Course Description

Advanced Placement American Studies (AMSTUD) is a comprehensive interdisciplinary survey course fostering critical analysis of American identity through U.S. History and American Literature.   The course is aligned with College Board Advanced Placement guidelines for both AP US History and AP Language and Composition.  Students will focus on understanding political institutions, social and economic changes, international relationships, and cultural and intellectual developments throughout the history and literature of the United States.  They will also be trained to understand the guiding principles of rhetoric, argument, and critical literary theory, getting significant practice in close reading, complex analysis, and synthesis of texts across diverse genres, media, and time periods.  This is a challenging course, which asks students to do college-level work, and they have the potential to earn college credit for good scores on the AP Exams in May.



The Interactive Constitution

The Crucible of Empire
25:00-43:00 Debate Yellow Journalism: What should be the role of the media in a democratic Society?
1:18:00-1:46:00 Debate:  What was the price of imperialism?  What arguments for imperialism are still compelling today?

Shell Shock 1919: How the Great War Changed American Culture (WNYC, Sara Fishko - Aired Nov, 2019)

Join Us In Montana:  The Lewis and Clark Leadership Course Summer 2020


UNC Writing Center Tips and Guidelines

AP USH Review Guide:  
Gilder Lehrman Site

Theoretical Lenses Activity

Give Me Liberty by Eric Foner US History Textbook  
Here is a code: XNM-RTE-KPF with 540 uses to accompany GIVE ME LIB 3E AP HS. Once activated, each “use" will remain active for 360-days. 
To redeem these codes, visit:
Click the “Sign in, register a code, or purchase access” buttonChoose “No, I need to register,” then click the “Register, purchase…” buttonFill in the required fields. The system may not think your email address is your official school one. Just choose OK.Enter your registration code and click “Register my code.” If the system previously questioned your email address, a red window will appear with a similar message. Just choose “Register my code” again.Be sure to choose “high school student,” then your state and schoolOnce registration is done, click the big “Ebook” iconA VitalSource window will pop up and will prompt you to register for a Bookshelf ID. Please be sure to temporarily disable pop-blockers so that you may view this window.Once you have completed VitalSource registration and have opened the ebook, you can read it online. 
For offline access:
Click “Bookshelf” in the upper left corner.Download and install the correct Bookshelf app for your device.

REPS reflective note taking sheet for history chapters

Hamilton, The Sequel Lyrics

GW resigns his commission


What is it then between us?
What is the count of the scores or hundreds of years between us?
Whatever it is, it avails not—distance avails not, and place avails not…
I too walk’d the streets of Manhattan island…
I too felt the curious abrupt questionings stir within me...



Mr. Nulf (English):

Mr. Parisi (History):


2019-20 American Studies Due Dates:

On The Meaning of Progress Rating Form

Wednesday, 4/8:
Grapes of Wrath, Chs 29-30
Discussion Leaders- Will and Gabi

Monday, 4/6:
Grapes of Wrath, Chs 27-28
Discussion Leaders- Patricio and Whitney

Friday, 4/3:
Grapes of Wrath, Ch 26
Discussion Leaders - Aaron and Maddie

Wednesday, 4/1:
Grapes of Wrath, Chs 23-25
Discussion Leaders- Anna and Anna

Monday, 3/30:
Grapes of Wrath, Chs 21-22
Discussion Leaders- Sophie and Freya

Friday, 3/27:
Grapes of Wrath, Chs 19-20
Discussion Leaders- Ella and Sophia

Wednesday, 3/25:
Grapes of Wrath, Chs 17-18
Discussion Leaders - Gerald and James

Monday, 3/23:
Grapes of Wrath, Chs 15-16
Discussion Leaders - Keren and Aidan K

Thursday, 3/19:
Grapes of Wrath, Chs 13-14
Discussion Leaders- Dante and Colin

Tuesday, 3/17:
Grapes of Wrath, Chs 10-12:
Discussion Leaders- Amanda and Aidan E

Join Google Classroom for our class:
code - pxpbzsw
We will "meet" at 9AM.

