They traveled on ships from the African coast to the Americas on a journey known as the “Middle Passage”. Life on these slave ships was horrific for the enslaved.

Prompt:

Write a letter of complaint to either the ship owner or the ships captain against the hardships of the Middle Passage and the Atlantic Slave Trade. Support your point of view with a least three of the documents provided.

Documents:

The Ships Surgeons Account

Dr. James Arnold’s journal

http://www.discoveringbristol.org.uk/slavery/routes/from-africa-to-america/ship-journals/surgeons-account/

Dr. Alexander Falconbridge's account of the slave trade

http://www.pbs.org/wgbh/aia/part1/1h281t.html

Accounts of the Enslaved

Olaudah Equiano - life on board

http://www.liverpoolmuseums.org.uk/ism/slavery/middle_passage/olaudah_equiano.aspx

Thoughts and Sentiments on the Evil and Wicked Traffic of the Slavery and Commerce of the Human Species by Ottobah Cuguano

http://www.discoveringbristol.org.uk/slavery/routes/from-africa-to-america/ship-journals/enslavement-account/

Ship Logs

Extracts from John Newton's journal

http://www.liverpoolmuseums.org.uk/ism/slavery/middle_passage/john_newton.aspx

Logbook of the Black Prince, in 1762

http://www.discoveringbristol.org.uk/slavery/routes/from-africa-to-america/ship-journals/logbook/

Movie

Amistad (1997) The Middle Passage

https://www.youtube.com/watch?v=uwgTpMBvyxU

Think About:

1.        How were slaves taken from Africa?

2.        What was it like to be aboard a slave ship?

3.        What rights if any did slaves have?

4.        How were slaves treated on the Middle Passage?

5.        What impact did the slave trade have on the slaves?

6.        Was the slave trade right?

Due Dates:

First Draft: Friday December 30^th

Peer Review: Tuesday January 4^th

Final Submission: Friday January 6th (Final submission mus include peer review edit and checklist)

Grading: This project will account for 30% of your Final Social Studies Exam Grade

Social Studies Grading Rubric

Criteria		Points
Thesis	Makes historically defensible claim and responds to all parts of the question.	0- 4
Argument	Evaluates the relative significance of historical individuals, events, developments, or processes. Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.	0- 5
Document analysis	Utilizes the content of at least three of the documents to support the stated thesis or a relevant argument. Explains the significance of the author’s point of view, author’s purpose, and or historical context.	0- 7
Synthesis	Extends the argument by explaining the connections to social, cultural, political or economical effects.	0- 5
Format	Follows letter of complaint format. First Draft Peer Review	0- 3 0- 3 0- 3

Letter Format:

Your finished product will be a least one page in length, typed 1.5-2 spaced, using Times New Roman 12 point font.

 

[Name of Recipient]

[Title]

[Company]

[Address]

[City, St Zip]

Dear [Name of Recipient]:

[Short introduction paragraph – Provide details about what is the subject of the complaint. Include dates, locations and the specifics about the subject.]

[State the issue with the subject. Provide details about the problem.]

[Indicate how you would like the problem resolved. Provide specifics about what you are seeking.]

[Indicate you look forward to their reply within a specific time period.]

[Indicate they can contact you about the issue and provide a contact number.]

Sincerely (or Respectfully Yours),

(Sign here)

[Typed Name]

Peer Review Checklist

Reviewers Name: ___________________________________

Reviewee’s Name: ___________________________________

Criteria	Check
1.        Has a clear thesis statement with a claim. (highlight)
2.        Provides 3 pieces of evidence to support argument. (number)
3.        Presents authors point of view, author’s purpose or historical significance to support argument.
4.        Elaborates on argument to explain social, economical or political effect.
5.        Letter includes names and address of sender and recipient
6.        Letter includes a date.
7.        Letter includes a salutation and signature
8.        Grammar and Spelling (edit)

The APPARTS Method of Document Analysis

Historians work with primary documents in trying to understand the past. However, the documents are hard to decipher unless one knows about the creator of the document, the background of the document, and why it was created. In an APPARTS analysis, historians look at a document this way:

Author—Who created the document? This is more than simply providing a name. Sometimes the author is someone everyone knows. Other times, it is someone no one knows. In any case, WHO is the person? What does this document say about the author? Describe the author as completely as possible. Base your description on the contents of the document. Do NOT view this part of the analysis as a biography of the author.

Place and time—Where and when was the source produced? This is more than simply a date. What event(s) and/or era(s) provide the backdrop and context for the document? What was going on in history that might help explain why this document was created when it was? What was the specific event/issue of the time that prompted the document’s creation?

Prior knowledge—What do you already know that would further your understand of the source?

Audience—For whom was the source created? Does this affect the reliability of the source? Who does the author plan on delivering this message to? What does the author think about his/her audience? Why is the audience paying attention to this document? Describe the audience as completely as possible. What do you think the audience’s reaction(s) was/were?

Reason—Why was the source produced at the time it was produced? What does the speaker hope to accomplish? This paragraph is a perfect place for a quote from the document to illustrate meaning (with an explanation of its relevance).

The main idea—What is the source trying to convey?

Significance—Why is this source important? What does it say about the era in which it was created? What, if anything, did it lead to? What was the response to the document? Did the speaker accomplish his/her purpose? Explain. Is there a connection to later historical events or the modern world? If so, explain.

Writing about documents from APPARTS

• use only 3rd person (no I, me, we, you, your, us, our)
• avoid use of contractions
• use quotation marks when quoting the document (no more than 2 quotes)
• use active voice whenever possible
• write in the past tense
• write only in complete sentences with correct capitalization & end punctuation
• use the spell check feature of your word processor

APPARTS Graphic Organizer

Author Who created the source? What do you know about the author? What is the author's point of view?
Place & Time Where and when was the source produced? How might this affect the meaning of the source?
Prior Knowledge What do you know that would help you further understand the primary source?
Audience For whom was the source created and how might this affect the reliability of the source?
Reasons Why was this source produced at the time it was produced?
The Main Idea What main point is the source trying to convey? What is the central message of the document?
Significance Why is this source important? What inferences can you draw from this document? Ask yourself, "So what?" What should a student of history take away from the analysis of this document?