American Documentary Link *******

http://www.youtube.com/watch?v=rmV4FhCxDf8

• http://www.monticello.org/site/jefferson/brief-biography-thomas-jefferson
• http://en.wikipedia.org/wiki/Thomas_Jefferson
• www.biography.com
• www.northcountrypublicradio.org
• en.wikipedia.org
• all-that-is-interesting.com
• tvropes.org
• originalprop.com
• flagsinternational.com

American document

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5/15/13

Today in class we read about the different issues that happened in the late 1800's. We read about how people took advantage of these issues and used them to make money by over exaggerating in newspapers. After reading about the events we came up with our own news stories' titles, like the ones they were making. 

5/6/13

Today in class we went to the computer lab to work on our smithsonian quest badges. I'm currently finished with 2/3 of the quest. My quest involves learning about ancient/prehistoric water animals. It's very interesting learning about the different species and how they've evolved.

5/2/13

This past week when Mr.Boyle was gone we worked on our history projects. Mr.Wall was our sub. We were supposed to write something on a cowboy movie we didn't finish, but I don't think anyone did... well I hope no one did because I didn't. Today in class we read about imperialism and how involved the US got and how they basically butt in on everyone's content to make them "better." We clearly were just looking for attention. Why do something so random with places that were fine with their lives? Crazy.

The Human's Burden

Take up the human's burden

Something we carry the day we are born

Some with peace and love

Some with hatred un torn

The human deciding

 Is better then all

Choosing what's best for those under

Picking them up before they can fall

Take up the human's burden

An indescribable love for war

Fighting for those who don't want it

Reaching for love and adore

Not understanding the difference

Between content and control

Desiring admiration

Something to soothe their soul

Oregon Trail Game

I really am not good at embedding links/don't know how. But if I put this in my computer my game comes up.

file:///Users/kellygallant/Documents/Oregon%20Trail%20Game/assets/player/KeynoteDHTMLPlayer.html#14 ">

4/23/13

Today in class we did an activity where we learned about what life was like living in a sod house. My overall impression of this lifestyle was that it was difficult. The house is in the ground and dark, there isn't much space, and there are lots of dangers to living in that environment. I'd like to say I could only last in this environment for 5 minutes, but if I was getting paid a large quantity of money, I could maybe last 5-7 days. But it would feel like weeks to me. I know the city life is a lot different but I think it would be easier and less stressful then living in the west.

Diary entry

Dear journal

Today we set down the Eerie canal toward the west. Going alone as a pioneer makes it much more simple then my neighbors who are bringing their families. I've heard of well paying jobs on the side of the canal as well as quantities of land out in the west for the taking. I plan to take it day by day with no actual plan and stop at cities and towns along the way to see what opportunities are out there for me. There is a lot of traffic in the canal, but at the pace I'm going I'm not too concerned.

4/4/13

During class yesterday we got into groups and worked on specific groups of people from the war of 1812.My group had black sailors and slaves. We had to make slogans and icons as well as a poem that represented our group of people. We came up with a slogan that stated,"Come with me and you'll be free", and an icon that had an African American flexing his arm, with a shirt that said,"Brit's love us". We did this because the British offered freedom to American slaves during the war while the American's wanted them to return to slavery.

Diary of the Corps of

April 7^th, 1805

Now that the winter has ended, we can begin our journey. The Mandan’s have been more then great to us, but we have decided today will be the day we extend our discoveries to the west. We’ve had a loss in men over the past few months, and I fear going into this unknown will cause a greater loss. Everyone seems to be in high spirits though, with great hopes of venturing.

April 14^th, 1805

We’ve come to an area with a great deal of both wildlife and footprints. Although we have encountered a great amount of resources here we’ve also been faced with a threatening problem. Wind storms seem to occur quite often, creating sand storms. These storms are life threatening, and we can’t afford to loose anymore men. Today the storm seemed to have settled, but looks can be deceiving , so we held off for the night. Lucky we did, or we wouldn’t have just lost a couple men, but all, for the storm intensified greatly.

May 11^th, 1805

Today, I sent the men off to grab some food. As we were ready to pack up, Bratton came running at us, the most horrified look upon his face. He claimed to have been chased by a bear larger then any man kind had seen before. After telling us how he shot it, he convinced us that it kept charging at him. We walked back in the woods to find the largest bear I had ever set my eyes on. With two spots of blood on his chest, the bear began to charge. We had to shoot him a considerable amount before he went down. After much observation, I was greatly impressed with this bears size. Notes of description was sent to Jefferson, informing him of our findings.

May 31^st, 1805

As we went farther along the Missouri, we encountered a different type of climate. The air was less windy, now very dry. Hills and mountains seemed to surround the coursing river. Animals, such as buffalo were in plain sight. There was also wolves and sheep that bore on the mountains. When seeing these tall mountains, I questioned Lewis about our travel on them. He said it was possible we would eventually have to cross them. From the river they looked enormous.

