Final Projects: Contemporary Problem & Solution Projects Due. Students have the choice of: 1. Group presentation in groups of 3 to 4.  2. Self-produced documentary 3. Research Paper (working solo) MLA Format for research paper sample included.

Thursday in class we will have a forum on the War on Terrorism. We will discuss 3 primary topics:

1. If you were a Senator would you vote for or against renewing the USA PATRIOT Act? http://www.cnn.com/2015/05/22/politics/patriot-act-debate-explainer-nsa/

2. Should the United States continue to utilize its Predator Drone program? Read the "Pro" and "Con" before making your decision. http://drones.procon.org

3. What strategies should the United States use and not use to combat terrorism in the future?

Hall of Fame or Hall of Shame nominee essays due - note the date has been changed from June 4th to June 1st when the essays are due. ***Note you only have to choose a Hall of Fame OR Hall of Shame nominee, not both***

*Please return/donate each of the following: AP Practice Multiple Choice Exam (even if you wrote on it) the Short Answer Question Final Practice (2-side page), and any 2015 Exam APUSH Review book that you would like to donate (it's okay if it has been highlighted or written in);

 

1. Turn in you 2016 Presidential Election Candidate info sheet for your assigned candidate from last week (if not turned in already). Remember to include a brief paragraph (on the back or as a separate sheet) explaining which candidate you would personally vote for and why, and also if there is an additional candidate not currently running that you think would make a great president.

 

2. Here is the link to the political survey conducted in class (Tues for 2nd & 5th - Wed for 1st) so you can take the quiz and see which party and which candidate your views are most aligned with. http://www.isidewith.com

Here is the PBS Frontline documentary "Gunned Down: The Power of the NRA" that you can watch in class: 

Please complete the AP Course Reflection Tuesday in the inbox if you did not turn it in during class today. 

Study for the APUSH Exam!!!!

Use the  AP "Connect" on-line resources to review for the AP Exam

1. Click on this link: 

 

I will add practice questions and "assignments" for you to complete including practice Multiple Choice and Short Answer Questions but for now you can browse some of the additional resources including an eBook version of the text.

 

Let me know if you have any problem registering. The access code is only valid this year and we only have a restricted number of authorizations so please do not share with students not in my APUSH classes.

 

Here are 2 important resources to use for review for the APUSH Exam. For the BIG REVIEW it includes the entire Concept Outline with specific examples and open text boxes for you to choose evidence. You DO NOT need to know every specific example (I included some provided by the College Board that are pretty random), but two should suffice for the purpose of preparing especially for Short Answers, DBQs, and LEQs. My recommendation is to spend the next month developing your own arsenal of evidence. This is for your own benefit, but will not be collected or graded. The "Key Terms" List are all specifically referenced in the Concept Outline and are in the "need to know" category.
http://ap.gilderlehrman.org

Here is a student created review website from Period 5 ENV group to share: http://nathalypacheco.wix.com/envcrew2k15

 

Study for the Final Exam covering Periods 1-9.

Read & take notes on p. 877-880

Final Group Theme Presentations: 

Read & take notes on p. 875-877

 

Read & take notes on p. 861-870

* Take the AP MC Practice Exam distributed in class on Friday.  Try to take it in a undisturbed 55 minute test-like setting (if you can). We will be reviewing the answers throughout the week in preparation for Friday's multiple choice final & the AP Exam.

If you were absent you can pick up a copy on Monday.

 

Read & take notes on p. 870-876

1. What was the Bush administration’s response to the 9/11 attacks?

2. What controversies arose from the lengthy conflicts in Afghanistan and Iraq?

3. How did the Bush administration’s attempt to improve security raise protests in support for civil liberties and human rights?

Read & take notes on p. 859-860.

EQs: What effects did conservative economic policies including tax cuts and deregulation have on the American economy and society?

Group Theme Presentations: 

Period 1: PEO (Thanassis) & POL (Sam)

Period 2: CUL (Amber) & ID (Cricket)

Period 5: POL (Reno) & PEO (Caitlyn)

Group Theme Review Lessons will begin today 4/23-4/30. 

Group Theme Presentations: 

Period 1: CUL (Sylvia)

Period 2: POL (Kate)

Period 5: CUL (Bella)

Read & Take notes on p. 858-859

EQs: What were the key policy debates over free trade agreements, the size and scope of government social safety net, and calls for reform to the financial system?

Prepare for an in-class LEQ. You will have a choice of 2 topics from ANY era between Period 2 (1607) and the end of period 8 (1980) and you will have 35 minutes to construct your response. Remember that questions are 1 of 4 types: 

1. Comparison (compare & contrast)

2. Continuity & change

3. Causation (causes and/or effects)

4. Periodization (evaluating to what extent events or eras are turning points)

 

Read & Take Notes on p. 857-858

EQ: What were the key policy debates over free trade agreements, the size and scope of government social safety net, and calls for reform to the financial system?

Prepare for the Ch. 31 1980s Quiz.

