For High School students enrolled in:  Dual Credit US History or Government/Economics the Summer History Assignment is required.  For other high school students, this is optional.

 

       Download Summer History Assignment in PDF

 

  • Visit a historical site. It can be local or far away. To qualify, the student must visit the site in summer of 2017.
  • Take a photo of yourself at the site.
  • Print a 4X6 photo on PHOTO PAPER. (No bigger, no smaller) IMPORTANT!!!!! Photos on paper or another size will not be accepted.
  • Prepare a ONE PAGE reflection paper about your visit to the site. (What thoughts did you have about the location? Did you learn anything? If so, what? Did it interest you? Would you recommend that others visit the site? And anything else you’d like to tell me.)
  • Be prepared to include the historical significance of the location in your reflection paper and tell what happened there. (Why does it matter?)
  • Include answers to the “journalism” questions: Who? What? Where? When? Why?
  • The project will be due the end of the first week of school.
  • Students who are new to FBCA this fall will have until October 12 to complete the assignment.
  • The assignment will count as a project grade for the 1st quarter. (This is equivalent to a test grade.)

For students in Dual Credit US  History there is an opportunity to get a jump start on the year by completing one or two of the assignments that will be due either first or second semester. It is not a requirement to complete these during the summer, only an opportunity.  These assignments are titled:  Warriors Don't Cry Project and Founding Brothers Project.

 

 

WARRIORS DON'T CRY

 

Download Warriors Don't Cry Project in PDF

 

Warriors Don’t Cry focuses on the experiences of the author as one of only nine Africa-American students who integrated Little Rock’s Central High School in the 1950s. Melba and her fellow students braved mobs, threats, and violence in order to get an education and help end discriminatory segregation laws. Eventually President Eisenhower dispatched the 101st Airborne to Little Rock in order to protect the brave students. A memoir is a historical account written from personal knowledge. Warriors Don’t Cry is a personal tale or memoir of the bravery required to end injustice in our society as well as an account of a dark period in American History. However, it only provides us with Melba’s perspective.

Your Assignment

The primary goal of this project is to understand how different points of view are represented and to be able to put an historic event in context. It is also important to understand the experiences of African Americans as they struggled to gain equality and to be able to participate fully in what it means to be an American.

Carefully read the entire book, Warriors Don’t Cry by Melba Patillo Beals. It must be the unabridged version.

Before reading the book, do a little background research on the immediate historical context of the integration of Little Rock Central High School in 1957. (What events related to desegregation and treatment of African Americans were going on in the months and years prior?)

After having carefully read the book, you may choose one of the project options below or propose a project of your own for Mrs. Purcell’s approval no later than April 14, 2017.   I encourage you to submit a first draft/formal plan of your project on or before Friday, April 6, 2017.   The final draft of your paper will be due on Friday, April 20, 2017.

Every project must have an annotated bibliography in MLA format.

1. Create a 1-1/2 to 2 minute video movie trailer for a film about the integration of Little Rock Central High School. You create a title for the movie and cast “actors” to play the roles. Choose a “sound track” to go with your trailer. Show critical scenes from the events which you would expect to see in a movie on this topic. Examine a movie trailer to see what all goes into one. See Free State of Jones Official Trailer, Apollo 13 Official Movie Trailer, Thirteen Days Official Trailer, 42 Official Trailer, Race Official Trailer, Iron-Jawed Angels Official Trailer, or others.

2. Create a 24”X36” (ish) movie poster for a film about the integration of Little Rock Central High School. Create a title and at least one key image that reflects the Little Rock events. Choose a slogan or sub-title to put on your poster. Include at least one review from a “critic” with how many “stars” the movie is rated. Select a cast of key actors and the roles they play to go on your poster. Also choose a “producer” and “director.” See sample movie posters. The ones with more detail are better examples.

