Your notebook will ALWAYS have to be up-to-date by each test, refer to the requirements on the right-side banner. Note: the active links can be accessed by clicking on "Requirements-Notebook, Guided Readings, Crash Course, etc." which can be found on the banner to the right.
Mandatory Notebook Portions to be completed for EVERY Chapter and placed in the 3-Ring Class Binder. All are due on test day.
At the top of each notebook page list the Time Period being explored as well as 'today's date.'
Guided Readings (Linked Below) each worth 15 points
Chapter Study Guide(s) each worth 15 points
Crash Course Reflection Sheet(s) (Linked Below) 10 Points (Each episode only counts one time)
Brinkley, Chapters 2-3-4 (ALL), Chapters 5 & 6 (you are only responsible for materials THROUGH 1754----NOT BEYOND 1754)
OR
Newman, Chapter 2-pages 23 - 44, and Chapter 3-pages 45-67 (you are responsible for all pages, as you are the study guide, and guided readings for BOTH chapters.)
YOU MUST ADJUST 'their' DEFINITIONS and put each one in your OWN WORDS. THIS IS A MUST---make sure you always avoid plagiarism!
The Week August 29 - September 6
NOTE: Mandatory Points for time Period 2's Test: (Ch. 2 & 3 in Newman)
Each of the study guides will be worth 15 points each (these are posted under the required work section on the wiki),
each of the guided readings will also be worth 15 points each (these are posted under the required work section on the wiki), and
each of the Crash Course completed question forms will be worth five points each (if available, use the specific form for each of the respective chapters, if a specific one is not available, use either of the two generic forms),
All of these are due on September the Sixth, TEST DAYThe Multiple-choice portion of the test will be worth 200 pointsThe SAQ will be worth a total of 9 points, andThe LEQ total points will be announced later
WHAT:
Chapters 2-4 ALL, Chapters 5 & 6 (Up through 1754) American Pageant
Chapters 2 & 3 Newman
Remember Guided Readings, Study Guides, and Crash Courses
Each of the Regions Where Colonization Took Place in the Eventual USA
Make sure you put a copy of the above template into your binder.
Ringing your Bell:
Content Questions
1) Which of the following is true of African slavery in seventeenth-century colonial America? (A) Upon enslavement, Africans lost their cultural connection to their homeland. (B) A series of slave revolts frightened the colonists and prompted enactment of harsh codes for slaves. (C) Most slaves lived and worked in southern cities. (D) Many Africans worked alongside other indentured servants on small farms. (E) All of the Above
2) Anne Hutchinson embraced “Antinomianism” in Massachusetts Bay when she
(A) counseled women to accept their proper role in society
(B) called for toleration of the Quaker philosophy
(C) said ineffective ministers should have no authority in their congregations
(D) claimed that salvation could be earned through a righteous life
(E) All of the above (*Antinomianism means challenging existing laws*)
3) How were the Mayflower Compact and the Fundamental Orders of Connecticut similar in purpose?
(A) Both established specific requirements for voting and defined the powers of the governor.
(B) Both established democracy for men and women in their respective colonies.
(C) Both extended religious toleration to all who wished to settle in New England.
(D) Both were covenants that suggested men must work together to achieve their goals.
(E) A, B, and C, but NOT D
Just Sayin'
Look at the map below.
Note the year, note the crop, note where it is still harvested. Brainstorm 'Westward Expansion' before the civil war and why the south would not give up on the continuation of the institution of slavery.MAP:
3) How were the Mayflower Compact and the Fundamental Orders of Connecticut similar in purpose?
(A) Both established specific requirements for voting and defined the powers of the governor.
(B) Both established democracy for men and women in their respective colonies.
(C) Both extended religious toleration to all who wished to settle in New England.
(D) Both were covenants that suggested men must work together to achieve their goals.
(E) A, B, and C, but NOT D
The class will be broken into groups that will research three significant themes and topics that will enable the class to gather the most amount of information in a class period that will enable each of the students to better answer the 'LEQ' prompt(s) that will be put forth during September the Eighth's assessment. Ideas for research were put forth in the Threads of History, 2nd ed. p.57-59 (Sherpa Learning)
Theme 1: "In New England the intolerance and inflexible religious attitudes of the Puritans, especially in the early years, caused clashes and encouraged splinter religious groups to form."
Theme 2: "In the Chesapeake region, Bacon's Rebellion had a direct impact on the labor system. Virginia became increasingly alarmed about the indentured servant system after the revolt, and began to rely more heavily on slavery."
Theme 3: "The Great Awakening of the 1730s and 1740s reflected an attempt to promote Calvinist religious views, challenge established church authority, and increase religious freedom."
Note 1Due to the Storm, TEST TWO (M/C and LEQ) will be given on Monday, September the Twelfth (Open House Day). Thus the Study Guides, Guided Readings and annotated Crash. Course videos will also be due on the same day.Note 2One of the two choices for Thursday's 'LEQ' (follow the template we discussed in class) will be:"Evaluate the extent to which political and religious dissent shaped colonial development in New England and the Chesapeake regions from 1619-1750."The other, as previously discussed in class, focuses on the rights of the British colonists as viewed by Europeans.
The Most Recent College Board AP Histories Rubrics and Thinking Skills(Revised AFTER the actual AP Test in 2015-16, thus will go into effect for the 2016-17 test)
One of the unintended consequences of the Columbian Exchange in Europe was that (A) many New World crops helped end the persistent problems of famine in Europe (B) both the New World and European populations grew to respect each others cultural differences (C) precious metals from the New World lessened the wealth gap between European nations (D) the political ideas of Native Americans undermined European attitudes toward the divine rights of Kings
Note: The core of your next LEQ (30 minutes timed) will be as follows:
Access the validity of the following statement. "British victory over the French in North America inevitably led to the American Revolution a few years later," or
"British victory over the French in North America meant that a war for American Independence was now eminent."
"One of only two historical instances when a political elite of an emerging nation behaved as well as one might anticipate them to." the other being during the time of Caesar Augustus of Rome." Alfred Lord North Whitehead (1861-1947)
NOTICE of CHANGE as of October 13, 2016 For the remainder of the school year each student who has THREE of FEWER absences within the second, third, or fourth nine week period will be allowed to count one of their major test scores a second time. Eligible students will choose which, if any, test they want doubled at the end of the eighth week of the given nine week period.
Here are the two possible LEQ choices for Time Period 4. One of these will be randomly chosen on test day, and everyone in that class that morning who is in class before the bell rings will do that question. I reserve the right to add additional questions, that will be unannounced for anyone who arrives late or is absent:
Included: Warm-up pairs question (Federal & State Relationship), Economies of the North & South in 1828, What is a Tariff, and the significance that the Tariff of 1828 (a.k.a. "Tariff of Abomination") had for America's future
Included: Warm-up pairs question (Federal & State Relationship), Economies of the North & South in 1828, What is a Tariff, and the significance that the Tariff of 1828 (a.k.a. "Tariff of Abomination") had for America's future
Background Characters and Setting:
This is a work of fiction. The narrator is an
infrequent visitor of a tavern, the Sickle and Sheaf,
operated by Simon Slade, a retired miller, and his
son, Frank. During each successive visit, the
narrator observes the Slades sinking further and
further into moral depravity as a result of their
involvement in the sinful business of tavern-
keeping. The selection is from the narrator’s ninth
visit to the Sickle and Sheaf.
Task A: Read the “Night at the Ninth” section from
the above link. After reading the selection, answer
the following questions in complete sentences in a
Word Document.
1. Based on what you have read analyze the public ills caused by drinking in Antebellum America.
Task B: Read pages 9 and 10 from the following
Reader (1835) designed to be used in schools. 1835 School Reader and answer the following
questions in complete sentences in the same
Word Document.
October 28
As the latest submissions of the mandatory guided readings have begun to trickle in, the depth of information being presented has not been at my expected AP level. One of the concerns that I have is too many people are attempting to do many other optional assignments and are diluting the overall quality. Please note that after today, Newman Study Guides, and Crash Course Summaries will no longer earn extra points.
Multiple Choice section of the test
Introduction of Time Period Number Five
Completed Guided Readings are due today for all chapters included in Time Period Four (15 points for each)
I just put two optional journal articles under the optional assignment tab on the class wiki. One is 20/20 and the other 15/15. They will both add depth to the leq prompts that you all will do on the 16th.
The responses for both articles are due to Turn-it-In by November the 13th at 11:59 pm. Please follow all directions, and remember that A paragraph for each answer means that you have to include a STATEMENT, Rationale, and a RELEVANT real world EXAMPLE. After the last question, please attempt to include a synthesis statement from another historical American event.
Latest LEQ & Rewrite. Rewritten, Typed, and submitted to Turn-it-In by 11/12/16 by 11:59
Antebellum North and South Compare/Contrast Venn with Summary
Create a Venn Diagram, via categories and include a Summary box at the base where you will address the How and/or Why the similarities and differences existed and the impact for each.
Activity: 12 minutes (A-C-E)4. Complete the following three tasks:
a. Identify THREE different challenges that farmers contended with from 1875 to 1900.
b. Explain how ONE of the examples from Part A impacted the condition of farmers.
c. Explain ONE 20th-century impact of the challenge explained in Part B on U.S. government policy or American society.
The thematic learning objectives describe, at a high level, the knowledge colleges expect students to develop in the AP U.S. History course in order to be qualified for credit and placement. In order to help students develop this knowledge, teachers will need to anchor their locally developed AP syllabus in historical content and historical thinking skills. The 19 learning objectives are grouped into seven themes typically included in college-level U.S. history courses:
Test One: Will include a 15 minute write (Two paragraphs)
Home Learning: Always refer to the class readings, and other assignment due dates that have been posted, this is your responsibility Become/stay responsible for your individual learning.
Answer the following statement, According to de Las Casas Why did the Spanish come to the 'New "world?' Submit on Turn-it-in by Wed. Sept. 2 at 11:59 pm.
AP US History Period 1 Class ID: 10451854 Class Enrollment Password: WAS GIVEN OUT IN CLASS** (ALL upper Case)
September 1
What:Colonization: Period I 1491-1607 How: Ted Talk, Q&A, Powerpoint Information
Article Summary Worksheet.doc . Complete the Summary template and submit it to our class' 'Turn-it-In' page by 11:59 PM on September 21st. This assignment is worth 20/20 points.
APUSH Ch. 5(18th Century Society).pptx
(WE) Home learning: Complete all of the work on the second syllabus (see September 3), and Study for your Unit Test on Chapters 1- 5.
Post test: Standard 1 **SS.912.A.1:**
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
Watch the above and answer the following questions:
Describe the effects of the Seven Years’ War.
Why did the British enact the Stamp Tax on the American Colonies? What did it specifically tax?
What groups faced the harshest effects of the Stamp Tax?
Describe James Otis, Jr. and Samuel Adams’ actions after the implementation of the Stamp Tax. Explain their reasoning.
Describe the actions of the mobs and then explain the results of their actions.
What: The French and Indian War and its Impact (Ch. 6) Standard 1 **SS.912.A.1:**
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
...... How:
Who is Robert Dinwiddie? Who does he send to The Ohio Country to speak with the French? What information did he relay?