Read & Take Notes on p. 851-854.

1. What caused and resulted from the end of the Cold War?

2. How did the end of the Cold War change American foreign policy and renew debates over America’s power and role in the world?

Read & take notes on p. 850-851

1. Ask a parent the following questions: What do you think of Ronald Reagan? Why?

2. Download and take the "Liberal or Conservative" survey - answer the 25 questions, don't skip any and tally up the points and bring it to class tomorrow. If there is anything on the survey that you don't understand feel free to look it up.

 

Read & take notes on p. 846-849

Essential Questions: 

Read & Take notes on p. 841-846

EQs: 

Read and take notes on p. 821-823 on Environmentalism.

EQ: What caused the rise of the modern environmental movement and what key conservation and anti-pollution measures policies were implemented in the 1960s and 1970s?

On Monday we will have an in-clas DBQ.

Read & take notes on p. 839-841 on the Carter Administration.

EQs:

1. What impact did Cold War competition have on United States policy toward Latin America and to what extent did it support democracy in the region?

2. What caused the decline of public confidence and trust in the government in the 1970s?

3. How did a series of oil crises in the Middle East spark American attempts to create a national energy policy?

Here is an updated APUSH Calendar & Info on the breakdown of time, grade weighting, and period breakdown for the APUSH Exam

Prepare for a Quiz on Ch. 30 on Thursday. 

Here is the link to the Century: Approaching the Apocalypse that we have watched in class. https://www.youtube.com/watch?v=4cLvv5FH0FA

Read & take notes o. p. 838-839 on the Ford Administration.

EQ:

Read & take notes on p. 832-835 & "Debating the Past" on Watergate on p. 830-831.

Also read the Document Packet on Watergate attached below. The video is also recommended to watch on your own time for a deeper understanding of the scandal.

 

EQ:

Read & take notes on p. 828-832

EQs: 

1950s & 1960s Films Extra Credit opportunity

Here are 2 important resources to use for review for the APUSH Exam. For the BIG REVIEW it includes the entire Concept Outline with specific examples and open text boxes for you to choose evidence. You DO NOT need to know every specific example (I included some provided by the College Board that are pretty random), but two should suffice for the purpose of preparing especially for Short Answers, DBQs, and LEQs. My recommendation is to spend the next month developing your own arsenal of evidence. This is for your own benefit, but will not be collected or graded. The "Key Terms" List are all specifically referenced in the Concept Outline and are in the "need to know" category.

Read & take notes on p. 824-828

EQs:

1. What caused the rise of significant domestic opposition to the Vietnam War?

2. What were the causes and results of American involvement in the Vietnam War?

3. During the Cold War what were the most significant periods of direct or indirect military confrontation and what were the periods of détente?

1. Here is the document packet of 1960s Documents - while no activity is required, it is recommended that you read them this week or over break.

2. Here is a sheet of recommendations for studying for the AP Exam.

On Friday for the short period you will be meeting in your group and discussing ideas  for how you want to approach teaching your theme review lesson. 

Read and take notes on p. 819-821.

EQs:

**If you were absent today (Wednesday) and missed the Unit Exam you will need to make up the exam before school Thursday at 7:05 or during class if you are in 1st or 2nd period. Please email me if you intend to. I will not be in class during 5th period. Otherwise you will have to wait until we return from break. Not ideal.

Final Draft of the Group DBQ Project Due Attached is the Rubric that explains expectations and grading in more detail. Each group will receive a hard copy on Monday when I return edited sample essay rough drafts.

Study for the Unit 8A Exam 1945-1969 (Text Ch. 27-29).

 

* In preparation for the AP Exam the format of this test will be a little different. There will be 30 Multiple Choice questions (all the new format based of stimulus) that you will have 30 minutes for and 2 Short Answer Questions (25 minutes).

Read and take notes on p. 813-818.

EQs:

Read and take notes on p. 808-813

EQs: 

 1. What caused the rise of significant domestic opposition to the Vietnam War? Why was opposition to involvement in Vietnam significantly stronger than in Korea?

2. How did more radical movements on the left also criticize Liberals for not doing enough?

3. What caused and resulted from the youth counterculture movement of the 1960s?

Deadline to register and pay for the AP Exam (late fee registration up to Wed. March 16th).

Read and take notes on p. 801-805

If you want me to edit your group's Sample DBQ Essay please turn in in on Friday. It is not required to have me edit your essay, but if you would like some feedback that is the deadline.

Read and take notes on p. 798-801

Read & take notes on p. 793-798.

Read & take notes on p. 790-791.

Download and read the following documents.

1. Martin Luther King's "Letter From a Birmingham Jail"

2. Malcolm X "Ballot or the Bullet"

Compare and contrast the positions taken by the two leaders. Which one do you find more convincing? Why?

Read & Take notes on p. 783-786 (LBJ) & 787-786 (Civil Rights(

EQs:

 

What contributed to the prevalence and persistence of poverty in America despite growing affluence, and what policies and efforts were made to address the issue?