Discussion will happen on Turnitin. Discussion leaders will post their questions. Directions posted on google classroom and Turnitin.

Thurs, 3/12:
[In Class: Do This Worksheet by clicking on the Bonus Army Hyperlink to the attached film]
Finish FDR's Inaugural Address.  
Do the 6 questions at the end.
#7 What did "Migrant Mother" hear?

Wednesday, 3/11:
Grapes of Wrath, Chapters 8 and 9:
Ryan and Colleen - Discussion Leaders

Tue, 3/10
GML: Read Chapter 21, on the New Deal  Do this Note Sheet

Monday, 3/9:
Grapes of Wrath, Chapters 6 and 7:
Ashwath and Sarah- Discussion Leaders
(Discussion Prep will be modeled in class on 3/4)
Model Questions 

Fri, March 6
Steinbeck's The Grapes of Wrath, (chapters 1-5)
Take some notes: What do you notice about narrative structure? What are some emerging patterns in the language? Develop a character map for yourself. Be prepared to contribute to discussion about the novel's exposition.

Th, March 5
[In class: revisit McKay; Hellfighters analysis; Black Death connections]

Wed, March 4
In pairs, compose a poem using 1920s slang to construct a meaning behind one of the images from this presentation.  
Images from Shell Shock

Tues, March 3
Listen to this 58 min radio program from WNYC:
Shell Shock 1919: How the Great War Changed Culture
As you listen, take notes on how this program helps you understand the impact of the War on Gender, Race, Music, Film, Art, Literature... in American society. What are key take-aways?

Mon Mar 2
Chapter 20, GML: Reps sheet

Fr. Feb 28
1920s Activity
Sports Heroes of the 20s
Pop Culture Heroes of the 20s

Th, Feb 27
Progressive and WWI Mult. Choice and Short Answer Test.

Wed. Feb 26:
Do part one of the Activity due Friday.
[In class:  Final Creel juxtaposition analysis; Dada workshop; craft your own juxtaposition from Dada and our museum tour that can relate to Gatsby or The Great War]

Tue, Feb 25
Rhetorically analyze each document in this Slide Share
Why did the War breed mass consumerism?  Why is left wing a "clear and present danger", but right wing speech is unlimited?  
[in class: The Great War, Amazon prime, Episode 3: 1:15:00-end]

Mon, Feb 24
Finish The Great Gatsby
Continue taking notes on emerging/evolving patterns in the text.

Fri, Feb 21
The Great Gatsby, chapter 7
Continue taking notes on emerging/evolving patterns in the text.

Thurs, Feb 20
Field Trip to New Haven -  See Itinerary Here!
Viewing of Harriet and
Guided Programs at Yale Art Gallery, and Yale Center for British Art
Smithsonian Article on Harriet Tubman

Wed, Feb 19
The Great Gatsby Chapters 4-6
Continue taking notes on emerging/evolving patterns in the text.
Chapter 19 of Give Me Liberty with REPS Sheet

Thurs, Feb 13
The Great Gastby, Chapter 3
Continue taking notes on emerging patterns in the text.

Wed, Feb 12
The Great Gatsby, chapters 1 and 2
Create a one-page character map including quick initial descriptions (cite brief text) that shows relationships.
In addition to character map - Take some notes on key historical contexts that are mentioned/established in the book - how is this book an expression of its era?

Tuesday, Feb 11
LEQ: Imperialism/Progressivism

Monday, Feb 10
[In Class: evaluate Progressives]

Friday, Feb 7:
Foner: second half of chap 18 pp. 748-end, REPS sheet.

