Wednesday, December 17, 2014

Agenda for 12/17

* Topic idea - Daisy Bates and the "Little Rock Nine"

1. Today you must "lock-in" your groups and topic.

2. I will be meeting with each student/group to talk briefly about the topic you have chosen.

3. If you have not chosen your topic by the time you are called to meet with me, we will be choosing one for you from this list of important American leaders.

4. The NHD Sample Topics list.

5. Begin initial research. Follow these steps
  • Open NHD - Assignment #3
  • Go HERE - scroll down, find the "B" section, and click on the Britannica Online School Addition. Find, and read, the article about your leader. If you cannot find an article there about your leader, you must find another article in an academic and reliable website about your leader. Summarize the most important information about your leader, in 6-8 sentences. Provide as many specifics as possible.
  • Find at least 3 other websites (that are academic and reliable), that provide a good overview of your leader and his or her impact. Provide a short 4-5 sentence summary of the new information you find on each website.  Be sure to look for information on what your leader did (narrow focus) as well as his or her legacy (how did the leader effect history in the long term).
  • Due next class: Fri. 12/19
6. Start your internet research for "Assignment #3" here:

Tuesday, December 16, 2014

Agenda for 12/16

1. Today you must "lock-in" your groups and topic.

2. I will be meeting with each student/group to talk briefly about the topic you have chosen.

3. If you have not chosen your topic by the time you are called to meet with me, we will be choosing one for you from this list of important American leaders.

4. Some tips about choosing your topic. The NHD Sample Topics list.

5. Begin initial research. Follow these steps
  • Open NHD - Assignment #3
  • Go HERE - scroll down and click on the Britannica Online School Addition. Find, and read, the article about your leader. If you cannot find an article there about your leader, you must find another article in an academic and reliable website about your leader. Summarize the most important information about your leader, in 6-8 sentences. Provide as many specifics as possible.
  • Find at least 3 other websites (that are academic and reliable), that provide a good overview of your leader and his or her impact. Provide a short 4-5 sentence summary of the new information you find on each website.  Be sure to look for information on what your leader did (narrow focus) as well as his or her legacy (how did the leader effect history in the long term).
  • Due next class: Wed. 12/18
7. Start your internet research for "Assignment #3" here:

Monday, December 15, 2014

Agenda for 112/15

Carry Nation - Prohibition advocate

1. Follow-up on "CIA Torture" - The Drone Program

2. Choosing a Topic - For this class, your topic must meet some additional requirements
  • It must be US history related
  • The leader/event needs to have happened between 1800-1980
  • The leader/legacy must be related to the history of traditionally mistreated groups in America:
    • Women
    • Blacks
    • Native Americans
    • Immigrants
    • the poor
    • other minority groups
    • Religious minorities (Catholics, Jews, Muslims, etc.) 
3. More help with choosing a topic. Another resource: 100 Leaders in History. NHD Sample Topics list.
3. Topic Ideas
7. NHD Assignment #2 (eBackpack)

HW - Finish NHD Assignment #2

Friday, December 12, 2014

Agenda for 12/12

Carry Nation - Prohibition advocate

1. Follow-up on "CIA Torture"

2. Return "Reparations Essay" Grading Rubric

3. Explaining Leadership and Legacy

4. More help with choosing a topic. Another resource: 100 Leaders in History. NHD Sample Topics list.

5. Choosing a Topic - For this class, your topic must meet some additional requirements

  • It must be US history related
  • The leader/event needs to have happened between 1800-1980
  • The leader/legacy must be related to the history of traditionally mistreated groups in America:
    • Women
    • Blacks
    • Native Americans
    • Immigrants
    • the poor
    • other minority groups
    • Religious minorities (Catholics, Jews, Muslims, etc.)
6. Topic Ideas
7. NHD Assignment #2