How was Liberalism embodied in Lyndon Johnson’s Great Society in its efforts to end racial discrimination, eliminate poverty, and address social issues?

Develop scoring guideline for your theme Group DBQ project.

Here is a sample attached.

Quiz on Ch. 28 Friday (1950s)

Read and take notes on p. 786-787

Read the 1950s Documents over the course of the week. Choose the Document from each group (A-F) that you think is the most significant and analyze on the chart. Finally write a complex thesis statement answering the prompt. Due Thursday 3/5. (25 points).

Read and take notes on p. 782-783, 792-793.

EQs: 

 

Read & Take notes on p. 770-774

Extra Credit Opportunity (5 points): Watch the following 1950s TV episodes and answer the following question in a typed reflection 1 page double-spaced min for full credit: 

 

I Love Lucy Episode

 

Honeymooners Episode:

We will be having an in-class DBQ on Monday on Unit/Period 8.

Monday is the first day that you can register and pay for the AP Exam. Deadline is Friday March 13.

***If you are absent from class on Monday 3/2 options for DBQ make-ups are Monday 3/2 at 7:05 am, Tuesday 3/3 at 7:05 am, of Tuesday 3/3 at 3pm

You group will need to select the documents for your DBQ prompt Friday. I would recommend each member finding at least 3 documents - remember only 3 can be images (political cartoons, maps, photos, charts etc).You group will have some time in class to choose your 7 docs and then put them together - the rough draft will be due monday - use the Template attached below.

Also attached is a copy of the DBQ on imperialism as a sample and a Blank DBQ Template that you will use to ultimately create your original dbq. 

Read & Take Notes on p. 762-770.

Read & Take notes on p. 774-779

1. Make sure you submit your theme group's DBQ prompt by Monday if you did not submit it or are unsatisfied by what you turned in Friday.

2. Study for a Quiz on Ch. 27: Truman Years & Cold War on Monday

3. Read & Take notes on p. 754-762

EQ: 

Prep for an in-class USA vs. USSR Blame Game: who is to blame for the Cold War. Each side will have 10 minutes in class to present their argument.

Read & take notes on p. 742-745.

EQ:

If you need to make up either the LEQ or the Unit 7B exam your last options other that missing class to do so will be either before school or after school on Wednesday (Tomorrow)

Read & take notes on p. 732-741. Be prepared to discuss Questions 1-3 on p. 737

EQs:

1. During the Cold War how did the United States attempt to challenge Soviet-communism through collective security and economic incentives?

2. What were the various ways that the United States attempted to “contain” Soviet communism?

Read and take notes on "American Society & Politics After the War" Ch. 27 p. 741-745

EQs: 

If you missed the LEQ on Wed and need to make it up your options are Friday morning at 7:25 am or Tuesday at 7:25am. If you can't make either please contact me to arrange another option (either via email or in person in class Friday).

Study for the Unit 7B exam on part 2 of the 1920s-World War II -material covered since the beginning of 2nd semester Ch. 22 (p. 631 on) up through Ch. 26.

***FOR CPY/Y&G STUDENTS****

Here are your options for taking the Unit 7B exam if you are going to miss school on Thursday & Friday.

Option 1: Tuesday 2/10 immediately after school (3pm) or during 6th Period (if you don't have a 6th)

Option 2: Wed 2/11 at 7:05 am

Option 3: Tuesday 2/17 at 7:05.

Please email me with the option you prefer.

I will pass around a sign-up sheet in class on Tuesday.

We will have an in-class 35 minute LEQ with a choice of 2 Unit 7B Topics.

1. Read "The Decision to Drop the Atomic Bomb" AP Debating the past on p. 728-729. & the attached pdf. Atomic Bomb pro-con

 

2. Watch World War II: "Civilians at War" : https://www.youtube.com/watch?v=BMWYblZ8gwQ

 

3. Prepare for a debate/discussion in class on Tuesday each of the following questions:

1. Did Truman make the right decision to drop the atomic bombs on Hiroshima and Nagasaki? (Consider alternates, and potential future implications of the decision).

2. The Nuremberg Trials placed Nazi leaders on trial for committing war crimes. What (if anything) should be considered a war crime and who should be held responsible? (Consider whether the victors as well as the defeated should be judged and by whom)

 * You can use bullet points, but be prepared to share your opinion in class. Everyone will be expected to contribute to either topic.

* If you are absent you will need to turn in a written paragraph response for questions.

Read & Take notes on pages: 722-730.

Read & Take notes on pages: 709-722

EQs: 

Read & take notes on pages: 704-709.

EQs: What contributed to United States and its allies achieving victory over the Axis powers in World War II?

1. Prepare for a Quiz on Ch. 23-24 The Great Depression & New Deal.

2. Complete the New Deal DBQ Activity from the 2003 DBQ discussed in class. Analyze each document and try to brainstorm relevant outside info, organize your docs and evidence on the last page of the chart, and then create a well-developed thesis statement that answers all parts of the question (this may need to be more than one sentence). 