Thursday, Feb 6:
Read "The White Heron", by Sarah Orne Jewett from Conversations. (856...) Answer questions 1, 2, and 8.
[ In class TR, Slyvy and Conservation]

Wed, Feb 5:
Foner: half of chap 18 pp. 725-748.  
1. What modern social issues were on the Progressive Agenda?  2. What divisions/paradoxes do you see in the Progressive Movement?
[TR video worksheet]

Tuesday, Feb 4:
In Conversations, read p. 965 Erich Schlosser, p. 980 Florence Kelley, p. 1007 Ellison D. Smith.
1. Rhetorically, how do they make you care? (give best example for each)  2. What is the essential problem that each targets?  3.  What solutions would you propose for each problem?

Slide Show for Classwork

Monday, Feb 3:
In class essay on The Searchers. 
Bring your notes.

Friday, Jan 31:
Bring in Permission Slip/Payment for February 20th field trip to New Haven!
Answer 2 of the 3 questions from our debate, not in role but as YOU, please use facts as support.  Pose your own question that you have not reconciled about American Imperialism(perhaps one that came up within our debate), and explain why it matters.
[In class: Imperialism cartoon deck
and Orwell's Shooting An Elephant]

Thurs, Jan 30:
The Crucible of Empire
25:00-43:00 Debate Yellow Journalism: What should be the role of the media in a democratic Society?
1:18:00-1:46:00 Debate:  What was the price of imperialism?  What arguments for imperialism are still compelling today?

Wed, Jan 29:
Read "The Sorrow Songs" from The Souls of Black Folk. How does DuBois characterize the importance of spirituals for black Americans? How does this chapter connect to The Searchers and the broader narrative of Imperialism?
[Case Study:  Hawaii Video]

Tu, Jan 28:
Read this online text about American Imperialism
1. REPS sheet.  
2. Was there anything really NEW about this era of expansion? (Think about Turner, Buffalo Bill, The Searchers, Zitkala-sa)

Mon, Jan 27:
Worlds Fair Project Due
The Searchers: Seminar Discussion

Week of Jan 22:
1. Analyze: The Searchers
2. Craft a trailer for the Worlds Fair in the POV of your lens.
1904 World's Fair Photos, from The Atlantic

Tues, Jan 21
Finish viewing Bury My Heart at Wounded Knee film (link below) and the accompanying worksheet questions.
Bury My Heart at Wounded Knee

Thurs, Jan 16
Dubois, VI, "Of the Training of Black Men"
Focus for Notes: 1. Vocabulary & Allusions - Look up several words and terms you do not know - consider why they are effective; 2. Gender- How does this chapter delineate the goals and limits of manhood for blacks in America? 3. Pedagogy - How is DuBois arguing with Booker T Washington about the best methods of "training"?

wed, Jan 15
A.Read in Conversations:
The Significance of the Frontier in American History" by Frederick Jackson Turner(1029-1034)- Answer questions 1, 4, 6 & 7
B. Read in Conversations:
Zitkala -Sa: p. 934
Nimmo: p. 1024
Kasson: p. 1050
What does each say about Turner's Thesis?

 Mon, Jan 13:
Dubois, IV. "Of the Meaning of Progress"
Focus - How does DuBois define "the meaning of progress" in context? How does he take advantage of irony in this chapter? Note some other rhetorical moves you notice him making.

Friday, Jan 10: (it's not short so start!)
Give Me Liberty, chapter 16
1. Compare and contrast chart of "Effects of industrialization" on the East vs. the West.
2. How did the meaning of the following things change in the Gilded Age?  Progress, Freedom, Equality, Individualism.
3. What new language/terminology characterized this "new age"?

Thurs, Jan 9:
Read "Of Our Spiritual Strivings" in The Souls of Black Folk, by W.E.B. DuBois (you were issued this book before break). Answer these questions. Please bring a printed copy of your answers.
[Henry Louis Gates, Jr: Plessy, Booker T. and DuBois film clip in class]

Mon, Jan 6:
Read 113-136 (you can skim 122-136 for choice nuggets) in The Awakening, taking notes on how this information on context could impact your thesis/line of reasoning about the end of the novel.
Read "The Colfax Riot" handout and complete the questions that accompany it (which thesis is true?)

