12.21.15 DBQ and the Civil War in 4 minutes and more!

12.21.15 - DBQ Writing Workshop: 9:55 am (10:01 doors locked) in Room 207


Civil War in 4 Minutes Video

Civil War Lecture (strategy and diplomacy)

Civil War Lecture

Reconstruction of the South

Unit Guide for Period 5/Rubric for Essay

Unit Guide

You will be assessed on the following (from the rubric)

-Thesis
-Support for Argument
- Application of targeted historical thinking skill (causation)

Long Essay Rubric

Compromise of 1860 HW

Be sure to complete the background notes of the terms from chapter 18 of the textbook. We will complete the background notes during the first half of class on Wednesday, 12/2.

Task 4 Follow Up

DBQ Writing Workshop Dates and Locations

Requirements: ALL students must attend 2 DBQ workshops. Students should be in the appropriate location by 2:30 or they will not be allowed to participate in that day's workshop.

December 1 - Mr. Crawley's Room
December 3- Mr. Beller's Room
December 8 - Mr. Beller's Room
December 10 - Mr. Crawley's Room
December 21st (Workday) - time and location TBD
January 5- Mr. Crawley's Room
January 7 - Mr. Beller's Room

Slavery Controversy

**REMEMBER: WE WILL WORK ON THIS DURING CLASS ON 11/30.  ESSAY WILL BE WRITTEN DURING FLEX**

INSTRUCTIONS! If you were absent from class on 11/23, you will need to look over this.

Chapter 16 The American Spirit - for PART II

Yale History Course - for PART III
  - White Southern View: Lecture #3 : A Southern World View: The Old South and ProSlavery Ideology 
 - Abolitionists: Lecture #5:Telling A Free Story: Fugitive Slaves and the Underground Railroad in Myth and Reality

Part I: Background Reseach (15%)

Objective: To gain sufficient background knowledge regarding Antebellum Southern Society and Economy, and the rise of the Abolitionist movement. You will need to use Chapter 16 of the textbook.

How: Combining the Frayer Model and Feynman Technique

1. Condense the following objectives into "Big Picture" ideas/concepts

• Point out the economic strengths/weaknesses of the "Cotton Kingdom"
• Describe the southern planter aristocracy and identify its strengths/weaknesses 
• Describe the non slave-holding white majority of the South and explain its relations with both the planter elite and the black slaves 
• Describe the nature of Af-Am. life both free/slave before the Civil War 
• Describe the effects of slavery on both blacks and whites 
• Explain the origins/rise of Abolitionism 
• Describe the Southern Response to abolitionism and its defense of slavery as a "positive good" 

2. For each:

• List out key terms 
• Important Historical Figures 
• Key Events/Processes
• Feynman Technique: short explanation of the concept ( do not need SFI here!!) 

HINT: Here is the vocabulary from the Unit Guide - this could be a START

1.      King Cotton

2.      Planter aristocracy

3.      John C. Calhoun

4.      Nat Turner’s Rebellion

5.      American Colonization Society

6.      The Liberator

7.      American Anti-Slavery Society

8.      David Walker/Appeal

9.      Narrative of the Life of Frederick Douglass

10.  Gag Resolution

Part II: Historical Thinking Skill - Analyzing Historical sources/evidence (25%)

• Use Ch.16 of the American Spirit to explore EITHER a) White Southern View of Slavery (pg. 362) b) The Abolitionist Crusade (pg.368) 
• Select 2 documents  to a) paraphrase the main points the document asserts b) Discuss the historical context surrounding the documents, focusing on historical processes/events that were happening at the same time and how these might have influenced the viewpoint/message of the document

Part III: YaleCourses Lectures (20%)

• select a lecture appropriate for your topic and write a 1 page summary 

Part IV: Essay (40%) (to be done in class 11/30) 

Prompt:  Outline the philosophical reasoning/justification of either the abolitionist crusade or the white southern defense of slavery. 

HW: 11/19 Due 11/23

Please read "Slavery: Issue on Trial" (link to reading if you forgot to take one in class)

Tasks:

1. There are two sets of questions embedded into the reading. Please answer both sets. 
2. In the first half of the reading, the writer presents us with a couple of questions they hope to answer: 1) What was slavery really like? 2) Why is it so difficult to decide what slavery was really like? 3) How did arguments about slavery become a problem in the 19th century? Your job is to attempt to answer these questions as BEST YOU CAN with the limited knowledge gained from the reading. 
3. Identify three questions you still have after reading the text.

Age of Jackson Make Up Test

Deadline: 11/30 

When: After school only (by appointment). Students must be in my class by 2:35. No exceptions. 

