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