Thursday December 10, 2015

Rise of Industrial America: Corporations & Conflict

Tasks: 

• Review: 
• Why did corporations rise?  Identify the reasons why corporations grow in size and strength after the Civil War.
• How did industrial leaders consolidate their power?  List the different management structures that emerge.
• Shift focus to question: How did industrialists reshape society? 
• The beliefs and actions of the industrial leaders were seen as controversial.  Some people were in awe of their ability to create new opportunity for all Americans, while other Americans were disgusted with their incredible wealth.  So, were these men "Captains of Industry" or "Robber Barons"?
• Choose one man, and watch a short video about his actions.
• Men Who Built America: Carnegie
• Men Who Built America: Vanderbilt
• Men Who Built America: Rockefeller
• Men Who Built America: Morgan
• Consider these questions as you view: 
• How did he acquire a wealth
  How he (and his related staff) treat workers
  How he spent his money
  How he donated his money
• Debrief in small group: Were these men "Captains of Industry" or "Robber Barons"?
• Assign: How did the rise of big business impact the economy and politics?  Use Howard Zinn's chapter "Robber Barons and Rebels" p. 253 - 262 to answer the question.

Wednesday December 9, 2015

Tuesday December 8, 2015

Industrializing America: Upheavals and Experiments

Part I: Corporations and Conflict

Tasks:

• Introduce new unit of study: Period VI - 1865 (end of the Civil War) to 1898 (start of the Spanish-American War)
• Listen to song from Hamilton, an American Musical, and review important components of Hamilton's vision for America's future.  The time period we are studying now is the moment in American history when Hamilton's vision surpasses that of Jefferson's.
• Small group discussion: What are some of the points made by Richard White in his essay, "The Rise of Industrial America, 1877 - 1900"?
• Central Inquiry for the first part of this unit: What opportunities and risks did industrialization bring?  How did industrialization reshape society?
• Identify the factors that made industrialization possible in America, and explain how each factor helped facilitate growth. 
• Abundance of labor and natural resources
• Role of the federal government
• Technological innovation
• Redesigned financial and management structures
• Watch selected excerpts from video, Chicago: City of the Century to identify the opportunities and risks of industrialization.
• Assignment: Use information from chapter 24 to answer questions 1 & 2 in your notes.

What opportunities and risks did industrialization bring?

How did industrialization reshape society?

1. Why did corporations arise? (p. 565 - 574)
2. How did industrialists consolidate their power? (574 - 579)
3. How did industrialization affect the South? (581 - 583)
4. What opportunities did new corporations offer people? (p. 583 - 586)
5. How did work conditions change for industrial workers in the late 19th century? Why? (p. 583 - 586)
6. What are the goals of the early labor unions? How successful were these labor unions in achieving their goals? (p. 587 - 592)

Monday December 7, 2015

Semester Review: 1491 - 1877

Test will include

• 40 multiple choice questions (8-9 documents to analyze)
• 1 long essay question

Access the APUSH curriculum guide using this link.

Period One: 1491 - 1607

• Spanish Colonization
• Interactions with Native Americans (Columbian Exchange)

Period Two: 1607 - 1754

• English colonization (similar and different from Spanish)
• Settlement of Chesapeake and New England colonies
• Growth of 13 American colonies
• Influence of Anglicization, Enlightenment, and Great Awakening on American thought

Period Three: 1754 - 1800

• War for Empire: French and Indian War
• Colonial resistance to increased Britain's imperial control
• War for Independence
• Founding of New Nation: Experiments in Government (Articles of Confederation & Constitution)

Period Four: 1800 - 1848

• Democratic-Republicans in Power (Jefferson elected in 1800)
• Rise and fall of the first party system
• Changes to the American democracy
• Political changes (Jacksonian politics - KNICKS)
• Economic changes (Market Revolution)
• Social changes (Antebellum Reform)

Period Five: 1844 - 1877

• Increased sectional tension
• westward expansion increases tension between north and south
• Civil War
• Reconstruction

Wednesday December 2, 2015

Reconstruction

Tasks: 

• Begin class with a quiz to review for upcoming test.
• Final review before essay test will focus on analyzing a student essay. 
• Read essay to determine the student's argument.
• Identify the historical evidence that the student utilizes to construct their argument.
• Together as whole class, brainstorm possible essay questions on the topic of Reconstruction

Reminders: 

1. Unit Five Test 12/3 (essay) & 12/4 (multiple choice)
2. Guest speaker Dr. Brodnax will speak in Library Classroom C at 2:35 on Monday 12/7

Tuesday December 1, 2015

Reconstruction

Tasks: 

• Yesterday, we worked to familiarize yourself with the relevant historical evidence from the Reconstruction era.  Today, we are going to practice using the evidence within the context of different historical arguments made about Reconstruction.  Using the evidence in different ways will, hopefully, prepare you for the essay portion of the exam on Thursday.
• Argument #1: Kennedy, the textbook author, makes the argument that the South was "resurrected rather than reconstructed."
• What is the difference between "resurrected" and "reconstructed"?
• Select the most relevant historical evidence from chapter 22 that would support his argument.
• Argument #2: Jay Winik April 1865: The Month that Saved America, 2001
• What is Winik's argument?
• Select the most relevant historical evidence from chapter 22 that would support his argument.
• Debrief: 
• Notice that the two historians are using similar evidence from the time period to make two different arguments about the Reconstruction.

Reminders: 

• Period V Unit Test (1844 - 1877): Essay (12/3) & Multiple Choice (12/4)
• Test corrections due 12/2
• Guest speaker: Dr. Brodnax on Monday 12/7 at 2:35 in Library Classroom C

Monday November 30, 2015

Reconstruction

Tasks: 

• Begin class by contextualizing the Reconstruction era (1865 - 1877).  
• Define reconstruction.
• Identify the ways in which the nation needs to be rebuilt: social, political and economic reconstruction.
• Small group work: identifying relevant historical evidence.
• Round 1:  Each group given a deck of terms from chapter 22, and asked to create two piles "Terms I know" and "Terms I don't know."  
• Round 2: Categorize the terms into groups by answering the questions raised in the chapter.  You should be able to answer the following questions: 
• How would the South, physically devastated by war and socially revolutionized by emancipation, be rebuilt?
• How would liberated blacks fare as free men and women?
• How would southern states be reintegrated into the Union?
• Who would direct the process of Reconstruction: southern states, Congress or the president?