Can I lose points from my original score if I score lower on the make up?: Yes

Can I come in on the 11/25 (workday) Yes - by appointment. 

How long will I have to take the test? 55 minutes 

Take Home Test and other information regarding Tuesday, 11/17.

Take Home Test: Due on Tuesday 11/17. 

Unit Guides (Vocab and Thematic Questions) due on 11/17 

Please bring with you the "Mexico Will Poison Us"  reading excerpt with questions/answers to class on Tuesday 11/18.

We will write the essay in class on Tuesday, 11/17.

Age of Jackson Take Home Test

Mexico Will Poison Us Questions

Curriculum Framework for Period 4 and DBQ

4.1

4.2

DBQ Instructions and Rubric (due Thursday)  Copy of DBQ

1. Answer each question(s) associated with each document (5 points each)
2. Create a thesis statement which addresses the question (@ bottom of the front page in a black box)- 20 points
3. Outline - 50 points

• Topic Sentence per Category 
• 2 pieces of outside information per category 
• at least 1 document used 
• for most important piece of information, analysis (how/why does it support your thesis statement)
• ALL or ALL BUT ONE of the DOCUMENTS MUST BE USED!!

Sub Plans for October 27, 2015

1. Please complete Early Homespun DBQ packet
2. Chapter 15 Reading Questions (starts with the question, "What led to the outbreak of the Second Great Awakening??")
3. We will discuss foreign policy/marshall court/Industrial Revolution on Thursday in class!!

Prezi link. What should I do with the foreign policy and marshall court handouts?

Prezi Link

Foreign Policy Handout: after completing the handout do the following:

1. Label which events are positive and which are negative.
2. Make list of any trends you see emerge regarding American foreign policy after the first 35 years as a republic. 
3. Is American foreign policy (at this time) rooted in national interest or morality? Explain. 

Marshall Court - after using chapter 12/14 to complete the handout, do the following task:

1. "Marshall defined the role of the supreme court, extended power of national government, and confirmed the intentions of the Federalists in drafting the Constitution." Assess the validity of this statement using at least 2 examples from past Marshall Court decisions. For each example provide strong interpretative commentary as to how or why this court case supports your thesis. 

*hint: assess the validity means you need to be explicit as to whether or not you support this statement or not BEFORE you start discussing court decisions! 

Both assignments need to be completed by end of class on Tuesday. (Note: you will also have ch. 15 reading questions in class on Tuesday, so manage your time appropriately!) 

Homework for 10/8

Read Chapter 11

Period 4 Unit Guide - remember to do vocabulary each night!

Articles of Confederation v. Constitution (2nd Half)

Type of Government: firm union of people

Mode of Ratification: ratification by three-fourths of state conventions or legislatures

Legislative Branch: bicameral legislature

Mode of Representation, Election, and Term in Office of Legislature: Senate and a House of Representatives; two senators represent each state, each senator with one vote; senators chosen by state legislatures until 17th amendment in 1913; one representative to the House for every 30k people in 1788, each representative with one vote; representatives chosen by a direct vote of the people for two-year terms

Executive Branch - one, separate executive branch, elected by the electoral college for four year term, no term limits until the 22nd amendment in 1951

Judicial Branch - separate Supreme Court and inferior courts established by Congress (Judiciary Act of 1789)

Taxes - Congress has the power to collect taxes; bills for raising revenue originate in the House

Sticky Note Questions - 10/6/15

1. What was the Land Ordinance of 1785?law passed by Congress that allowed the sales of land in the Northwest Territory and set up standards for land sale that became precedents. Among them was the idea of selling mile-square sections of land.  


2. What was the Northwest Ordinance of 1787? For the large territory lying between the great lakes and the Ohio river, the congress passed an ordinance(Law) that set the rules for creating new states. The northwest Ordinance granted limited self-government to the development territory and prohibited slavery in the region

3. Weaknesses of the Articles of Confederation:
a. Each state had only one vote
b. amendments needed all 13 states 
c. Congress could not levy taxes 
d. Congress could not control interstate or foreign trade 
e. No executive or judicial branch 

4. Brief Explanation of the Whiskey Rebellion:  https://www.youtube.com/watch?v=mwenAlLvbFY

5. Why did Jefferson and Madison want to focus strictly on states rights when Hamilton makes a proposition about the U.S. Bank? This is more a debate on how to interpret the Constitution. Jefferson and Madison believe in a "strict interpretation"  of the Constitution - this means that the Federal Government can only act on the powers that are explicitly stated in the document. (hint: National Bank is not in there) Hamilton and the Federalists rely on a "loose interpretation" of the Constitution, stating that the necessary and proper clause/implied powers allows for the Federal Government to create the National Bank 

6. What was Hamilton's reasoning for attempting to acquire  a national debt? https://www.youtube.com/watch?v=notJuFGXQ9w

7. Virginia Statute for Religious Freedom: pushes for separation of Church and State. Financial support and church attendance is voluntary. 