What was the Albany Congress? Which famous delegate, representing the colony of Pennsylvania, sought to unite the colonies under British rule? Describe the cartoon he used to promote his idea of union.
What: Roots of the American Revolution: British Policy and Colonial Reaction
NOTE: The test for Chapters SIX through TEN will now be on October 12. We will be exploring and testing the rest of this unit,
Guided questions, vocabulary, and terms (total 44 points on test day, from now on any items not turned in by 7:14 the morning after the test will be worth one-half credit for up to twenty-four hours. Please print this out for yourself and put it in your note book- Unit 3-A:
What powers did the federal government have in terms of taxation and raising money? What issues did this cause?
What efforts were made to try to put the federal government on “sounder fiscal footing?” Why did this fail?
Explain how the national government's lack of enforcement mechanisms caused issues among the states. Cite specific examples that Chris Arndt describes.
Extension
Compare the main powers of the federal government under the U.S. Constitution and the Articles of Confederation. How were the weaknesses in the Articles of Confederation addressed in the Constitution?
After listening to and recording information about the Constitutional Convention in groups of four, complete the following regarding the comparison of the Federalists and Anti-federalist Viewpoints (Individually in your notebook):
AOC v. Const & Federalists v. Anti-Federalists.pdf
Discussion of a Second Nine Week Extra Opportunity (me)
Second Nine-week EXTRA OPPORTUNITY: (A)
Individually or in Pairs answer one of the previous questions, first come first served- no duplicates until all questions have been chosen. For a maximum of 100/100, you must address the following:
Choose one 'DBQ', Research the question, above, AND create a PowerPoint or equal type of presentation, a podcast, or YouTube video (E.G. Sacerdote's AP Students) that explains the question, the area(s) of our class where it originates, the background, significant people and all of the How and Why concerns.
Due to recent adjustments in the APUSH writing section we may have to reword a number of the older prompts to fit the new system.
The due date will be January 8th, 2016. No late work will be expected nor accepted (Note today's date is October 14)
Example of Questions: I will be posting them
Second Nine-week EXTRA OPPORTUNITY: (B)
Your pair creates you own DBQ, researches, answers, and makes an explanatory presentation (100 Points). Also due January 8.
Napoleon Bonaparte convinced the king of Spain to give Louisiana land area to France in 1800.
Not wanting to fight Napoleon and France in western America, Jefferson sent James Monroe to join Robert Livingston in Paris in 1803 to buy as much land as he could for $10 million.
Robert Livingston: along with James Monroe, he negotiated in Paris for the Louisiana land area; signed a treaty on April 30, 1803, ceding Louisiana to the United States for $15 million. The Americans had signed 3 treaties and gotten much land to the west of the Mississippi. 820,000 square miles at 3 cents/acre. (Louisiana Purchase)
Louisiana in the Long View
Jefferson sent his personal secretary, Meriwether Lewis and a military officer, William Clark to explore the northern part of the Louisiana Purchase.
Please Print and place in your notebook: Unit IV Syllabus—The New American Nation---Period 4: 1800-1848 Reading: The American Pageant, Chapters 11-17 Guided Reading, Terms, and Vocabulary: NOTE:
"provided a framework for the division of new territories into slave and free until the Mexican-American War (1846-1848) added nearly one million square miles of new territory in the United States." (Documenting United States History, Stacy & Heller (2016), Bedford: Boston, page 217)
Does it limit the growth of slavery?
What does the 'compromise' say about regional differences?
Why is the document considered a turning point in United States history
Monroe Doctrine (1823)
Pledge of non-involvement in European Crises
Statement that European Nations Must Stay out of the Americas
Please Print and place in your notebook: Unit IV Syllabus—The New American Nation---Period 4: 1800-1848 Reading: The American Pageant, Chapters 11-17 Guided Reading, Terms, and Vocabulary: NOTE:
Board Notes: Early-mid 1800s Transportation in the North-west (YOU)
Transportation needs in the United States were severe at the close of the 18th century. Over the next quarter century the federal government, state governments, and private investors directed significant resources to this critical sector.
The National Road, or Cumberland Road, was the first highway built by the federal government.
The development of the Erie Canal, extending from New York State to the Great Lakes, cut the costs of freight transport by 95% and contributed greatly to the wealth and stature of New York City.
Though canals offered tremendous advantages over land shipment, they could not compete with the efficiency and flexibility of the railroad. The canal boom ended with the rise of railroads which could provide year-round service and were a much safer mode of transport.
The National Road, or Cumberland Road, was the first highway built by the federal government.
The development of the Erie Canal, extending from New York State to the Great Lakes, cut the costs of freight transport by 95%.
The Erie Canal contributed greatly to the wealth and stature of New York City.
The canal boom ended with the rise of railroads which could provide year-round service and were a much safer mode of transport.
What:Territorial and Economic Expansion, 1830-1860 and the Conflicts over Texas, Maine, and Oregon. Small group activity (you).
Background to the lesson:
Territorial expansion, based upon Manifest Destiny, was accomplished through negotiations, purchase, as well as war. American expansion coupled with economic development affected the various parts of the nation differently leading the respective peoples to become very loyal to their geographic location., especially when compared to their allegiance to the country as a whole. In time this led to growing tension between the various portions of the nation which became known as Sectionalism.
Territorial expansion, based upon Manifest Destiny, was accomplished through negotiations, purchase, as well as war. American expansion coupled with economic development affected the various parts of the nation differently leading the respective peoples to become very loyal to their geographic location., especially when compared to their allegiance to the country as a whole. In time this led to growing tension between the various portions of the nation which became known as Sectionalism.
As the groups present, individual students create an annotated time-line using the information that is being put forth. Each of the six groups will address one of the following:
The Great/Connecticut Compromise (1787),
the Three-Fifths Compromise (1787),
the Compromise of 1820,
the Compromise of 1850,
the Kansas-Nebraska Act (1854), and
the Dred Scott Decision (1857)
Each group will 'report-out' the following:
What was the original intent for your topic?
What were the two main side of the concern being addressed?
In what way(s) did it succeed?
In what way(s) did it fail?
Overall, does your group consider 'it' a success or a failure? WHY? (Must be SPECIFIC)
General knowledge that may assist you on your journey:
In groups (Social, Political, Economic) Compare and Contrast the 'Northern' and 'Southern' Regions of the United States at the advent of the Civil War. Which of these items can be added to the list of causes for the war from our last class?
AP Practice Question of the Day "This country will be drenched in blood. The people of the North are not going to let the country be destroyed without a mighty effort to save it. Besides, where are your men and appliances of war to contend against them? You are rushing into war with one of the most powerful, ingeniously mechanical and determined people on earth - right at your doors. Only in spirit and determination are you prepared for war. In all else you are totally unprepared." The quote above was spoken by William T. Sherman upon hearing the news that the southern states had begun to secede. Which of the following is Sherman’s projection as the outcome and/or consequence of southern secession? A. There will be a war in which the South will win due to their militaristic nature and abundance of weapons. B. There will be a war in which the South will win due to their governmental dominance and obvious determination. C. There will be a war in which the North will win due to their technological advancements and lack of southern military. D. There will be a war in which the North will win due to their stability though political, social, and economic conditions.
Essential Question: How did the experience of social and political upheaval of the Civil War influence people to think about the process of Reconstruction?
Guided Reading for over the Break: Ch. 23 and 24 are Mandatory
Must be downloaded as a doc.
Typed
Submitted in on Turn-it-in
Turn-it-In:
AP US History Period 1 Class ID: 10451854
Class Password: (ALL upper Case) saskg1516 (Ask a peer if this does not work)
Class Enrollment Password: (ALL upper Case) saskg1516 (Ask a peer)
Windows open on Dec. 12 @ 11:59 AM and Close on Jan. 4, 2016 at 7:15 am for Chapters 23 & 24.
Windows open on Dec. 12 @ 11:59 AM and Close on Jan. 12, 2016 at 7:15 am for Chapters 25 & 26.
Each Chapter will be worth a MAXIMUM of 100 points, cause for deduction include but not be limited to, skipping items, and brevity of one's response.
PLAGIARISM Note: You are not allowed to share, nor are you allowed to receive any answer posted unless it is properly cited (APA Format).
Penalty for plagiarism will include a double zero score, a written conduct referral, and a strong possibility for dismissal from student associations such as the National Honor Society.
The Gilded Age unit highlights the turbulent changes that characterized the end of the nineteenth century. Students investigate the rise and fall of the Populist movement, the textbook's account of the Battle of Little Bighorn, the lead-up to the Chinese Exclusion Act of 1882, and the historic labor clashes surrounding Homestead, Haymarket, and Pullman.
1873 Mark Twain and Charles Dudley Warner coined the phrase “the Gilded Age” to refer to the late nineteenth century in their book of the same name. In the popular view, the Gilded Age was a period of greed and guile, when rapacious robber barons, unscrupulous speculators, and corporate buccaneers engaged in shady business practices and vulgar displays of wealth. It is easy to caricature the Gilded Age as an era of corruption, scandal-plagued politics, conspicuous consumption, and unfettered capitalism, but the Gilded Age can also be thought of as modern America’s formative era, when the rules of modern politics and business practice were just beginning to be written.
Mark Twain & Charles Dudley Warner took the phrase Gilded Age from Shakespeare's King John (1595): "To gild refined gold, to paint the lily... is wasteful and ridiculous excess."
Read an excerpt from: The Lords of Industry (1884)
Courtesy of The Gilder Lehrman Institute of American History
Summarize the article in one paragraph, and
Choose either Vanderbilt, Carnegie, Rockefeller, Morgan or any capitalistic entrepreneur from chapter 24 and sell the reader as to why the person was either a Robber Baron or Captain of Industry. You must put forth three explained relevant examples that fully back your point of view.
In "Election of 1876," Democratic Party candidate Tilden cries "Boo Hoo! Ruthy Hayes's got my presidency, and won't give it to me."
Which of the following is not true about the election of 1876?
(A) an electoral commission composed of members of Congress and Supreme Court justices was selected to resolve electoral irregularities (B) Democrat Samuel Tilden won the popular vote (C) Republican leaders refused to withdraw federal troops from the South (D) the Compromise of 1877 awarded the election to Republican candidate Rutherford Hayes (E) there were disputed electoral votes in several Southern states
2. Chapter 25 Reading Quiz (Separate Piece of paper, Name, Title, Numbered 1-5, 10 point Max, score. Cover-up) (US)
3. Large Group Activity-Minimizing Desk Movement (You)
Have students count off 1 - 4
Each person move to their respective group
Distribute group readings
Read individually
Group Brainstorm
Identify 3 essential points (Using MAGPIES) to link this material to previous 'CCOT.'
M igration and Settlement A merica in the World G eography and the Environment P olitics and Power I dentity; American and National E conomy; Work, Exchange, and Technology S ociety and Culture
HOW/WHY is each is significant?
Explain your group's rationale (How So? Why?) that makes each item significant, and
Report out group comments
Reposition seats
4. Performance Activity - The 'new' 11 Minute write (Concise, to-the-point, complete sentences, relevancy to the prompt) (US)
Examination of student artifacts via the document projector
Closure: In your notes, answer the following: What were the major reasons for the increase of urban population from the late 19th to the early 20th centuries in the U.S.A.?
