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.

Test Review

Period Two Outline (1607 - 1754)
Chapters 2, 3, 4, 5  Answer Key found Here
I. Colonization and Settlement of British North American Colonies - Compare and contrast the development of two distinct English colonial societies in the New England and Chesapeake regions prior to 1700, analyzing the reasons for similarities and differences in the development of English colonial societies in these regions.

• Settlement of Chesapeake colonies
• geographic conditions of region
• tobacco revolution
• indentured servants
• enslaved Africans
• conflict in society: Bacon's Rebellion
• Settlement of New England colonies
• geographic conditions of region
• Puritan v. Pilgrim
• "city on a hill" & religious intolerance
• A. Hutchinson & R. Williams
• conflict in society: Salem Witch Trials

II.  Native American and English Relations - How did European encounters in the "New World" impact the European, African and Native American societies?

• Conflict over land, resources, and political boundaries as more European settlers move into region
• Conflict examples
• Bacon's Rebellion
• Metacom's War (King Philip's War)

III.  The Atlantic World: How did the exchanges in the Atlantic World impact the development of colonial America?

• Britain's Imperial Policy
• mercantilism
• Navigation Acts
• salutary neglect
• growth of colonial assemblies
• Growth and Diversification of Colonies
• Immigrant groups & their settlement patterns
• American Mind
• Enlightenment
• Great Awakening

Additional Notes to review: 

• Know which colonies fit into each region, New England, Middle, and Southern 
• Know the names of the colonial founder for each colony, ie. William Penn, Pennsylvania (chart p. 39)
• Know the European imperial interests (English, Dutch, French, Spanish, Portuguese) in the "New World," ie. Dutch set up commercial routes.

AP Study Guide Video

Friday September 11, 2015

Commerce, Culture, and Identity

Tasks: 

• Introduction: An increase in the movement of goods and people in the Atlantic World will directly impact the development of the different ideas in the colonies.  The Enlightenment and Pietism, both European movements, will move to America with the increase of migrants.
• Discussion - both small group and large class
• Define Enlightenment. 
• emphasized the power of human reason to understand and shape the world
• What biographical information could be used to support one historian's claim that "Benjamin Franklin was the exemplar of the American Enlightenment"?
• Define Pietism. 
• evangelical Christian movement that stressed the individual's personal relationship with God
• Why was George Whitefield so popular?
• In small group, answer multiple choice questions relating to documents from homework.
• Generate reasons why Whitefield was so popular.
• Close class: What is the impact of the Enlightenment and Great Awakening on the American colonies?

Reminders: 

• Period One and Two Test Monday September 14
• 25 multiple choice questions and two short answer questions
• Guest Speaker Dr. Manderino extra credit due Friday 9/18.

Thursday September 10, 2015

Growth and Diversification: Emergence of an American Identity?

Tasks: 

• Compare the benefits and burdens of mercantilism chart to the answers I generated.
• Big idea: Britain sought a hierarchical and coherent imperial order centered on mercantilism, but erratic enforcement and a policy of salutary neglect weakened Britain's political authority over its American colonies.
• Growth and Diversification (T & W focused on movement of goods, today shifts focus to movement of people)
• Review maps and charts to make observations about the "Growth and Diversification" of colonial North America.
• Debrief small group observations with entire class.
• Answer questions in small groups: 
• Why are Europeans (Germans & Scots-Irish) migrating to colonial North America?
• Where are these migrants settling?
• How did the demographic shift impact colonial development?
• End class with Short-Answer Question test prep.
• Individually answer SAQ, then share out answers in small group.
• Returned Period One SAQ.
• Opportunity to do test corrections on SAQ from Period One.
• Source the Great Awakening documents.

Reminders: 

• Guest Speaker extra credit due 9/18
• SAQ corrections due 10/2.

Extra credit opportunity for everyone due Sunday (9/13) at midnight.  Read the following story from NPR, and respond to the questions on this form.

Wednesday September 9, 2015

British North America and the Atlantic World

Inquiry: How did the political, economic, and cultural changes within the "Atlantic World" impact the development of colonial societies?

TASKS: 

• Review the events on the timeline to determine the ways in which Parliament controlled the colonies and the ways in which Parliament granted the colonies autonomy.
• Parliament granted the colonies political autonomy (growth of colonial assemblies)
• Parliament sought to control the economics of the colonies (theory of mercantilism)
• Evaluate Britain's imperial policy (theory of mercantilism) from the perspective of the colonists using the sources from class.

Reminders: 

• Guest Speaker extra credit due 9/18

Tuesday September 8, 2015

British North America and the Atlantic World

Tasks: 

• Review answers from Friday multiple choice questions, Wampanoag's Grievances.
• Introduce final section of Period 2 (1607 - 1754) unit of study: How did political, economic, and cultural changes within the Atlantic World impact the development of the colonies?
• Final part of this unit focuses on 18th century America. 
• Prior to this, topics have included (areas to review for test)
• Development of Chesapeake and New England colonial regions
• Native American relations
• Define Atlantic World.
• Use this map as a visual to understand the Atlantic World as a phrase used by historians referring to increasing and quickening pace of contact between Europe, Americas and Africa.