June 2^nd, 1805

We have come in contact with an issue at the river. There seems to be a fork, one which heads north and the other south. The southern one seems to be muddy and tarnished, while the northern one is more majestic like. We have yet to encounter the waterfalls claimed by the Indians, and the northern seems to be more like one of a mountain, so I took a group of men with me to scout the river.

June 5^th, 1805

On the river we have encountered Indians. Although some of the crew members suggested shooting them in case of a hostile tribe, I’ve decided to let them be. I don’t want to cause any harm on our journey into someone elses land.

Later that night, during camp there was sounds surrounding our camp. For safety I order my men to hold there guns, but not to fire. We walk outside our camp, and I order the men to lower there guns. After having someone interpret the situation, we came to learn they were the Blackfeet tribe. They had come to see if we ment to harm them, which we assured we didn’t . I spent the rest of my night conversing with these people, who told us of the location of the water fall, which was on the southern fork. We decided to head out the next morning, and I thanked the tribe greatly.

June 13^th, 1805

Today we were floating down the southern fork when a sound was heard off in the distance. The farther down the river the louder it got until suddenly you could see smoke. Clark recognized it to be the spray from a waterfall; the Great Falls. We finally had arrived.

June 20^th, 1805

After going ahead in the mission, I had come to a sad conclusion to our way out. The only way around the falls is an 18 mile journey through rocks. Our first day out was rough, bruises covering our legs, cuts all over our bodies. Not far off I could see the Mountain tops, adventure gleeming off their caps.

June 23^rd, 1805

Sacagawea has become gravely ill. The men insist on leaving her behind, but Clark and I both know that she’s our only way of continuing the expedition without fault. They want to leave her with Charbonneau, which would both be needed if encountered by Indians. It could be even more dangerous journeying through without anyone to translate, and could cause deaths and attacks. Clark and I decide to nurse her back to health. Clark starts bleeding her out, but it doesn’t seem to work. I decide to give her some opium and sulphur water.

June 24^th, 1805

This morning I was woken by Sacagawea, who was as healthy as could be.

Ebook

If you see this, I couldn't get images in my Ebook. I'm not sure if it was the computer or just me.

http://www.myebook.com/index.php?option=ebook&id=204409

Class

Today in class Mr.Boyle gave us a new way of learning he'd like to try in class (not literally, he just told us about it). We learned of his new idea he has found and how it would help us as individuals. After we finished our worksheets on Malcom X and MLK Jr.

Jesse Owens

http://www.youtube.com/watch?v=O0DEcwVdC0c&feature=youtu.be

3/11/13

Today in class we learned about how segregation is still an issue today. We read an article about teenagers who hung nooses at a school to offend African-Americans. A group of African-American boys were accused of beating up a white student. They were charged with attempted murder, while the people who hung up the nooses weren't even suspended until attention was brought to the situation.

Why was Marcus Garvey a controversial figure?

Marcus Garvey was a great social activist in the late 1800's to the early/mid 1900's. His idea's were based on a resettlement of African-American's in Africa, as well as making trade and companies associated between Africa and the America's. He wanted a totally different way of helping African-Americans, clearly causing controversy. He had followers, but he also had those who believed his ideas weren't even compatible with this world.

Those who followed Marcus Garvey felt his ideas to be their only option; living in a world where people not only didn't like you but treated you different and maybe even hurt you because of the color on your skin. This took a great affect on people, so some of them not only wanted to be out of our country, but in one where they knew this type of situation could never happen again. Marcus Garvey wanted to provide that type of world. He wanted to make a country where it was only African-Americans. He wanted to make it so that there would be some type of trading and company system so that there would be profits made in this country. Although this idea sounds nice, some people felt Marcus was not only crazy, but dangerous, and his ideas were unrealistic to the issue.

A man named W.E.B Du Bois at the time was a member of the N.A.A.C.P, so he was strongly for civil rights of African-Americans, yet he felt that Marcus wasn't benefiting the African-American community. He said that Garvey was the most dangerous man to the African-American race in America. Many people high in the activists' community "found his separatist philosophy ill-conceived" causing a large controversy as to whether his ways of running away were right or wrong. Garvey, having 4 million followers, was someone who could be argued as a hero, or dangerous man.

( http://www.biography.com/people/marcus-garvey-9307319?page=1 )

History class 3/6/13 & 3/7/13

Today in class we did worksheets on the Montgomery Boycott and how it affected/helped African-Americans. We're now starting to transfer into learning the significance to Martin Luther King Jr. and Rosa Parks and what they did to benefit the African-American community and their movement toward equality. Getting rid of segregation has been a broad topic we've been learning about. Yesterday we watched a video about a 14 year old boy who got killed for whistling at a white woman, and showed how messed up the justice system was by letting these murderers get away with no charges.

History Class 3/4/13

Today in class we got into groups and made journal entries as if we were specific people from the Scottsboro case; our group was Haywood Patterson, one of the nine boys accused of rape and assault. He got sentenced multiple times to death, was sentenced to prison for 75 years, escaped, and murdered someone in his later years.