Panic of 1873: roots in banking system, no regulations, anyone could set up a bank, investments of some used for loans to others, bad business scandals (Jay Cooke) failed banks, NYSE closes
Panic of 1893: Instability of the American Financial Industry again, unexpected bankruptcies, Huge unemployment-no safety nets:
Unemployment 1892: 3.7 million 1894 12.3 million (this is one concern that helps the spread of Progressive thinking
Panic of 1907 Caused by the failure of a large trust that leads to bank failures, Teddy Roosevelt and J.P. Morgan prevent it from spreading, highlights flaws in the financial system
NOTE: The test scheduled for today must be pushed back until this Friday due to my absence today in order to attend the monthly social studies meeting.
In lieu of the test, I will leave work that will allow you to continue to get ready for the test on Thursday.
I will be at the monthly district social studies meeting today.
I will leave the assignment with the substitute Mr. McDonagh. Lay low, do your work and we will resume on Thursday with Chapter 31. Please make sure that you have it read.
The assignment will allow you to make a study wrap-up sheet for America and WWI. This will be yours to keep for your reviews later, do a thorough job.The second-half of this assignment (2,3, and 4) will be a chance for you to communicate your thoughts in a written sense and also practice formulating a thesis statement within an opening LEQ-style paragraph for all three. For number 4, after formulating an opening, outline what the next four paragraphs would have included.
Feb 11th:
WHAT: Chapter 31- " The Roaring Twenties "
How:
Overview of the chapter (me)
Turn from Idealism to turning inward ( Isolationism, Red Scare ), Domestic Social Conservatism ( Prohibition>>'Gangsterism', Immigration Quotas, Nativism), and the Pleasures of Prosperity (Credit, Bull Market, Radio, Hollywood, Planes, Cars, Advent of the Gasoline Age, YET Cultural Liberation)
a) New forms of mass culture emerged in the United States in the 1920s and in the 1950s. Briefly explain ONE important similarity in the reasons why new forms of mass culture emerged in these two time periods.
b) Briefly explain ONE important similarity in the effects of new forms of mass culture in these two time periods.
c ) Briefly explain ONE way in which some Americans responded critically to new forms of mass culture in either period.
Eisenhower Era Terms: Maximum amount is 75 points if completed correctly (Identify & Context Significance). Must be submitted to Turn-it-In during the window period (approximately March 18 at 11:59 am through April 1 @ approximately 7:15 AM). Grade portal will be adjusted sometime after this window closes.
The next test will be on the following: The Cold War Begins (about 6 M/C for review), The Eisenhower Era 1952-1960, and the Stormy Sixties. This test will take place on April 1st, and will be worth a maximum of 200 Points. It can be counted twice if it assists in bringing up one's overall class average for this nine-week period.
The Stormy 60s Terms: Maximum amount is 50 points if completed correctly (Identify & Context Significance). Must be submitted to Turn-it-In during the window period (approximately March 18 at 11:59 am through April 1 @ approximately 7:15 AM). Grade portal will be adjusted sometime after this window closes.
The Stalemated 70's Terms. One point each- identify and offer significance in context to our studies. Will be due on turn-it-in on test day (56 points total).
Last Week Optional 'APUSH' Assignment Instructions
Each of the tables, accessed below, completed correctly will earn 20/20 points.
Each must be handwritten in full sentences and demonstrate a sincere effort, as viewed by the instructor, by the person earning the points.
No typed work will be accepted.
If any work is plagiarized in any manner, it will negate points that would have been earned for a specific portion, earn a 0/20 (minimum), plus any other(s) portion(s) that may have been turned in correctly prior to and/or with this group will each be rescored to a 0/20.
All work must be handed directly to the instructor by the morning of the actual APUSH test, May 6, 2016.
NOTE: WE NOW MUST take the US HISTORY EOC. THE times and dates follow. To make it worth your time this will count as your EXAM grade on the report card. Please take advantage of this opportunity. As always-thanks!
Daily In-class Assignments, and Homework
The First Nine Week Period 2016-2017
AP US History Review Power-Points and Videos
Beginnings
Interactive Map of 1.5 BILLION acres of land being taken from the Native Americans
Always stay current with the class-wiki.
Major tests will always be posted here well in advance, THUS
If you are absent the class before a test, you will be required to take the test (family emergencies excepted with parental communication).
Sacerdote's APUSH 2016 - 2017 Course Syllabus:
2016-2017 Class Supply List
SAS' APUSH Supply List.docx
- Details
- Download
- 16 KB
The Significance and linkage between Self-Talk & Time-Management, thoughts by Steve Piscitelli
- Non-negotiable priorities versus time spent checkup
1. The Historian's Toolkit (Good Overview)
The above link includes explanations, advice, and charts (Click on it to enlarge)
2. Historiography- What is it?
Schools_Of_American_Historiography_Reading.pdf
- Details
- Download
- 80 KB
3. Schools of American Historiography:
Historiography_Of_American_History.pdf
- Details
- Download
- 562 KB
4. Mulisee Document (2016 - 2017)
Stuff FOR APUSH AUG 2016.htm
- Details
- Download
- 188 KB
August 15, 17, 19Age of Exploration
Small Test 100 points Friday the 19th
If you did not yet purchase the Summer Reading Supplemental text, read the Brinkley text as assigned on the class wiki site.
What
Introduction, significance of the course wiki, syllabus, course overview, notebook, text, Newman,expectations, etc.
KEY CONCEPTS and OBJECTIVES for TIME PERIOD ONE:
key concepts and objectives time period 1 .pdf
- Details
- Download
- 227 KB
Period 1: 1491 - 1607:
Exploration 1491-1607-2.pdf
- Details
- Download
- 7 MB
APUSH Periods 1 & 2 Explained
How
America BEFORE Columbus (Full Documentary) If you have 90 minutes, this is worth your time!
500 Nations
(Documentary 6 hours, 14 minutes)
Questions for part 1:
national_geographic_-_america_before_columbus.pdf
- Details
- Download
- 510 KB
1491: Readings Jigsaw:
1491_Excerpt.docx
- Details
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- 40 KB
Worlds Collide - the overview PPT:
henretta ch. 1 revised by sas 2016-17.ppt
- Details
- Download
- 4 MB
Introduction of the SAQ-
Short Answer Questions (SAQs)
SAQ Guidelines
Period One 1491-1607
Home Learning:
Your notebook will ALWAYS have to be up-to-date by each test, refer to the requirements on the right-side banner. Note: the active links can be accessed by clicking on "Requirements-Notebook, Guided Readings, Crash Course, etc." which can be found on the banner to the right.
Mandatory Notebook Portions to be completed for EVERY Chapter and placed in the 3-Ring Class Binder. All are due on test day.
At the top of each notebook page list the Time Period being explored as well as 'today's date.'
Guided Readings (Linked Below) each worth 15 points
Chapter Study Guide(s) each worth 15 points
Crash Course Reflection Sheet(s) (Linked Below) 10 Points (Each episode only counts one time)
Video Review for APUSH 1491-1607: Click Here
The Colonial ExperienceAugust 23 & 25, andAugust 30, September 1TEST September 9th
What: The Colonial Experience Time Period 2 (1607-1754)
How: Mandatory Readings
Brinkley, Chapters 2-3-4 (ALL), Chapters 5 & 6 (you are only responsible for materials THROUGH 1754----NOT BEYOND 1754)
OR
Newman, Chapter 2-pages 23 - 44, and Chapter 3-pages 45-67 (you are responsible for all pages, as you are the study guide, and guided readings for BOTH chapters.)
AND
Colonial America (mandatory reading):
american colonies reading.pdf
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Quick Print for your notebook: SAQ Summary Advice
APUSH Periods 1 & 2 Explained
APUSH: Examing Key concepts, & discussion on Historiography thus far:
Sas Examining the Craft of the Historian.pptx
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The 13 Colonies and the British Empire, 1607-1754 (PPT)
Narrative of this time period (courtesy of http://www.brightstarschools.org/view/1096.pdf):
AMSCO_Ch.2_The_Thirteen_Colonies_and_the_British_Empire.pdf
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Quizlet for above
Guided Readings for Ch 2 & 3 (Mandatory) the SG and CC reflection are in the regular location
Optional reading on the 13 Colonies of Britain
Britain during the colonization of the American Colonies:
Britain during English colonization of America.pdf
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Video Review Click Here
Video Gilder Lehrman Overview
Enrichment reading:American Philosophical and Intellectual Thought
The above is courtesy of Mr. John P. Irish (Carroll Senior HS)
NOTE ONE:
If you are not routinely checking the optional assignment area of this class site, here is an example of what you are missing (Optional #5):
Time Period 2: Jamestown Reading and Questions (20 Points)
There is always a minimum of four sentences per question whereby the HOW or WHY is addressed in your response.
Post on Turn-it-in by September 7th, 2016 by 10 pm
Reading:
rethinking jamestown.docx
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NOTE TWO:
Regarding the VOCABULARY OPTIONAL (VERY IMPORTANT)
If you use a site such as THIS
YOU MUST ADJUST 'their' DEFINITIONS and put each one in your OWN WORDS. THIS IS A MUST---make sure you always avoid plagiarism!
The Week August 29 - September 6
NOTE: Mandatory Points for time Period 2's Test: (Ch. 2 & 3 in Newman)
- Each of the study guides will be worth 15 points each (these are posted under the required work section on the wiki),
- each of the guided readings will also be worth 15 points each (these are posted under the required work section on the wiki), and
- each of the Crash Course completed question forms will be worth five points each (if available, use the specific form for each of the respective chapters, if a specific one is not available, use either of the two generic forms),
All of these are due on September the Sixth, TEST DAYThe Multiple-choice portion of the test will be worth 200 pointsThe SAQ will be worth a total of 9 points, andThe LEQ total points will be announced laterWHAT:
Sacerdote's APUSH LEQ Template:
Sas' APUSH LEQ Template 2016.docx
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Make sure you put a copy of the above template into your binder.
Ringing your Bell:
Content Questions
1) Which of the following is true of African slavery in seventeenth-century colonial America?(A) Upon enslavement, Africans lost their cultural connection to their homeland.
(B) A series of slave revolts frightened the colonists and prompted enactment of harsh codes for slaves.
(C) Most slaves lived and worked in southern cities.
(D) Many Africans worked alongside other indentured servants on small farms.
(E) All of the Above
2) Anne Hutchinson embraced “Antinomianism” in Massachusetts Bay when she
(A) counseled women to accept their proper role in society
(B) called for toleration of the Quaker philosophy
(C) said ineffective ministers should have no authority in their congregations
(D) claimed that salvation could be earned through a righteous life
(E) All of the above
(*Antinomianism means challenging existing laws*)
3) How were the Mayflower Compact and the Fundamental Orders of Connecticut similar in purpose?
(A) Both established specific requirements for voting and defined the powers of the governor.
(B) Both established democracy for men and women in their respective colonies.
(C) Both extended religious toleration to all who wished to settle in New England.
(D) Both were covenants that suggested men must work together to achieve their goals.
(E) A, B, and C, but NOT D
Just Sayin'
Look at the map below.