8. Context surrounding Jay's Treaty?: The United States had taken issue with the fact that the British still had troops in the Old Northwest Territory and were infringing upon their rights to freedom of the seas as a neutral nation (with the impressment of their sailors) 

9. Strengths of Articles of Confederation: 
      a.To declare war and make peace.
     b To coin and borrow money
     c To detail with foreign countries and sign treaties
    d To operate post offices

10. Didn't the Sedition Act infringe on the freedom of speech? Ask Jefferson or Madison? Yes - hence  the VA/KY Resolutions Ask a Federalist? No

11. Differences between Federalists and Democratic Republicans: http://faculty.polytechnic.org/gfeldmeth/chart.feddr.pdf

Essay Question - Historical Period 3 Test (10/8)

Evaluate the relative importance of the following factors in prompting the Americans to rebel in 1776:

1. parliamentary taxation 
2. restrictions on civil liberties 
3. British military measures 
4. the legacy of colonial religious and political ideas 

Discussion Questions for Chapter 10 (October 6th)

Chapter Summary

The period between 1785 and 1800 was one of the most politically productive in American history.  During these fifteen years, the nation, guided by some of the most talented men in its history, reorganized itself under a new framework of government and then struggled to define¾for itself as well as for others¾just what had been created.  It was a period marked by the rise of a party that called itself Federalist, although the philosophy it espoused was, as its opponents were quick to point out, more "nationalist" in emphasis.  Arguing that in order to prosper, the United States had best follow the economic and political example of Great Britain, these Federalists, led by Alexander Hamilton, injected foreign policy into domestic differences and set the stage for one of the earliest and most serious assaults by the government on individual civil liberties.  Seeing their less elitist, pro-agriculture Republican opponents as supporters of the enemy in an undeclared war with France, the Federalists set out to suppress dissent and those who promoted it.  The Federalist assault on liberties brought a swift response and so heightened tensions that many feared that the nation could not survive.  It was against this background that a shift of power occurred.  By end of the decade, the Federalists, who had been the moving force for so many years, were clearly losing ground to the Republicans.  This meant that if wounds were to be healed and divisions mended, it would have to be done by the man many believed to be the personification of all that separated the two groups¾Thomas Jefferson.

Discussion Questions

1.      What were Hamilton’s motives for proposing his plans for taxation, assumption, and currency regulation? What was it in his motives that so upset Jefferson and Madison? Compare and contrast the political, economic, and social philosophies of Thomas Jefferson and Alexander Hamilton. Explain the sort of nation each wished to create.

2.      George Washington is highly regarded by most historians as a successful president. Is his reputation deserved? Make a case for or against this assertion.

3.      During the "Federalist Era," events in other countries did much to shape political party growth and domestic policy. Look at American relations with England, Spain, and France, analyze how these relations affected the two political parties that emerged during this period, and explain the way the government responded to this foreign influence on the parties.

American Pageant Guided Reading ch. 1-22

Guided Readings 

*If you are struggling these are here to help you master the content!
*ch.9 starts on pg. 37 (I believe)

Articles of Confederation Overview

Articles of Confederation

Test Corrections

The original score has been posted in PowerSchools under Unit 1 Test; I provided a comment for the assignment where I posted the score. ( I hope this makes sense!!!)


Test Corrections:

1. When: Before school - Must be here by 6:55/2nd Lunch/After School
2. What: On a sheet of notebook paper you will retake the questions on the test that you missed. NO NOTES, NO CONVERSATIONS, THIS IS AN INDIVIDUAL ASSIGNMENT
3. Credit: You will receive half the points back for each corrected response.
4. You will have one shot at any question that relates to a document, 2 opportunities for a "standard" multiple choice question
5. Deadline: October 6th.

Revolutionary Idealism: "And to the republic for which it stands..." - Part I and Part II due on Monday 9/28

Essential Question: To what extent was American society in 1776 ready for republicanism to "stand" and "survive (or even thrive)"?

Assignment: reading selection from Gordon Wood - "Republicanism" (only read THIS chapter pg. 89-109)

For each topic:  (The Need for Virtue, Rising Glory of America,Equality, A New World Order) - This can be done with a partner, however, everyone should have their own copy.

