Wednesday 11/29/17I can explain how the Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

I can explain how Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Agenda Homework1. Review/Quiz AP 22 (PowerPoint Palooza)2. Connections; Civil War and Reconstruction3. Document Set: Civil War Puzzle4. Team Assignment: How Did We Get Here?(Due Monday December 11)

1. Keep up with reading assignment2. NHD Project due December 83. Articles to read for Enrichment and puzzlement…How Walter Scott Started the American Civil War and What Does 'Sold Down The River' Really Mean? The Answer Isn't Pretty

Prompt 731. Briefly describe the source and place each side of the source in historical context.

2. What is the historical relationship between the two sides of the cartoon?

AP 22 Puzzlements

“Hell has laid her egg, and right here it hatched.”

“your government”

“I’m glad I fought agin her, I only wish we’d won, And I ain’t axed any pardon for anything I’ve done.”

“Mr.” and “Mrs.”

“Exodusters”

“a schoolhouse would be the first proof of their independence”

“Like many another self-made man, he was inclined to overpraise his maker.”

“10 Percent”

“committed suicide”

“wrong policy”

“whitewashed rebels”

“Sir Veto”

“swing ’round the circle”

Joint Committee on Reconstruction

“Radicals” v. “Redeemers”

“the Negro’s hour”

Think about the following:

Compare to American Revolution (Mr. and Mrs.)Compare to Puritans (education to read the Bible)Compare to early colonies (establish own religious institutions)Oliver O. Howard as a reflection of Second Great Awakening perfectionism

Connections

APUSH Connections to Think About for AP 20-22

A. Andrew Johnson – Edwin M. StantonB. Gettysburg – VicksburgC. Presidential Reconstruction – Congressional ReconstructionD. Abraham Lincoln – Jefferson DavisE. Andrew Johnson – John TylerF. Antietam – SaratogaG. Emancipation Proclamation – Declaration of IndependenceH. American Civil War – American Revolutionary WarI. King Wheat – King CornJ. Robert E. Lee – Ulysses S. GrantK. George Washington – U.S. GrantL. Civil War – millionaire classM. Andrew Johnson – John Wilkes BoothN. Antietam – Emancipation ProclamationO. Ten Percent Plan – Wade-Davis Bill

P. Civil Rights Act – 14th AmendmentQ. Black Codes – SharecroppingR. Ku Klux Klan – Force ActsS. Black Codes – Jim Crow LawsT. Saratoga – GettysburgU. Spot Resolutions – Fort SumterV. Trent – AlabamaW. Lords of the Manor – Captains of IndustryX. Clara Barton – Sally TompkinsY. Morrill Tariff Act – Tariff of 1857Z. Bank of the United States – National Banking ActAA. Maximillian – Monroe DoctrineBB. Lincoln – US ConstitutionCC. Industrial Revolution – Civil War

Views of Emancipation

1. Briefly describe and place Source A in historical context. (You will need to research.)

2. Compare Source A with Source B. What is the historical relationship between the two?

3. Read the dialogue following Source B. Who do you think recorded this conversation and why?

Source A

Source B

In one of the halls stands the bronze statue of Emancipation, representing a negro dancing, and holding aloft the Emancipation Proclamation. It is a rare work of art, and must be seen to be appreciated.

But I could not help laughing as a pair of colored visitors came along and viewed it. They evidently did not know what it represented, and seeing its bronze nudity they were shocked, or at least she was, and my artist friend sketched them at the moment.

“Who dat, Charles?” she asked, glancing at it and then turning away.

“Dat? Dat am some great colored man; Fred Douglass, I guess,” replied her escort.

“Pshaw! who ever hearn tell ob Fred Douglass cuttin’ up dat way wid no clothes on?” and she pulled him away to something less allegorical.

2. Reading: After the Fact: Chapter 8 “The View from the Bottom Rail” (Pages 177-191, read up to “Interview with Ex-Slave”)

Introduction

1. Describe the often complicated reaction that the former enslaved people had to emancipation.

Recovering the Freedpeople’s Point of View

2. Explain why have historians struggled to record the freedpeople’s point of view?

The Freedpeople Speak

3. Describe the impact of William A. Dunning’s interpretation of black history.

4. Who challenged the Dunning School of interpretation and why?

5. How did the Great Depression influence research in black history?

6. Describe the advantages and disadvantages of oral history.

“Hell has laid her egg, and right here it hatched.”

“your government”

“I’m glad I fought agin her, I only wish we’d won, And I ain’t axed any pardon for anything I’ve done.”

“Mr.” and “Mrs.”