HOW:
PowerPoints:
NEW PPT: The Sub-cultures within the British American Colonies:
American Sub-cultures within the colonies.ppt
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REMINDER: The Three Types of American Colonies:
Types of Colonies.docx
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Another look at the colonies albeit rather busy this has some nice a nice look at economics
Comparison of Colonies (depicts Geographic Location)
Problems for the Colonies
Problems in the Colonies.pptx
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- 1 MB
The Southern Colonies, including the Chesapeake:
webThe Southern Colonies in the 17th Century.pdf
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- 4 MB
The Middle Atlantic Colonies:
The Middle Coloniesweb.pdf
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- 3 MB
The New England Colonies:
webThe New England Colonies in the 17th Century.pdf
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- 7 MB
US History Outlines and Charts
Journal Reading
C-SPAN Classroom:
September the Sixth Class Specifics:
3) How were the Mayflower Compact and the Fundamental Orders of Connecticut similar in purpose?
(A) Both established specific requirements for voting and defined the powers of the governor.
(B) Both established democracy for men and women in their respective colonies.
(C) Both extended religious toleration to all who wished to settle in New England.
(D) Both were covenants that suggested men must work together to achieve their goals.
(E) A, B, and C, but NOT D
What is Mercantilism?
The class will be broken into groups that will research three significant themes and topics that will enable the class to gather the most amount of information in a class period that will enable each of the students to better answer the 'LEQ' prompt(s) that will be put forth during September the Eighth's assessment. Ideas for research were put forth in the Threads of History, 2nd ed. p.57-59 (Sherpa Learning)
Theme 1: "In New England the intolerance and inflexible religious attitudes of the Puritans, especially in the early years, caused clashes and encouraged splinter religious groups to form."
Theme 2: "In the Chesapeake region, Bacon's Rebellion had a direct impact on the labor system. Virginia became increasingly alarmed about the indentured servant system after the revolt, and began to rely more heavily on slavery."
Theme 3: "The Great Awakening of the 1730s and 1740s reflected an attempt to promote Calvinist religious views, challenge established church authority, and increase religious freedom."
Puritan Slides: 21- 30:
New_England_and_Middle_Colonies.ppt
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Bacon's Rebellion:
U2 - 4_1 - BACON_S Rebellion 2-1.ppt
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- 2 MB
Great Awakening:
first great awakening ppt.ppt
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- 142 KB
Possible Information for each group to include (but in now way only consider):
The Puritans and Dissent: The Cases of Roger Williams and Anne Hutchinson
Note 1Due to the Storm, TEST TWO (M/C and LEQ) will be given on Monday, September the Twelfth (Open House Day). Thus the Study Guides, Guided Readings and annotated Crash. Course videos will also be due on the same day.Note 2One of the two choices for Thursday's 'LEQ' (follow the template we discussed in class) will be:"Evaluate the extent to which political and religious dissent shaped colonial development in New England and the Chesapeake regions from 1619-1750."The other, as previously discussed in class, focuses on the rights of the British colonists as viewed by Europeans.
Sas' APUSH LEQ Template (2016):
Sas' APUSH LEQ Template 2016.docx
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The Most Recent College Board AP Histories Rubrics and Thinking Skills(Revised AFTER the actual AP Test in 2015-16, thus will go into effect for the 2016-17 test)
Threads of History: A Thematic Approach (Michael Henry, Ph.D./ Sherpa Learning Copyright)Revised Rubric Advice
LEQ- Timed 30 minutes, followed by the Introduction of time period 3
Chapter 4
Imperial Wars and Colonial Protest (1754 - 1774)
Next Test on Chapters 4, 5, and 6 (Newman) SEPTEMBER 30th
Crash Courses 5 & 6
SEPTEMBER 14, 16
Bell Ringer 1:
Dissent in American History
Explain the origin of dissent in the New World.
How did the idea of dissent change over time and lead to the American Revolution?
Explain its relevance to the Constitution and the Bill of Rights.
What examples of dissent in the 19th – 20th Centuries does Ralph Young present?
Ralph Young states that “dissent is central to American History.” Do you agree or disagree? Explain your position.
French and Indian War (7 Years War):
French-and-Indian-War-nw824v.ppt
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Liberty: The American Revolution (Part One) Clip picks up in the year 1763
SAQ Discussion: Based on the last SAQ Writing
SLIDES
French and Indian War (7 Years War):
Ch. 4 Imperial Wars/Colonial Protest (cont.)
September 16
Bell Ringer 1
One of the unintended consequences of the Columbian Exchange in Europe was that
(A) many New World crops helped end the persistent problems of famine in Europe
(B) both the New World and European populations grew to respect each others cultural differences
(C) precious metals from the New World lessened the wealth gap between European nations
(D) the political ideas of Native Americans undermined European attitudes toward the divine rights of Kings
It is Friday!
Redemption Song Via Marley's Jamica
National Constitution Day Observed September 16, 2016
2 Minute CLIP: The Pilgrims
Path to the Revolution Chart (Print, Complete, put in your notebook for future reference):
Leading to the Am. Revolution (1).pdf
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- 43 KB
French and Indian War:
french-and-indian-war.pptx
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- 9 MB
Road to Revolution SLIDES:
Road-to-Revolution-1d066o3.ppt
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- 2 MB
September 20, & 22
Time Period Three 1753-1800
7 Important Items Leading up to the American Revolution (PRINT for your notebook):
leading to the Am. Rev Chart.docx
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- 25 KB
Critical Thinking Skills for APUSH:
Critical Thinking Skills.docx
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- 16 KB
"British victory over the French in North America inevitably led to the American Revolution a few years later," or
Source to assist:
P #3:
APUSH Sas Bedford Correlations 9 19 16.pptx
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- 260 KB
Correlations via word:
APUSH Framework Concept Outline Correlation.docx
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- 54 KB
Source U.S. History Skillbook, by MIchael Henry, Ph.D.
Overview Notes from the Pulitzer Prize Award Winner Alan Taylor's new book American Revolutions: A Continental History, 1750-1804
How is France even in this game, considering their presence in North America? and other intriguing points.
Road to Revolution
Road to Revolution 2014.pptx
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Too Late to Apologize
The People Speak, Howard Zinn
Matt Damon reciting Zinn's 1970 speech "The Problem is Civil Obedience"
Post 7 Years War Information
independence.ppt
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- 2 MB
The Seven Years War to the American Revolution (Tax History Project Information)
French and Indian War:
french-and-indian-war.pptx
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- 9 MB
Road to Revolution II SLIDES:
Road-to-Revolution-1d066o3.ppt
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- 2 MB
Why AP is looking for MORE! Bloom's Taxonomy...
Sons of Liberty: Source: http://www.bostonteapartyship.com/sons-of-liberty (accessed 9/22/2016)
American Revolution:
American Revolution.ppt
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CHART: Events leading to the American Revolution
leading to the Am. Rev Chart.pdf
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September 26, 28 (Test on the 30th)
Time Period 3 Continued
APUSH Question of the Day
LEQ discussion
Writing Lab for next LEQ after school this Thursday the 29th
Salutary Neglect:
Salutary Neglect.ppt
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- 4 MB
Major Topics & Ideas for TP #3:
APUSH Sas Bedford Correlations 9 19 16.pptx
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- 260 KB
Before/After Salutary Neglect Chart (from class today):
Extension activity: Paine's Common Sense
Advice on writing the 'LEQ'
Source: http://www.newhartfordschools.org/site/handlers/filedownload.ashx?moduleinstanceid=7918&dataid=8881&FileName=Writing%20the%20LEQ.pdf
Introduction of a New Exercise
Contextualization & Synthesis Exercise:
Contextualization and Synthesis Practice.doc
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- 137 KB
TP #3 Key Points Overview:
TP 3 Overview of Key Points.docx
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- 21 KB
Revolution:
A05w+Revolution+WEB.pdf
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- 3 MB
The New Republic:
A06W+New+Republic+WEB.pdf
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- 3 MB
LEQ Do Not Do These Items Chart
LEQ Do Not Do.pdf
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- 434 KB
Two choices for Friday's LEQ (Please write the prompt at the top of the page, and number your choice as follows):
1. "British victory over the French in North America inevitably led to the American Revolution a few years later," or
2. "British victory over the French in North America meant that a war for American Independence was now inevitable."
10/11/16
This will be an A day, note school was cancelled Thursday, Friday, and Monday October 6, 7, and 10th due to Hurricane MatthewNOTE:Time Period 4 Test - 10% - October 20, 2016Due to hurricane this will now be 10/26/16
Great SITE: 270 To Win
What: Introduction of Time Period 4 (1800-1848)
What caused political parties?
Time Period Four Overview in 7:30 minutes
How:
Birth of Political Parties:
Birth of Pol Parties.ppt
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- 4 MB
Federalists versus Anti-federalists:
the-differences-between-federalists-and-antifederalists_4.pdf
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- 570 KB
Founding Brothers, by Joseph J. Ellis Discussion on The Revolutionary Generation
October 13
Gilder Lehrman APUSH TP #4 1800-1848 Overview
The Age of Jefferson. 1800-1816: Overview Chapters 7-11
07_+_08_+_10._jefferson_madison_monroe_jackson_van_buren_harrison_tyler.pdf
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- 422 KB
The Election of 1800: From Bullets to Ballots:
Electionof1800.ppt
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- 1 MB
The Election of 1800: Notes:
election1800.pdf
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- 30 KB
Simplified Jefferson:
Simplified Jefferson.pdf
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- 6 MB
APUSH Review: Chapter Summaries of Newman:
apush_study_guide.pdf
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- 5 MB
Bell-ringer
Information
Age of Jefferson, 1800-1816 Major Points:
Age of Jefferson, 1800-1816.ppt
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- 850 KB
Jeffersonian Republic
Exit: Answer:
APUSH Question of the Day (answer at the end of class as the exit-slip)
NOTICE of CHANGE as of October 13, 2016
For the remainder of the school year each student who has THREE of FEWER absences within the second, third, or fourth nine week period will be allowed to count one of their major test scores a second time. Eligible students will choose which, if any, test they want doubled at the end of the eighth week of the given nine week period.
Here are the two possible LEQ choices for Time Period 4. One of these will be randomly chosen on test day, and everyone in that class that morning who is in class before the bell rings will do that question. I reserve the right to add additional questions, that will be unannounced for anyone who arrives late or is absent:
October 17
What: The Age Andrew Jackson
Hatred of the Federal Bank,
Indian Removal Policy,
Federal/State Government Relationship (today's main topic)
Romanticism Art Lesson:
Romanticism art activity.doc
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Keys: Sovereignty, Nullification, Secession, Andrew Jackson, & John C. Calhoun
Lesson Warm-up & Beyond
Pick up on the 17th with Marbury V. Madison (slide 10):
Jeffersonian Republic.ppt
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- 2 MB
War of 1812:
War of 1812.ppt
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- 6 MB
Sectionalism 1820-1860:
Sectionalism 1820-1860.ppt
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- 16 MB
Age of Reform 1820-1860:
the age of reform 2015.ppt
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- 1 MB
Society, Culture, and Reform, 1820-1860:
Age_of_Reform.ppt
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- 7 MB
Close:
ACE the SAQ:
The Second Nine Week Period 2016 - 2017October 24
What: The Age Andrew Jackson
Hatred of the Federal Bank,
Indian Removal Policy,
Federal/State Government Relationship (today's main topic)
Keys: Sovereignty, Nullification, Secession, Andrew Jackson, & John C. Calhoun
Lesson Warm-up & Beyond
Society, Culture, and Reform, 1820-1860:
Age_of_Reform.ppt
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Lincoln's "Spot Rule" Resolution of 1846
The House of Representative's Gag Rule on Debate over Slavery
Close:
ACE the SAQ:
MIsc. For TP#4 1800-1848
Jefferson in Greater Detail:
Lecture Age of Jefferson .pptx
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- 2 MB
The Market Revolution:
dynamics of growth market revolution.ppt
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- 617 KB
October 26
LEQ / SAQ Portion of the Test on TP #4
Reading:
This is a work of fiction. The narrator is an
infrequent visitor of a tavern, the Sickle and Sheaf,
operated by Simon Slade, a retired miller, and his
son, Frank. During each successive visit, the
narrator observes the Slades sinking further and
further into moral depravity as a result of their
involvement in the sinful business of tavern-
keeping. The selection is from the narrator’s ninth
visit to the Sickle and Sheaf.