HW - Finish NHD Assignment #2

Thursday, December 11, 2014

Agenda for 12/11 - Gold

1. Return "Reparations Essay" Grading Rubric

2. Aaron Huey - "The Black Hills are Not for Sale"

3. What is NHD?

4. Explaining this years theme

5. More about Leadership and Legacy

6. More help with choosing a topic. Another resource: 100 Leaders in History.

7. Choosing a Topic - For this class, your topic must meet some additional requirements
  • It must be US history related
  • The leader/event needs to have happened between 1800-1980
  • The leader/legacy must be related to the history of traditionally mistreated groups in America:
    • Women
    • Blacks
    • Native Americans
    • Immigrants
    • the poor
    • other minority groups
    • Religious minorities (Catholics, Jews, Muslims, etc.)
8. Should you work with others, or go at it alone? You may work in a group of up to 3 students. It's your choice. But you should choose wisely and consider the advantages and disadvantages of working in a group. Will you or your partners be anchors or sails?


HW -Finish NHD Assignment #1

Wednesday, December 10, 2014

Agenda for 12/10

1. CIA Torture Report

2. Aaron Huey - "The Black Hills are Not for Sale"

3. What is NHD?

4. Explaining this years theme

5. More about Leadership and Legacy

6. More help with choosing a topic. Another resource: 100 Leaders in History.

7. Choosing a Topic - For this class, your topic must meet some additional requirements
  • It must be US history related
  • The leader/event needs to have happened between 1800-1980
  • The leader/legacy must be related to the history of traditionally mistreated groups in America:
    • Women
    • Blacks
    • Native Americans
    • Immigrants
    • the poor
    • other minority groups
    • Religious minorities (Catholics, Jews, Muslims, etc.)
8. Should you work with others, or go at it alone? You may work in a group of up to 3 students. It's your choice. But you should choose wisely and consider the advantages and disadvantages of working in a group. Will you or your partners be anchors or sails?

HW - For next class, you need to have decided on the following:
  • Whether you will be working along or in a group. If in a group, who your group members will be (maximum of 3 students in a group)
  • Choose which group (from the list above) that you would like to focus on
  • Write one paragraph (6-8 sentences) about why you are interested in the history of that group. Turn in paragraph to the eBackpack assignment "NHD Assignment #1."

Monday, December 8, 2014

Agenda for 12/8

1. "The Lost Sioux Land" - Quiz

2. The Ghost Dance

3. Photos from Wounded Knee and the Sioux reservation

Friday, December 5, 2014

1. Tim Wise on the history of police violence against blacks in America:
 
"To white America, in the main, police are the folks who help get our cats out of the tree, or who take us on ride-arounds to show us how gosh-darned exciting it is to be a cop. We experience police most often as helpful, as protectors of our lives and property. But that is not the black experience by and large; and black people know this, however much we don’t. The history of law enforcement in America, with regard to black folks, has been one of unremitting oppression. That is neither hyperbole nor opinion, but incontrovertible fact. From slave patrols to overseers to the Black Codes to lynching, it is a fact. From dozens of white-on-black riots that marked the first half of the 20th century (in which cops participated actively) to Watts to Rodney King to Abner Louima to Amadou Diallo to the railroading of the Central Park 5, it is a fact. From the New Orleans Police Department’s killings of Adolph Archie to Henry Glover to the Danziger Bridge shootings there in the wake of Katrina to stop-and-frisk in places like New York, it’s a fact. And the fact that white people don’t know this history, have never been required to learn it, and can be considered even remotely informed citizens without knowing it, explains a lot about what’s wrong with America. Black people have to learn everything about white people just to stay alive. They especially and quite obviously have to know what scares us, what triggers the reptilian part of our brains and convinces us that they intend to do us harm. Meanwhile, we need know nothing whatsoever about them. We don’t have to know their history, their experiences, their hopes and dreams, or their fears. And we can go right on being oblivious to all that without consequence. It won’t be on the test, so to speak.