Read p. 675-684

EQs:

Read. p. 669-675

EQ: 

Read p. 661-669 including "Consider the Source" : compare and contrast FDR's speech and Obama's speech and answer the questions on the bottom of p. 665.

EQs: 

Read and take notes on pages p. 649-659, 687-689

EQs:

1. If you did not turn in your Causes of the Great Depression sheet in class Friday - revise it and turn it in monday. Make sure that you include a thesis to the question: What were the three most significant causes of the Great Depression?

 

Read & Take notes of p. 643-649.

EQ: How did the Great Depression transform the role of the federal government and create a limited welfare state?

Read & Take Notes on pg. 639-643. Read the "Causes of the Great Depression"

EQ: What were the causes of the Great Depression?

Box on pages 642-643 & any available on-line resources  and complete the attached handout and explain how each of the listed cause contributed to the Great Depression. Then write a thesis statement on the back of the sheet that answers: What were the three most prominent causes of the Great Depression? The handout will be discussed and turn in, in class on Friday.

Read & take notes on p. 635-637 (NEW TEXT)

 

Download and read the 1920s Document Packet for a better understanding of the era as a whole. Some documents may be used on future quiz, DBD, Short Answers, or AP Exam.

Read & Take notes on pages 631-635 (1920s in now in Ch. 22) of the NEW TEXTBOOK (p. 665-669 in OLD Text)

EQs: 

NEW APUSH TEXTBOOKS ARE READY!! I just got word today that beginning now (Tuesday) you may bring in your ID and pick up a new copy of the textbook - we will be using it for 2nd semester so head to the library ASAP. Please try to keep them in good condition.

Study for the Unit 7A/Final Exam on American History up through the 1920s.

Period 5: Wed. 1/14

Period 1 & 2: Thurs. 1/15

 

Study for the final exam that will be cumulative through Unit 1-7A. 

Here is a link to on-line quizzes for practice. Some details may not be covered on the exam but some of you may find this helpful: http://www.historyteacher.net/USQuizMainPage.htm

Read and take notes on pages: 659-665

EQs: 

Read and takes notes on pages: 655-659

EQs: 

What new cultural movements emerged in the 1920s and how did they contribute to a new national culture through art, cinema, and mass media?

You have the opportunity to re-write the DBQ on imperialism and potentially earn up to 5 bonus points. Essay must be typed and turned in by Monday at the latest.

Read & takes notes on pages: 649-655 & 669-672

 

Here is a link to the ABC Documentary series The Century America's Time "Shell Shock" mentioned in class to watch at your leisure.

 

1. We will have a quiz on WWI Thursday (not including Red Scare & Post-war problems).

 

Read and take notes on pages 640-646.

EQs:

Read & take notes on pages 636-640.

EQs:

Extra Credit Opportunity!

 

Read & take notes on pages 624-632.

EQs:

 What caused the “Great Migration” of African Americans out of the South during WWI and what resulted from this migration?

Prepare for the History Holiday Song in class on Friday. Attached is the info.

Read and take notes on p. 621-624

What caused the United States to abandon neutrality and enter World War I in 1917? 

Prepare for a quiz on Progressivism Ch. 21 & 22.

Here are the Crash Course episodes: https://www.youtube.com/watch?v=F7flSW1PGsA

& 

Read and take notes on p. 583-587 (Women & Reform), 593-594 (African Americans and Reform)

EQs

What were the goals and accomplishments of the Progressives?

We will have a DBQ in class on Tuesday (changed from Monday) on a topic connected with Unit 7. Attached is an updated DBQ rubric. I updated the How to Do a DBQ PPT to help as well.

 

Here is a DBQ video helpful (a slightly annoying…or very annoying) remember 1 change since the video was produced you now only have 55 minutes not 60: https://www.youtube.com/watch?v=eHBZ2BxiTBI&spfreload=10

 

 

1912 Election electorate write-ups due: One full page minimum written from the perspective of the "press" from the day on the event and who you think won (why you voted the way you did. 

 

Read and take notes on p. 611-613, 616-619.

EQs

Prepare for the 1912 Mock Election in class Friday.

Electorate/Press write-ups are due Monday.

Read and take notes on p. 608-611, 616 (Dollar Diplomacy)

EQs: 

What were the goals and accomplishments of the Progressives?

Read and take notes on p. 613-616.

EQs:Who were the Progressives and how did they work to reform social and political institutions at the local, state, and federal levels?

Read and take notes on p. 601-608. 

EQs: How did the Progressives use federal legislation to regulate abuses of the economy and the environment, and attempt to expand democracy?

1. Review for a quiz on Ch. 20 - Imperialism

 

2. Read and take notes on p. 591-599

How did the Progressives use federal legislation to regulate abuses of the economy and the environment, and attempt to expand democracy?