Reminders: 

• Period V Test: Essay (12/3) & Multiple Choice (12/4)
• Guest Speaker: Dr. Brodnax will be joining us on Monday December 7 at 2:35 in the Little Theater.

Test Review: Unit V (1844 - 1877)

Period V (1844 - 1877)

Unit Test will cover Kennedy chapters 16 - 22.  Use the following outline to help focus your studying.  Here is the answer key to the chapter review questions.

Essay Test: Thursday December 3
Multiple Choice Test: Friday December 4

I.  Intensifying the Sectional Crisis

• How did territorial expansion lead to Civil War?
• The "peculiar institution" - What made slavery a "peculiar institution"?
• Reasons for increase in slaves in 19th century
• Characteristics of slavery on large plantations versus small farmers
• Meaning of phrase "Cotton is King"
• How did the United States acquire new territory?
• Manifest Destiny - advocates in favor of expansion versus those against expansion
• President Polk's territorial acquisitions
• Oregon
• Texas
• California
• Mexican-American War
• Treaty of Guadalupe-Hidalgo
• How did the events of the 1850s intensify political and economic sectionalism?
• Compromise of 1850
• Fugitive Slave Act
• Uncle Tom's Cabin by Harriet Beecher Stowe
• Kansas-Nebraska Act, 1854
• birth of the Republican Party
• "Bleeding Kansas" 
• Dred Scott Supreme Court decision, 1857

II.  Civil War

• How do Lincoln's speeches reflect the changing goal and course of the Civil War?
• Goals of Union and Confederacy in 1861
• Advantages and disadvantages Union and Confederacy at start of war
• Mobilization for war & reactions on homefront
• Conscription laws
• suspension of habeas corpus
• Draft Riots, 1863
• copperheads
• Important battles & turning points in the war: 
• Battle of Antietam
• Battle of Gettysburg
• Battle of Vicksburg
• Important Generals & their contributions to the war
• General Lee (Confederacy)
• General McClellan (Union)
• General Grant (Union)
• Lincoln's speeches
• First Inaugural 
• Emancipation Proclamation
• Gettysburg Address
• Second Inaugural 

III.  Reconstruction

• Constitutional Reconstruction
• 13th, 14th, 15th Amendments 
• Political Reconstruction
• President Andrew Johnson's efforts to hinder Reconstruction
• Radical Republicans v. Moderate Republicans
• Charles Sumner, Thaddeus Stephens
• African American representatives in Congress
• Southern resistance: "Redeemers"
• Economic Reconstruction
• sharecropping
• no redistribution of land to recently freed slaves
• Social Reconstruction
• African Americans experience freedom
• Freedmen's Bureau, education, church, movement to new areas
• Southern resistance to freed people
• Black Codes
• Jim Crow, Plessy v. Ferguson (1896)
• KKK

As you review for the essay, consider the successes and failures of Reconstruction, as well as what stayed the same and what changed during this time period.

Tuesday November 24, 2015

How do Lincoln's speeches reflect the changing course and goals of the war?

Tasks: 

• Begin class by looking at different Civil War photographs.
• What is the photograph's subject?
• What do the photographs tell us about war?
• Analysis of Lincoln's 2nd Inaugural Address in small groups.
• Contextualize the speech by identifying the events that led Lincoln to this moment: 
• Won election 1864
• General Grant takes command of Union Army and decides on war of attrition
• 13th Amendment abolishing slavery has passed Congress
• Discuss contents of his speech: 
• What is Lincoln's tone?
• How does Lincoln attempt to restore the Union?
• Return together as whole class to brainstorm how to answer the question: How do Lincoln's speeches reflect the changing goals and course of the war?
• To write this reflection, you will want to keep a few things in mind: 
• Your writing should reflect not only what changed in Lincoln, but why it changed.
• For example, in his First Inaugural Address, Lincoln claims he will not touch slavery where it existed, but by his Second Inaugural Address, Lincoln used the phrase "were slaves" (line 20).  A writer should identify not only what changed (Lincoln's stance on slavery), but why it changed (events of the war allowed him to take a different stance on the issue).
• Your writing should make an argument about Lincoln's change: 
• Was the change you see in Lincoln from the first to last document radical? Slow? Progressive? Cautious?
• Your writing should be four paragraphs in length (introductory paragraph, two body paragraphs, conclusion).
• Introduction paragraph should contextualize the war, and provide a thesis that addresses the question.
• Body paragraphs should expand upon the thesis to support the change you are arguing.  Possible topics to explore are Lincoln's stance on: 
• Slavery
• Goal of the war
• Course of the war
• Lincoln's stance toward the South
• Conclusion

Monday November 23, 2015

How do Lincoln's speeches reflect the changing goals and course of the Civil War?

Tasks: 

• Begin class by returning to letters written by Civil War soldiers.
• Identify the affordances (strengths) and limitations (weaknesses) of using letters as a primary source for understanding the past.  Generate a list as a whole class.
• Small group discussion focused on letters: 
• How do the soldiers view emancipation?
• Are the soldiers hopeful or fearful about the future?
• Focus on central inquiry: How do Lincoln's speeches reflect the changing goals and course of the war?
• What did the Emancipation Proclamation do?
• Changed the goal of the war; Union has a cause that moves beyond simply saving the Union
• Transition to discuss Gettysburg Address.
• Contextualize the Address by identifying key moments that led Lincoln to speak.
• Battle of Gettysburg & Battle of Vicksburg - both battles occurred in 1863, which is the turning point in the war.  After 1863, the Confederacy began slow and steady retreat.
• Small group answer: How does Lincoln define the Union?
• Assign the Second Inaugural Address.
• Be prepared to discuss: How does Lincoln restore the Union?