Fri, Jan 3:
Finish reading The Awakening. Continue to take notes, as below, and be prepared to discuss the novel. Consider such things as: To what extent is Edna awakened? How is she both empowered and disabled by this awakening? How does Chopin use dramatic and situational irony? How do you interpret Chopin's tone toward late 19th Century Creole society? Toward Edna?

Wed, Dec 18:
Finish Chapter 15.  Re-consider "YOUR Reconstruction Plan".  What worked; what didn't; why?

Read The Awakeningchapters 1-3.
Take a page of notes, paying attention to initial characterization, tensions developing in the sub-text, and how this narrative is similar to and/or different from Huck Finn.
IF you missed class, you will get a copy of the book, tomorrow. For now you can use electronic text linked above.

Tues, Dec 17:
First Half Chapter 15: p 586-606;  
Packet work: a. Fill out the column "Actual History" as you encounter those events.  
b. Fill out the left column of your chart "civil rights requirements" and "obstacles".  

Mon, Dec 16
Huck Finn XXXIX-Chapter the Last

Fri, Dec 13:

Th, Dec, 12:
History Test 1830-1865 (MC and Short Answer)

Wed, Dec 11:

Tues, Dec 10:
Do Lincoln's Crossroads Activity: Leadership in Crisis
It is an online interactive simulation.
[In class: Emancipation Proclamation]

Mon, Dec 9:
1.Compose a one-page poem in the style of Layli Long Soldier, about the NyC Draft Riots.
2.Read Huck Finn, XXIV-XXX.
[In class: Letter to Greeley, 2nd Inaugural: Context, Purpose, POV]

Fr, Dec 6:
Listen to the poet read  "38"
Annotate the poem as she reads it.
Consider her POV and purpose compared with Daniel Homstad's narrative on The Great Sioux Uprising.

Th, Dec 5
Give Me Liberty, Chapter 14.  REPS sheet
How does this film put Lincoln's Leadership in  context?  What social, economic, and political issues affected the Union's prosecution of the war?  Analyze the rhetoric of the mob: what did they target and why?  
(Amazon Prime: The American Experience: New York: Episode 2: NYC Draft Riots 1:17:00 mark to end)

Wed, Dec 4
The Adventures of Huckleberry Finn: Chaps XIX-XXIII, use same note-taking method -
Locate and identify further examples of different levels of moral reasoning.

Tuesday, Dec 3
1. Conversations:  John Brown: Patriot or Terrorist? pp. 731-757.  (Choose 2 of the first 3 sources Brown-Thoreau; Choose 1 of the last 4 Chowder-Horwitz)
For each resource, write down the author's purpose, POV, and audience.
2.Overall, which arguments are most compelling?
3. Prepare for debate:  Is it time  (in 2019) for the president to pardon John Brown?

Monday, Dec 2
Sticks for Soldiers Donations For Captain Antioho

[ In class: Read This:  Abraham Lincoln and the Great Sioux Uprising.  Compare and Contrast your decision on posthumously pardoning John Brown with Lincoln's rationale:  1a. Why did he pardon who he did?  1b. Why didn't he pardon the rest?  ]

Wed, Nov 27
Freebirds, by Michael Branch
Chew on this.

Tues, Nov 26
Huck Finn, chapters 16-18:  What do you observe about Huck's moral development?

Mon, Nov 25
Give Me Liberty: Finish Chapter 13
How did the events of the 1850s produce a Lincoln victory by 1860?
[In-class: Dramatic Reading of Chapter 9: Uncle Tom's Cabin, by Harriet Beecher Stowe)

Fri, Nov 22
Read Chapters XI-XV of The Adventures of Huckleberry Finn.  Take your own notes on questions you have, and your emerging ideas about the long-term question: What is the argument the book raises?
How does the narrative shift in these chapters?