 

3. Read the Triangle Shirtwaist Fire survivor obituary: http://www.nytimes.com/1999/02/24/nyregion/bessie-cohen-107-survivor-of-1911-shirtwaist-fire-dies.html

Read and take notes on Ch. 21 p. 575-591.

EQs

How did Progressive reformers respond to the problems of economic instability, social inequality, and political corruption?

What were the goals and accomplishments of the Progressives?

Who were the Progressives and how did they work to reform social and political institutions at the local, state, and federal levels?

Read and take notes on p. 568-572

1. (MOVED FROM MONDAY) We will have an in-class LEQ on topics from Unit 6 (1865-1898) - you will have a choice of 2 topics and will have 5 minutes to brainstorm and 30 minutes to write your essay. Attached is a slightly updated LEQ Rubric.

 

2. Read and take notes on: p. 559-568

EQs: 

1. Read and take notes on Ch. 20 pages 553-559. 

EQs: 

 

Study for the Unit 6 Exam on the Gilded Age 1865-1898 (Ch. 16-19)

Read & take notes on p. 547-550.

Download the attached activity. Read it and develop a solution in paragraph form to be discussed and turned in on Monday.

Read & take notes on p. 543-547.

Read & take notes on p. 531-542.

Read & take notes on p. 517-528.

We will have a quiz on Ch. 16 & 17 combined.

Read & take notes on p. 500-517.

EQs:

Download the Instructions & document packet and prepare for a debate on Monday as to whether or not the industrialists of the day should be considered Robber Barons (villains) or Captains of Industry (heroes) of the era. Here is a helpful website  link for researching your assigned character.

 

Read & Take notes on p. 488-497

EQs: 

Read & Take notes on p. 483-488.

EQs: 

Read & Take notes on pg. 473-483

Read & Take notes on pg. 467-470 (Farmers) & 427-437 (New South)

EQs: 

Read & take notes of Ch. 16 pages: 441-467.

EQs:

Study for the Unit 5 Exam on Ch. 13-15: 1844-1877.

Read & Take Notes of pg. 415-427

EQs:

Read & Take notes on pg. 412-415

EQs: Why did the Radical Republicans fail to change southern racial attitudes and culture and establish a party base in the South during Reconstruction?

Prepare for a Quiz on Ch. 14 on Thursday.

 

Read & Take Notes on pg. 411-412.

 

EQs: What were the short-term successes and long-term failures of Republican-lead Reconstruction from 1865 to 1877?

Read the Gettysburg Address & 2nd Inaugural (links below) and be prepared to discuss both during class on Wed.

 

Read & Take notes on pg. 407-411

EQs:

To what extent were the political, economic, and social effects of the Civil War and Reconstruction revolutionary?

To what extent were the effects of the Civil War and Reconstruction revolutionary for African-Americans?

Read & take notes on pg: 383-402.

EQs:

Download and read the 3 Documents in the packet - Answer the questions on the front in complete sentences. Due Monday.

Read & take notes of Ch. 14 pg. 371-383

EQs: 

What economic effects did the Civil War have on the North and the South?

What were the effects of the Emancipation Proclamation and how did it contribute to the Union victory in the Civil War?

Review for a Quiz on Ch. 13 on Thursday - that will include Manifest Destiny, Mexican War, Gold Rush & Road to the Civil War and will combine multiple-choice & Short Answer questions.

Read & take notes on pg. 363-368

EQS:

Read and take notes on pages 359-363: 

EQs: What attempts were made in the 1850s to compromise on the slavery question and why did each ultimately fail? (Compromise of 1850, Kansas-Nebraska Act, Dred Scott)

Download the Social Norms Extra Credit Activity & Read the accompanying Emerson essay. Due Monday 10/20 - no late work will be accepted.

Read and take notes on pg. 355-359

How did the combination of westward expansion, immigration and migration, and the end of slavery cause conflict over American cultural identities, citizenship, and rights for various groups?

What impact did the era of Manifest Destiny and western expansion have on American Indians and Hispanics?

****On Friday all classes will be meeting in the Multi-Purpose Room of the Library for a presentation on the Sojourn trip - a Civil Rights trip to the South during Spring Break****

Read & take notes on  p. 350-355. 

EQs: What were the causes and effects of the Mexican War and how did it intensify the debate over slavery?

Read & take notes on p. 343-350

EQ:

What was Manifest Destiny and how did it impact politics in the era?

How did the era of Manifest Destiny impact American Indians and transform the West?

What impact did the era of Manifest Destiny and western expansion have on American Indians and Hispanics?

Study for the Unit 4 Exam 1800-1848 covering parts of Ch. 7-12.

Prepare for your first in-class LEQ (Long Essay Question). I will give you a choice of 2 prompts (see attached & below) and you will be able to conduct your prewriting (You can use attachment) at home (but you may only include a working thesis, organization categories, a specific outside info/evidence - you may NOT HAVE PREWRITTEN PARAGRAPHS OR AN OUTLINE) and have 30 minutes in class to write your essay. I will collect your pre-writing.