Friday November 20, 2015

How do Lincoln's speeches reflect the changing goals and course of the Civil War?

Tasks: 

• Begin class by contextualizing the Emancipation Proclamation.
• Review the way the Union and Confederacy mobilized for war, including the distinct advantages and disadvantages of each side.
• Discuss the Battle of Antietam, and the significance of this battle as it is connected to the passage of the Emancipation Proclamation.
• Return to the Emancipation Proclamation - If the proclamation did not free a single slave, then what exactly did it do?
• Kennedy claims that the Emancipation Proclamation is "stronger on proclamation than emancipation"
• Highlight phrases in the text that relate to "proclamation" - Lincoln announcing; and phrases that relate to "emancipation" - Lincoln speaking about freedom.
• Civil War letters: How did people feel about the Emancipation Proclamation?
• Read assigned letter from Union soldier, Confederate soldier, OR African American soldier.  
• In small group, discuss the differences in opinion among the soldiers about the meaning of the Emancipation Proclamation.
• Assign Gettysburg Address - How did Lincoln define the Union?

Reminders: 

• Unit Four test corrections due December 5, 2015

Thursday November 19, 2015

How do Lincoln's speeches reflect the changing goals and course of the war?

Tasks: 

• Complete short answer quiz.
• Begin class with reflection on Lincoln's Inaugural Address: How does Lincoln defend the Union in 1861?
• Class Notes
• Objectives of the War - Union and Confederate objectives
• View excerpts from Civil War by Ken Burns 
• "A Bloody Affair" 
• "Our Boy" - What are the characteristics of the soldiers? (minute 27:35 - 31:54)
• "Arts of Death" - What type of destruction did the new technology have on the nation? (minute 43:59 - 54:06)
• Assign Emancipation Proclamation.
• What did the Emancipation Proclamation do?

Reminders: 

• Annotated Bibliography due Friday 11/20

Wednesday November 18, 2015

How do Lincoln's speeches reflect the changing goals and course of the war?

Tasks: 

• Introduce Civil War Inquiry: How do Lincoln's speeches reflect the changing course and goals of the war?
• What is this question asking you to consider?
• The ways in which Lincoln changes as the Civil War unfolds.  Course of the war = the strategies for fighting; Goals of the war = objective or aim of the war
• Why Lincoln?
• Relevant: issues he confronts (race issues, citizenship issues) are just as relevant today as they were in the 1860s
• Excellent writer: choose words meticulously
• Model for us: Lincoln changes his perspective
• How are we going to accomplish this task?
• Read 4 significant documents by Lincoln to analyze the way he changes from 1861 - 1865.  Use Civil War primary and secondary sources to better understand the context in which Lincoln is changing (what is happening in the war).
• Small group discussion: Lincoln's First Inaugural Address
• Discussion #1: use time in class to clarify the contents of his speech
• Discussion #2: use my questions to probe at the contents of his speech
• What is Lincoln's stance on slavery?
• What does Lincoln mean by the phrase "Union is perpetual"?
• How does Lincoln feel about secession?
• Discussion #3: Kennedy argues in the textbook that Lincoln is "firm, yet conciliatory" in his address.  What words or phrases would you use to support this argument?

Reminders: 

• Short Answer quiz on the decade of crisis Thursday 11/19
• Annotated Bibliography due Friday 11/20

Tuesday November 17, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Start class with Manifest Destiny quiz.
• Review components of Compromise of 1850.
• How did the Compromise of 1850 address slavery?
• How did the Compromise of 1850 increase sectional tension?
• Review components of Kansas-Nebraska Act (1854).
• How did the Kansas-Nebraska Act address slavery?
• How did the Kansas-Nebraska Act increase sectional tension?
• Introduce Dred Scott Supreme Court decision.  Use notes, as well as primary sources from class to answer questions: 
• How did Dred Scott decision address slavery?
• How did Dred Scott decision increase sectional tension?
• Debrief "Decade of Crisis" (the name given to the years between the end of the Mexican-American War and Lincoln's election) by identifying the causes of the Civil War.
• Potential causes of war may include: 
• Increased political sectionalism
• Increased economic sectionalism
• Inability of either North or South to create a compromise that addressed issue of slavery
• Absence of strong leaders in government to help create a solution that worked
• End class by discussing Lincoln's Inaugural Address.
• Contextualize his speech by considering the following points
• Lincoln is elected to presidency in 1860 without winning popular vote; some southern states did not even include Lincoln's name on the ballot
• From the time Lincoln is elected (November) to the time he takes office (March) seven southern states have seceded from the Union.  Essentially, he stands to deliver his inaugural address before a divided nation.
• Read his inaugural address, and be able to answer: How did Lincoln defend the Union?

Reminders: 

• Annotated bibliography due Friday 11/20.
• Short Answer Quiz Thursday 11/19 (review Compromise of 1850, Kansas-Nebraska Act, and Dred Scott decision for quiz)

Monday November 16, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Today, we will use selected video excerpts to better understand the increasing sectional tension in the nation over the expansion of slavery into western territories.
• Explain the Kansas-Nebraska Act, and answer the question "How did the Kansas-Nebraska Act address the issue of slavery?"
• Watch video excerpt from Africans in America, and answer the question "How did the Kansas-Nebraska Act increase sectional tension?"
• Watch minute 52:00 - 58:10.
• Discuss the destruction of the 2nd American Party System.  
• The political system is increasingly sectionalized.  The Whigs, a political party created during Jackson's presidency, will dissolve in the wake of the Kansas-Nebraska Act, and a new political coalition, the Republicans, are created. 
• Watch "The Early Republican Party" (begin at minute 7:43) and identify the ideology of the early Republican Party.

Reminders: 

• Annotated Bibliography due Friday 11/20

Friday November 13, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Review the components of the Compromise of 1850, and the way the compromise addresses slavery.
• Define the Fugitive Slave Act, and discuss the ways in which slaves escaped to the North using the journal digitized by Columbia University.
• Watch selected excerpt from Africans in America to see how the fugitive slave issue angered Northerners, and intensified sectional conflict.
• View minute 41:36 - minute 52:00, and answer "How did the Compromise of 1850 increase sectional tension?"

