Week 36 in Mr. Bruce's History

Parents and Students,

Well, here we are, the last Friday of the school year. There is nothing more I can provide your students - not that I have covered everything they'll ever want to learn, but rather we are out of time. This week marked the end of all learning and work. I'd like to share what this means for final work submissions and expectations for final exams.

First and foremost, all work from this week is due no later than Monday, June 6 (D-Day). The only student work I will accept past this date is any extra credit from Civil War Days last week. Work due no later than Monday includes the "My Reconstruction Timeline" and the notes this week from pages 324-331 of the text.

This week, we explored the realities of Reconstruction. In order to do this we explored the way in which the ideals of the Radical Republicans, in charge of Congress by 2/3 majority, pushed too hard too fast against the Southern way of life. In addition, the billions of dollars that poured into the South for rebuilding efforts seemed to be lining the pockets of Northern businessmen who went to create factories down there. 

While all this contributed to the next historical phase we call the Industrial Revolution, it also created a scenario that was very harmful to the advancement of Civil Rights, even though the time was perfect for this to be achieved. What resulted is a restoration of old ideals following the 3rd most peculiar presidential election in our history - the election of Rutherford B. Hayes in 1876 (1800 being the 1st and 1824 being 2nd). Once inaugurated, he promised an end to Reconstruction and a return of the South to the southerners. This ushered in a wave of laws and codes intended to keep the 4 million new citizens from realizing the benefits of the 14th and 15th Amendments. 

Final Exam Information

Students will be taking an oral exam next week during their scheduled exam period (see schedule below). I have provided an explanation and expectations for this style of exam. I will meet students one-on-one for about 10 minutes each and ask them questions that will give them an opportunity to tell me how to use the process of history to answer that question. Here is the handout: Final Exam Expectations and Review. They have also been provided the review packet with the rubric attached. Completing their note packet may require that they access the following slides: Thinking Like a Historian - How Do We Know? (links require quincyschools.org sign-in).

Final Exam Schedule

Chat with Author Kenneth Davis

Finally, today, 23 of your best kids spent an hour with best-selling author and historian Kenneth C. Davis. He had a great way of engaging and communicating with the kids and provided lots of time for them to ask questions. I was proud of the way they interacted and challenged Mr. Davis. Check out his website dontknowmuchabout.com for more about him and what we learned.

One more week...

Until then, I remain yours,

Mr. Bruce

Week 35 in Mr. Bruce's History

Parents and Students,

Angela Spraul and her daughter Ava, 4, sit at the grave of her
 husband, John Spraul, U.S. Navy, on Memorial Day at
 Arlington National Cemetery on May 25, 2015, in Arlington,
 Virginia. Photo: Gabriella Demczuk via Getty Images
courtesy of Huffington Post

Today we begin the weekend that typically marks the unofficial beginning of summer. It is a weekend that for many means camping, family gatherings, parades, bonfires, and other things that we've been waiting all winter and spring to do. Yet for thousands of wives, husbands, sons, daughters, fathers, mothers, and friends, Memorial Day means something more significant. Memorial Day must remind us of more than a day off. We must remember those who, in the words of Abraham Lincoln, "gave their last full measure of devotion." As you go about your activities, take time to let the real meaning of Memorial Day occupy your time, thoughts, and prayers. If you're unsure yet what that is, let this photo set from Huffington Post help.

That phrase is one of the most memorable of Gettysburg Address. His speech marked the commemoration of the Battlefield at Gettysburg, PA, where the largest battle of the Civil War took place. One of our activities this week was to deconstruct the Gettysburg Address to understand how Lincoln looked forward at the unfinished business of the Civil War - particularly the repairing of the Union in a way that honors those who sacrificed for the same. Talk with your student about Lincoln's Gettysburg Address: ask them to share the gems we discovered between the lines of the address.

We also started looking at the period that follows the Civil War - this time called Reconstruction. Lincoln never had a chance to put into effect his plans alluded to at the inauguration of his second term. Lincoln ended his very brief second Inaugural Address with:

With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation's wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.

We end the school year striving to understand how, in his absence, Reconstruction failed to create such a peace, but rather resulted in one that established a century of racial discrimination, prejudice, and segregation that was supported by government of all levels: local, state, and federal.

I'd like to inform you all of the only opportunity I offer for anything related to "Extra Credit." It requires some work following Civil War Days of Branch County. If you are unaware, at Heritage Park in Coldwater, hundreds of actors, presenters, and reenactors spend a whole weekend bring this era back to life. I have provided their complete schedule and a description of expectations for receiving credit in the linked document: Civil War Days 2016 Extra Credit Opportunity. Strongly recommended for some.

Finally, let me remind you all of the email I sent yesterday. Next Friday we will be welcoming Kenneth Davis. Please talk about this over the weekend. Seats are still available. For more, see the Kenneth Davis Announcement.