In his contribution to Jill Nelson’s 2000 anthology on police brutality, scholar Robin D.G Kelley reminds us of the bill of particulars.* As Kelley notes, in colonial Virginia, slave owners were allowed to beat, burn, and even mutilate slaves without fear of punishment; and throughout the colonial period, police not only looked the other way at the commission of brutality against black folks, but were actively engaged in the forcible suppression of slave uprisings and insurrections. Later, after abolition, law enforcement regularly and repeatedly released black prisoners into the hands of lynch mobs and stood by as their bodies were hanged from trees, burned with blowtorches, body parts amputated and given out as souvenirs. In city after city, north and south, police either stood by or actively participated in pogroms against African American communities: in Wilmington, North Carolina, Atlanta, New Orleans, New York City, Akron and Birmingham, just to name a few. In one particularly egregious anti-black rampage in East St. Louis, Illinois, in 1917, police shot blacks dead in the street as part of an orgy of violence aimed at African Americans who had moved from the Deep South in search of jobs. One hundred and fifty were killed, including thirty-nine children whose skulls were crushed and whose bodies were thrown into bonfires set by white mobs. In the 1920s, it is estimated that half of all black people who were killed by whites, were killed by white police officers.

But Kelley continues: In 1943 white police in Detroit joined with others of their racial compatriots, attacking blacks who had dared to move into previously all-white public housing, killing seventeen. In the 1960s and early ’70s police killed over two dozen members of the Black Panther Party, including those like Mark Clark and Fred Hampton in Chicago, asleep in their beds at the time their apartment was raided. In 1985, Philadelphia law enforcement perpetrated an all-out assault on members of the MOVE organization, bombing their row houses from state police helicopters, killing eleven, including five children, destroying sixty-one homes and leaving hundreds homeless.
These are but a few of the stories one could tell, and which Kelley does in his extraordinary recitation of the history—and for most whites, we are without real knowledge of any of them. But they and others like them are incidents burned into the cell memory of black America. They haven’t the luxury of forgetting, even as we apparently cannot be bothered to remember, or to learn of these things in the first place. Bull Connor, Sheriff Jim Clark, Deputy Cecil Price: these are not far-away characters for most black folks. How could they be? After all, more than a few still carry the scars inflicted by men such as they. And while few of us would think to ridicule Jews for still harboring less than warm feelings for Germans some seventy years later—we would understand the lack of trust, the wariness, even the anger—we apparently find it hard to understand the same historically-embedded logic of black trepidation and contempt for law enforcement in this country. And this is so, even as black folks’ negative experiences with police have extended well beyond the time frame of Hitler’s twelve year Reich, and even as those experiences did not stop seventy years ago, or even seventy days ago, or seventy minutes.

Can we just put aside all we think we know about black communities (most of which could fit in a thimble, truth be told) and imagine what it must feel like to walk through life as the embodiment of other people’s fear, as a monster that haunts their dreams the way Freddie Kreuger does in the movies? To be the physical representation of what marks a neighborhood as bad, a school as bad, not because of anything you have actually done, but simply because of the color of your skin? Surely that is not an inconsequential weight to bear. To go through life, every day, having to think about how to behave so as not to scare white people, or so as not to trigger our contempt—thinking about how to dress, and how to walk and how to talk and how to respond to a cop (not because you’re wanting to be polite, but because you’d like to see your mother again)—is work; and it’s harder than any job that any white person has ever had in this country. To be seen as a font of cultural contagion is tantamount to being a modern day leper.