Reminders: 

• Annotated Bibliography due Friday 11/20

Research Project: Annotated Bibliography

Research Project: Annotated Bibliography
Due Friday 11/20

Use this link to help you organize your annotated bibliography.

Thursday November 12, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Review important points made by Professor Blight in his lecture about the consequences of the Mexican-American War.
• Why do Northerners and Southerners care so much about the expansion of slavery? 
• Compromise of 1850
• Identify all 5 parts of the compromise.
• Explain how each part addresses the issue of slavery.
• Discuss whether the compromise favored the north or the south.

Reminders: 

• Unit Three test corrections due 11/13
• Annotated Bibliography due 11/20

Wednesday November 11, 2015

How did territorial expansion lead to Civil War?

Tasks: 

• Begin class by reviewing information from Manifest Destiny Chart: 

• Individual assignment: purpose of this assignment is to identify the ways in which the Compromise of 1850 sought to address the issue of slavery.
• Watch video lecture by Professor David Blight to identify the reasons why the North and South cared about slavery taking root in the West.
• Using notes from video and chapter 18, identify the 5 components of the Compromise of 1850, and explain how the compromise addressed the issue of slavery.

Reminders: 

• Unit Three Test corrections due 11/13
• Annotated Bibliography due 11/20

Tuesday November 10, 2015

Period V (1844 - 1877):  How did territorial expansion lead to civil war?

Tasks: 

• Begin class with slavery quiz (chapter 16).
• Introduce term - Manifest Destiny and provide context for expansionism
• Expansionist surge of 1830s and 1840s had deep roots
• Americans conceived future as republic and empire
• Transportation Revolution helped Americans access interior & growing population from immigration to exploit the interior land
• Obstacles to expansion
• well-armed Indians controlled Great Plains
• Mexico held sovereignty over Texas
• Great Britain controlled Oregon
• Election of James Polk (1844) willingly assumed these risks, and expanded America's empire to the Pacific Coast
• Small group discussion: Analyze John Gast's painting to better understand Manifest Destiny
• Debrief elements of the painting - reality (what actually happened as Americans pushed West) and myth (what the painter did not accurately portray)
• End class by completing note taker that brings together elements of chapter 17: 

Reminders: 

• Unit Three Test corrections due 11/13
• Annotated Bibliography due 11/20

Monday November 9, 2015

Period V (1844 - 1877):  How did territorial expansion lead to civil war?

Task:

• Introduction: The first part of this fifth unit is to understand the nature of "peculiar institution" of slavery, as well as the causes and consequences of territorial expansion.  
• Today in class, we continued with an analysis of the evolving interpretations of slavery by three different historians.  The purpose of the conversation in class today is to model the next phase of the research process.  
• Small groups discuss: Determine the way the secondary sources (the three that were used in class - Phillips, Stampp, and Gray-White) could be used to support an argument by identifying the strengths and weaknesses of the secondary source.
• Affordances (or strengths) of secondary sources: What does the source information contribute to my research topic?
• Limitations (or weaknesses) of secondary sources: What information is the source excluding or leaving out that may weaken my argument?
• Use the following link to review the steps for your annotated bibliography.

Reminders: 

• Unit Three test corrections due Friday 11/13
• Annotated Bibliography due Friday 11/20

Thursday October 29, 2015

Overlapping Revolutions: Social Reform

Tasks: 

• Begin by contextualizing the social reforms of the 19th century.
• Review political and economic changes that will inspire people to transform their lives.
• Set inquiry: How successful were the reform movements in bringing change to the lives of Americans?
• Identify characteristics of "success"
• Describe "waves" of reform
• First Wave = Benevolent Reformers (1820s) interested in institutional reform, like prison, education, asylum reform
• Second Wave = Radicalized Reformers (1830s) supported ideas like immediate emancipation and gender equality.
• Provide information on one of the benevolent reformers most successful movements: temperance.
• Identify significant characteristics of 2nd Great Awakening
• Use images to describe the goals and strategies of the temperance
• Why were the temperance reformers so successful?
• Provide information on one of the radicalized reformers: abolition movement.
• Identify characteristics of American slave system that makes it "peculiar"
• Describe goals and strategies of abolition movement

Reminders: 

• Period IV Test Monday (11/2): essay & Tuesday (11/3): multiple choice
• Test corrections due 11/13

Test Review: Period IV (1800 - 1848)

Period IV: 1800 - 1848 Test

Test will cover information from chapters 11 - 15.  Use the following link to retrieve answers to review questions in Kennedy.

Attached here is a review video on Period IV.

I.  Empire of Liberty?

• In an attempt to establish a national identity, how did domestic and foreign policy decisions both unify and fracture the nation?
• Be able to identify and explain the tension between nationalism (evidence that shows the nation unifying) and sectionalism (evidence that shows the nation fracturing)
• Marshall's Supreme Court decisions
• Marbury v. Madison, 1803
• Louisiana Purchase
• Embargo 1807
• War of 1812
• Clay's American System
• Hartford Convention
• Missouri Compromise (1820)
• Monroe Doctrine

II.  Overlapping Revolutions

• Political Revolution: How did the democracy expand, reorganize and restrict people during the Age of Jackson?  
• K-N-I-C-K-S
• Economic Revolution: How did the economy expand and reorganize?  What restrictions did some people experience?
• Refer to class worksheet "Market Revolution"
• Social Revolution: How did marginalized groups organize their protest?  To what extent were the reform movements successful in changing American society?

Wednesday October 28, 2015

Overlapping Revolutions: Market Revolution

Tasks: 

• Begin by reviewing definition of market revolution.
• Innovations = produce goods more efficiently
• Transportation = move goods to market more efficiently
• Workers = people working for a wage; able to buy goods and services
• Together, all of these accelerated the American economy bringing about profound changes to the society, as well as national and regional identities.
• Student essay analysis.
• Determine what the question is asking students to argue, and discuss in small groups your answer to the question.
• Brainstorm a list of characteristics that are found in "good" historical essays.
• Independently read the student essay, and identify explicit examples of the characteristics brainstormed in class.
• Discuss the student's essay by coming to a consensus on what the student is doing particularly well in the essay.  
• Debrief.  How does this student's essay help you prepare for Monday's essay prompt?