Today we ended our school week with our Third Annual Staff vs. Student game and fundraiser. Our Student Council organized and facilitated a great event that contributed significant proceeds to Tommy's House. Tommy's House is a transitional house for women. The establishment of a transition house will give these women a safe, structured environment for learning skills enabling them to get a new start as a clean, sober, employable woman. Tommy's House will be a 24 hour supervised home which will include rehabilitation programs so that a woman can complete three levels before being released. These levels will provide spiritual guidance, personal counseling, a 12 step program, job skills and practical life skills, i.e. personal hygiene. Take a look below at a few pics of the event taken by our own Mrs. Knaack and student Emma Barve. What a great time!

Week 34 in Mr. Bruce's History

Parents and Students,

Sorry for getting this out late. I started Friday afternoon, bout couldn't finish. And there are too many projects around my house to occupy my weekend.

As I typed "Week 34" I realized how close we are to the end of the school year. Officially we have two solid weeks of class time and that week in June of exams and that's it. Done. Hard to believe, really. As we wrap up this week, we must recognize that the end is near. Next week, I'll try to share more of the schedule of events as they pertain to you and your need for preparation.

Photo credit: Nina Subin
dontknowmuch.com

I'd like to take an opportunity at the start here to announce an event/opportunity coming on June 3. I have arranged for a Skype conversation with Mr. Kenneth Davis, author/historian of the Don't Know Much About series and other works focusing on sharing lesser-known stories from America's past. His most recent book, In the Shadow of Liberty reveals the unheard stories of slaves belonging to high profile Americans such as George Washington (does it get any higher profile!?). I have arranged for Mr. Davis to speak with us at the end of the day on Friday, June 3 from 1:45ish to 2:45. Because of the nature of the session, I am thinking of making this available on a sign-up basis limited to 35-40 students and arranging opportunities for those who opt-out (rather, miss out). More details to come on that, but in the meantime, look him up at dontknowmuch.com and start planning to get your name on that list.

Otherwise, we spent a good portion of this week getting to understand the progress of the Civil War. I shared some great resources from CivilWar.org and we relied on our textbooks to gain a comprehensive view of the major movements in the Civil War from start to finish. Some key ideas within were the initial optimism of a short war held by both sides, then the significant casualties inflicted by both sides as a result of better weapons technologies. We learned how the abolitionists and the Battle of Antietam shifted Lincoln's view on using the war to bring an end to slavery. Finally, we learned how General Grant changed the strategy toward "total war" against the Confederacy to bring the southern states to a desperate condition in order to bring about a final end to the war, almost exactly 4 years after it began.

Monday we will all begin a timeline activity that puts the major events of this conflict into a chronological view. This will complete our work on the Civil War and we will shift our focus onto the challenges and tragedies facing the nation as it works to rebuild what was torn asunder.

In case you missed it, this past Sunday evening, I had the honor to speak to the graduating Class of 2016 at the QHS Baccalaureate Ceremony. I have linked my speech here for those of you who desire to read it.

I hope you all have a great week. More to come Friday!

Until then, I am yours,
Mr. Bruce

Week 33 in Mr. Bruce's History

Parents and Students,

Three years ago, PBS created a video series as a part of their "American Experience" series titled, The Abolitionists (see a preview at the bottom of the post - online only). The first time I watched it, I knew immediately this had to have a prominent place in my lessons as we approach the Civil War. It is a three-part drama/documentary, each an hour long, covering the movement led by five people to end slavery in the United States beginning in the 1820s and concludes with the end of the Civil War and the establishment of the 13th Amendment to the Constitution. It is the most powerful, accurate, and engaging production I have ever used in the classroom to uncover the realities of why the Civil War was a war to end slavery.

All week, your students have gotten to know William Lloyd Garrison, Angelina Grimke, Frederick Douglass, Harriet Beecher-Stowe, and John Brown. They learned about their experiences with slavery and their unshakable Christian foundation that created for them a conviction that their lives must be dedicated to ridding the nation of the evil sin that slavery had been. Most significantly, we have learned of their efforts that forced America to confront this issue as one that must end if the nation was to be preserved. This was the work of the abolitionists - making sure that the Civil War was a war that ended slavery.

All week, we also confronted the critical assumptions of the 1850s that lead to misunderstandings regarding the causes and course of the Civil War. As slavery is the issue that gets the attention, it is also the nature of the definition of federalism that must be recognized as needing to be resolved if the Civil War is to serve a purpose. Southern states had threatened secession and civil war since 1820 - whether or not slavery was the issue. Their stance was against what they perceived as the encroachment of a tyrannical and over-reaching federal government into States' sovereignty. When it became clear that the nation was to be led by a president whose party policy was unfriendly with the status of slavery, they secede.

In their secession, the southern States form a Confederacy, a nation just like the one that existed before the Constitution - a nation where they retain their sovereignty as States.

Homework/Extension Opportunity
To debrief from this week, I have assigned something that is due Tuesday. I recorded three short videos that provide some necessary connections and supplements the content from this week. They are titled, "The Crisis of the Union," and they have an accompanying reflection/guide handout (attached below). This handout has a few questions from the video lectures to answer.