And then perhaps we might spend a few minutes considering what this does to the young black child, and how it differs from the way that white children grow up. Think about how you would respond to the world if that world told you every day how awful you were, how horrible your community was, and how pathological your family. That’s what we’re telling black people daily. Every time police call the people they are sworn to protect animals, as at least one Ferguson officer was willing to do on camera, we tell them this. Every time we shrug at the way police routinely stop and frisk young black men, we tell them this. Every time we turn away from the clear disparities in our nation’s schools, which relegate the black and brown to classrooms led by the least experienced teachers, we tell them this. Every time Bill O’Reilly pontificates about “black culture” and every time Barack Obama tells black men to be better fathers, we tell them this: that they are uniquely flawed, uniquely pathological, a cancerous mass of moral decrepitude to be feared, scorned, surveilled, incarcerated and discarded. The constant drumbeat of negativity is so normalized by now that it forms the backdrop of every conversation about black people held in white spaces when black folks themselves are not around. It is like the way your knee jumps when the doctor taps it with that little hammer thing during a check-up: a reflex by now instinctual, automatic, unthinking.

And still we pretend that one can think these things—that vast numbers of us can—and yet be capable of treating black folks fairly in the workforce, housing market, schools or in the streets; that we can, on the one hand, view the larger black community as a chaotic maelstrom of iniquity, while still managing, on the other, to treat black loan applicants, job applicants, students or random strangers as mere individuals. That we can somehow thread the needle between our grand aspirations to equanimity as Americans and our deeply internalized biases regarding broad swaths of our nation’s people.

But we can’t; and it is in these moments—moments like those provided by events in Ferguson—that the limits of our commitment to that aspirational America are laid bare. It is in moments like these when the chasm between our respective understandings of the world—itself opened up by the equally cavernous differences in the way we’ve experienced it—seems almost impossible to bridge. But bridge them we must, before the strain of our repetitive motion disorder does permanent and untreatable damage to our collective national body."

2. The Lost Land of the Sioux - in class activity (need for quiz next class)

3. Finish "Bury My Heart at Wounded Knee"

Monday, December 1, 2014

Agneda for 12/2

1. What happened in Ferguson?

2. Deadly Force in Black and White.

3. The response to the grand jury decision

3. What was the Wounded Knee Massacre?

4. Begin "Bury My Heart at Wounded Knee"
  • The "lost" Oglana Lakota (Sioux) lands

Monday, November 24, 2014

Agenda for 11/24


1. Mr. Parise's Turkey Spectacular

1. Get a turkey (allow 1-2 days for thawing if frozen).


2. Buy a large roasting bag.


3. Spread a liberal amount of softened butter, salt and pepper between the turkey's skin and breast meat.


4. Place a chopped onion, carrots, celery, a sliced apple or orange, and roasting herbs (rosemary, oregano, thyme, etc.) inside the cavity of the bird.


5. Liberally season the outside of the bird with salt and pepper.


6. Place your turkey in the roasting bag (follow directions on box)


7. Place a small amount of water or vegetable stock in the bag along with any extra veggies.


8. Place turkey in your roasting pan UPSIDE DOWN (breast meat down)


9. Tie off bag and make a few slits in the top of the bag (follow directions on bag)


10. Cook until internal meat temp. is at least 165 degrees. Look online for approximate cooking time for the size of your turkey. No basting necessary. Keep oven closed. The more you open it, the longer it will take, and the drier the meat will be.


11. Take turkey out of oven. Flip right side up. Carve, make your gravy, and enjoy!


2. Where do our Turkeys come from? 

3. The first Thanksgiving? What do we teach kids?

3. Massacre at the Mystic

Thursday, November 20, 2014

Agenda for 11/2

1. Reparations - two more resources if you need them

2. Creating Your Bibliography

3. Review the Reparations Essay Grading Rubric.

4. Continue work on "Reparations Essay"

5. Sources of info for you essay:
  6. Essay Due: 11/24 (this Monday)
  • Your Annotated Bibliography is also due Monday 11/24
  • The essay will be a test grade!

Tuesday, November 18, 2014

Agenda for 11/18 - Maroon

 1. Reparations - two more resources if you need them

2. Creating Your Bibliography

3. Review the Reparations Essay Grading Rubric.

4. Continue work on "Reparations Essay"
  • Essay Map
  • AREAS Chart
  • Start writing essay 
5. Sources of info for you essay:
  6. Essay Due: 11/24 (this Monday)
  • Your Annotated Bibliography is also due Monday 11/24
  • The essay will be a test grade!

