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.