[ In-Class: Watch Anthony Burns Clip ] A Lesson about audience perspective:  How did the Fugitive Slave Act change the way non-abolitionists in the North thought about slavery?  What lessons did slaveholders take from this episode?  What did Franklin Pierce learn from this episode? How did the Fugitive Slave Act change the game for abolitionists, slaves and free blacks?]

Th, Nov 21
1 page response: What evidence in the film clip today supported, refuted or qualified Thomas Hart Benton's argument about Manifest Destiny?

Wed, Nov 20
Read Chapters I-X of The Adventures of Huckleberry Finn.  Take your own notes on questions you have, and your emerging ideas about the long-term question: What is the argument the book raises?

Tues, Nov 19
Read 492-510 in Give Me Liberty.
Take notes on the theme of Continuity and Change over time.

Mon, Nov 18
Read "from Narrative of the Life of Frederick Douglass, and American Slave, Written by Himself"
in Conversations. Answer questions 8 and 10 (HANDWRITTEN). Please bring your book to class.

Friday, Nov 15
Salem Treasure Hunt
[in class: Nat's Skull]

Wednesday, Nov 13
Analyze the Jackson Whodunnit evidence file the the authorities have put together for you.
Annotate the documents.  Look for linkages to characters.  Design questions to pose to suspects tomorrow.

Tuesday, Nov 12
1. Prepare for the Jacksonian Whodunnit. (Research roles and accusations)
Need your role and preparation materials.  
Bring a paper copy of your 3 accusations.
Post your alibi here. (If you were absent and do not have a role choose one of the available ones in this alibi form).

Friday, Nov 8
Watch film:  Andrew Jackson; Good, Evil and The Presidency (1:28:00-2:05:00).  Focused notes:  1. If Jackson a prophet, what was his faith? 2. Compare/contrast with Jos. Smith

Thursday, Nov 7 
Give Me Liberty: Chapter 10 REPS sheet, (Don't Leave this for last Minute!!)
[IN class: Jacksonian Democracy and the Rise of Populism}

Wed, Nov 6:
Final Video Due: The Church of Transcendentalism
[Finish Dead Poets Society in Class]

Mon, Nov 4:
Conversations: Margaret Fuller, p. 607-613, questions 3,4,10.
[In class: Gender, The Mormons and The Market Revolution]

Fri, Nov 1:
In-Class SKYPE Lesson with Henry David Thoreau scholar Jeffrey Cramer. Please be prepared with a list of good questions you have about Walden, about Thoreau as a person, or about the Transcendentalist movement as a whole. Your good questions will help take full advantage of this amazing resource!

If you have more questions for Jeff, he welcomes further correspondence from students:

Live Deliberately Essay Contest: 

Thursday, 10/31:
Deadline to register and pay for AP exams without a late fee.
Please do so using this link:

Wed, 10/30:
Sell the Church of Transcendentalism Project Begins

Tuesday, 10/29:
Watch the first 51 minutes of "The Mormons".Thought Questions:
Why did LOCATION and TIME matter? Why did people follow Joseph Smith? How did the majority react to this sub-culture? What, in this film, challenges your faith? What is scandalous in this story?
Answer this one:
What makes this the perfect American Story?

Monday, 10/28:
Read "The Village," "Baker Farm," and "Brute Neighbors." Take notes as below.

Friday, Oct 25:
Read "I Used to be a Human", by Andrew Sullivan. Print and annotate (or write down numerous key phrases/quotes) with an eye toward tracing connections between/among this article,  Walden, and the era of The Second Great Awakening.  Also pay attention to how Sullivan structures the piece, and what makes it effective in achieving its purpose.
[Hudson River Deck, Cole's 5 phases of civilization]

Thurs, Oct 24:
Chapter 9 REPS Sheet for Give Me Liberty
[in class: Antebellum Cultural Studies]

Wed, Oct 23:
History Test 1776-1816

Tues, Oct 22:
Storyboards for campaign ads due.
Read this article: "The First U.S. Foreign Invasion: Seizing Florida in 1816"
Focus for your Notes: To what extent did the War of 1812  change the Republican Party? (use this article to review the Federalist v. Republican partisan battles)
[in class: The Barbary Pirates]

Mon, Oct 21:
Read Chapters 3-6 (up through "Visitors") of Walden.
Take notes as below.