Timeline

http://www.timetoast.com/timelines/constitution-timeline--79

2/12/13

Today in class we worked on our rough draft for the Animate project recording. I was pretty satisfied when at the end of the class the drawing/writing filled up the entire page. I had drawn up a rough draft that seemed to be pretty successful to the rest of the group members (although some agreed my drawing of a member of the KKK looked a bit like a crayola crayon... I tried!). This week we'll be video taping the writing/drawing and then doing voice overs.

Lincoln's Second Inaugural Address Q's/A's

Section A; 3. What do you learn from Lincoln's address about his attitude towards the South, the apparent losers in the conflict? What do you learn from Lincoln's address about his attitude towards the North, the apparent winners in the conflict.

In Lincoln's Second Inaugural Address, he speaks a lot about the war and the different issues it caused. He spoke about the different sides and how he felt they went about the war, but he never directly stated a "winner" or "loser" of the war; he tried to make it as un-bias as possible. "Both read the same Bible and pray to the same God, and each invokes His aid against the other." Rather than trying to say one was apart from the other, e.g. "The North was right." or "The South was wrong.", Lincoln puts the two as equals. He basically states that both prayed to the same God, and both asked Him for help against each other. "Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came." Here Lincoln is simply stating that one side would make the war, and the other accept; he doesn't blame the on that makes it, or even state which side it is. From the quote you can get a little sense that he feels the South may have made the war, but he doesn't blame him, and his attitude isn't inconsiderate. One might also interpret the accepter to be the North, but he never admits that they are the accepter or the maker. Lincoln's attitudes toward both the North and South are very un-bias, as a President should be.

Section C; 1. What can you discern about Lincoln's character on the basis of what he wrote? 

From Lincoln's Second Inaugural Address, a lot can be taken from his character. He is not a one sided person, just as any President should be. He doesn't blame his people and he respects their choices. "Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came." He's also a religious man, and believes God was involved with the war and the outcome of it/the country. "The prayers of both could not be answered. That of neither has been answered fully. The Almighty has His own purposes". Lincoln felt that although each side prayed against another, neither side was given a lead; that God had different decisions as to the outcome of the war and the country as a whole, and it wasn't in favor of either side. "do all which may achieve and cherish a just and lasting peace among ourselves and with all nations." Lincoln, among many others, was not one to want a war. And although there seemed no other way around it, he still wants to restore the peace and keep it lasting. Lincoln is a prime example of a President; he's respectful to his people's choices, he has a strong religious entity, and peaceful.

Section D; 1. In recent years, some Americans have called for a national apology letter for the slavery practiced for so long in the United States. Does Lincoln's Second Inaugural Address qualify as an apology? Explain.

When Lincoln spoke his Second Inaugural Address, it was more a statement about the war and how he interpreted it rather than an apology for slavery. Although slavery is mentioned (directly and indirectly), there is not sort of apology but rather a blame for slavery being the cause of the war. "All knew that this interest was somehow the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union even by war, while the Government claimed no right to do more than to restrict the territorial enlargement of it." "Interest", meaning slavery, is being blamed for the cause of the war. By "strengthen, perpetuate, and extend this interest", they also are talking about slavery, and how the Government only wanted to keep it from expanding. Lincoln merely touches on slavery; he doesn't apologize for it or say anything about how the South should be sorry for what happened. Most apologies may say "sorry" or "we apologize", and this being his Second Inaugural Address (and of a different time period) you'd expect to find an indirect apology, but none is found. Lincoln's Second Inaugural Address does not qualify as an apology. 

Histroy Class 2/4/13

Today in class we watched a video and took notes on the different ways African-American were given rights, and how people were punished/laws were altered because of discrimination against African-Americans. We saw different cases that were real and we filled out a worksheet with different sentences and we had to decide whether they were constitutional or unconstitutional.

1/29/13

Today we made Magazine covers of what a magazine would look like in late 1800's. Since we had just done a worksheet on the 14th amendment, our "Breaking News" was that the 14th amendment was passed, letting African-Americans have their right to get education, marry, start businesses, own land, etc. by being citizens of the U.S.A.

1/22/13

Today we did worksheets on Ulysses Grant and Charles Sumner. Charles Sumners thoughts on racial equality were a lot farther then those of Abraham Lincoln- he wanted African-Americans to not only have political equality but also social equality. Although his thoughts sounded great he was very bias, only wanted our government to be Republican. We also learned about how Abraham won his election against George McCallen.

1/11/13

Today I had to take a quiz since I was out the day of it. Then when we got to class we got our study guides for midterms... Woo👎

1/4/13

A new year, and yet just another day of history class. Today we looked at a bronze carving of the Union going into war. They were able to have African-Americans help them fight because of Lincoln's Emancipation Proclamation. Then we took notes on something.. I'm not quite sure what because I was trying to prove to Mr.Boyle that I could multi task; take notes and talk about something else at the same time. Although I proved him wrong, I think I should probably go over my notes...