Friday 9-20-19Unit 2: Period 3 1754-1800

Essential Question: What is the discipline of history?

I can explain how the discipline of history is similar to the “hard” sciences.

Agenda Homework1. Reading/Quiz Gaddis 52. Review Simple IDs, Multiple Choice, Connections, and Short Answer questions

1. Review for Test #3 (9-10)2. Review and Prepare Simple IDs, Multiple Choice, Connections, and Short Answer questions

Prompt 31Study the picture below.1. How does Gaddis connect the idea behind the picture with the discipline of history?

Directions: Read the question below carefully and write your response on the free-response answer sheet.

Use complete sentences; an outline or bulleted list alone is not acceptable. You may plan your answers on this exam page, but only your response on the free-response answer sheet will be scored.Short Answer Question 1Using the excerpts below, answer parts a, b, and c.

“The Columbian connection had a devastating effect on the indigenous human societies of the Americas. . . . New disease vectors suddenly introduced into the vulnerable populations of the New World began a sequence of horrific pandemics. Rapidly spreading infectious disease devastated indigenous peoples of the New World. It thinned their numbers, destroyed their institutions, and broke their resistance to Spanish aggression. . . . Demographic recovery after major pandemics was hindered by reduced fertility, stillbirths, and other physical effects, as well as by cultural depression, hopelessness, and malaise resulting from Spanish colonial domination.”

John R. Richards, The Unending Frontier, 2006.

“The New World provided soils that were very suitable for the cultivation of a variety of Old World products, . . . The increased supply lowered the prices of these products significantly, making them affordable to the general population for the first time in history. The production of these products also resulted in large inflows of profits back to Europe, which some have argued fueled the Industrial Revolution and the rise of Europe. The Old World gained access to new crops that were widely adopted. . . . The improvement in agricultural productivity . . . had significant effects on historic population growth and urbanization.” Nathan Nunn and Nancy Qian, “The Columbian Exchange,” 2010.

a. Briefly explain ONE specific historical difference between Richards’s and Nunn and Qian’s interpretations. b. Briefly explain how ONE specific historical event or development not explicitly mentioned in the excerpts could be used to support Richards’s interpretation. c. Briefly explain how ONE specific historical event or development not explicitly mentioned in the excerpts could be used to support Nunn and Qian’s interpretation.

Short Answer Question 2 Use the chart to answer parts a, b, and c.

POPULATION OF SLAVES

1790 1800

Maine 0 0New Hampshire 158 8

Vermont 16 0Massachusetts 0 0Rhode Island 948 380Connecticut 2,764 951New York 21,324 20,613

Pennsylvania 3,737 1,706New Jersey 11,423 12,422Delaware 8,887 6,153Maryland 103,036 107,707Kentucky 12,430 40,343Virginia 292,627 346,968

Tennessee — 13,584North Carolina 100,572 133,296South Carolina 107,094 146,151

Georgia 29,264 59,699United States 401,653 889,981

a) Briefly explain ONE regional difference depicted in the chart.

b) Briefly explain ONE important factor that contributed to the difference you described in part a.

c) Briefly explain ONE way in which the factor you described in part b contributed to the formation of regional identities.

Period 3 Claims

A. British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.

B. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven years’ War (the French and Indian War), in which Britain defeated France and allied American Indians.

C. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.

D. The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

E. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century.

F. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.

G. New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues.

H. Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

J. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.

Resources AssessmentElectronic DevicesPenPrompt Notebook

Discussion between students and teacher

Reading Schedule for Turning Points / AP US History 2019-2020Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

8/7 – W American Pageant Chapters 1-88/8 - Th Summer Reading Assessment (Start reading assignments for next week)8/9 – F Review Zinn Chapters 1 & 2

Start reading Zinn Chapter 3 (19 pages total)First 9 pages, read up to the paragraph that starts, “Carl Bridenbaugh's study of colonial cities, Cities in the Wilderness, reveals a clear-cut class system.”