Some helpful videos: 

 

 

UNIT 4 LEQ –

Suggested Writing Period: 35 Minutes

 

Directions: Choose EITHER question 1 or question 2. You are advised to spend 35 minutes writing your answer. In your response you should do the following.

•     State a relevant thesis that directly addresses all parts of the question.
•     Support your argument with evidence, using specific examples.
•     Apply historical thinking skills as directed by the question.
•     Synthesize the elements above into a persuasive essay.

1. To what extent was the Jackson presidency a continuation of the ideology and policies of the Jefferson administration and to what extent did it represent change? Confine you answer to the period from 1800 to 1840.

2. How did the Market Revolution significantly impact two of the sectional regions (North, South, West) during the period from 1816 to 1848?

Download and read the Opposing Views on Slavery Document and be prepared to discuss each in class Monday.

Read and take notes on pg. 327-341

EQ: How did both enslaved and free African-Americans develop their own cultural identity, and fight for abolition and reform?

Read and take notes on pages 185-188 (Ch. 7) & pg. 319-326

EQs: 

How did the Second Great Awakening, liberal social ideas from abroad, and romantic beliefs of human perfectionism promote religious and secular reforms, including abolition and women’s rights?

What were some of the emerging utopias, religious movements, and race or ethnic groups that developed during the era?

Read and take notes on pg. 251-258

EQ: Why did Americans struggle to match democratic political ideals to political and social realities between 1800 and 1848?

Prep for the Andrew Jackson $20 Debate - the Chart needs to be completed based of research from the Chapter & links below.

This is from a Webquest on a mock impeachment trial (that we don't have time for) but includes a lot of helpful primary sources.

 

Read and take notes on p. 241-251

EQs: 

As democracy expanded, what were the key debates over federal power, the relationship between the federal government and the states, between the branches of the federal government, and the rights and responsibilities of individual citizens?

Who were the key supporters and agendas of the Democrats and Whigs in the 1830s?

How did government policy affect American Indians and what resulted from their attempt to resist expansion?

Read Ch. 8 p. 231-233, Ch. 9 p. 235-240

EQs: 

As democracy expanded, what were the key debates over federal power, the relationship between the federal government and the states, between the branches of the federal government, and the rights and responsibilities of individual citizens?

Who were the key supporters and agendas of the Democrats and Whigs in the 1830s?

 

Prepare for a Quiz on parts of Ch. 8, 10 & 11 covered in class this week. Due to the combo-mix of the material this quiz will only be multiple-choice questions (about 10).

Read Ch. 11 p. 297-316.

EQs: How did both enslaved and free African-Americans develop their own cultural identity, and fight for abolition and reform?

What caused the rise in demand for southern cotton and what effects did the growth of “King Cotton” have on the nation?

To what extent was the South politically, culturally, and ideologically distinct from the other regions of the country?

How did economic issues lead to sectional divisions and how did it impact politics?What caused the expansion on slavery during this period and what effect did this have on the nation?

Read Ch. 10 pg. 283-295.

Read Ch. 8 p. 218-221, Ch. 10 p. 261-283.

EQs: How did the government expand its role in the expanding national and market economy and how did this lead to rising sectional tensions?

What role did technological innovations have in creating and expanding the market economy and make it more efficient?

How did the market revolution change labor and the way many Americans earned their living?

How did the economic changes resulting from the Market Revolution effect migration patterns, gender and family relations, and the distribution of political power?

Read p. 221-225, 229-231 & Ch. 7 pg. 188-194.

EQs: In an effort to exploit the nation’s resources, what role did the government play in promoting or forcing western migration and what controversies did this create?What was the significance of the Monroe Doctrine?

Which groups promoted or resisted westward expansion and for what reasons?

What were the key arguments in support and in opposition to territorial expansion and how newly settled lands should be used?

What was the Missouri Compromise, what effects did it have, and what caused it eventually to fail?

How did western expansion cause renewed conflicts over slavery and what attempts at national compromise were made?

We will have a Quiz on Ch. 7 focused on the sections on Jefferson's Presidency, Madison & the War of 1812. (Readings for Wed & Thurs night) on Monday.

Read and take notes on the following p. 182-185 (cultural nationalism) & 225-231 (Era of Good Feelings & Sectionalism & Nationalism)

 EQ's: 

1. To what extent did both cultural nationalism and sectionalism emerge during this era?

2. What were examples of a new American national culture that emerged in this era and how was it both influenced by and distinct from Europe?

3. What was the American System?

Download & Read Jefferson's 1st Address - How consistent was his message with his actions as president?

Read and takes notes on Ch. 7 pg. 209-214

What were the causes and effects of the War of 1812?

How did the United States attempt to dominate North America through military actions, judicial decisions, and diplomatic efforts?

Read Ch. 7 pg. 181, & pg. 194-209 and take notes. 