In addition, there are instructions on the handout for accessing and viewing any part (or whole) of The Abolitionists by students. I encourage anyone to re-watch with family, but the focus is to provide these for anyone who missed a day of class this week. Visit history.lawrencebruce.us for access.

The Crisis of the Union (assignment sheet)

Lastly, I hope everyone has a great weekend. Recharge and re-energize as best as possible. We have just a few busy weeks remaining. Emotions and attitudes give in to the beckoning summer weather which sometimes leads to destructive behaviors in the classroom. Let's keep those at bay for a few weeks and end the year strong!

Yours,
Mr. Bruce

Week 32 in Mr. Bruce's History

Parents and Students,

Oh my is the weather looking amazing outside this afternoon. As I write this I am eager to get out and tackle the final stages of the chicken coop I am building in our back yard. A month ago, I gave in to my wife's suggestions for chickens by promising a coop as a Mother's Day gift. Thinking about my weekend in that regard, I would like to wish all of you mom's reading this a fantastic weekend, and a special day on Sunday. I hope your kiddos treat you to something special.

We started off our week in class by completing our reading and discussion on the institution of slavery as an economic and social and cultural institution in the southern states of the Union. Proceeding from there, we have a baseline understanding that slavery is more than a economic right, but a Constitutional right - guaranteed by the document that created the Union of States. Perception of southern leaders in this way leads us to a recognition that the loss of slavery to them was more than an economic loss, but rather was the principle behind it - namely that laws limiting slavery would be more an infringement on their Constitutional rights than they would be an attack on their ownership of slaves. To them, losing slaves was a lesser transgression than an imposition of a "tyrannical government" on their rights.

From here we looked into the series of events that began in 1850 which led immediately to the most significant conflict on our nation's history. It begins with the Compromise of 1850. This arose out of the bill to admit California as a state - but the question, at least on the surface, was should it be a state that allows slavery (slave state) or a state that prohibits slavery (free state). Questions you should ask your student is:

• What compromise had previously settled the issues that arose in 1850? What changed?
• Why was there a debate over admitting California as a "free" state?
• What was the root of the problem behind the free/slave state debate?
• How did the Compromise of 1850 settle the problem but not really "fix" anything?

From there it was on to the Kansas-Nebraska Act. This began as a railroad bill by Stephen Douglas but exploded into a full blown mini-war. Questions you should ask your student are:

• How did Douglas's bill about a transcontinental railroad become all about slavery?
• What did the Kansas-Nebraska Act do to Kansas? What happened there as a result?
• What was the response of Senator Charles Sumner (R - Massachusetts) (see here for info on his speech)
• How did the actions of Congressman Preston Brooks (D - South Carolina) against Sen. Sumner lead Americans to recognize that Civil War was inevitable (see the video below)?

I can't not provide a link to the full speech given by Sumner titled "The Crime Against Kansas" where he roasts his fellow Senators for selling Kansas to slavery and ensuring a small scale war within the United States. We read an excerpt in class, but here's the whole thing from the U.S. Senate.

Overall, we had a great week and are looking now forward to how this conflict that is really about the presumed Constitutional rights of citizens and States under the Constitution against what is perceived to be a tyrannical expression of federal authority turns into a war to end the institution that has plagued the Union from the beginning - slavery. Next week, The Abolitionists.

Until then, I am yours,
Mr. Bruce

Week 31 in Mr. Bruce's History

Parents and Students,

About Tuesday this week I realized that I had not written a "weekly" email since before Spring Break... There were good reasons for this, early on, anyway. The two weeks immediately following Break was littered with M-STEP testing. While this is an honorable responsibility, it certainly interrupts precious class time. I intended to keep the workload light during those weeks, and I didn't initially see the need to write that first week. While I intended to last week, I simply forgot out of the break in routine. Apparently, getting back into a routine is hard - which may be why it is Sunday, and I am still finishing... So, long story short, here I am. Back at it.

What have we done? Well, after coming back from break we were completing our unit on Westward Expansion. For this unit we used a chapter in our textbook titled "Manifest Destiny and the Growing Nation." (Just as an FYI, the accompanying packets were due last Friday and if your student is currently getting and E in History, it is because they didn't turn it in). This chapter instructs on the means and methods used to acquire the territories of Louisiana, Florida, Texas, Oregon, and the "Mexican Cession." This broad overview fails to account for the context within which these vast additions were made. I've already discussed that in posts Week 27 and Week 28. To complete that unit, we came back full circle to view a really cool video on the Lewis and Clark Expedition. This expedition, undertaken at the beginning of our growth westward in 1805, was used to legitimize our claim to Oregon. As I said, we took it lightly during the M-STEP testing.