3. Write a ballad that tells the story of the Little Rock Nine. The ballad should have at least 10 “verses” and one chorus. Put the ballad to a tune and record a video or have someone else record it if you wish. Post to YouTube or Vimeo and email me the link. alice.purcell@fbcapasadena.org  Listen to “Battle of New Orleans” or “Sink the Bismarck” by Johnny Horton or songs from K.R. Wood’s Fathers of Texas album (songs available on itunes for $.99 each).

4. Imagine you are a fictional 10th student to integrate Little Rock Central with the other 9. Write a diary that covers the school year with at least 2 entries each month for the 10 months of the school year. Date each entry. Make sure to include not only the student’s point of view, but other perspectives as well. The journal should reflect plausible experiences and should be similar to the experiences of the students who actually lived through it. The entries are more than telling what happened; they tell the reader what the writer thought and felt about the experiences using all the senses. The better journals will express original thoughts and creativity and not simply copy the experiences of the people in the book.

Helpful Hints

• If you search for primary sources on the internet, use Google Scholar instead of Google to filter out undesirable sources.

• Some primary sources are linked at fbcaworldhistory.weebly.com under the U.S. History Dual Credit tab.

• Warning: Avoid Plagiarism. You can find a plagiarism tutorial on fbcapasadena.org under Academics/Secondary/Plagiarism Policy.

 

 

 

 

FOUNDING BROTHERS

 

Download Founding Brothers Project in PDF

 

 

Assignment:  Read Founding Brothers by Joseph J. Ellis, and answer each of the questions/prompts thoroughly and thoughtfully in complete sentences/paragraphs as specified.

 

Work must be typed, single-spaced, 12 point font, with one inch margins. Be sure to label each section with its corresponding title. Type the question first, then the answer.

 

Do NOT Google the answers.

 

Due Tuesday, September 26, 2017.

 

Recommendations:

 

  • Purchase a paperback copy of the book so you can annotate and READ ACTIVELY as you go. It will make it easier to answer the questions. Do not attempt to answer the questions before/without reading. This will make the task more difficult for you and will result in shallow, inadequate responses.

  • Choose 5 days. On those days, read one section of the book, then answer the questions. It will be easy to break the assignment down into manageable pieces if you do it this way. You may want to read more such as “The Duel” because it’s awesome, but it isn’t required.

  • Do NOT Google the answers. It will not benefit you, and you will have cheating on your conscience. Besides, the answers will be shallow and lacking in thought, which will not get you points.

 

The Dinner

 

After reading “The Dinner,” answer the following questions in paragraph form.

 

  1.  Describe the styles and personalities of Madison, Hamilton, and Jefferson.
  2.  Explain each of their philosophies about how the nation should be shaped/developed?
  3.  Choose one of the three men above and explain how he dealt with challenges and issues?
  4.  The two major issues facing the nation in 1790 were “assumption” and “residence
    a. What was the Assumption Bill?
    b. What was the Residence Bill?
    c. Explain the priorities of each (Madison, Hamilton, and Jefferson) with regard to the assumption issue and the residence issue.
    d. Explain why each man took the position he did.

The Silence

 

After you read “The Silence,” briefly respond to the following questions in complete sentences.

 

  1.  What was the Madisonian method of countering the opposition?
  2.  Explain the Significance of 1808.
  3.  What was Gerry’s (Massachusetts) proposal?
  4.  What concern did Madison have about the future expansion of slavery?
  5.  How did Madison view separation of the states?—slave/non-slave (North vs South) instead of large vs. small?
  6.  What was the Northwest Ordinance of 1787?
  7.  Describe its effect on the expansion of slavery in the Northwest and Southwest Territories.
  8.  What was the Great Compromise? How did it affect slavery?
  9.  What did the 1790 census (the country’s first) reveal?
  10.  What assumptions were made about a possible gradual emancipation of slaves?
  11.  What were the two major obstacles/impediments to gradual emancipation?

 

The Farewell

 

After reading “The Farewell,” respond to the following.

 

  1. 1. Explain how James Madison and Alexander Hamilton each influenced and affected the final draft of Washington’s Farewell Address.  Give at least one specific example for Madison and one for Hamilton.
  2.  As expressed in his farewell, explain Washington’s views on the following.