Sunday, November 16, 2014

Agenda for 11/17 - Gold

1. Are the effects of slavery really a thing of the past
2. How did laws and government practices continue to effect the opportunities of black families? How do these laws effect economic and social equality generation after generation? An argument for reparations?

3. Completing your Bibliography
4. Review the Reparations Essay Grading Rubric.

5. Continue work on "Reparations Essay"
  • Essay Map
  • AREAS Chart
  • Start writing essay 
6. Sources of info for you essay:

 4. Essay Due: 11/21 (this Friday)

  • Your Annotated Bibliography is also due Friday 11/21
  • The essay will be a test grade!

Friday, November 14, 2014

Agneda for 11/14

1. Are the effects of slavery really a thing of the past

2. How did laws and government practices continue to effect the opportunities of black families? How do these laws effect economic and social equality generation after generation? An argument for reparations?

3. Continue work on "Reparations Essay"
  • Essay Map
  • AREAS Chart
  • Start writing essay 
4. Sources of info for you essay:
 4. Essay Due: 11/24 (Monday)
  •  You may use additional resources, but be prepared to cite in a Bibliography (so keep track of them). A bibliography will be a required for this essay (more about this next class).
  • You will have some class time to work on the essay on Monday 11/17.
  • Next class you will receive the Grading Rubric for the essay
  • The essay will be a test grade!

Thursday, November 13, 2014

Agenda for 11/13


1. Don't be one of these kids!!!!!!
_______________________________________________________


2. So what does the research say about who supports reparations and who does not?

3. Continue work on "Reparations Essay"
  • Essay Map
  • AREAS Chart
  • Start writing essay
 4. Sources of info for you essay:
 4. Essay Due: 11/21 (next Friday)
  •  You may use additional resources, but be prepared to cite in a Bibliography (so keep track of them). A bibliography will be a required for this essay (more about this next class).
  • You will have some class time to work on the essay on Monday 11/17.
  • Next class you will receive the Grading Rubric for the essay
  • The essay will be a test grade!
 

Wednesday, November 12, 2014

Agenda for 11/12


Don't be one of these kids!!!!!!
_______________________________________________________


 So what does the research say about who supports reparations and who does not?
_______________________________________________________

Today, we will begin work on your final assessment for the Slavery Unit. 

The final essential question you are to consider is:

Does the US Government owe, and should it pay, reparations to the descendants of slaves in America to make up for the horrors of slavery?

There are three basic answers that are possible for this question:

1. Yes, reparations are owed, and yes, they should be paid (Yes and Yes)

2. Yes, reparations are owed, but no, they should not be paid. (Yes and No)

3. No, reparations are not owed, and no, they should not be paid. (No and No)

To prepare yourself to write apersuasive essay on this topic (the assessment for this Unit), you need to complete the following tasks:

1. Complete the "Reparations Argument Chart" we began last class. You need to have the chart filled out for three arguments to support reparations and three arguments against reparations.

2. Decide on your answer to the essential question.

3. Complete the "Essay Map" to outline your response (we will go over how to use the Essay Map in class). Do not complete the "Conclusion" section.
  • Intro: put your thesis sentence.
  • Main Ideas 1-3: put in the topic sentence for the paragraph (the one sentence that states the argument you will be defending in that paragraph).
  • Supporting details: include your major reason for believing in the argument identified in the "Main Idea" section.
4. Complete the AREAS paragraph graphic organizer for each of your three body paragraphs. We will go over how to do this in class.

HW: Complete steps 1-4 as detailed above.