- Task A: Read the “Night at the Ninth” section from
the above link. After reading the selection, answerthe following questions in complete sentences in a
Word Document.
1. Based on what you have read analyze the
public ills caused by drinking in
Antebellum America.
Reader (1835) designed to be used in schools.
1835 School Reader and answer the following
questions in complete sentences in the same
Word Document.
October 28
As the latest submissions of the mandatory guided readings have begun to trickle in, the depth of information being presented has not been at my expected AP level. One of the concerns that I have is too many people are attempting to do many other optional assignments and are diluting the overall quality. Please note that after today, Newman Study Guides, and Crash Course Summaries will no longer earn extra points.
Multiple Choice section of the test
Introduction of Time Period Number Five
Completed Guided Readings are due today for all chapters included in Time Period Four (15 points for each)
TP5 Overview:
College Board's Overview #1
Go to CB's SiteTP5 Review Sheet of Key Items:
Period 5 Study Guide.pdf
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- 193 KB
HIPP Introduction
William Lloyd Garrison, The Liberator(Abolitionist)
Historical Context
Intended Audience
Purpose
Point of View
Legislative Compromises: To what extent did legislative compromises effectively aid in the reduction of sectional tensions?
Nov 1, 3- 2016
1848-1877
New Additions:
Another Review Book Courtesy of :
Must Know Concepts in APUSH:
Must Know Concepts APUSH.pdf
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- 1 MB
Overview for Time Period 5
Timeline
#1
TP 5 Overview.pdf
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- 784 KB
#2 Overview
Slavery, Sectionalism, and Manifest Destiny:
slavery_sectionalism_and_manifest_destiny.pptx
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- 4 MB
The Abolitionist Movement:
abolition presentation.ppt
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- 1 MB
The Cult of Domesticity (Scroll down for the clip)
(Later info)The Progressive Era
Module 1, 2, and 3 for TP # 5:
November 7,
I just put two optional journal articles under the optional assignment tab on the class wiki. One is 20/20 and the other 15/15. They will both add depth to the leq prompts that you all will do on the 16th.
The responses for both articles are due to Turn-it-In by November the 13th at 11:59 pm. Please follow all directions, and remember that A paragraph for each answer means that you have to include a STATEMENT, Rationale, and a RELEVANT real world EXAMPLE. After the last question, please attempt to include a synthesis statement from another historical American event.
Latest LEQ & Rewrite. Rewritten, Typed, and submitted to Turn-it-In by 11/12/16 by 11:59
Causes of the Civil War:
Civil_War_PPT.ppt.docx
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- 13 MB
Nov. 9th
Antebellum North and South Compare/Contrast Venn with Summary
Causes of the Civil War:
Causes_of_Civil_War_Slides__3_.pdf
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- 4 MB
November 14
Bell-ringer: Why was the Kansas/Nebraska Act so significant?
Quick Review: The Kansas/Nebraska Act of 1854 ( including the important role of Stephen A.Douglas : "The Little Giant")
TP5 Review Sheet of Key Items:
Period 5 Study Guide.pdf
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Quick look at the history of American Political Parties
Democratic Party: From White Supremacy to Barack Obama: The history of the Democratic Party
Republican Party: How the Republican Party went from Lincoln to Trump
Political Parties Information via ClassNotes
Post Civil War Reconstruction
November 16 & 18
The Sixteenth of November is set aside for the LEQ and an SAQ for Time Period Five.
The Eighteenth of November is set aside for the M/C Portion of Time Period Five
Balance of time after the 16th:
A House Divided (video)//
Civil War Overview Cartoon-style Info-sheet:
Civil War and Reconstruction Overview doc.pdf
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- 976 KB
COSTS of the CIVIL WAR:
Balance of time after the 18th:
November 29
Introduction to the Gilded Age
Gilded Age Overview:
Unit_1_Gilded_Age--Industrialization_and_Big_Business_8-16.ppt
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- 5 MB
The Men Who Built America
Men Who Built America.pdf
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- 11 MB
December 1, 2016
Quick review: The 13th, 14th, and 15th Amendments
In general what did each amendment accomplish?
Was the 13th Amendment necessary after Lincoln's Emancipation Proclamation? Before you answer, lets review the text of The Emancipation Proclamation:
Now lets hear what Mr. Lincoln told his Cabinet about why he decided to walk the slippery slope of the Emancipation Proclamation (stop at 30:46)
Robber Barons or Captains of Industry PPT:
Robber Barons Captains of Industry.ppt
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- 1 MB
Industry & Labor in the Gilded Age:
2008_2009 APUSH Industrialization (1).ppt
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- 3 MB
Industrial Statesmen or Robber Barons (Article) 15 points, Turnitin, Minimum two paragraphs for each of the three questions, by Dec. 7, 9 pm.
Site for Student Assistance
December 5,
County Mandated End of the Course (EOC) Scrimmage
Dec. 7
Industry & Labor in the Gilded Age:
2008_2009 APUSH Industrialization (1).ppt
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- 3 MB
December 9, 12, 14 2016
(1865-1900)
APUSHREVIEW.com
LEQ for 12.19.16:
For who and to what extent was the American West a land of opportunity from 1865 to 1898?
The West 1865-1900:
c24-us-ppt-great_west.pdf
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a. Identify THREE different challenges that farmers contended with from 1875 to 1900.
b. Explain how ONE of the examples from Part A impacted the condition of farmers.
c. Explain ONE 20th-century impact of the challenge explained in Part B on U.S. government policy or American society.
New Immigration:
APUSH-New-Immigration.pptx
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- 850 KB
Native Americans:
APUSH-Native-Americans-In-The-Late-19th-Century.pptx
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- 1 MB
Plessy v. Ferguson:
APUSH-Plessy-v.-Ferguson.pptx
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- 456 KB
Tammany Hall:
APUSH-Tammany-Hall-and-“Boss”-Tweed.pptx
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- 946 KB
Frederick Jackson Turner's: The Significance of the Frontier in American History
Turner Thesis (Frontier & the American Character, as a Safety Valve)
Populist Movement
Washington, DuBois, and Garvey:
APUSH-Booker-T.-Washington-and-W.E.B.-DuBois.pptx
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- 357 KB
Key Concept 6.1 Revised:
APUSH-Concept-6.1-revised-edition.pptx
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- 8 MB
Key Concept 6.2 Revised:
APUSH--6.2-revised-edition.pptx
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- 4 MB
Key Concept 6.3 Revised:
APUSH-Review-6.3-Revised-2015.pptx
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- 8 MB
PPTs for the course
December 19, 21
LEQ Today: "For whom and to what extent was the American West a land of opportunity from 1865 to 1898?"
Selected slides in advance of part II of the test to be given in class on Jan.6th
New Immigration:
Native Americans:
APUSH-Native-Americans-In-The-Late-19th-Century.pptx
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- 1 MB
Plessy v. Ferguson:
APUSH-Plessy-v.-Ferguson.pptx
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- 456 KB
Wrap up our look at Time Period 6
January 5th
Part II of the Time Period 6 Test: Multiple Choice and SAQ
Introduction of TP#7 (1890 - 1945): Gilder-Lehrman TP# 7 Overview
THE Fourth NINE WEEK PERIOD 2016-2017
AP US History Review Power-Points and Videos
3/16
DBQ TP #8
CNN Cold War: Detente
Cold War Clip
Crash Course 1960s
3/14
Multiple Choice Test Portion
3/16
DBQ Portion of the Test
Third Nine Week Period 2017 ended on 3-16-17
Week of 3/28 & 3/30
Warning the Synthesis point
Quizlet: Ideas for Synthesis
APUSH Practice QuestionsCRASH COURSE Videos
1600 Note Cards to Study
Thirty-one Charts:
apush_review_materials_threads_of_history.pdf
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- 5 MB
The Great Society at 50 Years OLdPublic Trust in Government: Pew Research Center
Klaff Page
e-book: His Dream: Our Stories (NBC news)
Voices of the Civil Rights Movement
A History of Racial Injustice (Timeline)
Interesting PowerPoint Presentation I found posted by Anna Keegan:
Writing around Race and Racism .pptx
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- 5 MB
Discussion of the DBQ
Introduction of TP#9
Next Test will be on April 7th, both study guides are due then.From Watergate through Reagan:
staar13crisisandresurgence1969-2000.pptx
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- 10 MB
Neo-Conservatism
Reagan.ppt
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- 5 MB
Cycle of Poverty:
4/3 and 4/5
Carter and Reagan
Carter:
1.
2.
CNN Cold War: Conclusion
WRITING THE DBQ SLIDES:
4/11 & 4/13
Review
Who Knows if this is true?
True 2?
APUSH Review Clips
John Lewis Gaddis Overview of the Origins of the Cold War
DBQ Rubric 2:
REVISED_2015_AP_DBQ_Rubric.docx
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- 17 KB
86 Page Year Review ('Notes Style"):
Giant APUSH Review Packet Ferguson.docx
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- 1 MB
APUSH Voabulary Words/MeaningsTom Richie Review Site
APUSGREVIEW.com
APUSH Review Clips
Gilder-Lehrman Institute Overviews
Your Responsibility
Period 1: 1491-1607
Period 2: 1607-1754
In-class Reviews (As much as we can cover in one class)
Period 3: 1754-1800
Period 4: 1800-1848 (4/11/17)
Period 5: 1844-1877: (4/13/17)
Period 6: 1865-1898: (4/18/17)
6A:6B
Period 7: 1890-1945: (4/20/17)
Period 8: 1945-1980: (4/24/17)
Period 9: 1980-Present: (4/26/17)
Religion 1844-1877
African American History Review:
Between the line above and below are courtesy of Mr. Johnny Burkowski:
A.P. U.S. History Review Packets
APUSH Political Parties Review.pdf
Credit: Anonymous. Revisions by JB.