  1.  The effects the Jay Treaty was having on the nation and the relationship with the Indians, the overall economy, etc.
  2.  The expansion of governmental services and the military
  3.   A national university
  4.  His view of who were citizens and on what level were citizens considered
  5.  Slavery
  6.  Native Americans
  7.  Political parties (factions)
  8.  Foreign policy with European countries

 

The Collaborators

 

After reading “The Collaborators,” respond briefly to each prompt.

 

  1.  Explain how people viewed a candidate who went out and sought others to vote for him.
  2.  Explain how Adams and Jefferson had worked together (collaborated) in their respective careers?
  3.  Explain the major events in 1763 and 1765 that changed John Adams’ life direction?
  4.  Explain two things John Adams did to ensure Virginia’s support for the war effort?
  5.  In writing his Defense of the Constitution of the United States, what does Adams call for in the new government?
  6.  In Discourses on Davilla, what does Adams explain as the “monarchial” principle?
  7.  How did a printer’s mistake start the rift between Adams and Jefferson?
  8.  What was Adams’ opinion of the planter class of Virginia and its inability to seek out America’s best interests?
  9.  When did the Jefferson/Madison friendship congeal?
  10.  Explain how the Adams/Jefferson alliance was different from the Jefferson/Madison alliance?
  11.  Explain Madison’s role in “protecting” Jefferson and for advancing his own “political ambitions.”
  12.  Describe John and Abigail Adams’ relationship.
  13.  What was Jefferson’s public response to Adams after Adams was proclaimed the winner in the 1796 election?
  14.  Why it was difficult for John Adams to follow in Washington’s footsteps?
  15.  Explain Adams’ belief for the best hope of keeping the U.S. neutral and out of war?
  16.  Explain the hidden reason Jefferson was happy to allow Adams to become the second president.
  17.  Describe Adams’ biggest blunder as he took office.
  18.  Explain the XYZ Affair and how Gerry’s and John Quincy’s positions/opinions helped Adams avert war?
  19.  Explain Adams’ two main objectives of the Alien and Sedition Acts.
  20.  Explain Jefferson’s reasoning in the Kentucky and Virginia Resolves.

 

The Friendship

 

After reading “The Friendship,” briefly answer the following questions.

 

  1.  Ironically, what happened on the day Adams returned to his farm, Braintree, that seemed to symbolize his life?
  2.  Whom did Adams consider the "shadow man"?
  3.  What seemed to hurt Adams the most in his relationship with Jefferson?
  4.  What event in 1804 resulted in Abigail Adams breaking down and writing a letter to Jefferson, in which she opened up and demonstrated how devastated she felt that the friendship between the Adams and the Jefferson's had deteriorated and that her heart was with Jefferson?
  5. What does Jefferson realize in his analysis of his friendship with the Adams and tells Abigail in a return letter in 1804?
  6.  Admittedly, what did Jefferson say was the only thing Adams had done politically that Jefferson found insulting and still had some ill feelings about?
  7. What was the other "code" that Jefferson violated?
  8. What happened for eight years following this first series of letters?
  9. When Adams attempted to deal with his memoirs and to set the record straight, what seemed to happen instead?
  10. How did Jefferson's retirement differ from that of Adams?
  11. Which university did Jefferson found and why? Explain the significance of the university to Jefferson.
  12. To which "modern-day" job would the "puffers" be compared?
  13.  According to Adams, how had his career differed from Jefferson's?
  14.  What prophetic dream did Rush have in 1809 and shared with Adams?
  15.  Why do you think Adams and Jefferson were both so willing to write one another (158 times) over the course of the next several years (until 1826)?
  16.  What did Jefferson and Adams realize as they wrote each other?
  17.  During their years of writing one another, did the two fully recover their friendship and trust?
  18.  What was significant about Jefferson's final words?
  19.  What was prophetic about Adams' last words?

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