8/12 – M Finish Zinn Chapter 3 (19 pages)8/13 – T Start reading Sam Wineburg’s Historical Thinking and Other Unnatural

Acts (22 pages, you can find the Phi Delta Kappan article through Hege Library)

8/14 – W Finish reading Wineburg’s HTAOUA8/15 – Th Start reading John Lewis Gaddis’ The Landscape of History, chapter 18/16 – F Finish reading Gaddis Chapter 1 (16 pages)

8/19 – M Zinn 4 (16 pages)8/20 – T Start Zinn 5 (26 pages total)

First 12 pages, read up to the paragraph that starts, “The situation of black slaves as a result of the American Revolution was more complex.”

8/21 – W Finish Zinn 58/22 – Th Mandated Teacher Workday8/23 – F Catching Up with Zinn 5

8/26 – M Gaddis Chapter 2 (18 pages)Start Zinn 6 (22 pages total)First 9 pages, read up to the paragraph that starts, “Between the American Revolution and the Civil War, so many elements of American society were changing-the growth of population, the movement westward, …”

8/27 – T Finish Zinn 68/28 – W Read “The Strange Death of Silas Deane” (Link on the website)8/29 – Th Test Review8/30 – F Gaddis Chapter 3 (18 pages)

9/2 – M Holiday9/3 – T Introduction to Constitutional Convention

9/4 – W Test #2 (1-8) A/B IDs, Quotes, Sources9/5 – Th Constitutional Convention Day 19/6 – F Constitutional Convention Day 2

9/9 – M Constitutional Convention Day 39/10 - T Constitutional Convention Day 4

Reading American Pageant chapter 99/11 – W Constitutional Convention Day 59/12 – Th Constitutional Convention Day 6

Reading American Pageant chapter 109/13 – F Gaddis 4 (18 pages)

9/16 – M The reading that follows is from the Gilder Lehrman APUSH Review siteThe New Nation, 1783–1815Review:The Righteous Revolution of Mercy Otis WarrenThe Legal Status of Women, 1776–1830

9/17 - T GL Reading: The Indians’ War of IndependenceTurning Points Test Zinn 1-6

9/18 – W Zinn Chapter 7: As Long as Grass Grows or Water RunsThrough about page 138. Up to the sentence: “There were defenders of the Indians. Perhaps the most eloquent was Senator Theodore Frelinghuysen of New Jersey, who told the Senate, debating removal:”

9/19 – Th Zinn Chapter 7: As Long as Grass Grows or Water Runs9/20 – F Gaddis 5

9/23 – M Review for Test #39/24 – T Test #3 (AP 9-10)9/25 – W American Pageant 211-220 – start Period 49/26 – Th American Pageant 220-2329/27 – F Gaddis 6

9/30 – M The Supreme Court Then and NowThe British View the War of 1812 Quite Differently Than Americans Do

10/1 – T American Pageant 233-24110/2 – W American Pageant 242-25510/3 – Th Review10/4 – F Test #4 (AP 11-12)

10/7 – M Gaddis 710/8 – T American Pageant 256-265 (Ch 13)10/9 – W Teacher Workday

10/10 – Th American Pageant 265-274 (Ch 13)10/11 – F Gaddis 8

10/14 – M Turning Points Test: Gaddis The Landscape of History10/15 – T American Pageant 274-286 (Ch 13)10/16 – W American Pageant 287-297 (Ch 14, Up to section “Creeping

Mechanization”)American Pageant 298-299 (Ch 14, “The Germans”)Gilder Lehrman “Andrew Jackson and the Constitution” (This reading is about 3.5 pages long)

10/17 – Th American Pageant 297-308 (Ch 14)Gilder Lehrman “Indian Removal” (This reading is about 4 pages long)

10/18 – F American Pageant 308-319 (Ch 14)

10/21 – M Review10/22 – T Test #5 (AP 13-14)10/23 – W American Pageant 320-328 (Ch 15)

Gilder Lehrman “The First Age of Reform” (About 4 pages)10/24 – Th American Pageant 328-338 (Ch 15)

Gilder Lehrman “Seneca Falls Convention” (About 3 pages)10/25 – F American Pageant 338-347 (Ch 15)

APUSH Claims

Topic One Claims

A. As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

B. Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

C. Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

D. European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

E. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

F. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Topic Two Claims

A. Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

B. Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

C. In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

D. Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

E. The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

F. Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

G. Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.