In-Class Activity:
Henry Likes Meriwether's Tweets-
Live deliberately by wandering through the journals here. Select key passages (tweet-length) from 3 different days which might attract Henry David Thoreau to leave Walden and venture out west.  Justify your choices in terms of Henry's values (as expressed in the chapters you have read).
Shared Document 

Friday, Oct 18:
Create a thesis and gather evidence about the nature of the Lewis and Clark Expedition - SEE HERE

Thursday, Oct 17:
Complete the Which Was More Dangerous worksheet entitled: Partisanship: Feds v. Jeffs.
For each pair, EXPLAIN your rationale.  Then, indicate whether your interpretation would put you in the federalist or republican camp.

Tues, Oct 15:
1. The War of 1812 and The Hartford Convention; How did the war change the stakes for the political parties?
Read Chapter 2 of Walden, "Where I Lived and What I Lived For." Take notes as below.

Mon, Oct 14:
1. Read Chapter 1 of Walden, "Economy" (through p. 58)
Take general notes, and distill as follows:
Define 6 vocab words or allusions that helped you understand-cite page numbers; Cite top 3 quotes that most help you make sense of HDT's claims(Briefly explain your reasoning)  What questions occur as you read -- which 3 would you like to ask Thoreau?
2. [In Class: Partisanship 1800 Issues and Image Lab]

Friday, Oct 11:
Give Me Liberty: Second Half of chapter 8, REPS Sheet.  Focus: Who betrayed the American Revolution: The Federalists or the Jeff. Republicans?

Thursday, Oct 10:
In class: Scarlet Letter LEQ
Composite Thesis: The Federalists in Power

Tuesday, Oct 8:
***Don't be left out of field trip: Get Form in NOW!
Give Me Liberty: a piece of chap 7 and first half of chapter 8, pages 282-311,  REPS sheet.

Monday, Oct 7
Conversations: Madison, Federalist X, p. 407 question 7; and Levinson, Our Imbecilic Constitution, p. 414 question 4 and 4.
Friday, Oct 4
Finalized "The World Turned Upside Down Project."

Thursday, Oct 3
Compose an original poem, in the style of Phillis Wheatley's "On Being Brought From Africa to America", but the content and POV must be from Daniel Shays.  (Shays hires Wheatley to be his ghost writer)
IN CLASS - Scarlet Letter Through a Feminist Lens Activity

Wednesday, Oct 2
Watch 44 min video.  Consider POV from Shays, Sam Adams, George Washington.  What was wrong with the national government? What was wrong with the state government?  What was the solution?

Tuesday, 10/1: 
Draft of Hamilton: The World Turned Upside Down Project.
Trending Now Activity (in-class)
What did Phillis Wheatley think about all this?

Thursday, 9/26:
Read Chs XXII-XXIV in The Scarlet Letter.
Continue to take notes as per reading guide.
Yearbook Pictures @ 8:40AM

Wed, 9/25:  (Don't wait until Tues. to do this all!)
Give Me Liberty Ch 6, REPS Sheet; Focus: How Revolutionary was the American Revolution?

Miranda, Hamilton, and Frederick Douglass (in class)

Tuesday, 9/24:
Conversations Selections:
1.Abigail and John Adams p. 385; (p. 389, questions 2 and 6).
2. Compare and Contrast T. Jefferson's Declaration p. 390; Elizabeth Cady Stanton's Declaration p. 393.

Monday, 9/23: (Be sure you get a start on the assignment due Wed also)
Read Chs XVII-XXI in The Scarlet Letter.
Continue to take notes as per reading guide.