• Explain Britain's 18th Century Imperial Policy using timeline of events.
• Identify the ways in which Parliament sought to control colonies.
• Identify ways in which Parliament granted colonies greater autonomy.
• What do these developments reflect about Britain's attitude toward its colonies?
• Britain's imperial policy granted autonomy or controlled colonial economics?
• Britain's imperial policy granted autonomy or controlled colonial politics?

Reminders: 

• Test corrections due Wednesday 9/9.
• Extra credit: Use this link to access the guest speaker reflection document.  The extra credit will be due Friday September 18.
• Unit Two test Monday 9/14.

Friday September 5, 2015

English and Native American Relations

Task: 

• Complete viewing of video excerpts: 
• Part I: Describe native life pre-English contact.
• Part II: Describe English and Native American encounters: coexistence or conflict?
• Part III: How and why does the relationship change?
• Part IV: What is the impact of King Philip's War on Native Americans and English?

Thursday September 3, 2015

English-Native Relations

Tasks: 

• Inquiry: How did European encounters with the "New World" impact European, American, and African societies?
• Begin with review: How did Spanish encounters with "New World" impact American societies?
• Define "encounters" as either one of conflict or coexistence.
• What evidence do we have of Spanish aggression and accommodation?
• How were the Indian societies transformed by this aggression and/or accommodation?
• Segue to English: How did English encounters with "New World" impact American societies?
• Watch selected excerpts of film We Shall Remain to describe the encounters between English and Native Americans, as well as the consequences of those encounters.
• Before viewing film: 
• Define critical terms:  most of these terms should be in your notes
• Algonquian
• Wampanoag
• Pequot War
• “praying towns” 
• Massasoit
• Metacom, called King Philip by the English
• pan - Indian alliance
• wampum
• Create timeline to organize notes for each video excerpt.

---

1600 1621 1637 1671 1700

           I.        II. III.          IV.

• While viewing film, write down important detail that the film provides relating to the following topics.
• I. Describe native life, in particular the Wampanoag, pre-English contact.
• II. Describe English-native encounters - conflict or coexistence?

Reminders:

• Source the document, and identify Wampanoag grievances.
• Test corrections due 9/9.
• Guest Speaker 9/8 @ 3pm at West Campus.

Additional resources:

• Per our discussion in class: Missoula: Rape and the Justice System in a College Town by Jon Krakauer

Wednesday September 2, 2015

Writing in History: The Comparison Essay

Tasks: 

• Introduction to essay writing in APUSH.
• Distinguish between "know" and "think" 
• Essay prompts will assess your ability to think historically, but it's near impossible to succeed with this task, unless you know something about American history.
• Keep the relationship between "know" and "think" in mind as we continue to progress throughout the school year.
• Become familiar with essay prompts
• All essay prompts have three components
• Subject, Time period, Task
• Be able to identify all three components.
• Practice identifying components with essay prompt: "Compare and contrast the development of two distinct English colonial societies in the New England and Chesapeake regions prior to 1700, analyzing the reasons for similarities and differences in the development of English colonial societies in these regions." 
• Distinguish comparison essay by identifying way to outline, or "map," essay.
• Identify similarities and differences What you know about the colonial regions
• Determine points of comparison
• Recognize reasons why similarities and differences in development occurred
• Homework: Write an argument.
• In one paragraph, introduce the topic and write your thesis, or argument, in response to the prompt.

Reminders: 

• Test corrections due 9/9
• Guest Speaker at West 9/8 @ 3:00pm

Tuesday September 1, 2015

Conflict in the New England Community

Tasks: 

• Identify reasons and evidence that could be used to support inquiry: Was New England a City on the Hill?  
  
• Analysis of Salem Witch Trials - Why did people go on a witch hunt in 1692?
• Contextualize Salem in 1692 by identifying who, what, where, when of witch hunt and provide definition of witchcraft
• Small group discussion: What does this data reveal about what is happening in Salem?
• Debrief data in order to determine the reasons why a witch hunt occurred in Salem in 1692.

Reminders: 

• Test Corrections due 9/9
• AP Guest Speaker September 8 at 3:00pm at West.
• Transportation is not provided; you will have to find your way to West.
• Extra credit opportunity (possibility for 2% addition to your final grade)

Additional Resources: 

• Salem Witch Trial website
• Books that might be of interest in learning more about the Salem Witch Trials
• Entertaining Satan: Witchcraft and Culture in Early New England by John Demos
• The Devil in Massachusetts by Marion Starkey
• Salem Possessed: The Social Origins of Witchcraft by Paul Boyer and Stephen Nissenbaum
• The data in class came from this historical account.
• Devil in the Shape of a Woman by Carol Karlsen