APUSH Political Parties Graph.pdf
Credit: Anonymous
APUSH Supreme Court Review.pdf
APUSH Acts Review.pdf
APUSH Women Review.pdf
APUSH Religion Review.pdf
APUSH Black History Review.pdf
APUSH Natives Review.pdf
APUSH Immigration Review.pdf
APUSH Labor Review.pdf
APUSH Maps Review.ppt
APUSH YouTube Review Channels Jocz Productions Adam Norris Mr. Betts Tom Richey Hip Hughes History
Review Potpourri:
PBS American Experience
The Great War: (WWI) American Experience PBS Parts 1 & 2 (while still being streamed by PBS)
Quick Q & A from Course Basics:
Crash Course Review Questions Answer Key.pdf
- Details
- Download
- 144 KB
Bill of Rights Foundation: Review Clips
Review
AP Gilder-Lehrman (Tats)
31 charts
apush_review_materials_threads_of_history.pdf
- Details
- Download
- 5 MB
86 Page Year Review ('Notes Style")
4/26/17
LEQ Final will be from Time Period 8
The exact prompt was placed on the board in class before last class.
I've Been to the Mountaintop
Political Cartoons:
SAQ:
Civil Rights movement in the USA from 1945-1968:
Civil Rights 1945-1968.pdf
- Details
- Download
- 507 KB
FREE MOBILE REVIEW MATERIAL
May 1
LEQ Final (Prompt has been on the board for over one week)
AP Gilder Lehrman Time Periods 1-9
APUSH Presidents Review.pdf
APUSH Presidents.ppt
APUSH Federalism.doc
DBQ Cartoon:
HIPP:
HIPP-for primary source analysis.pdf
- Details
- Download
- 175 KB
SYNTHESIS Themes/Topics
The thematic learning objectives describe, at a high level, the knowledge colleges expect students to develop in the AP U.S. History course in order to be qualified for credit and placement. In order to help students develop this knowledge, teachers will need to anchor their locally developed AP syllabus in historical content and historical thinking skills. The 19 learning objectives are grouped into seven themes typically included in college-level U.S. history courses:
▶ American and National Identity
▶ Politics and Power
▶ Work, Exchange, and Technology
▶ Culture and Society
▶ Migration and Settlement
▶ Geography and the Environment
▶ America in the World
May 19th
Bill of Rights- Hand Signals
BIll of Rights- Disney Version
Civil Rights Movement
I am not Your Negro
Discussion: The Aspen Institute
Vanguard 1
Black Panthers: Vanguard of a Revolution
John Carlos
EOC REview
Unit 1
EOC Focus Unit 1 Civil War Recon.pptx
- Details
- Download
- 28 MB
Unit 2
EOC Focus Unit 2 Farmers.pptx
- Details
- Download
- 6 MB
Unit 3
Part A
Part B
Industrialization Part II.pptx
- Details
- Download
- 16 MB
Unit 4
EOC Focus Unit 4 Imperialism and WWI.pptx
- Details
- Download
- 20 MB
Unit 5
EOC Focus Unit 5 Roaring 20s and Great Depression.pptx
- Details
- Download
- 10 MB
Unit 6
EOC Focus Unit 6 WWII and Post War.pptx
- Details
- Download
- 11 MB
Unit 7
EOC Focus Unit 7 Cold War to Today.pptx
- Details
- Download
- 9 MB
Political Cartoons since the Civil War
EOC Sample Political Cartoons PPT.pptx
- Details
- Download
- 8 MB
The Following is the Entire 2015 - 2016 Year
First Nine Week Period 2015-2016
AP US History Review Power-Points and Videos
Please Concentrate only on the NOW!
August 24, 2015The Best AP Quizzes you should be taking all year long!
AP US History Question of the Day Archives: I will resort back to this each day once the Content 'gets rolling.'
Unit One
Standard 1 **SS.912.A.1:** Use research and inquiry skills to analyze American history using primary and secondary sources. read more
Date Adopted or Last Revised: 02/14
Standard 2 **SS.912.A.2:** Understand the causes, course, and consequences of the Civil War and Reconstruction and its effects on the American people. read more
Date Adopted or Last Revised: 02/14
What: Opening Day Ceremonies!
- Welcome
- Introductions
- Roll
- Facilitator, Writings
- Working alongside of Mr. Greene for school continuity.
How:- Details
- Download
- 29 KB
These ALWAYS go in your 3-Ring Binder, you will hand them in, I will check and return.Home-Learning Due Dates:
A Day Reading
Mon 8/24 pg. 4-10 (1)
Tues 8/25 pg. 11-16 (1)
Wed 8/26 pg. 17-24 (1)
Thurs 8/27 pg. 25-28 (2)
Note: Reading Quizzes will NEVER be announced, always be prepared.
Tentative Test Date: September 3
DUE DATES: A Day: Terms 4-10 due 8/26, Terms 11-18 due 8/28; Essential Questions and Vocab Due 9/3 (Always on test day)
Time permitting we will begin to go over slides.
August 26, 28, (TEST ONE on Chapter One will be on September 3)
What:
**Colonization: __Period I__ 1491-1607**
How:
Test One: Will include a 15 minute write (Two paragraphs)
Home Learning: Always refer to the class readings, and other assignment due dates that have been posted, this is your responsibility Become/stay responsible for your individual learning.
Class Enrollment Password: WAS GIVEN OUT IN CLASS** (ALL upper Case)
September 1
What: Colonization: Period I 1491-1607
How: Ted Talk, Q&A, Powerpoint Information
Why was this a good location for Menéndez to establish a settlement?
Why did French Huguenots establish a colony in this area?
Describe the conflict between the Spanish and French.
Reminder: Vocabulary work and essential questions are due next class with the test
September 3, 2015
SITES TO BOOKMARK: EDUCATOR.COM
What: TEST ONE on Chapter One
Home Learning:
September 8
NOTE: UPCOMING TEST DATES: Chapters 1 - 5 will be held on September 18, and Chapters 6, 7, and 8 will be on September 30.
What: Chapter 2 (of Unit 2- Chapters 2-5)
How:
Home Learning: Read Chapter 3 and continue to complete your unit assignments
September 10
What: The English Colonies
How:
Home learning:
NOTE: Syllabus for Chapters 1-5:
September 14
What: 17th Century Economics and Society
16-17th Century Timeline
Download the above and please put it in your binder under Unit 1 (You)
OPTIONAL ASSIGNMENT: (You)
. Complete the Summary template and submit it to our class' 'Turn-it-In' page by 11:59 PM on September 21st. This assignment is worth 20/20 points.
How:
Warm-up:
(WE)
slides
Home learning: Read Chapter 5 and continue to complete the unit assignments (YOU)
September 16
What: 18th Century Society
How:
(WE)
Home learning: Complete all of the work on the second syllabus (see September 3), and Study for your Unit Test on Chapters 1- 5.
September 18
What: Assessment for Chapters 1 - 5
How:
slides
- Multiple Choice, and short answer
Home Learning: Read Ch. 6September 22* TEST TODAY
*Test Day* Was Rescheduled from the 18th in order to stay spot on with Mr. Greene's Classes- (common planning)
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
Home Learning: Read Chapter 6
September 24
What: The French and Indian War and its Impact (Ch. 6)
Standard 1 **SS.912.A.1:**
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.
......
How:
Home Learning: Read Ch. 7
September 28
What: Roots of the American Revolution: British Policy and Colonial Reaction
NOTE: The test for Chapters SIX through TEN will now be on October 12. We will be exploring and testing the rest of this unit,
Guided questions, vocabulary, and terms (total 44 points on test day, from now on any items not turned in by 7:14 the morning after the test will be worth one-half credit for up to twenty-four hours. Please print this out for yourself and put it in your note book- Unit 3-A:
NOTE: IF you have not purchased a review book, consider AMSCO's:
AMSCO's 2015
How:
**Home Learning**: Read Chapter 8
September 30
What: America Secedes from the British Empire
How:
- What powers did the federal government have in terms of taxation and raising money? What issues did this cause?
- What efforts were made to try to put the federal government on “sounder fiscal footing?” Why did this fail?
- Explain how the national government's lack of enforcement mechanisms caused issues among the states. Cite specific examples that Chris Arndt describes.
ExtensionCompare the main powers of the federal government under the U.S. Constitution and the Articles of Confederation. How were the weaknesses in the Articles of Confederation addressed in the Constitution?
Home Learning:
October 2
What: Chapter 9
Standard: (McRel):
8.Understands the institutions and practices of government created during the Revolution and how these elements were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
How: Compare the Articles of Confederation with the US Constitution:
APUSH Ch 6 7Yrs. War.pptx
APUSH Ch 6 7Yrs. War.pptx
slide Spring-boards for discussion
APUSH CH. 7.pptx
APUSH CH. 7.pptx
slide Spring-boards for discussion
APUSH Ch. 8.pptx
APUSH Ch. 8.pptx
slide Spring-boards for discussionHome-learning: Read Chapter Ten
October 6
What: The Confederation and the Constitution
- AP Question of the day
How:Keep track of the KEY PORTIONS from above. Weaknesses? (Take Note)
Home Learning: Terms, Questions, and read Chapter 10
October 8
What: Launching a new Ship of State (Ch. 10)
How:
Overview:
Small Group Activity: (You)
- Closure: 3:2:1 (You)
Home Learning: Continue to work on the terms, questions, etc... Test is NEXT Class.October 12 UNIT III TEST (DUE to Wednesday's PSAT, This test will now be given on Friday the 16th of October)
What: Constitutional Convention & Ratification Process
Study Less, Study Smart (US)
Frank's Blog
- Constitutional Convention ppt- (ME)
- Federalists v. Anti-federalists: Clip (US)
- Activity: Venn with the How/Why Summary Federalists v. Anti-federalists
AOC v. Const & Federalists v. Anti-Federalists.pdf
AOC v. Const & Federalists v. Anti-Federalists.pdf
(You) Complete the entire chartHOME Learning Read Chapter 11
October 14* PSAT DAY~ Will adjust as necessary.
What: Chapter 11 and Writing for the AP Test Explained and Modeled
Bell Ringer:
AP Question of the day
How:
The Updated Writing Components for APUSH as of 2015 (US)
HOME Learning Read Chapter 11
October 16
What:
Chapters 6-10 Assessment
HOME Learning Read Chapter 11
Oct. 20
What:Complete Chapters 9 + 10 Test (Timed 20 Minutes) and Chapter 11
Timed 20 Minutes to finish Chapters 9-10 Test
Bell Ringer: AP Question of the day
Lesson (Me) Slides Chapter 11:
Electoral College: Original v. the 12th Amendment:
(WE) 20 Min.
'Revolution' of 1800:
(We) (20 Min)
Marbury v. Madison: Record Highlights (YOU)
The Louisiana Godsend: (US)
The Louisiana Godsend
Napoleon Bonaparte convinced the king of Spain to give Louisiana land area to France in 1800.
Not wanting to fight Napoleon and France in western America, Jefferson sent James Monroe to join Robert Livingston in Paris in 1803 to buy as much land as he could for $10 million.
Robert Livingston: along with James Monroe, he negotiated in Paris for the Louisiana land area; signed a treaty on April 30, 1803, ceding Louisiana to the United States for $15 million. The Americans had signed 3 treaties and gotten much land to the west of the Mississippi. 820,000 square miles at 3 cents/acre. (Louisiana Purchase)
Louisiana in the Long View
Jefferson sent his personal secretary, Meriwether Lewis and a military officer, William Clark to explore the northern part of the Louisiana Purchase.