Friday, November 7, 2014

Agenda for 11/7

1. Read - A Long History of Racial Preference
  • Go to eBackpack to download reading questions
  •  "A Long History of Racial Preference - Questions"
2. Reparations - Continue to understand arguments for and against Reparations

3. Completing the "Reparations Argument Chart" using the "Reparations Overview Packet"
  • Complete on paper or electronically. E-copy of chart and information packet can be found on the eBackpack assignment: "Reparations Argument Chart.

HW - Finish the Reparations Argument Chart (on paper) - Due Mon. 11/10
  • Complete the chart for at least 3 arguments for reparations and 3 arguments against reparations.

Thursday, November 6, 2014

Agend for 11/6

1. Read - A Long History of Racial Preference

2. Reparations - Continue to understand arguments for and against Reparations

3. Completing the "Reparations Argument Chart" using the "Reparations Overview Packet"
  • Complete on paper or electronically. E-copy of chart and information packet can be found on the eBackpack assignment: "Reparations Argument Chart.

HW - Finish the Reparations Argument Chart (on paper) - Due Mon. 11/10
  • Complete the chart for at least 3 arguments for reparations and 3 arguments against reparations.

Wednesday, November 5, 2014

Agenda for 11/5


Today you will be investigating the case for reparations (payments for wrongdoing) being paid to the descendants of slavery in America.
 
1. Read this overview of the issue, and answer the following questions (answer in your packet).
  • What are four different times in US history when people have pushed for reparations for slavery. For instance provide as much of an explanation as possible (when the was the proposal made, who was making the demand, what was demanded, why it failed, etc.).
  • What was the purpose of the Conyers Bill, first proposed in 1989. Has he been successful? What does he continue to do?
  • What has been proposed by Robert Brock, Ron Daniels, National Coalition of Blacks for Reparations in America, 
  • What are the main arguments made by people who disagree with the idea of paying reparations for slavery?
  • What are the main arguments made by people who support the payment of reparations?
2. Developing Your Opinion - based on the article above, decide on your opinion on this issue, and then do the following
  • Find an article online to support your opinion on this issue
  • Read the article
  • Write a one paragraph (at least 1/2 page) reflection sharing your opinion on this issue. 
    • In your paragraph, your first sentence should clearly state your opinion.
    • You should use at least three pieces of evidence from the first article you read above.
    • You should include at least three pieces of evidence from the article that you found.
    • Finally, you should identify the article you found and state why you believe it to me a trustworthy or reliable source.

YOU SHOULD WRITE YOUR PARAGRAPH IN PAGES OR GOOGLE DRIVE AND UPLOAD TO THE ASSIGNMENT "Reparations Opinion Paragraph." All directions for this assignment can be found there as well. 

HW - Complete the "Reparations Article Questions" and the "Reparations Opinion Paragraph."

Tuesday, November 4, 2014

Agenda for 11/4



1. Thoughts on Reparations? Who has our government paid reparations to in the past?

2."The Case for Reparations"
  • Read in class and answer questions

Thursday, October 30, 2014

Agenda for 10/31 - Gold

Today you will be investigating the case for reparations (payments for wrongdoing) being paid to the descendants of slavery in America.
 
1. Read this overview of the issue, and answer the following questions (answer in your packet).
  • What are four different times in US history when people have pushed for reparations for slavery. For instance provide as much of an explanation as possible (when the was the proposal made, who was making the demand, what was demanded, why it failed, etc.).
  • What was the purpose of the Conyers Bill, first proposed in 1989. Has he been successful? What does he continue to do?
  • What has been proposed by Robert Brock, Ron Daniels, National Coalition of Blacks for Reparations in America, 
  • What are the main arguments made by people who disagree with the idea of paying reparations for slavery?
  • What are the main arguments made by people who support the payment of reparations?
2. Developing Your Opinion - based on the article above, decide on your opinion on this issue, and then do the following
  • Find an article online to support your opinion on this issue
  • Read the article
  • Write a one paragraph (at least 1/2 page) reflection sharing your opinion on this issue. 
    • In your paragraph, your first sentence should clearly state your opinion.
    • You should use at least three pieces of evidence from the first article you read above.
    • You should include at least three pieces of evidence from the article that you found.
    • Finally, you should identify the article you found and state why you believe it to me a trustworthy or reliable source.
YOU SHOULD WRITE YOUR PARAGRAPH IN PAGES OR GOOGLE DRIVE AND UPLOAD TO THE ASSIGNMENT "Reparations Opinion Paragraph." All directions for this assignment can be found there as well.

