The following resources should be helpful as you work on the Cemetery Project:
"Bobbin Girl" by Winslow Homer. Lowell National Historical Park.
Taking notes in a fresh Google Doc, work individually to identify each of the following.
Brief discussion on the letters:
If time allows, write a short reply from either the brother (the first letter) or the mother (the second letter).
Homework: Assignment #304
Pair and share:
Responses to the video? Talk? Were your questions answered?
Today we are setting out on a largely project-based unit. We will explore the social, economic, and cultural dimensions of local northwest Connecticut life in the period stretching roughly from the 1820s to the 1860s. More specifically we will examine the Market Revolution (early industry and advances in transportation like canals and railways), the evolution of everyday life (from education to sanitation), and the emergence of important movements for social change (temperance, women’s suffrage, and abolitionism). The anchor for much of this learning will be a week-long Cemetery Project, which will be conducted jointly between Humanities History and Humanities English. The research-orientation of this project will allow students to tailor their learning experience to their personal interests.
After today, we will have about three classes focused on preparation followed by about a week in English and History for the project
Detailed discussion procedure:
If time allows we will hold a short out-of-character debriefing session to examine your own responses to the the question at hand as well as related issues you might like to address.
Homework: Assignment #207
Depiction of Cherokee eviction in 1838 by Max Stanley (left) and map of Indian removal routes from south to present-day Oklahoma and Kansas (right).
Together, we have examined multiple dimensions of the “democratic” visions of Presidents Jefferson and Jackson, noting who was included and excluded from holding a firm stake in the new American republic. Most recently, we have turned our focus to the question of Indian removal, looking to understand the competing perspectives of President Jackson and the Cherokees.
For our unit assessment, we will join many of these threads as we discuss a key question from the perspective of September 1832 (this is after the Worcester v. Georgia decision and before the 1832 presidential election). We will stick to this timeframe as much as is practical, but comments based on information shortly afterward (up to 1840) can still be incorporated into the discussion. Our question:
Additional setup procedure:
Homework: Assignment #206
Sequoyah (1767–1843), inventor of the Cherokee syllabary; Major Ridge (1771–1839), Cherokee leader and grandfather of the first Native American novelist; John Ross (1790–1866), Principal Chief of the Cherokee Nation. Thomas McKenney, History of the Indian tribes of North America (Philadelphia, F.W. Greenough, 1838-44). The Hotchkiss School Special Collections.
Cherokee perspectives on Indian removal
Detail from portrait of Andrew Jackson by Asher Brown Durand (1796-1886). New York Historical Society.
Charting Jackson's arguments:
Further questions for discussion:
Homework: Assignment #204
Detail from George Caleb Bingham, "The County Election," 1854, Reynolda House Museum of American Art.
Discussion on Jefferson:
Lecture on Jackson:
Wrap up discussion: comparing Jefferson & Jackson
Homework: Assignment #202