1. Write heading of the topic (it may help to turn this into a question)
2. Identify the feature of republicanism being discussed
3. Identify evidence where that particular feature is present in American society
4. Identify the challenges
5. Write a summary/thesis statement of the section.


Part II: Declaration of Independence

Objective: to analyze the Declaration of Independence

Introduction: Using your textbooks, review the appropriate background on events leading to the Declaration of Independence. This is key, since we want to emphasize and look at the document in the context of the times. Think about particular events and specific people who helped create a climate for revolution among the masses before 1776. You will also need to look in the back of your book or online and find a copy of the Declaration of Independence.

Part I :The Declaration of Independence

Read the Declaration of Independence carefully and then answer the following questions from the handout in complete sentences.

Part II :A Catalog of British Offenses

Complete Part II from the same handout


Additional Questions to consider (yes - write your answers down):
1. What are the short-range and long-range effects of the Declaration of Independence?
2. Paine's Common Sense and the Declaration of Independence have both been referred to as the most potent propaganda documents in American history. Comment.
3.In what ways does the Declaration reflect the principles of classical republicanism?
4. The Declaration was designed primarily to achieve American independence, but  it was much more than that. Assess its worldwide, long-range significance.

*Comment: Pick out the main points on a subject and give your opinion, reinforcing your point of view using logic and reference to relevant evidence, including any wider reading you have done.
*Assess: Weigh up to what extent something is true. Persuade the reader of your argument by citing relevant research but also remember to point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition.

Source: http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/essay-terms

DBQ Workshops

During the 1st Quarter DBQ workshops, students will analyze a set of documents and develop an essay plan. Students will need to attend two of the following dates:

• Tuesday, Sept. 29 (2:30-3:30) in room 222
• Thursday, Oct. 1 (2:30-3:30) in room 207
• Tuesday, Oct. 6 (2:30-3:30) in room 222
• Thursday, Oct. 8 (2:30-3:30) in room 207
• Thursday, Oct. 15 (2:30-3:30) in room 207
• Tuesday, Oct. 20 (2:30-3:30) in room 222

If a student has absolutely no availability during these times, he/she must speak with Mr. Crawley or Mr. Beller immediately.

Helpful Links for Chapter 7 and 8

Toward Independence

Overview of Revolutionary War

APUSH Curriculum Framework

Take time to skim through this!

Unit 3 Reading Guide

Unit 3 Reading Guide - remember to do Vocab. each night for reading!

Videos

http://www.apushreview.com/new-ap-curriculum/period-3-1754-1800/

DBQ Guidelines

DBQ Guidelines

Lesson for 9/9: Colonial Society Document Work

Colonial Identity Assignment - Instructions

This document has historical context and questions to consider for most of the documents

Benjamin Franklin Document

Kant Document

J. Edwards "The Great Awakening" document

John Locke Document

Dudley v. Towbridge Document

J. Edwards "Sinners in the Hands of An Angry God"

Adam Smith

Colonial Exploitation

Lemuel Haynes Document

Study Guide and Theme Questions

Use the links below to access the study guides for Period 1 and 2. Included will be Theme Questions (Remember: you are responsible for Period 2 Questions by test day) and key terms. **Test is on Tuesday, September 15 and will consist of multiple choice questions only.**

Period 1 Unit Guide

Period 2 Unit Guide

HW 9/4/15

complete the chart

Compare the ways in which the following events reflected tensions in colonial society:

 -Bacon’s Rebellion (1676)

 -Pueblo Revolt (1680)

 -Salem witchcraft trials (1692)

 -Stono Rebellion (1739)

	Bacon's Rebellion (1676)	Pueblo Revolt (1680)	Salem witchcraft trials (1692)	Stono Rebellion (1739)
Where?
The sides (who vs. who)?
The conflict (what were they fighting over?)
Outcome

**Read chapter 5 and be prepared to discuss the following: slavery (POA3 would be a great thing to skim back over) and the Great Awakening.

8/31 Class Resources

American Exceptionalism Article

Chapter 3 Group Work

Still Puritan After All These Years

September 2nd HW: POA 3

POA 3

Students should read AND answer questions

Supplemental Reading Notes and Reading Schedule

Supplemental Reading Notes

Unit 1 Reading Schedule

Analyzing Historical Evidence Assignment - HW 8/25

Patriots v. People

Podcasts

Below is a link to chapter summaries and podcasts for the course. This will not ensure mastery of content but definitely helps tremendously. 

Podcasts

Welcome

Welcome to Mr. Beller's 2015-2016 APUSH Blog. This site aims to keep visitors up to date on important dates, upcoming assignments and any sources we use in the classroom.

Syllabus