Lesson 7 - Students will analyze and reflect on and analyze the musicals 1776 and Hamilton and the p ...

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Lesson 7 - Students will analyze and reflect on and analyze the musicals 1776 and Hamilton and the primary sources from Lessons 6 & 7 to offer their own assessment of the material. Please respond to two of the following prompts and then two colleagues: https://www.dailymotion.com/video/x2ngcau Slavery and the Revolutionary Era: Both Hamilton and 1776 provide interpretations about the Founders intentions over the issue of slavery. What does and doesn’t Hamilton say about slavery? How do songs like Molasses to Rum to SlavesLinks to an external site. (LyricsLinks to an external site.) from 1776 provide a different interpretation than Hamilton the Musical? For Hamilton look at songs like: Alexander HamiltonLinks to an external site. and Cabinet Battle #1Links to an external site.. How does the African American Petition for Freedom (1777) provide a different perspective to the musicals about slavery during the Revolution and constructing the new nation? Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Women and the Revolutionary Era: How do Hamilton and 1776 portray issues of women’s voting rights in the founding of America similarly or differently? How are women like the Schuyler sisters portrayed in Hamilton similar or different from the ways Abigail Adams is depicted in“Piddle, Twiddle, and Resolve / Till Then”Links to an external site. (LyricsLinks to an external site.) from 1776? (Note: There are a lot of songs related to the Schuyler sisters in Hamilton so you might want to think about their depiction holistically within the plot). What do Abigail and John Adams Letters to one another from Lesson 6 reveal about women’s struggle for suffrage and citizenship in the late-eighteenth century? Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Soldiers and the Revolutionary Era: How are the experiences of soldiers during the American Revolution depicted in1776Links to an external site.(LyricsLinks to an external site.) and Hamilton? (Note: There are multiple songs in each musical you could look at for this analysis). Compare and contrast how these musicals depict soldiers' experiences in the Revolution? How is Lesson 6's Joseph Plumb Martin’s “A Soldier's View of the Revolutionary War” different or similar from the musicals’ depictions of the war? What about Long Bill Scott? Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Depictions of George Washington: In Hamilton, George Washington plays a prominent and seemingly heroic role in the musical. In 1776 his role is not a prominent one. Scenes from the musical involve members of the Continental Congress reading Washington’s letters about the needs of troops on the battlefield as they debate the Declaration of Independence, and, in particular, the song“Mama Look Sharp,”Links to an external site.(LyricsLinks to an external site.) sung by a soldier in Washington’s army. However, Samuel Dewees, a soldier in the Pennsylvania Line during the Revolution had a much different interpretation of General Washington in his recounting of “the Suppression of Insubordination in the Continental Army after the Mutinies of 1781” (1844). What are the differences between interpretations of Washington in Hamilton and Washington in the Dewees’ letter? How do we grapple with these very different presentations of George Washington in these musicals and this primary source? What do these musicals that focus on powerful figures in American history miss about regular people’s experiences? (Note: There's multiple songs you can analyze in Hamilton to discuss Washington). Please cite at least one example from each musical and the listed assigned source from the prompt to support your answer. Be sure to include parenthetical citations. Directions Keep in mind... You should complete the reading (and listening) before answering the discussion prompts. You need to respond to two discussion prompts, and each response should be at least 200 words, due no later than 11:59pm on Monday 7/1. Please include parenthetical citations in your responses. Although discussions serve as informal conversation, proper written English and grammar are always important. Don't forget to proofread before posting. Before you post, check the rubric so you know exactly how your score will be determined. - Week 8 Discussion This week's discussion will focus on the territorial and industrial expansion of the United States to 1820. Assignment Objective Students will analyze and reflect on the lecture and assigned sources to offer their own assessment of the material. Please respond to two of the following prompts and then leave posts engaging two colleagues. Examining Perspectives: How do the primary sources depict competing tensions and experiences regarding expansion in the early Nation? In addition to the materials related to the Louisiana Purchase and Pan-Indian Resistance select one other primary source to analyze. Contextualize analysis with lecture. Remember to cite. Labor and the Industrial Revolution: Select two primary sources to analyze and discuss the experience of workers during the Industrial Revolution. Be sure to contextualize analysis with lecture. Remember to cite. Women and the Industrial Revolution: Discuss the competing experiences of women in the early United States during the growth of the Industrial Revolution by evaluating the changing roles, worries, and class tensions that shaped women’s experiences in society. Select one primary or secondary source in addition to using the "Spider and the Fly" which is a poem from 1829 meant to warn young women against dangers they might encounter with changes during the Industrial Revolution to answer the prompt. Be sure to contextualize analysis with lecture. Remember to cite. Expansion, Travel and the Industrial Revolution: Consider the painting embedded in lecture, New York Harbor, 1849 and the primary source A Traveler Describes Life Along the Erie Canal, 1829. Analyze the movement of people and goods, and the expansion of technology as documented by these sources. What do they tell us about American expansion? Be sure to contextualize with lecture. Remember to cite.