EQs: 

What impact did the Louisiana Purchase have on the development of United States?

How did the United States attempt to dominate North America through military actions, judicial decisions, and diplomatic efforts?

****If you will not be in class due to the assembly you still need to stop by and turn in your essay either before school or during brunch****

 

Follow the guidelines on the DBQ - complete the Document Matrix & the write your DBQ Essay due Wednesday. The essay must be HANDWRITTEN and in blue or black ink PEN. Try to limit your writing time to 45 minutes once you are prepped and organized and ready to go.

Attached:

1. DBQ (hard copy in class)

2. DBQ matrix (hard copy in class)

3. History Writing Guide (hard copy in class week 1)

4. PPT on How to write a DBQ

 

Here is a link to the Jocz video on how to do a DBQ which can be a little annoying or helpful or both: https://www.youtube.com/watch?v=eHBZ2BxiTBI&list=PL-69ThEyf7-DKzRanL0ZAL_MeO5CAyR6R

Tomorrow (Wed 9/24) at 1:30pm in Room 16 (ASB/Valverde's room) my cousin Jake Maguire will be in town from Atlanta to meet with the S.T.A.N.D. Club (a club for helping the homeless on campus that I advise) to discuss ways to get involved to help the homeless in the Los Angeles area. He and his non-profit organization recently successfully completed the 100,000 Homes campaign - getting over 100,000 homeless Americans off the streets and into homes - he was recently on 60 Minutes and interviewed by Anderson Cooper. Any students are welcome to come and join the discussion and learn inspiring ways to get involved (good ideas for service learning too).

Here are links to both the 60 minutes piece & the organization's manifesto:

 

 

 

If you missed the Unit 3 Exam today (excused absence) I have students making up the exam at 7:05 am on Wednesday 9/24. If that doesn't work speak to me in class about scheduling.

Study for the Unit 3 Exam 1754-1800 on material from class and Ch. 4-6 of your text.

Read Ch. 6 174-178 & Washington's Farewell Address

EQs:

Read Ch. 6 p. 168-174

EQS: 

Here are the handouts from class today in case you were absent - I only had one class set of the character descriptions for the Federalist & Antifederalist Activity - so you can borrow a hard copy on Friday.

Read pg. 166-168 & take notes. 

EQ: What led to the decision to adopt a Bill of Rights and which protections were included and excluded?

Here is the Essay Log to record your essay score & comments on.

Download & Read the How to Do A DBQ to prepare for the DBQ analysis activity for tomorrow.

Town Meeting Write-up due for Neutral characters. 1-2 pages in pen or typed. Must include: 

1. Why you voted the way you did and which arguments were the most convincing?

2. If you were alive in that era would you be a Loyalist or a Patriot & why?

Read Ch. 6 pg. 156-166 & take notes.

Eqs:

What were the key compromises that helped form the Constitution and what were the limitations on federal power?

How did the Constitution address the institution of slavery and what impact of these decisions?

 

 

****I decided to move the quiz to Tuesday since Monday is now a minimum day****

We will have a Quiz on Ch. 4 on TUESDAY 9/15 - multiple choice & short answer.

Read Ch. 5 p. 141-156 & take notes. 

Essential questions: 

 

How was the federal government structured under the Articles of Confederation and why and to what extent was its power intentionally limited?

What was the significance of the Northwest Ordinance?

 What led to calls for revisions and ultimately abandonment of the Articles of Confederation?

Read the "Declaration of Independence" (Full Text can be found on-line or on APPENDIX A-9 &10 in the back of your textbook) and answer the questions on the attached handout. ****If you have difficulty downloading the Document here are the questions:

 

PART I: Interpret what each of the following quotes from the opening section of the “Declaration of Independence” meant in 1776 and note if that meaning is the same today.

“We hold these truths to be self-evident”

“all men are created equal”

“they are endowed by their creator with certain unalienable rights”

 “among these are Life, Liberty and the pursuit of Happiness”

 “to secure these rights, Governments are instituted among men, deriving their just powers from the consent of the governed”

 “whenever any Form of Government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute a new government”

PART II: List of Grievances – read this longest section of the document and choose 3 of the grievances that you think were the most significant at the time and list them below:

1.

2.

3.

Is there anything from this section that surprised you? Describe it.

PART III: What is the final call for action in the last paragraph of the document?

 

EQs: 

6. How did Thomas Paine’s Common Sense and the “Declaration of Independence” promote the colonists’ belief in republican self-government based on natural rights?

Read Ch. 5 p. 125-141 and take notes.

EQs: 

How did Thomas Paine’s Common Sense and the “Declaration of Independence” promote the colonists’ belief in republican self-government based on natural rights?

 

Despite apparent significant disadvantages, how did the Patriot cause succeed in defeating the British and gaining independence?