Agenda for 10/30

 

1. 5 Things About Slavery You Probably Didn't Learn In Social Studies: A Short Guide To 'The Half Has Never Been Told' 

2. Frederick Douglas - July 5th, 1852

 During the 1850s, Frederick Douglass typically spent about six months of the year traveling extensively, giving lectures. During one winter -- the winter of 1855-1856 -- he gave about 70 lectures during a tour that covered four to five thousand miles. And his speaking engagements did not halt at the end of a tour. From his home in Rochester, New York, he took part in local abolition-related events.

On July 5, 1852, Douglass gave a speech at an event commemorating the signing of the Declaration of Independence, held at Rochester's Corinthian Hall. It was biting oratory, in which the speaker told his audience, "This Fourth of July is yours, not mine. You may rejoice, I must mourn." And he asked them, "Do you mean, citizens, to mock me, by asking me to speak to-day?"

Within the now-famous address is what historian Philip S. Foner has called "probably the most moving passage in all of Douglass' speeches." 

Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? And am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits and express devout gratitude for the blessings resulting from your independence to us?...

…I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you this day rejoice are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence bequeathed by your fathers is shared by you, not by me. The sunlight that brought life and healing to you has brought stripes and death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak today?...



…What, to the American slave, is your 4th of July? I answer; a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciation of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are, to Him, mere bombast, fraud, deception, impiety, and hypocrisy-a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour.

Go where you may, search where you will, roam through all the monarchies and despotisms of the Old World, travel through South America, search out every abuse, and when you have found the last, lay your facts by the side of the everyday practices of this nation, and you will say with me, that, for revolting barbarity and shameless hypocrisy, America reigns without a rival…”

In the fervent aspirations of William Lloyd Garrison, I say, and let every heart join in saying it:

God speed the year of jubilee
The wide world o'er!
When from their galling chains set free,
Th' oppress'd shall vilely bend the knee,
And wear the yoke of tyranny
Like brutes no more.
That year will come, and freedom's reign,
To man his plundered rights again
Restore.

God speed the day when human blood
Shall cease to flow!
In every clime be understood,
The claims of human brotherhood,
And each return for evil, good,
Not blow for blow;
That day will come all feuds to end,
And change into a faithful friend
Each foe.

God speed the hour, the glorious hour,
When none on earth
Shall exercise a lordly power,
Nor in a tyrant's presence cower;
But to all manhood's stature tower,
By equal birth!
That hour will come, to each, to all,
And from his Prison-house, to thrall
Go forth.

Until that year, day, hour, arrive,
With head, and heart, and hand I'll strive,
To break the rod, and rend the gyve,
The spoiler of his prey deprive --
So witness Heaven!
And never from my chosen post,
Whate'er the peril or the cost,
Be driven."


HW - Frederick Douglas and "12 Years a Slave" Questions - answer in separate document and submit to eBackpack.

1. What is the main point of Douglas' speech?

2. In what way does he point out the hypocrisy and irony of American slavery?

3. How does he judge American slavery in comparison to atrocities committed in other countries?

4. How did "12 Years a Slave" effect your understanding and feelings about slavery. Include at least 3 specific examples from the film to support your answer.

5. What part of the movie was the most shocking/saddening to you? Why?

6. What lasting feeling about slavery did the movie leave you with?

7. At what age should students be shown "12 Years a Slave"? Be sure to provide reasoning to support your answer.