“Exodusters”

“a schoolhouse would be the first proof of their independence”

“Like many another self-made man, he was inclined to overpraise his maker.”

“10 Percent”

“committed suicide”

“wrong policy”

“whitewashed rebels”

“Sir Veto”

“swing ’round the circle”

Joint Committee on Reconstruction

“Radicals” v. “Redeemers”

“the Negro’s hour”Up to p. 490490 on Think about the following:

Compare to American Revolution (Mr. and Mrs.)Compare to Puritans (education to read the Bible)Compare to early colonies (establish own religious institutions)Oliver O. Howard as a reflection of Second Great Awakening perfectionism

O, I'm a good old Rebel,Now that's just what I am,

For this "Fair Land of Freedom"I do not care at all;

I'm glad I fit against it --I only wish we'd won,

And I don't want no pardonFor anything I done.

I hates the Constitution,This Great Republic too,

I hates the Freedman's Buro,In uniforms of blue;

I hates the nasty eagle,With all his brags and fuss,The lyin', thievin' Yankees,I hates 'em wuss and wuss.

I hates the Yankee nationAnd everything they do,I hates the DeclarationOf Independence too;

I hates the glorious Union --'Tis dripping with our blood --

I hates their striped banner,I fit it all I could.

I followed old mass' RobertFor four year, near about,

Got wounded in three placesAnd starved at Pint Lookout;

I cotch the rheumatismA campin' in the snow,

But I killed a chance of Yankees,I'd like to kill some mo'.

Three hundred thousand YankeesIs stiff in Southern dust;

We got three hundred thousandBefore they conquered us;

They died of Southern feverAnd Southern steel and shot,I wish they was three million

Instead of what we got.

I can't take up my musketAnd fight 'em now no more,But I ain't going to love 'em,

Now that is sarten sure;

And I don't want no pardonFor what I was and am,I won't be reconstructedAnd I don't care a damn.

Unpacking the APUSH Claims

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

I can explain how:

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession,

but

left unresolved many questions about the power of the federal government and citizenship rights.

H. a. The North’s greater manpower and industrial resources,

b. the leadership of Abraham Lincoln and others,

c. and the decision to emancipate slaves

eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War

a. ended slavery,

b. altered relationships between the states and the federal government,

c. and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

APUSH Team Assignment: How Did We Get Here?!

Question: How did we get to the point where Americans were killing each other in large amounts and with such horrible methods?

Arguably, the American Civil War was a result of two different historical forces: Nationalism and Sectionalism.

Each of these forces waxed and waned as America grew and developed its character economically, socially, and politically.

For this assignment you and your team will:

1) Define the terms Nationalism and Sectionalism (as a historian)

2) Define the terms Economic, Social, and Political (as a historian)

3) Study the list of terms and Know what he/she/it is. (This does not need to be written)

4) Write a brief statement that outlines how he/she/it contributed to American nationalism or sectionalism and through which trait: economic, social, or political?

Example:

Crittenden Compromise: Know (You do NOT need to write this part.) You should know that the Crittenden Compromise was the last gasp attempt to forge an agreement between the North and the South. The compromise called for amendments to the Constitution that banned slavery in territories North of the 36-30 line and protected slavery South of said line. The compromise was rejected by Lincoln because it would potentially allow the spread of slavery.

Write: The Crittenden Compromise attempted to repeat the political success of the Missouri Compromise in binding the nation together, but the agreement’s failure to stop the potential spread of slavery alienated Lincoln and the North. The defeat of the compromise also defeated the last viable chance of a peaceful, political solution to Civil War.

DEFINE

Nationalism:

Sectionalism:

DEFINE

Economic:

Social:

Political:

Terms

Constitutional Convention Missouri Compromise “Fifty-Four Forty or Fight!”

XYZ Affair Panic of 1837 Treaty of Guadalupe-Hidalgo

Alien & Sedition Acts Tariff of 1828 California Crisis

Embargo Act Erie Canal Kansas-Nebraska Act

Louisiana Purchase Cotton Gin Dred Scott Decision

Hartford Convention James Fenimore Cooper John Brown

Tariff of 1816 Noah Webster Panic of 1857

Monroe Doctrine Nat Turner Harriet Beecher Stowe

Battle of New Orleans “Gag Resolution” Abraham Lincoln

APUSH Period 5

A. The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries

B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

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.