****ONLY FOR STUDENTS WHO WERE ABSENT OR MISSED THE DEBATE ON FRIDAY*****

1. If you were assigned a character then you should complete a two-page write-up that includes a page (minimum) arguments from the perspective of your character on whether they should remain Loyal or join the Patriots & a page (minimum) reflecting on if you lived in the time period which side had the stronger argument - this can also include discussing Thomas Paine & Rev. Charles Inglis arguments.

 

2. If you were NOT assigned a character then  you should complete a two-page write-up that includes a page minimum assessing based off the history and arguments of the era, would you choose to remain Loyal or join the Patriots & a page (minimum) analyzing which argument you found more convincing Thomas Paine or Rev. Charles Inglis and why?

1. Prepare for the Patriots vs. Loyalists Town Hall Meeting Debate based on the character you are assigned in class on Tuesday.

 EQ: 

5. Which groups of colonists pushed for independence from Britain and what were their various motivations?

2. Read Thomas Paine's "Common Sense" & Reverend Inglis' arguments for and against revolution & decide which argument do you find more convincing & why. These arguments will clearly help you with your debate. Be prepared to discussed both on either Friday or Monday.

 Read & Take notes on Ch, 4 p. 114-123 

EQs: 

4. How did the spreading ideas of Protestant evangelism and the Enlightenment impact political development in the 18^th Century?

Read & Take notes on Ch, 4 p. 105-114 on the Road to Revolution.

EQ: 

Read & Take notes on Ch, 4 p. 99-105 on the 7 Years' (French & Indian) War.

EQs:

1. How did the Seven Years’ War alter the relationship between Britain and the colonies?

2. What impact did the Seven Years’ War (French & Indian War) and its outcome have on American Indians?

1. Study for the Unit 2 Exam on Colonial America (Ch. 2 & 3) 1607-1754. The Exam will be 60 multiple choice questions (old & new style) and will combine info from class & the textbook. *I also attached a helpful handout that contrasts the views of 3 important movements from the era: Puritans, Great Awakening, Enlightenment.

 

Crash Course US History #2-4 should be helpful too: https://www.youtube.com/watch?v=o69TvQqyGdg&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

Complete the Long Essay Prompt we have been working on in class. The essay needs to be hand-written in blue or black ink pen. A copy of the rubric has been attached.

Prompt: Why did the British colonies in New England and the Chesapeake regions evolve into two distinct societies during the colonial era (1607-1754)?

 

The essay should be 4 to 5 paragraphs long with an intro, 2-3 body paragraphs (more is okay too but you typically won't have time for more in class) and a conclusion. Normally you would only have 35 minutes for the entire exercise including brainstorming, so try not to take too long on your essay. You should not include direct quotes from your textbooks or other sources (unless committed to memory).  Turn in in this order: 1. Rubric w/ name & period  2. Essay  3. Prompt Analysis/Thesis Activity (from class).

1. Read & takes notes on Ch. 3 Pages 89-96. EQs: 

1. Complete Brainstorming & Intro Paragraph for your Long Essay Prompt (handout from last week).

2. Read Ch. 3 p. 65-71, & pg. 75-89. EQs: What were the causes and to what extent had the British colonies become more “Anglicanized” (English) in the 17^th and 18^th Century?

1. Read & take notes on Ch. 2 p. 61-63, Ch. 3 p. 71-75. EQs: A. What was the impact of the British mercantilist system on the colonies? B. What caused the development and expansion of the British system of slavery in the America? How did it impact British views on race & how did slaves respond?

 

2. We will have a short quiz on Ch. 2 at the beginning of class on Wednesday. Typically quizzes will involve a Short Answer style question and 5 to 7 multiple choice questions based of information from the Chapter and from class.

 Here is video created by another AP US History teacher that clearly explains expectations and Do's & Don'ts for the New AP US Short Answer Questions. He's trying a little hard to be funny, but the info is good: https://www.youtube.com/watch?v=KMXgrNn9QN4&list=UUVP_vzaHr-s9SZoCOJu3GHw

1. Read Ch. 2 p. 49-60 on the Restoration Colonies and be prepared to discuss the E.Q.: What caused the Restoration era colonies to develop distinct character from each other and the other British Colonies? & What caused the southern colonies to rely more heavily on African slavery and what impact did this have on their emerging society?

 

2. Develop a Thesis statement (see you writing guide for suggestions) for the prompt that we analyzed in class: Why did the British colonies in New England and the Chesapeake regions evolve into two distinct societies during the colonial era (1607-1754)?

Be prepared to share and discuss your thesis in class on Tuesday.

Download your syllabus, read it, have it signed, and turn it in ASAP.

Read Ch. 2 Pages 33-40 on the Chesapeake Section - take notes on the section and be prepared to  discuss the following Essential Questions (EQ):

 

1. What caused the labor system of the Chesapeake and southern colonies to evolve from indentured servitude to slavery?

 

2. What caused the significant contrast between different British colonies in America? How and why did the New England and Chesapeake develop distinct societies by the mid 18^th Century?

Study for the Summer Assignment Unit 1 Exam - 55 Multiple Choice questions.