Reminders: 

• Period IV (1800 - 1848) Unit Test Monday 11/2 (essay) & Tuesday 11/3 (multiple choice)
• Period III test corrections due 11/13

Tuesday October 27, 2015

Overlapping Revolutions: Market Revolution

Tasks: 

• Begin class with notes on the creation of the 2nd Party System.  Be able to distinguish the political parties from one another: How do the political platforms and followers of the Democrats and Whigs differ from each other?
• Introduce economic changes occurring throughout the nation during the Age of Jackson, better  known as the Market Revolution.  
• Question: How did the economy expand and reorganize during the Age of Jackson?  What restrictions did people experience?
• In small groups, categorize evidence related to economic change from chapter 14 and Remini chapter as showing expansion, reorganization, or restriction.
• Using categorized evidence, consider how the market revolution impacted the different regions in the United States by completing Essay in Five Minutes as small group.

Reminders: 

• Unit Four Test Monday 11/2 (essay) and Tuesday 11/3 (multiple choice)
• Test corrections due 11/13

Monday October 26, 2015

Overlapping Revolutions: Presidency of Andrew Jackson

Tasks: 

• Begin class with 5 practice multiple choice questions that relate to Andrew Jackson political cartoon.
• Discuss answers to questions in small group.
• In small groups, discuss Remini chapter one.  Use the following questions to guide discussion: 
• What is Remini's argument in chapter one?
• What does Remini argue about the political changes taking place in the country?  What are the political changes?  How do those changes start to influence lives of Americans?
• Whole class debrief.  Use the political cartoon and notes on Jackson's presidency to correct answers a, b, c from small group discussion on Friday.  
• To know about Jackson's terms as president: 
• K = Kitchen Cabinet
• N = Nullification Crisis
• I = Indian Removal
• C = Creation of 2nd Party System (Whigs and Democrats)
• K = Kill the Bank
• S = Spoils System

Reminders: 

• Unit Four Test Monday 11/2 (essay) & Tuesday 11/3 (multiple choice)
• Test Corrections due 11/13

Friday October 23, 2015

Overlapping Revolutions: Presidency of Andrew Jackson

Tasks: 

• Introduction: How did Andrew Jackson become president?
• Significance of Election of 1824 and Election of 1828
• Short Answer Question Practice
• Use the Jackson political cartoon to analyze Jackson's actions as president.  
• A way to remember his actions as president: 
• K = Kitchen Cabinet
• N = Nullification Crisis
• I = Indian Removal
• C = Creation of 2nd Party System (Democrats and Whigs)
• K = Kill the Bank
• S = Spoils System
• Turn in group SAQ at end of class.

Reminders: 

• First Party Video due Monday 10/26
• Test Corrections Unit Three due Friday 11/13

Thursday October 22, 2015

Overlapping Revolutions in the Age of Jackson

Tasks: 

• Return Unit Three scantrons.  Test Corrections for Unit Three are due 11/13.
• Introduce Inquiry: How was the democracy expanded, reorganized, and restricted during the Age of Jackson?
• Individual response on a sheet of paper: Define democracy.
• Notes: Define democracy as it existed in the early republic, circa 1790.
• Analyze the images to determine the ways in which Americans defined democracy in the 1830s.  Use the following link to access the images.
• Large class discussion: 
• Debrief democracy definition, philosophy and practice in the 1830s.
• Consider the ways in which Andrew Jackson actions as president during his first term in office (1828 - 1832) expanded, reorganized, or restricted the democracy?

Wednesday October 21, 2015

Rise and Fall of the First Party System

Tasks: 

• Return back to video assignment: Explain the rise and fall of the first party system.  Use class time to work on finishing video.  Important tips to keep in mind: 
• Think of video as essay.  Your goal is to explain the rise and fall of the party system, so be sure to include your explanation of the rise and fall of the parties.
• Images should match text or narration in video.
• Eliminate lots of words on screen.  Text on screen should be concise and to the point.
• Video is due Monday 10/26.

Monday October 19, 2015

War of 1812

Tasks: 

• Introduce the War of 1812 by identifying the causes and consequences of the war.
• Small group work:
• Identify Hickey's argument by creating an outline of the different claims, evidence, and reasoning he uses to construct his argument.
• End of class: Assign the "Era of Good Feelings" essay.  Due back in class on Wednesday is a introductory paragraph and thesis.  Use pages 255 - 270 from Kennedy to help you construct your argument.

Reminders: 

• Research paper questions due Wednesday 10/21
• Essay in Five Minutes due Wednesday 10/21

Friday October 16, 2016

Period 1 & 5/6: 

Today we will split class time in half.
1st Half:

• Return to Jefferson notes and continue to categorize evidence from Jefferson's term as either fracturing or uniting the country.

2nd Half

• Review characteristics as open v. closed questions.
• Identify the AP Historical Thinking Skills, and use the thinking skills to develop a good historical question.
• Worksheet from class is due 10/21

Period 7/8 & 10: 

• Review differences between Federalist and Republican political parties.
• Question we will focus on in class today: In an attempt to establish a national identity, how did domestic and foreign policy decisions both unify and fracture the nation?
• Brainstorm different events during Jefferson's administration.
• Marbury v. Madison, 1803
• Louisiana Purchase
• Embargo Act, 1807
• Lewis & Clark Expedition
• Categorize the events as either unifying the nation or fracturing the nation.

Thursday October 15, 2015

Republicans in Office: Presidencies of Jefferson and Madison

Tasks: 

• Review differences between Federalist and Republican political party.
• Question we will focus on in class today: In an attempt to establish a national identity, how did domestic and foreign policy decisions both unify and fracture the nation?
• Brainstorm different events that occur during Jefferson's administration.
• Marbury v. Madison, 1803
• Louisiana Purchase
• Lewis & Clark Expedition
• Embargo Act, 1807
• Non-Intercourse Act
• Categorize the events as either unifying the nation or fracturing the nation.