This has been a very interesting week. As we move forward into our next unit, The American Civil War, it is necessary that we fully understand the institution that became the purpose and reason behind the war - slavery. The word slavery has connotations that has been ingrained by images, visuals, narratives, and history classes that defined it as brutal working conditions, racial degradation, and general abuse by owners. While these are not wrong connotations and definitions, they do not capture a "right" survey of American "chattel slavery." We started the week with an awkward excerpt from a text written by George Fitzhugh. His work lay a foundation for justifying slavery as a moral and ethical good. To explain and counter this, we turned to a chapter from a book titled Negroes in the Making of America by Dr. Benjamin Quarles, a leading black historian (you can read the chapter here). This text explains the vast and varied spectrum of American slavery from 1800-1860.

As we read, we encountered difficult ideas and realities that are not common understandings regarding slavery. As we read, discussed, and questioned, I offered them pieces from Frederick Douglass' autobiography as well as the narrative titled, 12 Years A Slave, written autobiographically by Solomon Northrup. These texts have combined to put within our reach a far more comprehensive understanding of slavery in Antebellum America. Perhaps Thomas Jefferson, writing in 1781, explains the complexity of a slave society best when he wrote Notes on the State of Virginia:

“Deep rooted prejudices entertained by the whites; ten thousand recollections, by the blacks, of the injuries they have sustained; the real distinctions that nature has made; and many other circumstances, will divide us into parties, and produce convulsions which will probably never end but in the exterminations of one or the other race.”

As you may have already noticed, I have provided for students an opportunity to read the aforementioned 12 Years A Slave on a voluntary basis. While I recommend the book, I cannot in good conscience recommend the movie to adolescents. Its depictions of the text are far too graphic to see - the first 5 minutes will explain why it is rated R. Regarding the book readers, I have not yet decided whether or not to offer a study/discussion group for them. If you are interesting in picking up a copy, I still have 8 or so available - just let me know you want one.

We will finish up this reading on slavery Monday and Tuesday where we will transition into the political forces that culminated in the break between the North and the South - remembering always that southern states had been threatening secession as early as 1832 over an issue unrelated to slavery (see the Nullification Crisis). As we proceed then, it is for us to learn how the Civil War becomes a war to end slavery.

I think that's enough. As always, email me with questions, comments, thoughts, reflections, and the like. Lots to look at this week. Enjoy.

Yours,
Mr. Bruce

Week 28 in Mr. Bruce's History

Students and Parents,

After a good, solid week into the 4th marking period, we are fit to take a break - Spring Break. And after the week we have had, I think we did our best to earn this week off. Don't get me wrong, it has been a very good week. But we have challenged ourselves with historical understanding to a sufficient degree this week.

As a matter of explanation, I feel compelled to share that as we study Westward Expansion of the United States (1803-1853) I desire to insert the necessary context into it. Last week it was pausing to look at the Missouri Compromise at the same time we were acquiring Florida from Spain. This week it is looking at the nature of Indian Removal as the U.S. was considering the addition of Texas to the Union. 

This is a peculiar topic of study due to a number of reasons. First and most of all is the sensitive nature of human rights that must be considered. And this is not because of the "faults" of our leaders and decision makers of the past, but rather because we must endeavor to understand the reasons for their decisions, actions, and behaviors in the context within which they were made. This is the most challenging aspect of history for any student. Ordering hundreds of thousands of people to march hundreds of miles to a new home, thousands who will die along they way, is not easy to understand. 

It also forces us to face the fact that intolerance and human rights violations are just as much a part of our history as we were at the same time (and are still continuing) striving to achieve the ideals of the Declaration of Independence and the Preamble to the Constitution (i.e. "all men are created equal..." and "...secure the Blessings of Liberty to ourselves and our posterity..."). 

Lastly, it invites us to seek to understand and attend to the lone voice that cries out for justice. Sometimes the whisper is lost to the roar of the wind. Others, as in the case for abolition of slavery, others join in to affect change at significant cost to personal, social, and political forces. It also is what leads us to a new understanding of the American Civil War. 

But that's for after break...

As I said, we earned it this week. Until then, I remain yours,

Mr. Bruce

Week 27 in Mr. Bruce's History

Parents and Students,

Week 27 means only one thing: End of the third 9-week marking period with only one more to go! Wow! Hard to believe that there's just a quarter left. But as in sports, the 4th quarter is crucial; games are won and lost in the final minutes. Let's motivate ourselves to stay academically strong and finish well!

As we move into this last marking period, we turn our attention to the period known as "Antebellum." The term is Latin and means "before the war". In American History, this is the period before the Civil War. Pretty much every thing we talk about will hint toward a possible factor that produces the climactic content for this course.

We began this week by looking at "Westward Expansion" and all the questions, challenges, and

In 1800, all of "Louisiana Territory"
was at least 6 weeks away.

debates that arose out of it. Beginning with the Louisiana Purchase, we learned that Jefferson was criticized for this purchase for three reasons: 1) we already had more land than we could settle at that time, 2) impossible to govern given the transportation (before steam power was used for boats and rail engines), and 3) it was unconstitutional, especially in Jefferson's interpretation of the Constitution. Yet, it stood, and began a 50 year pattern of land acquisition by many methods.