Chapter 11 Overview Slides:
Home learning:
Read Chapter 12
Please Print and place in your notebook: Unit IV Syllabus—The New American Nation---Period 4: 1800-1848 Reading: The American Pageant, Chapters 11-17 Guided Reading, Terms, and Vocabulary: NOTE:
October 22
What: Chapter 12Bell Ringer: AP Question of the day
Intro: Finish Ch. 11:
Chapter 12: Overview Slides:
Home Learning: Read Chapter 13
Chapter 11 & 12 Review Concepts: Use this to start studying for the eventual huge unit test:
Please Print and place in your notebook: Unit IV Syllabus—The New American Nation---Period 4: 1800-1848 Reading: The American Pageant, Chapters 11-17 Guided Reading, Terms, and Vocabulary: NOTE:
October 26
(End of the First Nine Weeks)
What: Chapter 13
Bell Ringer: AP Question of the day
Warm-up: C-SPANs Landmark Supreme Court Decisions
(US, ppt, Q&A)
Home Learning: Chapter 14
Great Electoral College Timeline of Elections
Second Nine Weeks 2015-2016
The Second Nine Week Period 2015-2016
AP US History Review Power-Points and Videos
October 28
First Class of the Second Nine Weeks
What: Chapter 14
Board Notes: Early-mid 1800s Transportation in the North-west (YOU)
Transportation needs in the United States were severe at the close of the 18th century. Over the next quarter century the federal government, state governments, and private investors directed significant resources to this critical sector.
Anti-federalists opposed the allocation of federal funds for internal improvements.
The National Road, or Cumberland Road, was the first highway built by the federal government.
The development of the Erie Canal, extending from New York State to the Great Lakes, cut the costs of freight transport by 95% and contributed greatly to the wealth and stature of New York City.
Though canals offered tremendous advantages over land shipment, they could not compete with the efficiency and flexibility of the railroad. The canal boom ended with the rise of railroads which could provide year-round service and were a much safer mode of transport.
The National Road, or Cumberland Road, was the first highway built by the federal government.
The development of the Erie Canal, extending from New York State to the Great Lakes, cut the costs of freight transport by 95%.
The Erie Canal contributed greatly to the wealth and stature of New York City.
The canal boom ended with the rise of railroads which could provide year-round service and were a much safer mode of transport.
Source: Boundless. “Transportation: Roads, Canals, and Railroads.” Boundless U.S. History. Boundless, 21 Jul. 2015. Retrieved 26 Oct. 2015 from https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/the-market-revolution-1815-1840-13/the-market-revolution-108/transportation-roads-canals-and-railroads-578-8577/
1816-1832:
1816-1832.pptx
- Details
- Download
- 9 MB
Westward Expansion 1800-1850:
Westward Expansion soto3-1.ppt
- Details
- Download
- 2 MB
Home Learning: Read Chapter 15
October 30th: (Planning Day)
No School for Students
November 2
What: Chapter 15
FINISH:
FINISH: The Second Great Awakening: Introduction to DBQ: Group Activity (One Paragraph per):
Activity: (YOU) The Great Awakening Reading Activity (T-P-S): Distribute Copies (YOU)
Mini-lesson: (me)
DBQ- Second Great Awakening(1).pdf
- Details
- Download
- 522 KB
Women of the Second Great Awakening and during the 1800's:
3) Women's Rights.ppt
- Details
- Download
- 914 KB
American Culture in the 1800's (Me):
American Culture- 1800s.pptx
- Details
- Download
- 7 MB
Closure: 2-1
Home Learning:Read Chapter 16
November 4
What:Chapter 16 KING COTTON
Bell Ringer: AP Question of the day
Warm-up:
How:
ACTIVITY: Comparing Factory Rules to Plantation Rules (YOU)
Home Learning: Read Chapter 17
November 6
What: Chapter 17
Manifest Destiny and its Legacy
Bell Ringer: AP Question of the day (YOU)
Transition to Student Responsibility: Record notes on the following video clips from the PBS Documentary: US/Mexican War 1846-1848 (YOU)
Mini-lesson (reinforcement)
Home learning: Chapter 18
For more information: US/Mexican War of 1846-1848 (PBS)
Please print out the following page and bring it, with your text (as mentioned in class), to class on the 10th of November. Thank you.
November 10
NOTE TEST FOR CHAPTERS 11 - 16 WILL BE NEXT Class
What: In-class Review because I will be at the District EOC Workshop
AS mentioned under November the 6th, please print and bring the following document, along with your text, to class today. sas
November 13 Test 11-16
November 17
Important Note: Please remember to bring your text book to class every day.
Bell Ringer: AP Question of the day (YOU)
What: Territorial and Economic Expansion, 1830-1860 and the Conflicts over Texas, Maine, and Oregon. Small group activity (you).
- Background to the lesson:
- Territorial expansion, based upon Manifest Destiny, was accomplished through negotiations, purchase, as well as war. American expansion coupled with economic development affected the various parts of the nation differently leading the respective peoples to become very loyal to their geographic location., especially when compared to their allegiance to the country as a whole. In time this led to growing tension between the various portions of the nation which became known as Sectionalism.
Principles of Government:How:
As the groups present, individual students create an annotated time-line using the information that is being put forth.
Each of the groups will address one of the following (areas of) conflict
John D. Clare's: Heading West
Close: Will Report-out next class.
Remember: From this point on, bring your text book to class every day.
November 19
What: Significant Attempts at Formal and Informal Compromises in America prior to 1860 (Small Group Activity).
Bell Ringer: AP Question of the day
The 1850's Quizlet
Background to the lesson:
How:
Each group will research and present: (You)
Review of the Major Compromises up until the 1860's.
Home Learning: Read Chapter 20
November 23
What: Compromises in-class Activity & Chapter 20
Bell Ringer: AP Question of the day
Compromises Activity (You) Long and Short causes of the American Civil War!
December 1, 2015
FYI New Writing Tutorials
What: Finish any Group Information from last Class, move on to The Causes of the Civil War
Bell Ringer:
Finish the discussion about these causes of the American Civil War
Bell Ringer: AP Question of the dayNice Sites:
Activity
In groups (Social, Political, Economic) Compare and Contrast the 'Northern' and 'Southern' Regions of the United States at the advent of the Civil War. Which of these items can be added to the list of causes for the war from our last class?
You may use the following three research items
Previously distributed handout:
ONE, and TWO (Both documents are Courtesy of Rebecca Richardson)
The Cambridge International AS Level Review Book and
Regions of the USA Pre-Civil War PowerPoint:
4-Regional_differences_to_1860-4.ppt
- Details
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- 323 KB
The Class will use group information in order to develop a Three-column Chart
Home Learning: Read Chapter 21
December 3
What: Chapter 21Bell Ringer: AP Question of the day
Introduction Clip
Talking Points: 21:
Talking Points Chapter 21 sas.docx
- Details
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- 19 KB
DETAILED Powerpoint:
Reconstruction.ppt
- Details
- Download
- 952 KB
Reconstruction Activity
Home Learning: Read Chapter 22
December 7
What: Chapter 22
AP Practice Question of the Day
"This country will be drenched in blood. The people of the North are not going to let the country be destroyed without a mighty effort to save it. Besides, where are your men and appliances of war to contend against them? You are rushing into war with one of the most powerful, ingeniously mechanical and determined people on earth - right at your doors. Only in spirit and determination are you prepared for war. In all else you are totally unprepared."
The quote above was spoken by William T. Sherman upon hearing the news that the southern states had begun to secede. Which of the following is Sherman’s projection as the outcome and/or consequence of southern secession?
A. There will be a war in which the South will win due to their militaristic nature and abundance of weapons.
B. There will be a war in which the South will win due to their governmental dominance and obvious determination.
C. There will be a war in which the North will win due to their technological advancements and lack of southern military.
D. There will be a war in which the North will win due to their stability though political, social, and economic conditions.
Essential Question: How did the experience of social and political upheaval of the Civil War influence people to think about the process of Reconstruction?
Background to Reconstruction
Home Learning Review for your test
December 9
What: The Election of 1876 (and the Compromise of 1877) and the finalization of Chapters 21,22, and 23
Bell Ringer: AP Question of the day
Home Learning: Reread portions of Chapters 20-22 that are "fuzzy"
December 11
TEST on Chapters 20, 21, and 22
Home Learning Read Chapter 23 (first-half)
Guided Reading for over the Break: Ch. 23 and 24 are Mandatory
Must be downloaded as a doc.
Turn-it-In:
AP US History Period 1 Class ID: 10451854
Class Password: (ALL upper Case) saskg1516 (Ask a peer if this does not work)
Class Enrollment Password: (ALL upper Case) saskg1516 (Ask a peer)
Windows open on Dec. 12 @ 11:59 AM and Close on Jan. 4, 2016 at 7:15 am for Chapters 23 & 24.
Windows open on Dec. 12 @ 11:59 AM and Close on Jan. 12, 2016 at 7:15 am for Chapters 25 & 26.
Each Chapter will be worth a MAXIMUM of 100 points, cause for deduction include but not be limited to, skipping items, and brevity of one's response.
PLAGIARISM Note: You are not allowed to share, nor are you allowed to receive any answer posted unless it is properly cited (APA Format).
Penalty for plagiarism will include a double zero score, a written conduct referral, and a strong possibility for dismissal from student associations such as the National Honor Society.
Home learning: Reread Chapter 23
December 15
What: Chapter 23 The Gilded Age (Introduction)
What: The Gilded Age: Mark Twain v. Samuel Clemens
Bell Ringer: AP Question of the day
Introduction: Courtesy of The Stanford History Education Group ( https://sheg.stanford.edu/gilded-age )
The Gilded Age unit highlights the turbulent changes that characterized the end of the nineteenth century. Students investigate the rise and fall of the Populist movement, the textbook's account of the Battle of Little Bighorn, the lead-up to the Chinese Exclusion Act of 1882, and the historic labor clashes surrounding Homestead, Haymarket, and Pullman.
Additionally from the Gilder-Lehrman Institue:
1873
Mark Twain and Charles Dudley Warner coined the phrase “the Gilded Age” to refer to the late nineteenth century in their book of the same name. In the popular view, the Gilded Age was a period of greed and guile, when rapacious robber barons, unscrupulous speculators, and corporate buccaneers engaged in shady business practices and vulgar displays of wealth. It is easy to caricature the Gilded Age as an era of corruption, scandal-plagued politics, conspicuous consumption, and unfettered capitalism, but the Gilded Age can also be thought of as modern America’s formative era, when the rules of modern politics and business practice were just beginning to be written.
Mark Twain & Charles Dudley Warner took the phrase Gilded Age from Shakespeare's King John (1595):
"To gild refined gold, to paint the lily... is wasteful and ridiculous excess."
Read an excerpt from: The Lords of Industry (1884)
The Lords of Industry.docx
- Details
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- 13 KB
The Building of Carnegie Hall
Slides: Overview
the-rise-of-big-business.pptx
- Details
- Download
- 1 MB
Clip: Introduction
Home Learning: Read Chapter 24-
December 17
What: Chapter 24
Bell Ringer: AP Question of the day
Slides: Overview
OR 2. The Progressive Age Presidents 1890-1920
Home Learning Read Chapter 24, 25 AND 26 over the break and complete the mandatory guided reading items as previously discussed.