Friday, 9/20:
Finish American Revolution Chapter 5 and contribute to Collaborative Document:  What really caused the American Revolution?
2 supportive facts to support 2 different interpretations of the American Revolution (be brief and take credit for each)

Thursday, 9/19:
Read Chs XIV-XVI in The Scarlet Letter.
Continue to take notes as per reading guide.

Wednesday, 9/18:
Chapter 5 in Give Me Liberty
Complete a R.E.P.S. Sheet

Tuesday, 9/17:
1. History Test 1491-1763
(Review Chapters 1-4)
2. Read Chs XII-XIII in The Scarlet Letter.
Continue to take notes as per reading guide.

Monday, 9/16:
Read Chs VII-XI in The Scarlet Letter.
Continue to take notes as per reading guide.

Friday, 9/13:
Watch film: The Terrible Transformation (from 57:00-end) 1. What do you learn about South Carolina and New York that expands your historical understanding of both the colonial period and of slavery?  2. How does this witch hunt compare with Salem?  3. What questions do you still have?

Thursday, 9/12:
Read Chs IV-VI in The Scarlet Letter.
Continue to take notes as per reading guide.

Wednesday, 9/11: 911 Memorial Day
Give Me Liberty, Chapter 4.
Look for: What phenomena were continuous from the 1600s?  What new developments defined this as a new era?

Tuesday, 9/10: Pequot Memorial Day
Read Chs I through III in The Scarlet Letter.
Use this READING GUIDE to help focus your attention/notes throughout the novel.

Monday, 9/9:
Hawthorne's The Scarlet Letter, Read "The Custom House"(7-35).
Pay special attention to how this introduction helps you to understand the CONTEXT out of which the rest of the tale is spun.  Respond to the following prompts. Cite brief quotes to ground/develop your answers. Confine your formal answers to 1.5 total pages.
1. Describe Hawthorne's complex attitudes about his roots/heritage.
2. What are his attitudes toward the time he spent at the Custom House?
3. How does this introduction manage to draw the reader into the actual tale of the "scarlet letter"? Cite some key alluring details.
Bring The Scarlet Letter to class with you.

Friday, 9/6:
Conversations, The Captivity Narrative of Mary Rowlandson, pp. 231, questions 2 and 5
Bring Conversations to class.

Thursday, 9/5:
Which facts presented in Chapters 1-3 of Give Me Liberty corroborate the fictional accounts provided in Caleb's Crossing and The Crucible?  Give each work a score out of 10 for historical accuracy, and support your scores with four examples (per book)  of historical evidence from the Foner chapters. Utilize your notes from the summer to help you do this.

Wednesday, 9/4:
View hour documentary: Pocahontas Revealed
Focus of Notes: What methods were used and what key pieces of evidence meant the most?  What questions drove the researchers?
Bring your 3 summer reading books and notes to class, please.

Tuesday, 9/3:

1. Read pages 1-23 in Conversations.  Take notes for yourself to help understand the book's claims about how to read and analyze texts in terms of rhetoric.  
Bring Conversations book to class.

Friday, 8/30:
Read the Paula Gunn Allen excerpt about Pocahontas from Conversations in American Literature (330-333).  Answer question #1, and one other question of your choice from page 333.
Your answer to each question must be at least 1/2 page, but not more than 1 page.  Be sure to support your claims with references to the Allen piece, and other evidence as appropriate.

In-Class Synthesis Essay
(Bring all summer reading materials)

CONTESTS and Special Workshops -

Kemper Human Rights Education Foundation Essay Contest 2018/19

Social Issue Essay Contest Sponsored by the CT Bar Association

2016-2017 Prompt

Thoreau Essay Contest Sponsored by the Walden Woods Project
"Live Deliberately Essay Contest"

Apply for - New England Young Writers' Conference in May

CT Writing Project at Fairfield University - Summer Programs

Enter CT History Day Contest!

Profile in Courage Essay Contest

Gilder Lehrman Age of Revolution Essay Contest