From the Louisiana Purchase, we learned about the aggressive methods of taking control of Florida from Spain. The textbook made it seem as though Andrew Jackson was a defiant and insubordinate general who defied President Monroe's direct orders... Yet the whole affair is more complicated and we start to wonder why the documentation of his orders didn't survive. (this link has some highlighted portions for your viewing). So why was it so important for Florida to be added that we use such measures to take it?

We took a diversion from Florida to look at a debate in Congress happening at the same time over the admission of Missouri as a State. Neither in the North nor the South, debate became fierce when it was suggested that Missouri be admitted on the condition that it prohibit slavery (see Missouri Compromise). With threats of secession, it was agreed to allow Missouri as a "Slave State" regardless if there were many (if any at all) slave owning residents. The matter was over a balance of power in the Senate, where states are equal to each other. If there are more "Free States" than "Slave States" then Southerners would be unable to stop any legislation that would inhibit slavery. This makes new territory in the south very necessary for this balance to be maintained. This includes Texas, which is how we ended this week, learning of their "independence movement", which is how it is portrayed in American textbooks. However, it was stolen from Mexico, a nation we sought to protect in principle (see the Monroe Doctrine).

Ask your students this weekend:

• What motivations are there for the South to gain territory in Florida and Texas?
• How do Mexican textbooks portray American expansionist tendencies?
• What did Texas become in 1836?

These are fun questions, and essential to our understanding as we go forward in this unit. One last thing before next week: if you can watch "The Odd, Odd Election of 1824" in preview of studying Andrew Jackson as President.

Week 27 means one more thing: Easter Weekend! May your weekend be filled with the grace of the cross and the joy of the Resurrection.

Until next week, I remain, yours,

Mr. Bruce

Week 26 in Mr. Bruce's History

Parents and Students,

Well, we made it through the Daylight Savings Time change and Parent-Teacher Conferences. Thank you to all who came to support your students through the Spring Student-Led Conference. We know that, for some, the conversation you had in this format is much like you already do at home. To that I offer my sincerest "kudos" to you. For many, the demands of schedule and daily activities that occur after school related to work or extra-curriculars often prohibits us from the slow, deliberate, and intentional discussions about school and academic growth in ways that lift up and, if necessary, allow students to reflect on their efforts in a constructive and corrective way. We feel that this Spring Conference format allowed for that for all students. It is powerful. And we thank you for what you do to support your student's education.

As far as what we accomplished in class, well, I've got some examples below (bottom of post). This week we learned about the birth of "AMERICANISM". Dozens of times, I stated "There's nothing more American than ________." filling in the blank with things like Uncle Sam, "The Star-Spangled Banner", Rip Van Winkle, capitalism, technological innovation, pushing the frontier, etc... All these things were born in the two decades after the War of 1812 and created, for the time, a truly unique American identity. The posters we created are intended to showcase the leaders, art, music, literature, and geographic obstacles that defined this identity. I think they did a great job! What do you think? Ask your student questions about their poster: What did they study? How does that (or he) express what America was in the 1820s?

Our efforts this week pave the way for a unit next week as we begin looking at the attempts made to combat the moral and social problems that emerged during this same time and the role of Christianity and the "Second Great Awakening" in leading the charge against "intemperance" and slavery. This will allow us to dig into some primary sources, compare perspectives, and understand the decision making of leaders as they tried to keep America growing in ways they thought best in the face of irreconcilable differences of opinion.

A light way to end the week - yet still community-minded - was our trip to the Humane Society of Branch County (A No-Kill Shelter). Each marking period a different group (arranged by 5th hour classes) of 8th grade students have been spending 1.5 hours out there helping out in ways that 24 laborers can make an impact: cleaning gutters, picking up the yard, going for walks. In the end, it's hard not to fall in love with some. In particular, Brandi, Cooper, and Tiana certainly pushed their way into the hearts of a few of us. You can see these three in our group photo below. There are many more who certainly would love to be in your home, or in the home of someone you know.

It was a chilly day, but we kept warm with our new friends.

Photos from Posters Made This Week

Week 25 in Mr. Bruce's History

Parents and Students,

We had a great week in class! As the week progressed, we recognized that we were very disrespected by other countries for almost thirty years between 1790 and 1820. During this time we were challenged by party rivalry between the Federalists and the Republicans and by foreign affairs. The nasty love triangle that existed between the U.S., France, and Britain certainly paid its toll on Americans and early American leadership.

Presidents Washington, Adams, Jefferson, Madison, and Monroe all dealt with the issues in ways that made it difficult to follow Washington's principle of isolationism and neutrality. When Washington took office, he knew the United States was too weak to be involved. Interestingly enough, it was the War of 1812 and the circumstances that occurred during it that led to respect overseas. By the time Monroe takes office, the United States is able to redefine its desire to be isolated and neutral. It is during this time of prosperity and growth that people in the United States begin calling themselves Americans and establishing a sense of American Identity.

