Friday 9-27-19

Unit 3: Period 4 1800-1844

Essential Question: What is the discipline of history?

I can explain how historians establish the boundaries of causation.

Agenda

Homework

1. Discuss/Quiz Gaddis 6

2. National History Day Project

1. Keep up with Readings (see calendar)

2. Work on A/B IDs, Quotes, Sources, and Connections for AP 11-12

Prompt 36

Relate the image that follows with the ideas of Gaddis 6 (Think about the story of Robinson and Jones along with Marc Bloch’s man on a precipice.)

Sources and Quotes for Chapters 9-12

Sources

Quotes

164

174

194

198

203

206

221

223 (Clark sketches)

225

231

235 (Constitution)

238

241

243

From PowerPoint: Battle of Fallen Timbers

168

176

177

187 (both)

196

200

209

212

216

219

228 (Federalist circular)

230 (Tecumseh)

242

248 (Jefferson)

253

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.

Period 4 Claims

A. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

B. The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

C. While Americans embraced a new national culture, various groups developed distinctive cultures of their own.

D. Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

E. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

F. New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

G. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.

H. Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

I. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

J. Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

K. The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Resources

Assessment

Electronic Devices

Pen

Prompt Notebook

Discussion between students and teacher

Reading Schedule for Turning Points / AP US History 2019-2020

Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

8/7 – W

American Pageant Chapters 1-8

8/8 - 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 HTAOUA

8/15 – Th

Start reading John Lewis Gaddis’ The Landscape of History, chapter 1

8/16 – 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 5

8/22 – Th

Mandated Teacher Workday

8/23 – 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 6

8/28 – W

Read “The Strange Death of Silas Deane” (Link on the website)

8/29 – Th

Test Review

8/30 – F

Gaddis Chapter 3 (18 pages)

9/2 – M

Holiday

9/3 – T

Introduction to Constitutional Convention

9/4 – W

Test #2 (1-8) A/B IDs, Quotes, Sources

9/5 – Th

Constitutional Convention Day 1

9/6 – F

Constitutional Convention Day 2

9/9 – M

Constitutional Convention Day 3

9/10 - T

Constitutional Convention Day 4

Reading American Pageant chapter 9

9/11 – W

Constitutional Convention Day 5

9/12 – Th

Constitutional Convention Day 6

Reading American Pageant chapter 10

9/13 – F

Gaddis 4 (18 pages)

9/16 – M

The reading that follows is from the Gilder Lehrman APUSH Review site

The New Nation, 1783–1815

Review:

The Righteous Revolution of Mercy Otis Warren

The Legal Status of Women, 1776–1830

9/17 - T

GL Reading: The Indians’ War of Independence

Turning Points Test Zinn 1-6

9/18 – W

Zinn Chapter 7: As Long as Grass Grows or Water Runs

Through 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 Runs

9/20 – F

Gaddis 5

9/23 – M

Review for Test #3

9/24 – T

Test #3 (AP 9-10)

9/25 – W

American Pageant 211-220 – start Period 4

9/26 – Th

American Pageant 220-232

9/27 – F

Gaddis 6

9/30 – M

The Supreme Court Then and Now

The British View the War of 1812 Quite Differently Than Americans Do

10/1 – T

American Pageant 233-241

10/2 – W

American Pageant 242-255

10/3 – Th

Review

10/4 – F

Test #4 (AP 11-12)

10/7 – M

Gaddis 7

10/8 – 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 History

10/15 – 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

Review

10/22 – 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.