Reminders: 

• Research Question paper due 10/21.

Wednesday October 14, 2015

Republicans in Office: Presidencies of Jefferson and Madison

Tasks: 

• Introduce Period 4: 1800 - 1848
• Begin in 1800 because of Jefferson's election to office; end in 1848 with the Seneca Falls Convention.
• Unit is going to explore the big idea: The new republic struggled to define and extend democratic ideals in the face of rapid, economic, territorial, and demographic changes.
• Question for class: Was the Election of 1800 a revolution in American politics?
• Define criteria for an election to be "revolutionary"
• Election brings change to the laws
• Election brings change to society
• Election brings change in political power
• Identify the context of Jefferson's inaugural address
• Election of 1800 was contentious: 
• People were becoming more dissatisfied with Federalist party
• hostility toward Hamilton's financial program
• anger about the Alien & Sedition Acts
• frustration over the federal government's response to the Whiskey Rebellion
• Federalists sought to smear Jefferson by claiming Jefferson had sexual relations with Sally Hemmings, his slave.
• Identify the goals Jefferson outlines for his presidency in his Inaugural Address.
• Categorize Jefferson's first domestic and foreign policy decisions as being aligned with Federalist goals or Republican goals.
• Return back to the question: Was the Election of 1800 a revolution in American politics?

Reminders: 

• Research Project Questions due 10/21.

Tuesday October 13, 2015

Counselor Visit & Research Project Work Day

Period 1 & 5/6
Today the counselors will be visiting periods 1 & 5/6.  The presentation will focus on exploring parts of Naviance to help you consider different future career options.

Period 7/8 & 10
Today we will use class time to work on developing a historical inquiry for the research project.

• Review the characteristics of open v. closed questions. 
• Categorize the questions that I have created as open or closed or both.
• Identify the criteria of good historical questions.
• Revise the questions that I have created to make them "better" historical questions.
• Identify the AP Historical Thinking Skills and use the thinking skills to develop a good historical question.

Worksheet from Class due 10/21.

Wednesday October 7, 2015

Rise and Fall of the First Party System

Tasks: 

• Begin class with test review. 
• Created timeline identifying significant dates and turning points in Period Three (1754 - 1800)
• Test will include: 
• 30 multiple choice questions
• 1 short answer question
• 1 Essay in Five Minutes
• How and why did political parties develop from debates over domestic and foreign affairs?
• Take time to review key characteristics of the two political parties: Federalists and Republicans.
• Focus on constitutional crisis created by Alien and Sedition Acts.
• Federalist legislation designed to silence and weaken the Republican party.
• Negative reaction to the Alien and Sedition Acts helped contribute to Republican victory in election of 1800 (Jefferson, a Republican, becomes president)
• Virginia and Kentucky Resolutions written arguing that states should have the right to declare a law null and void.

Reminders: 

• Period Three Test 10/8
• Period Two test corrections due 10/8

Tuesday October 6, 2015

Rise and Fall of the First Party System

Tasks: 

• Task: Create a video explaining the rise and fall of the First Party System.
• Political Parties Background Information: 
• emergence of political parties marked a new stage in American politics
• no organized political parties in colonial American history
• most Americans view parties as dangerous
• So, why and how did the First Party System develop?
• Political parties emerge from the debates between Jefferson and Hamilton over foreign and domestic policy issues.
• Continue working on video project.

Reminders: 

• Unit Three Test Thursday 10/8
• Unit Two test corrections due Thursday 10/8

Monday October 5, 2015

Rise of the First Party System

Tasks: 

• Reminder: Period Three test Thursday 10/8.
• Introduce question: How and why did political parties develop from debates over foreign and domestic issues?
• Small group discussion: Washington's Farewell Address
• What advice does Washington deliver to the nation as he leaves office?
• What events would have prompted Washington to give this advice?
• Task: Create a video explaining the rise and fall of the First Party System.
• Political Parties Background Information: 
• emergence of political parties marked a new stage in American politics
• no organized political parties in colonial American history
• most Americans view parties as dangerous
• So, why and how did the First Party System develop?
• Political parties emerge from the debates between Jefferson and Hamilton over foreign and domestic policy issues.
• Small group works on creating a storyboard for video by identifying Jefferson and Hamilton's arguments.  Project starts today, and will continue into Tuesday's class.

Reminders: 

• Period Two test corrections due Thursday 10/8.

Period Three Exam Thursday October 8

Period Three (1754 - 1800) Review
Click Here for Video Review
Test will cover chapters 6 - 10.

I.  From British North America to United States of America

• War for Empire (1754 - 1763)
• Causes of the French and Indian War
• long-term and short-term causes
• Ways in which the war changed the relationship between Britain and the colonies
• To what extent was the Seven Year's War a turning point in relations?
• Imperial Crisis (1763 - 1776)
• Acts of Parliament passed by Great Britain and the colonists' response to those taxes
• Acts to review: Proclamation Line (1763), Sugar Act (1764), Stamp Act (1765), Declaratory Act (1766), Townshend Duties (1767), Tea Act (1773), Intolerable Acts (1774)
• Colonial Response: Stamp Act Congress, Sons and Daughters of Liberty, Non-importation agreements
• Independence Movement
• Thomas Paine Common Sense
• Thomas Jefferson Declaration of Independence

II.  Experiments in Government

• Articles of Confederation
• Strengths and Weaknesses of Articles of Confederation
• AOC effective at solving problems of settling western lands, but ineffective at resolving problems of international diplomacy and improving economic conditions.
• Constitutional Convention
• Shays' Rebellion prompts meeting to be called in Philadelphia
• "Bundle of Compromises" 
• Great Compromise
• 3/5 Compromise
• Constitutional Principles: federalism & separation of powers
• Ratification Debate: Federalists v. Anti-federalists
• Federalist Papers by Hamilton, Jay, Madison
• Federalist #10 by Madison
• Bill of Rights
• How revolutionary was the American Revolution?
• What changed?  What stayed the same?
• Consider social legacies (slaves, women, Native Americans) and political legacies (changes to the structure of government)

