2 Discussions

Instructions for Classroom Discussion – HIS 131 102R – DOWNLOAD WORD DOCUMENT

 

“Pursuing Political, Religious, & Individual Freedom”

Images: Map of Colonial Philadelphia; Pennsylvania currency printed by Ben Franklin

https://courses.lumenlearning.com/ushistory1ay/chapter/pursuing-political-religious-and-individual-freedom/

 

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

 

Questions for Discussion:

  • 1) Based on your observation of the map of colonial Philadelphia, how does its layout & geographic situation foster its growth as a colonial center?
  • 2) Based on your observation of the map of colonial Philadelphia, what barriers does its layout & geographic situation pose to a resident’s exercise of freedom?
  • 3) What was the benefit of using uniform currency in colonial Pennsylvania?
  • 4) What challenges did the use of paper currency in colonial Pennsylvania present?

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

 

“The War of 1812”

Images: Political cartoon featuring a British soldier & his Native American allies; Painting depicting the burning of Washington, DC; Political cartoon depicting the Hartford Convention

 

The War of 1812

 

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

Questions for Discussion:

  • 1) Based on your observation of the political cartoon featuring a British soldier & his Native American allies, what kind of behavior did the British reward? What were the kinds of rewards that the Native Americans could expect?
  • 2) Based on your observation of the painting depicting the burning of Washington, DC, why did the British burn Washington, DC during the course of the War of 1812?
  • 3) Based on your observation of the political cartoon depicting the Hartford Convention, what were some of the arguments for & against the New England states leaving the Union during the War of 1812?

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

 

“The Star-Spangled Banner”

Text: describing the composition of the poem “The Star-Spangled Banner” & its adoption as the national anthem of the US

https://courses.lumenlearning.com/ushistory1ay/chapter/primary-source-reading-the-star-spangled-banner/

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

Questions for Discussion:

  • 1) Which songs other than the “Star-Spangled Banner” may have been candidates to become the US national anthem?
  • 2) Why do you think it took such a long time (1814-1931) for the “Star-Spangled Banner” to be officially adopted as the US national anthem?
  • 3) What is the most memorable version of the “Star-Spangled Banner” that you have heard? Why was it so memorable?

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

 

“Andrew Jackson vs. British Officer”

Image: depicting Andrew Jackson as a young boy in an altercation with a British officer

https://courses.lumenlearning.com/ushistory1ay/chapter/the-rise-of-andrew-jackson/

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

Questions for Discussion:

  • 1) How does the artist portray Andrew Jackson as a young boy? Is the portrayal supposed to display certain personality traits?
  • 2) How does the artist portray the British soldiers? Is the portrayal supposed to display certain personality traits?
  • 3) What is the general condition of the room? Is this significant to the meaning of the cartoon?
  • 4) How does the artist depict the bystanders who are watching the confrontation?

 

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

 

“A Free Black Woman & Her Daughter: New Orleans, Louisiana”

Image: depicting a free black woman & her daughter from New Orleans, LA

https://courses.lumenlearning.com/ushistory1ay/chapter/migration-and-geographies/

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

Questions for Discussion:

  • 1) The mother & daughter is this painting do not share the same skin color. What challenges may have been created for the family as a result?  Do you think society treated them differently?
  • 2) How are the mother & daughter dressed? What does this reveal about their lifestyle & place in society?
  • 3) What do the facial expressions of the mother & daughter indicate about their general experience?

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

 

“General Scott’s Entrance into Mexico”

Image: depicting General Scott’s entrance into Mexico

https://courses.lumenlearning.com/ushistory1ay/chapter/texas-mexico-and-america/

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

Questions for Discussion:

  • 1) What symbols or objects in this painting suggest that its location may be in Mexico?
  • 2) What symbols or objects in this painting suggest that the soldiers may be American?
  • 3) How do the residents of the city respond to the presence of the soldiers? Can you interpret their general attitude toward the soldiers?

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

 

“Oregon Trail”

Image: painting depicting a wagon train in Oregon territory (ca. 1863)

Manifest Destiny and the Gold Rush

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

Questions for Discussion:

  • 1) How does this painting attempt to idealize the experience of pioneers trekking west along the Oregon Trail?
  • 2) What were some of the dangers pioneers faced when traveling west?
  • 3) What do you think motivated pioneers to set out for Oregon & other western destinations?

 

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

 

“Dred Scott & Abolition”

Images: photograph of Dred Scott; paintings depicting abolitionists

https://courses.lumenlearning.com/ushistory1ay/chapter/from-sectional-crisis-to-national-crisis/

Students will divide into small groups consisting on 3-5 students.  They will spend 10-15 minutes in small group discussion addressing a series of questions listed on the board.  Each group will select a spokesperson to report on the groups responses to these questions.

Questions for Discussion:

  • 1) What is most striking about the photograph of Dred Scott? What did the photographer want you to remember about Mr. Scott?
  • 2) What seems to unite John Brown & Frederick Douglas in the painting by Jacob Lawerence?
  • 3) How does Thomas Hovenden depict John Brown in his painting? Sympathetically? Negatively? Explain your answer.

At the conclusion of the small group discussion, the instructor will reconvene the class asking all groups to return their attention to the board.  Each group’s spokesperson will then share their group’s responses verbally or by writing them on the board.  Once all the groups have shared their responses, the instructor will conclude the discussion with a summary and/or follow-up questions.

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American History I by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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