January 4, 2016
Note:
January 14th will absolutely be the last day for ALL extra opportunity work for this nine-week period to be handed in.
Chapter 24
Political Cartoon/ Document Analysis:
I have been insane on the subject of moneymaking all my life.
—Cornelius Vanderbilt
You have undertaken to cheat me. I won't sue you, for the law is too slow. I'll ruin you.
—Cornelius Vanderbilt
The Gilded Age Presidents 1865-1895
MONOPOLY
Home Learning: Read 25/26
January 6
LP:Extra Optional Opportunity: 25/25
What: Chapter 24: Industry Comes of Age
1. Bell Ringer: AP Question of the day (YOU)
Election of 1876
In "Election of 1876," Democratic Party candidate Tilden cries
"Boo Hoo! Ruthy Hayes's got my presidency, and won't give it to me."
Which of the following is not true about the election of 1876?
(A) an electoral commission composed of members of Congress and Supreme Court justices was selected to resolve electoral irregularities
(B) Democrat Samuel Tilden won the popular vote
(C) Republican leaders refused to withdraw federal troops from the South
(D) the Compromise of 1877 awarded the election to Republican candidate Rutherford Hayes
(E) there were disputed electoral votes in several Southern states
2. Chapter 25 Reading Quiz (Separate Piece of paper, Name, Title, Numbered 1-5, 10 point Max, score. Cover-up) (US)
3. Large Group Activity-Minimizing Desk Movement (You)
M igration and Settlement
A merica in the World
G eography and the Environment
P olitics and Power
I dentity; American and National
E conomy; Work, Exchange, and Technology
S ociety and Culture
HOW/WHY is each is significant?
Explain your group's rationale (How So? Why?) that makes each item significant, and
4. Performance Activity - The 'new' 11 Minute write (Concise, to-the-point, complete sentences, relevancy to the prompt) (US)
Closure: In your notes, answer the following: What were the major reasons for the increase of urban population from the late 19th to the early 20th centuries in the U.S.A.?
Home learning
M. Sherwin's
SAQ Guidelines
January 8
Note:
January 14th will absolutely be the last day for ALL extra opportunity work for this nine-week period to be handed in.
What:Chapter 26
Growth of the American City
Finish remaining parts from Wednesday's lesson:
Farming in the Gilded Age: A Simulation
Farming, Politics and the Gilded Age:
A7-Politics-in-the-Gilded-Age.ppt
- Details
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- 3 MB
Economics of the Gilded Age (Intense):
1_gildedageunit1870-1900.ppt
- Details
- Download
- 5 MB
Bell Ringer: AP Question of the day
Home Learning: Review Chapters 23-26
January 12
NOTE: The test scheduled for today must be pushed back until this Friday due to my absence today in order to attend the monthly social studies meeting.
The American West: Myth.Reality:
The American West Myth.Reality.pdf
- Details
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- 134 KB
Soon:
- The Progressive Age Presidents Teddy Roosevelt - Through Wilson
- Record highlights in your notebook
Home Learning: Read Chapter 27January 14
TODAY IS the last day for ALL extra opportunity work for this nine-week period
What Test on Chapters 23-24-25-26
Bell Ringer: AP Question of the day
Home Learning: Read Chapter 28
January 19 (Ch. 27), January 21 (Ch. 28), January 26 (Ch. 29), TEST 27, 28, 29 (January 28: Thursday)
What: Chapter 27: (Empire & Expansion: Today) , and Chapter 28 (Progressive Period: January 21), Chapter 29 (Wilson: January 27), TEST: January 29
Reading: Our Country (1885) Josiah Strong
Slides:
Philippine War Political Cartoons and Warm Up.ppt
- Details
- Download
- 9 MB
15th ed. Study Help: People in US History to Know:
US History People to know.pdf
- Details
- Download
- 823 KB
15th ed. Ch. 27
Ch. 27_15.ppt
- Details
- Download
- 12 MB
15th ed. Ch. 28
Ch. 28_15.ppt
- Details
- Download
- 10 MB
America Becomes a world power Part 1
Home Learning: Read Chapter 28 & 29
The Third Nine Week Period 2015-2016
AP US History Review Power-Points and Videos
January 19 (Ch. 27), January 21 (Ch. 28), January 26 (Ch. 29), TEST 27, 28, 29 (January 28: Thursday)
What: Chapter 27: (Empire & Expansion: Today) , and Chapter 28 (Progressive Period: January 21), Chapter 29 (Wilson: January 27), TEST: January 29
Pro-Imperialism: Albert Beveridge's speech, March of the Flag (1898)
Anti-Imperialism: The Anti-Imperialist League
Hawaii: Sugar, Location, Cleveland>>>>McKinley Tariff>>>>Boom!
Reading: Our Country (1885) Josiah Strong
Slides:
15th ed. Study Help: People in US History to Know:
15th ed. Ch. 27
15th ed. Ch. 28
America Becomes a world power Part 1
Home Learning: Read Chapter 28 & 29
Jan. 26
Chapter 29
Current Events (April 1912)
Review
Focus Question
Review Material
WWI Review
Jan. 28
TEST 27-28-29
Introduce Chapter 30 WWI (M.A.I.N.S. & Unrestricted Submarine Warfare and the Zimmerman Telegram)
Feb. 1 & 3
What Chapter 30 (Plus)- We will work on writing on both of these days, esp. the rubric
- First 1/3 of the period T.Roosevelt and W. Wilson as Progressives Presidents I
- Second 1/3:
- 'MAINS' origins of WWI, and a NOTE and a BOAT entry into the war by the USA
CH. 30 WWI APUSH.ppt
CH. 30 WWI APUSH.ppt
(Approximately first half of slides Feb. 1st, and finish the remainder on Feb. the 3rd)Sites of Interest:
Redesigned APUSH
Opening/Introductory Paragraph Advice for 'FRQs' & 'DBQs'
More Updated APUSH Writing Advice
Feb. 5
What: Assessment for Chapter 30 (M/C & 'Long Essay Question' (LEQ) Timed 30 Minutes
Terms are due (40 Points)
Feb. 9th
Feb 11th:
WHAT: Chapter 31- " The Roaring Twenties "
How:
Overview of the chapter (me)
Ch. 31.ppt
Ch. 31.ppt
Detailed SlidesFebruary 16 Politics of Boom and Bust
APUSH LEQ Writing Guide(Courtesy of
(www.ltisdschools.org)
One-Hundred & fifty-seven -59-61:
USA The Twenties Overview.pdf
Slides
1920s_politics_of_boom__bust.ppt
ABC: The Century 1920s From Boom to Bust
Read Chapter 32:
Ch. 32.ppt
February 22 A Day Test 2/24/16
Chapter 34 (Great Depression) Video Review
31-34 (old Text) Test Material stops here
Videos for review---Correlate old text to new by Chapter Names
American Pageant Edition Cross-references
Next Test
FDR and WWII
35 in the latest edition
American Pageant Edition Cross-references
Chapter 35 and 36 Old Text Book FDR and WWII
Ch. 35: America and WWII
Ch. 35 WWII.ppt
American Pageant Edition Cross-references
FEBRUARY 22nd
CHAPTER 34 REVIEW
FEBRUARY 24
Eleven Minutes:
4. Answer parts a, b, and c.
a) New forms of mass culture emerged in the United States in the 1920s and in the 1950s. Briefly explain ONE
important similarity in the reasons why new forms of mass culture emerged in these two time periods.
b) Briefly explain ONE important similarity in the effects of new forms of mass culture in these two time periods.
c ) Briefly explain ONE way in which some Americans responded critically to new forms of mass culture in either
period.
Gilder-Lehrman Advice
Ms. Myers
How and for what reasons did United States foreign policy change between 1920 and 1941?
America's Changing Foreign Policy from 1920-1941
Slides:
American Foreign Policy 1920-1941.ppt
1944
Korematsu v. US
FEBRUARY 27th
TEST DAY
TERMS DUE- 100 OR 50 POINTS
100 POINTS REQUIRES MAXIMUM EFFORT AND WORK SHOWN
March 1 Chapter 35
March 3
Review Materials :
Review Book:
CH. 36: Early Cold War: 1945 - 1952
Ch. 36 Early Cold War 1945-52.ppt
Cold War Origins Study Guide:
Origins of Cold War Study Guide.docx
Cold War Reading:
Origins of Cold War Chapter Reading.docx
APUSH Review Packet: Due at the end of the Nine week period
apush-review-complete the one that i would use and am using parts of in class.pdf
March7- I will leave the work with the substitute.
The extra assignment for the possibility of 75 points has to include the outline, and essay submitted to turn-it-in by the required time and date.
March 9th- Early Cold War (Continued)
March 11 Test on Chapters 36 and 37
March 15:
Writing the LEQ Review:
March 17
The Stormy 60's
March 30: Wrap up for Test
What:
The Stormy 60's
April 1
TEST on the following:April 5
Video review of 1945 - Present: Gilder-Lehrman
Review Cards (Quizlet) 1945- Present
Stalemate of the 70's:
stalemated 70's 1968-1980.ppt
- Details
- Download
- 12 MB
From Carter to George W. Busch
The Fourth Nine Week Period 2015-2016
AP US History Review Power-Points and Videos
April 7
The Stalemated 70's Terms. One point each- identify and offer significance in context to our studies. Will be due on turn-it-in on test day (56 points total).
From Carter to George W. Busch (Reagan Starts at 12:06)
Reaganomics
Pillars of Reaganomics
Cut Federal Spending,
Reduction of Income Tax,
Economic Deregulation, and
Control the Money Supply (Tighten it up/ less money made available)
Resurgence of Conservatism 1980-1992:
Resurgence of Conservatism Terms.docx
- Details
- Download
- 13 KB
The Reagan Years
April 12
America Confronts the Post- Cold War Era, 1992-2011:
Clinton's "Third Way" and Triangulation
America Confronting the Post-Cold War Era
APRIL 14
The Best APUSH daily quizzes.
The best APUSH notes to study with.
Hmmmmmmmmmmmmmmmmmmmm
Glass-Steagall act
The American People Face a New Century (Perhaps before the actual):
The American People Face a New Century.ppt
- Details
- Download
- 10 MB
George W. Busch Presidency:
Barack Obama Presidency
How to find the Best Practice AP Tests.
April 18 - TEST
This will also count as the Semester Final Exam on your Report Card, and
It will count as a 200 point nine-week test due to the three optional term assignments).
April 20
APUSH REVIEWs
April 25, 27, 29
AP Review (content, and Structure)
Last Week Optional 'APUSH' Assignment Instructions
Major Historical Periods throughout U.S. History
Acts, Actions, and Reactions Leading Up to American Revolution
Diplomatic Pacts, 1794–1954
The Great Awakenings
Famous Doctrines in U.S. History, Monroe to Nixon
Reconstruction Plans for the American South
U.S. Expansion (MUST add Spanish/American War to the chart)
Containment Approaches, 1945–1975
Speed Drill Slides:
NOTE: WE NOW MUST take the US HISTORY EOC. THE times and dates follow. To make it worth your time this will count as your EXAM grade on the report card. Please take advantage of this opportunity. As always-thanks!