III.  Empire of Liberty?

• Development of Political Parties = Federalists v. Democratic-Republicans
•  Debates over domestic and foreign policy
• Hamilton's Financial Plan, Whiskey Rebellion, Jay's Treaty, French Revolution, Haitian Revolution, Naturalization, Alien and Sedition Acts
• Virginia and Kentucky Resolutions 

Answer Key: Chapters 6 - 10

Chapter 6: 1 (C); 2 (B); 3 (A); 4 (E); 5 (E); 6 (A); 7 (B); 8 (C); 9 (B); 10 (A); 11 (D); 12 (A); 13 (E);       14 (C)

Chapter 7: 1 (A); 2 (D); 3 (A); 4 (B); 5 (E); 6 (C); 7 (B); 8 (C); 9 (D); 10 (B); 11 (E); 12 (C); 13 (A);      14 (E)

Chapter 8: 1 (C); 2 (C); 3 (B); 4 (E); 5 (C); 6 (A); 7 (B); 8 (D); 9 (E); 10 (B); 11 (C); 12 (A); 13(E);        14 (A)

Chapter 9: 1 (D); 2 (C); 3 (A); 4 (B); 5 (B); 6 (E); 7 (C); 8 (B); 9 (C); 10 (A); 11 (E); 12 (D); 13 (B);       14 (D)

Chapter 10: 1 (B); 2 (D); 3 (C); 4 (D); 5 (A); 6 (E); 7 (C); 8 (C); 9 (D); 10 (B); 11 (A); 12 (B); 13 (D);    14 (E)

Thursday October 1, 2015

Ratification Debate

Tasks: 

• Review from yesterday: How revolutionary was the American Revolution?  What political changes did it produce?  What stayed the same?
• Analysis of Ratification Debate.

Federalists	Anti-Federalist

• Source ratification documents.
• Answer questions in small group.
• Debrief answers as whole class.

Reminders:

• Nash Essay Due 10/2. Read Nash's essay, and determine how he would respond to "How revolutionary was the American Revolution?  What social changes did it produce?  What stayed the same?" You should come to class with an understanding of what Nash argues throughout the essay.
• Period Two test corrections due 10/8.

Wednesday September 30

The Constitutional Convention (1787)

Tasks: 

• Question in class: How revolutionary was the American Revolution?  What political changes did it produce?  What stayed the same?
• This particular question is encouraging you to consider what changes occurred in the structure of government, and what stayed the same, in the Constitution.
• Small group discussion #1:
• Using the chart distributed in class, what changes are present from the Articles of Confederation to the Constitution? What stayed the same?
• Small group discussion #2: Analysis of Preamble
• Underline the verbs in the Preamble.
• What roles for government does the Preamble outline?
• What weaknesses of the Articles of Confederation is the Preamble addressing?
• Small group discussion #3: Constitution as "Bundle of Compromises"
• Describe tension between large and small states.  How did the states resolve the tension?
• Describe problem between slave and non-slave holding states.  How did the states resolve the problem?

Delegates OPPOSED to federal government protections of Slavery	Delegates IN FAVOR of federal government protections of Slavery

Reminders: 

• Unit Two Test Corrections due 10/8.

Monday & Tuesday September 28 & 29

Articles of Confederation: How effective were the Articles of Confederation in solving the problems of the new nation?

Tasks:

• Review from previous class the structure of the Articles of Confederation, as well as the powers it does and does not have. What made the Articles of Confederation a particularly weak form of government?
• Focus of class for Monday AND Tuesday is to answer the question: How effective were the Articles of Confederation in solving the problems of the new nation?
• AOC fails, but the Congress was able to accomplish some things for the new nation.
• Create a notetaker. Explain the different problems. Identify what actions Congress took to resolve the problems. Evaluate the degree to which the Congress was effective or ineffective in resolving the conflict.

Problems	Actions taken by Congress	Effective?
Organizing Western lands	Land Ordinance (1785): mandated rectangular grid system of surveying and specified minimum price of $1 an acre; proceeds of land sales used as revenue; 16th section proceeds fund public education Northwest Ordinance (1787): prohibits slavery in new territory (OH, IN, IL, MI, WI); process for territory becoming a state developed	Yes: provided for orderly settlement and admission of new states on basis of “equality”; there would be no politically dependent “colonies” in west Shortcomings: extended division between slave and free areas; implicitly invalidated Native American claims to land
International diplomacy	Treaty of Paris (1783) No power to enforce provisions of treaty	No. Congress could not control commerce and states refused to adopt uniform tariff policy; US not seen as legitimate country; therefore, European powers took advantage of weaknesses
Economic Instability	No power to tax, raise an army Shays Rebellion	No. culmination of a series of events that persuaded influential Americans that national government must be strengthened; actions of state legislatures, which had expanded voting population produced fears that Revolution’s democratic impulse had gotten out of hand

Thursday September 24, 2015

Declaring Independence

Tasks: 

• Today, we are going to take a look at two documents that represent "expressions of the American mind" in 1776.  Both Paine and Jefferson make an argument for independence, our task is to figure out what is embedded in that argument.
• Task #1: Identify the characteristics of republic/republicanism.
• Citizens willingly subordinate private, selfish interests to common good
• Stability of government depended on "virtuous" citizens
• selfless
• self-sufficiency
• courage
• civic involvement
• emphasize individual talent over hereditary, hierarchical, and authoritarian institutions
• government official derive their just powers from consent of the governed
• Task #2: Analysis of Common Sense.
• Small group answers the following questions: 
• What are the reasons that Paine lists for why Americans should declare independence?
• What makes Paine's ideas radical?
• How do Paine's ideas compare to Jefferson's?
• Task #3: Analysis of Declaration of Independence
• Small group answers the questions: 
• What is Jefferson's thesis?
• What evidence does Jefferson use?  Why does Kennedy make the claim that Jefferson takes "certain liberties" when constructing his argument?
• What are the lasting legacies of the document.