Reading Schedule for October-December 2017

10/2 - M Gaddis 7American Pageant 256-265 (Ch 13)

10/3 - T Gaddis 8American Pageant 265-274 (Ch 13)

10/4 – WEarly Release

American Pageant 274-285 (Ch 13)Quiz on AP 13

10/5 – ThEnd of the Grading Period

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)

10/6 – F American Pageant 297-308 (Ch 14)Gilder Lehrman “Indian Removal” (This reading is about 4 pages long)

10/9 – M American Pageant 308-319 (Ch 14)10/10 – T Gilder Lehrman “Born Modern” (About 4 pages)

Gilder Lehrman “Women and the Early Industrial Revolution” (About 4 pages)

10/11 – W Review 13-14Research Day in Hege LibraryNHD Research Analysis 1 is due (at the end of the research session)

10/12 – Th Test #5 (13-14)10/13 – F American Pageant 320-328 (Ch 15)

Gilder Lehrman “The First Age of Reform” (About 4 pages)NHD Research Day – Proof of Contact

10/16 to 10/20 Fall BreakReview Gaddis 1-8

10/23 – M American Pageant 328-338 (Ch 15)Gilder Lehrman “Seneca Falls Convention” (About 3 pages)

10/24 –T Turning Points Test: Gaddis 1-810/25 – W American Pageant 338-347 (Ch 15) (Hudson River School)10/26 – Th American Pageant 348-349, 350-359 (Ch 16)10/27 – F American Pageant 359-370 (Ch 16)10/30 – M Gilder Lehrman “Abolition and Antebellum Reform” (About 3.5 pages)

Gilder Lehrman “National Expansion and Reform” (About 8.5 pages)NHD Bibliography Phase 3 Due

10/31 – T American Pageant 371-378 (Ch 17)11/1 – W Test #6 (15-16)11/2 – Th American Pageant 378-389 (Ch 17)11/3 – F Zinn 8 “We Take Nothing By Conquest, Thank God” (About 20 pages)11/6 – M American Pageant 390-401 (Ch 18)11/7 – T American Pageant 401-408 (Ch 18)

Gilder Lehrman The Underground Railroad and the Coming of the Civil War (About 3 pages)

11/8 – WEarly Release

American Pageant 409-422 (Ch 19)

11/9 – Th American Pageant 422-433 (Ch 19)11/10 – FHoliday

Holiday

11/13 – M Zinn 9 “Slavery Without Submission, Emancipation Without Freedom” (About 40 pages!)

11/14 – T American Pageant 434-443 (Ch 20) Start Period 5 (1844-1877)11/15 – W American Pageant 443-452 (Ch 20)11/16 - Th American Pageant 453-462 (Ch 21)11/17 – F American Pageant 462-469 (Ch 21)

Gilder Lehrman Lincoln’s Interpretation of the Civil War (About 3.5 pages)NHD Research Analysis 2 Due

11/20 - M Test #7 (17-19) End Period 4 (1800-1848)11/21 – T American Pageant 469-478 (Ch 21)11/22 to 11/24 Thanksgiving Break11/27 – M Zinn 10 “The Other Civil War” (About 40 pages!)11/28 – T American Pageant 479-490 (Ch 22)11/29 – W American Pageant 490-501 (Ch 22)11/30 – Th Gilder Lehrman Civil War and Reconstruction, 1861-1877 (About 5

pages)12/1 – F Test # 8 (20-22) End Period 5 (1844-1877)12/4 –M American Pageant 502-510 (Ch 23) Start Period 6 (1865 to 1898)12/5 – T American Pageant 510-520 (Ch 23)12/6 – W American Pageant 521-529 (Ch 23)12/7 – Th American Pageant 530-538 (Ch 24)12/8 - F American Pageant 538-547 (Ch 24)

NHD Final Project Due12/11 – M American Pageant 547-557 (Ch 24)12/12 – T APUSH Exam12/13 – W Exams???12/14 – Th Exams???12/15 – F Exams???12/18End of the Grading Period

Exams???

12/19/17 to 1/2/18 Winter BreakREMEMBER!12/19, 12/20, and 1/2 are Inclement Weather Make Up Days!

1/3/18 – W American Pageant 558-572

Zinn 11 “Robber Barons and Rebels” (About 43 pages!)

If there be one lesson more than another, which should pierce his ear, it is, The world is nothing, the man is all; in yourself is the law of all nature, and you know not yet how a globule of sap ascends; in yourself slumbers the whole of Reason; it is for you to know all, it is for you to dare all. Mr. President and Gentlemen, this confidence in the unsearched might of man belongs, by all motives, by all prophecy, by all preparation, to the American Scholar. We have listened too long to the courtly muses of Europe.

Ralph Waldo Emerson, An Oration delivered before the Phi Beta Kappa Society, at Cambridge, August 31, 1837