It is this identity that we will study next week. We began today by looking at how everything we know that is "American" began immediately in this period after the War of 1812. The "Star-Spangled Banner", Uncle Sam, "America" ("My country, 'tis of thee"), capitalism, and the idea of national celebrities all have their origins rooted in this period.

I have a poster project that is fun, quick and has the potential for redecoration in mind for next week. This morning when getting it all out of my head, Google Drive was uncooperative and so I wrote all my preliminary handouts on paper. I've shared the five options for next week below so you can start thinking about which aspect of Americanism you would like to research and represent for your classmates. They are my hand-written notes, so, sorry.

Growing Pains Project Options

I hope your weekend is fantastic. Don't forget, Student-Led Conferences are next week. See you all there!

Until then, yours,
Mr. Bruce

Week 24 in Mr. Bruce's History

Parents and Students,

Welcome to March! Today, March 4, 2016 is the 215th Anniversary of Jefferson's inauguration as president. We used this day to spend an extra class period on Jefferson's presidency and his legacy as he left us constantly confused about what he really believed in. This is what makes Jefferson's presidency and his record as a leader difficult, interesting, and important for us to study it today.

All week, we have been exploring the nature of foreign policy as it affected the decisions made by our first presidents. We began by making it clear, using Washington's Farewell Address (video assignment pt. 2 last weekend) that our first president challenged his successors to remain neutral and isolated. Unfortunately, the dirty love triangle between U.S., France, and Britain (our top two trading partners) made this very difficult as the latter two continued to declare war on each other. Adams, Jefferson, and (as we will see Monday) Madison all had to address the dilemma of how to protect American ships engaged in overseas trade.

Adams used a bit of force (Quasi-War) and military build-up to create a firm ground upon which we could negotiate with the French. This resulted in a peace that (kind-of) lasted a few years but it cost us more in the end than we received from the deal (see Notes for Tuesday's Lesson: Adams' Foreign Policy and the Election of 1800 - Web view). As we learned, Adams chose the right thing to do, keeping us out of war and without any permanent alliances. However, as we also learned, it also cost him the Election of 1800.

We took the time to study Jefferson's goals as president to reduce the size of the national government. We had learned about his beliefs of Government last week as we contrasted the Hamiltonian Federalists with the Jeffersonian Republicans. These ideals and goals when he becomes president would definitely bite him as he, too, had to address the same dilemma as Jefferson: how to keep American shipping safe from attack. Whereas Adams had to deal with the French, Jefferson faced more enemies on the seas. He uses the navy to challenge the Barbary Pirates, leading to an end to paying them tribute for our safety (eventually). But his troubles with French are amplified by increased conflict between them and Britain. He works with Congress to pass the Embargo act of 1807, cutting off all trade with Britain and France, intended to punish them. This results in a disastrous effect on our economy and boosted American manufacturing, which Republicans desired less of. In the end, he kicks the problem down the road to the next guy, Madison. We'll learn how his strategy is what the others avoided...

Lastly, as we re-capped and came full-circle of Jefferson's presidency, we learned about Marbury v. Madison. As  most important Supreme Court decision that served as the only battle of the "Revolution of 1800." Feel free to view the notes from today (Friday 3.4.16 - Web view) and the videos we used today.

Looking forward to next week. Until then, I remain

Yours,
Mr. Bruce

Week 23 in Mr. Bruce's History

Parents and Students,

I went to start writing this, titling it Week 22, when I realized that this is actually week 23 and I missed getting last week's out. Bad, bad, bad. Sorry for not keeping you all in the loop with a regular email. I'll make it my goal to keep up for the rest of the school year.

We had a great week, in spite of the day off yesterday. When the reports came on Monday of a likely snow storm, I started planning for a day off. While today was a little crazy, we certainly accomplished enough this week to feel good about it. I'd like to make sure here that you know about/remember the video assignment: Washington's Foreign Policy (mrbruceshistory.wikispaces.com for videos and handouts).

The biggest thing I want you all to quiz your son/daughter about is our first real political parties. We spent the bulk of our time learning about how the Federalists and Republicans emerged as a result of early challenges to the new nation. As Washington struggled to keep us out of foreign conflict (at the same time Europe ignites as a result of the French Revolution), opinions about economy, government, how to interpret the Constitution, and whether or not we should support France all worked to divide leaders into these two distinct political divisions. Good questions to ask your students are:

• Why did more southerners align with the Republican Party?
• Why did Hamilton's plan for a National Bank upset Republicans?
• What do you think Jefferson's vision for America was? How did this differ than Hamilton's?

This period in our history, while probably as critical and fragile as (or more than) any other, gets far too little attention. Our political history begins here with the beginning of a two-party system. It also gives us a chance to explore the beginning of our nation's foreign policy. Washington's plan for isolation in foreign conflict will set a foundation for over 100 years. 

Monday, we will explore the Election of 1800 as it exposes a huge flaw in our Constitution and how it sets a standard for a peaceful transition of power from one group to another. From there, we will explore that idea of isolation as a new nation with no navy and no desire to get dragged into a war in Europe. We'll also learn how America deals with pirates.