Reminders: 

• Use the link to post your topic selection, which is due 9/25.
• Quiz on the acts from Chapter 7 Friday 9/25.
• Be able to define and connect the acts together.
• Acts to review: Proclamation Line, Stamp Act, Quartering Act, Declaratory Act, Townshend Duties, Tea Act, Intolerable Acts
• Period Two test corrections due 10/8.

Wednesday September 23, 2015

From British North America to United States of America

Tasks: 

• Introduction: Today we are going to be transitioning away from thinking about how the French and Indian War changed the relationship between Britain and its North American colonies toward an independent United States of America.  On the timeline below, we are moving from I to II.  We are going to be working to develop an argument (thesis) in response to the question from the AP 2015 Exam.

• Analysis of essay prompt:  Evaluate the extent to which the Seven Year’s War marked a turning point in relations with Great Britain, analyzing what changed and what stayed the same from before the war to the period after it.
• What is the subject?
• What is the time period?
• What is the task?
• Spend the rest of class working through the "mapping" of this essay.
• Assignment: 
• Write a thesis in response to the question. Remember, a thesis is an argument that provides degree and specifics about the topic.
• Source the Declaration of Independence.

Reminders:

• Topic selection due Friday 9/25.
• Short Answer Quiz on Chapter 7 (Friday 9/25).
• Test Corrections Period Two due 10/8.

Tuesday September 22, 2015

Eroding the Bonds of Empire

Tasks: 

• Question for class today: How did the acts passed by Parliament begin to erode the bonds of empire?  In other words, how did the acts change the relationship between England and her colonies?
• Task #1: 
• Explain the short-term causes of the independence movement by determining the cause-effect relationship among the acts.
• Small groups will be given a stack of cards with the names of each act passed by Parliament listed on it.  The group will then try to find a cause-effect relationship between different cards.
• Challenge: try to create as many different groups as possible.
• Example: Sugar Act leads to Declaratory Act leads to Townshend Duties
• Task #2: 
• Identify the reasons why the colonists protested, and explain the different ways in which the colonists protest the acts.
• Watch movie clip from John Adams to see different ways in which the colonists protest.

Reminders: 

• Topic selection due Friday 9/25.
• Short Answer Quiz on Chapter 7 (Friday 9/25).
• Test Corrections Period Two due 10/8.

Monday September 21, 2015

Logic of Rebellion

Tasks: 

• Question for class today: How did the French and Indian War change the relationship between England and her colonies?
• Task #1: French and Indian Quiz
• Task #2: Notes to set context for why England passes a series of acts from 1763 - 1776.
• War for Empire imposed great costs on Great Britain
• Great Britain begins to shift policies; tradition of salutary neglect comes to an end.
• Task #3: Why did the colonists rebel against the taxes?  
• Identify reasons colonists will use to openly rebel against British actions.
• Source the documents.  As you source the documents, consider the reasons why the colonists rebel.

Reminders: 

• Topic Selection due Friday 9/25
• Period Two test corrections due 10/8

Friday September 18, 2015

Transformation of the Imperial Order

Tasks: 

• Introduction: The French and Indian War transforms the relationship between Great Britain and colonial North America.  Our job is to figure out how.  
• Question: How did the French and Indian War (1754 - 1763) alter the relationship between Great Britain and the colonies?
• Source the document set.  Keep the question in mind as you source each of the documents.
• Small group debrief.  Meet in small groups to discuss the answers to the following questions: 
• How did changing territorial holdings influence European relationships with Native Americans?
• Did Native Americans gain advantages from the war?
• Both the soldier and the minister are from Massachusetts.  How does their perspective on the war differ?  Why is there a difference?
• Which events help to explain Parliament's motives in the British Order in Council document?

Reminders: 

• Historical Identity due Monday 9/21
• Period Two test corrections due 10/8

Thursday, September 17, 2015

From British North America to the United States of America

Tasks:  

• Setting the context: 
• Between 1750 and 1763, three significant events transformed colonial life
• French and Indian War, 1754 - 1763
• surge in trade boosted colonial consumption, but caused many Americans to become deeply indebted to British creditors
• westward migration sparked conflict
• Indians v. settlers
• Settlers v. land speculators
• Settlers v. eastern-controlled governments
• How did the French and Indian War alter the relationship between Britain and the North American colonies?
• To answer this question (a question that asks you to analyze the way in which the relationship changed), we must first establish what life was like before the war.
• Watch section two of Professor Freeman's lecture to identify characteristics of life in colonial America 1750.
• Debrief list as a class.
• Describe assignment: create a fictional character, born in 1750, using the parameters identified on the sheet distributed in class.  Historical character introduction "About Me" due Monday 9/21.
• If absent, see me for sheet.

Reminders: 

• Dr. Manderino reflection due Friday 9/18
• Unit Two test corrections due Thursday 10/8
• Topic Selection Google form due Friday 9/25

Wednesday September 16, 2015

Introduction to Period Three: 1754 - 1800

Tasks: 

• Begin class with a free-write: Why did American colonists rebel?
• Use timeline 1754 - 1800 to identify three major sub-units to this time period
• From British North America to United States of America
• French and Indian War, 1754 - 1763
• Imperial Crisis, 1763 - 1775
• Experiments in Government
• Articles of Confederation
• United States Constitution
• Empire of Liberty?
• Public policy, westward expansion and party politics under Washington and Adams' administrations
• Small group discussion: Interrogate the quote by asking as many questions as possible.  Label each question as "open" or "closed." 

“But what do we mean by the American Revolution? Do we mean the American war?  The Revolution was effected before the war commenced. The Revolution was in the minds and the hearts of the people; a change in their religious sentiments, of their duties and obligations...This radical change in the principles, opinions, sentiments, and affections of the people was the real American Revolution.”

John Adams to Hezekiah Niles, 1818

• Debrief. 
• Questions will be central to your research project.  Use the idea of a closed/open question to help you generate questions for your project.
• Questions that you submit by next Friday, refer to the last box on the topic reflection sheet, should be open questions.

Reminders: 

• Dr. Manderino's reflection is due FRIDAY SEPTEMBER 18
• All Unit Two test corrections are due 10/8.