Until next week I remain yours,

Mr. Bruce

Week 21 in Mr. Bruce's History

Parents and Students,

Have you seen Mary Poppins yet? This production put on by our Quincy Drama Society is great! It is also one of a few reasons why this weekly email is coming to you a few days late. My daughter plays the role of Michael and much of our time outside of school has been quite devoted to arranging for the demands required of this performance by a dedicated cast of many students. Big shout out to Annika, Taylor, Audrey, Natalie, and Rachel who have also dedicated countless hours and who have done a great job through the opening weekend. If you haven't been out to see it yet, there are shows Thursday, Friday and two on Saturday this weekend.

So, last week we wrapped up our work on understanding and increasing our efficacy with the Constitution. This was demonstrated in a competition between student created teams of "Law Firms." I described this in last week's email. The result was fantastic! Just so you know what I mean by Constitutional Dilemmas I have the link here for you to see them: Law Firm Competition: Constitutional Dilemmas.

To end the competition, the top teams from each class were pulled into my room during 6th hour on Friday. Here I asked them 8 more situation-based questions - the hardest I could think up - in order to determine the overall best team. The result was a tie between a team of Brian B., Kelsey M., Madelyn A., and Emily H., and a team of Riley H., Torri S., and Megan K. CONGRATULATIONS to them!!!

This week, we will be applying what we learned about the Bill of Rights to our own lives for the purpose of making it clear that our personal rights and protections do not exist unless we know them and can defend them. We will examine two Supreme Court cases (Tinker v. Des Moines and Hazelwood School District v. Kuhlmeier) to see how students like us have helped define rights to freedom of speech (expression) and freedom of the press in the academic setting and to see how far institutions can restrict personal freedoms.

A few things to think about coming in the weeks ahead:

• Bring Your Parent to School Day - This Wednesday, Thursday (Feb. 17-18)
• Friday, all MS students will be going to see an abridged version of Mary Poppins after lunch
• Student-Led Conferences: March 16, 17 

Taken during the "Tournament of Champions" Friday afternoon

One of the champion teams making it look easy

See you at Tibbits Opera House ;)

Until then, I remain yours,
Mr. Bruce

Week 20 in Mr. Bruce's History

Parents and Students,

February is in and with it was the prognostication of America's favorite weather "man" that there will be an early Spring. The sunshine today makes this feel like it might be a possibility, even though I'm not sure we had a winter in the first place.

The ambitions of this week were met with the realization that we were, for the most part, not ready for a competition of Constitutional understanding. The Bar Exam that we held on Tuesday revealed that too many of us didn't take the opportunities given in the previous week to learn about the Constitution and the government it creates to the extent that was expected. This was a little disappointing, but not outside the ability to recover. To be clear the work they were asked to do last week in preparation for the Bar Exam and Law Firm Competition was not easy, but was intended to be more manageable by pairing up with a buddy to whom we could be accountable. In the end, this activity was a lesson in how we work together and what happens when we don't do that well.

To remedy the lack of readiness, we endeavored to recover what was missed in their first time through. For this, we used in class direct instruction and note-taking. This is not usually as effective as paired/small-group work, but this time around it provided a base coverage of the expected content required for us to proceed. These notes can be accessed here.

Monday we will assuredly begin our Law Firm Competition (see image at right). Teams have been created and the work is finished. Finally we can have some fun as we end this unit. Over the weekend, I encourage you to work through the flash cards that were created for the Bar Exam as well as use the outline/notes (link above) to prepare for the Competition. No one wants to be the weak link on a team.

This leads to "what's next?" One of the first things that Congress did (and the States approved) once they convened for the first time was to follow through with a promise of adding a Bill of Rights to the Constitution. We will end next week by discovering how the first ten Amendments were created and how they still protect us today.

Enjoy your weekend!

Until next week,
Mr. Bruce

Week 19 in Mr. Bruce's History

Parents and Students,

What a gorgeous sunny afternoon! Certainly a break from the gloomy weather we've had recently. As you may expect, I'm sad that this winter has not supplied a significant enough snow for sledding or snow fun. I'll get over it, I guess. As we end this week I'm astounded with how much your kids have learned about the Constitution and the composition of government that it creates.

We resumed a paired reading and discovery activity that lead students through the three Articles of the Constitution that created and defined our three branches (Legislative, Executive, and Judicial), as well as the amendment process (Article V) and two fundamental concepts of government limitation: Checks and Balances and Federalism.

As we finished this work we verified our answers and moved into some Law School Practice Problems. This assignment increased the challenge of seeking support for answers using the Constitution. For example, a city in Utah is producing a very unique product for selling overseas; due to its nature the government wants to tax it. Can they? In order to answer this question, students must investigate the powers of Congress in Article I, section 8 and rectify that with powers forbidden to Congress in the following section. Moving forward following this, students are to make flash cards or other study materials for the purpose of nailing this information down so it is second nature. An example of study card questions are attached to this email. I've even prepared a set of cards on Quizlet: quizlet.com/_1ydqqt (requires simple account creation). This is all preparation for the competition that is coming up.

Sample certificate for passing exam with
90% on first try. Students must make
corrections if they fail to reach 90%.

Next week, students are going to take what I am calling a Constitutional Law Bar Exam. And the scenario is that as they "pass the bar" they become eligible to practice as a part of a law firm. Once law firms (teams of 4) are created, they will compete in a competition to see which firm is the best. All is for fun and grades will be given for participation (even the bar exam), but it definitely engages even the most reluctant student and brings the entire class into seeking the depths of why our Constitution matters today.

Also, due to NWEA testing, labs were quite booked and so we postponed our video editing session. It gave our tech department more time to ensure that we would have access to the software we need for the task. So I've booked the computer lab for Monday and Tuesday. Hopefully we will end this unit with a fun and informative session of watching Preamble videos from all the classes. But that's for next week's email...

Until then, I remain yours,
Mr. Bruce


Constitution Review Cards

 

Week 18 in Mr. Bruce's History

Parents and Students,

Well things finally feel somewhat normal. Since Christmas Break it has felt as though we couldn't get anything going. Now that exams are over (mostly) and we are firmly in Semester 2, I think we are back to a good flow. I'd like to spend a little time here about exams, update you on the Preamble Video Assignment, and let you know what else we are working on/toward.

First of all, exams are almost all graded. There are still a few students who have not taken it due to outside circumstances. I anticipate spending Monday going over them in class. This will be as good for me as it is for you (students) because as I read through all of the great work that has been done on them, I want to share a bit about the documents and the theme to affirm and direct the work that was done on them. This will let you see the extent to which the documents take us in informing us about how the person and character of George Washington affected the creation of the new republic.

Our Video Preamble Assignment is still there, and I anticipate that around next Wednesday we will be in the computer lab editing and finalizing these videos. This process is somewhat stalled by the lack of video editing software on school machines. This is something that used to be standard on Windows, but since Windows 7, MovieMaker was a manual installation. While that gets worked out, or while I play with some online video editors, we have some extra time to make sure any recording that is yet to be done, gets done. This small video project is a precursor and de-bugger for a much larger video project that is in the works to come later in this marking period. Something I used to call the "Big Kahuna." Stay tuned...

Lastly, we are working on increasing and solidifying our efficacy with the Constitution. By the end of this unit, students will be able to use the Constitution to address and solve dilemmas of Constitutional law through a small group "Law Firm Challenge." Next week, they will begin "Law School" and will take a "Bar Exam" which will test their knowledge and grasp of this amazing document that has guided imperfect people to govern an imperfect population for 226 years.

FYI: Final grades for Semester 1 will be completed by Monday with report cards coming shortly after. I'll send Remind texts when I have entered Exam scores for your class.

Until next week, I remain yours,
Mr. Bruce

Week 16 in Mr. Bruce's History

Parents and Students,

Welcome back and Happy New Year! What a start we have had. I have to admit, the writing of this weekly update slipped into the dark parts of my mind until quite late, and here it is Monday afternoon... This email will be quick and to the point.

As we head into this week I want to provide expectations for exam week and let you in on a project we have embarked upon as open wide the ideas in the Constitution. This must be done because everything that follows in the story of America is driven by this document and how Americans have striven to uphold and maintain the ideals set forth in this revolutionary document.

As we progress through exam week we will continue with the Preamble Video Assignment we began last week. I find video production to be a very fun, engaging style of project-based learning because it combines the raw, creative, and critical thinking of filmmaking with the integrated inquiry-based historical thinking and interpretation. This small scale assignment introduces the necessary production components (such as screenplays and storyboarding) for use in later assignments. There are some logistic roadblocks that are still being worked out. See the Preamble Video Assignment page for details and let me know if you have concerns about any aspect. I take these projects quite seriously and demand that parental reservations be honored and placed above academic expectations.

As for the expectations for Exam Week here in Mr. Bruce's History, I give a process-focused exam. The content will be over what we have covered in class, but the focus is on how we have learned the process of "doing" history - that is, how much can we demonstrate of the methods historians use when adding to the body of knowledge that we call the historical record. In order to prepare for such an exam, students need to review the notes we took regarding these methods. All of them can be found at mrbruceshistory.wikispaces.com/TLH. These notes should be in student binders and complete. But it might be helpful to review the slides on the TLH page and the notes.

As for what we will do in class for this exam, I can say that we will have considerable time in class to complete what is called a "Document Based Exercise". We will spend an hour of "review" time going through the documents together in class and employing some analysis tools for the purpose of understanding the documents. From there, students will put pieces together on their own regarding the topic and what the documents tell them. A simple overview of this process my Thinking Like a Historian Guidesheet.

Until tomorrow (maybe...),

Mr. Bruce

Updated Exam Schedule: