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).





- Non-negotiable priorities versus time spent checkup


1. The Historian's Toolkit (Good Overview)

  1. The above link includes explanations, advice, and charts (Click on it to enlarge)


2. Historiography- What is it?

3. Schools of American Historiography:


4. Mulisee Document (2016 - 2017)



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.
  1. Brinkley, Ch. 1
    • Entire chapter
  2. Newman, Ch. 1
    • pages 1-21

What


How





Home Learning:

  • Test Friday
  • 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.'

    1. Guided Readings (Linked Below) each worth 15 points

    2. Chapter Study Guide(s) each worth 15 points

    3. 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





  1. The 13 Colonies and the British Empire, 1607-1754 (PPT)
  2. Narrative of this time period (courtesy of http://www.brightstarschools.org/view/1096.pdf):


  • 1660-1750 Overview Chart: NOTE: I will have this distributed, and you will complete in class on Thursday the 25th of August. You do NOT have to copy this at home)


Video Review Click Here

Video Gilder Lehrman Overview

Enrichment reading:



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



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 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
  • LEQ: There will be one on the next test.

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:


HOW:

PowerPoints:








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:

Bacon's Rebellion:


Great Awakening:


Possible Information for each group to include (but in now way only consider):



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):



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'
'DBQ'

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.




Liberty: The American Revolution (Part One) Clip picks up in the year 1763


  1. SAQ Discussion: Based on the last SAQ Writing

  2. SLIDES




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
  1. National Constitution Day Observed September 16, 2016

  2. Howard Zinn: The People Speak

2 Minute CLIP: The Pilgrims


Path to the Revolution Chart (Print, Complete, put in your notebook for future reference):



French and Indian War:


Road to Revolution SLIDES:




September 20, & 22

Time Period Three 1753-1800




  • Dialogue about early thoughts on LEQ #1
    • 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."

Source to assist:




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.










  • Why AP is looking for MORE! Bloom's Taxonomy... 361710524_68e8565015.jpg









September 26, 28 (Test on the 30th)


Time Period 3 Continued


  1. APUSH Question of the Day

  2. LEQ discussion

  3. Writing Lab for next LEQ after school this Thursday the 29th

    1. Come with T charts Inevitable YES v. NO
  4. Salutary Neglect:

  5. Major Topics & Ideas for TP #3:


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:




TP #3 Key Points Overview:




Revolution:




The New Republic:




LEQ Do Not Do These Items Chart



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 Matthew

NOTE: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)


  • APUSH Question of the Day
    • Answer at the end of the period as the exit-slip
  • What caused political parties?


Time Period Four Overview in 7:30 minutes


How:



October 13



Gilder Lehrman APUSH TP #4 1800-1848 Overview

The Age of Jefferson. 1800-1816: Overview Chapters 7-11

The Election of 1800: From Bullets to Ballots:


The Election of 1800: Notes:


Simplified Jefferson:



APUSH Review: Chapter Summaries of Newman:




Bell-ringer



Information

Age of Jefferson, 1800-1816 Major Points:


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

  1. Hatred of the Federal Bank,

  2. Indian Removal Policy,

  3. Federal/State Government Relationship (today's main topic)



Romanticism Art Lesson:



Keys: Sovereignty, Nullification, Secession, Andrew Jackson, & John C. Calhoun


Lesson Warm-up & Beyond









  • Nullification Activity:
    • 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

  • Society, Culture, and Reform, 1820-1860

Close:


Screen Shot 2016-09-17 at 9.52.24 AM.png

The Second Nine Week Period 2016 - 2017

October 24

What: The Age Andrew Jackson

  1. Hatred of the Federal Bank,

  2. Indian Removal Policy,

  3. Federal/State Government Relationship (today's main topic)


Keys: Sovereignty, Nullification, Secession, Andrew Jackson, & John C. Calhoun


Lesson Warm-up & Beyond




  • Nullification Activity:
    • 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
  • Society, Culture, and Reform, 1820-1860

Close:



MIsc. For TP#4 1800-1848


Jefferson in Greater Detail:


The Market Revolution:




October 26


  • LEQ / SAQ Portion of the Test on TP #4


Reading: by T.S. Arthur
  • 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.


  1. Multiple Choice section of the test

  2. Introduction of Time Period Number Five

  3. 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 Site

TP5 Review Sheet of Key Items:


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:





Overview for Time Period 5





(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.





Nov. 9th

Antebellum North and South Compare/Contrast Venn with Summary









Causes of the Civil War:


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:

Quick look at the history of American Political Parties



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:





Balance of time after the 18th:




November 29


Introduction to the Gilded Age






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)






Site for Student Assistance

December 5,


  • County Mandated End of the Course (EOC) Scrimmage



Dec. 7



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:


  • 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.

New Immigration:


Native Americans:

Plessy v. Ferguson:

Tammany Hall:



Washington, DuBois, and Garvey:


Key Concept 6.1 Revised:

Key Concept 6.2 Revised:

Key Concept 6.3 Revised:



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:

Plessy v. Ferguson:


  • The Men Who Created America, Episode 1(A New War Begins)
  • Wrap up our look at Time Period 6


January 5th




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 Questions
CRASH COURSE Videos
1600 Note Cards to Study

Thirty-one Charts:

The Great Society at 50 Years OLd
Public 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:

Discussion of the DBQ


Introduction of TP#9

Next Test will be on April 7th, both study guides are due then.

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:


86 Page Year Review ('Notes Style"):

APUSH Voabulary Words/Meanings
Tom 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
APUSH Political Parties Review.pdf

APUSH Political Parties Review.pdf

Credit: Anonymous. Revisions by JB.

APUSH Political Parties Graph.pdf
APUSH Political Parties Graph.pdf

APUSH Political Parties Graph.pdf

Credit: Anonymous

APUSH Supreme Court Review.pdf
APUSH Acts Review.pdf
APUSH Acts Review.pdf

APUSH Acts Review.pdf

APUSH Women Review.pdf
APUSH Women Review.pdf

APUSH Women Review.pdf

APUSH Religion Review.pdf
APUSH Religion Review.pdf

APUSH Religion Review.pdf

APUSH Black History Review.pdf
APUSH Black History Review.pdf

APUSH Black History Review.pdf

APUSH Natives Review.pdf
APUSH Natives Review.pdf

APUSH Natives Review.pdf
APUSH Immigration Review.pdf
APUSH Immigration Review.pdf

APUSH Immigration Review.pdf

APUSH Labor Review.pdf
APUSH Labor Review.pdf

APUSH Labor Review.pdf

APUSH Maps Review.ppt
APUSH Maps Review.ppt

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:


Bill of Rights Foundation: Review Clips





Review



AP Gilder-Lehrman (Tats)





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:


FREE MOBILE REVIEW MATERIAL



May 1


LEQ Final (Prompt has been on the board for over one week)
  • You will start writing within 5 minutes of the start of the class (35 Minutes typed)
  • Tardies will use time left or come after school for the make-up









AP Gilder Lehrman Time Periods 1-9



APUSH Presidents Review.pdf
APUSH Presidents Review.pdf

APUSH Presidents Review.pdf
APUSH Presidents.ppt
APUSH Presidents.ppt

APUSH Presidents.ppt

APUSH Federalism.doc
APUSH Federalism.doc

APUSH Federalism.doc
APUSH Supreme Court Review.pdf
APUSH Supreme Court Review.pdf


DBQ Cartoon:



HIPP:



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


Unit 2


Unit 3




Unit 4


Unit 5


Unit 6


Unit 7


Political Cartoons since the Civil War




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, 2015
The 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:
  • Discussions (us)
  • Class-wiki- very important to success (us)
  • Forms- possibly distribution of, depending on the machine
    • 'STUFF:' (US-Discussion)
      • Unit 1 Syllabus:
Unit 1 syllabus 2015-2016-1.doc
Unit 1 syllabus 2015-2016-1.doc
Unit 1 syllabus 2015-2016-1.doc
        • Note-taking Template:
Note taking template 2014.doc
Note taking template 2014.doc
Note taking template 2014.doc
        • Vocabulary Writing Instructions:
Note taking template 2014.doc
Note taking template 2014.doc
Note taking template 2014.doc
These ALWAYS go in your 3-Ring Binder, you will hand them in, I will check and return.
ch01presentation.ppt
ch01presentation.ppt
ch01presentation.ppt
        • 15/30 Minute Writing Templates:
15 30 Minute Writings.docx
15 30 Minute Writings.docx
15 30 Minute Writings.docx
Home-Learning Due Dates:
      • Required Nightly Reading
        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**
  • Hand-in any work that is due, BEFORE class begins, this is your responsibility to remember

How:
  • Possible quiz (always will be at the start the period, an unexcused tardy becomes a zero) (You)
  • Q/A: Facilitation of answering any class questions (US)
  • IDEA:
    1. 250 Things ALL AP US History should know: Print, put in your binder, fill in throughout the year.
250_Things_Every_AP_US_History_Student_Should_Know.doc
250_Things_Every_AP_US_History_Student_Should_Know.doc
250_Things_Every_AP_US_History_Student_Should_Know.doc
  • New Material Presentation (Me):
  • Unit 1: chapter 1 PowerPoint:
ch01presentation.ppt
ch01presentation.ppt
ch01presentation.ppt
  • Begin looking at writing templates (US): 15/30 Minute Writing Templates:
15 30 Minute Writings.docx
15 30 Minute Writings.docx
15 30 Minute Writings.docx
  • 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.

  • Using the
15 30 Minute Writings.docx
15 30 Minute Writings.docx
15 30 Minute Writings.docx
    • 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
  • Warm-up:
Period 1 WU 1 Cahokia.ppt
Period 1 WU 1 Cahokia.ppt
Period 1 WU 1 Cahokia.p


    • Explain how the first colony of St. Augustine was established.

      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.

ch01presentation.ppt
ch01presentation.ppt
ch01presentation.ppt
Powerpoint APUSH Unit 1 Day 2 (European Arrival).pptx
Powerpoint APUSH Unit 1 Day 2 (European Arrival).pptx
Powerpoint APUSH Unit 1 Day 2 (European Arrival).pptx

Reminder: Vocabulary work and essential questions are due next class with the test



September 3, 2015



SITES TO BOOKMARK: EDUCATOR.COM

            • Some of their materials are free, unfortunately there is no APUSH (Yet)

What: TEST ONE on Chapter One


  1. C-SPAN Classroom
  2. Bill of Rights Foundation
  3. 250 Things ALL AP US History should know: Print, put in your binder, fill in throughout the year.
250_Things_Every_AP_US_History_Student_Should_Know.doc
250_Things_Every_AP_US_History_Student_Should_Know.doc
250_Things_Every_AP_US_History_Student_Should_Know.doc

Home Learning:
  • For next class read the following ( For other reading assignments, IDs, EQs, etc... see the Unit Two Syllabus below)
Unit 2 syllabus 2014-2015.doc
Unit 2 syllabus 2014-2015.doc
Unit 2 syllabus 2014-2015.doc


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:
  • Warm-up: John Smith's Arrival:
Period 2 WU 4 John Smith and natives.ppt
Period 2 WU 4 John Smith and natives.ppt
Period 2 WU 4 John Smith and natives.ppt
  • England's Colonization:
Ch. 2 (Colonies).pptx
Ch. 2 (Colonies).pptx
Ch. 2 (Colonies).pptx

Home Learning: Read Chapter 3 and continue to complete your unit assignments

September 10


What: The English Colonies
How:
Powerpoint APUSH Unit 1 Day 4 (New England Colonies).pptx
Powerpoint APUSH Unit 1 Day 4 (New England Colonies).pptx
Powerpoint APUSH Unit 1 Day 4 (New England Colonies).pptx
Home learning:
  1. Read Chapter 4 and continue to complete the unit assignments
  2. Find or make a chart that breaks down the three major regions of the American Colonies (socially, politically, economically, and diplomatically)

NOTE: Syllabus for Chapters 1-5:

Unit 2 syllabus 2015-2016.doc
Unit 2 syllabus 2015-2016.doc
Unit 2 syllabus 2015-2016.doc

September 14


What: 17th Century Economics and Society


  • 16-17th Century Timeline

Timeline for 16th and 17th Century Turning Points in British America.pdf
Timeline for 16th and 17th Century Turning Points in British America.pdf
Timeline for 16th and 17th Century Turning Points in British America.pdf
    • Download the above and please put it in your binder under Unit 1 (You)

Article Summary Worksheet.doc
Article Summary Worksheet.doc
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.


How:

Powerpoint APUSH Unit 1 Day 4 (New England Colonies).pptx
Powerpoint APUSH Unit 1 Day 4 (New England Colonies).pptx
Powerpoint APUSH Unit 1 Day 4 (New England Colonies).pptx
(WE)
  • slides

APUSH Ch. 4 (17th Century Economics and Society).pptx
APUSH Ch. 4 (17th Century Economics and Society).pptx
APUSH Ch. 4 (17th Century Economics and Society).pptx

Home learning: Read Chapter 5 and continue to complete the unit assignments (YOU)



September 16


What: 18th Century Society
How:
APUSH Ch. 5(18th Century Society).pptx
APUSH Ch. 5(18th Century Society).pptx
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.


September 18


What: Assessment for Chapters 1 - 5
How:


slides
APUSH Ch. 5(18th Century Society).pptx
APUSH Ch. 5(18th Century Society).pptx
APUSH Ch. 5(18th Century Society).pptx
APUSH Chapter 6 7Yrs. War.pptx
APUSH Chapter 6 7Yrs. War.pptx
APUSH Chapter 6 7Yrs. War.pptx
  • Multiple Choice, and short answer
Home Learning: Read Ch. 6


September 22* TEST TODAY

  • *Test Day* Was Rescheduled from the 18th in order to stay spot on with Mr. Greene's Classes- (common planning)


  • **Bell Ringer( You)**
  • 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.
  • Multiple Choice, and short answer (Test),
  • Go over the significance of an
OPVL-Handout.pdf
OPVL-Handout.pdf
OPVL-Handout.pdf

APUSH Chapter 6 7Yrs. War.pptx
APUSH Chapter 6 7Yrs. War.pptx
APUSH Chapter 6 7Yrs. War.pptx

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:
APUSH Chapter 6 7Yrs. War.pptx
APUSH Chapter 6 7Yrs. War.pptx
APUSH Chapter 6 7Yrs. War.pptx

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:

Chapters 6-7-8 syllabus 2014-2015.doc
Chapters 6-7-8 syllabus 2014-2015.doc
Chapters 6-7-8 syllabus 2014-2015.doc

  • NOTE: IF you have not purchased a review book, consider AMSCO's:


How:

  • Warm-up
    • Listen to the above and note highlights in your notebook
    • Declaration of Independence, View and answer the questions that follow:
      • Who were the Committee of Five and what was their task? Who wrote the Declaration of Independence?
      • What happened on July 1, 1776? Summarize the events of the day as described by Mr. Ferling.
      • What happened on July, 2nd 1776? What was the result of the vote?
      • According to Mr. Ferling, why do we celebrate Independence Day on July 4th each year?
  • Complete the following (Tool for understanding the Causation of the American Revolution):
Causation for the Am. Rev..pdf
Causation for the Am. Rev..pdf
Causation for the Am. Rev..pdfCh. 7:
APUSH CH. 7.pptx
APUSH CH. 7.pptx
APUSH CH. 7.pptx

**Home Learning**: Read Chapter 8

September 30


What: America Secedes from the British Empire
How:
Common Sense.ppt
Common Sense.ppt
Common Sense.ppt
  • The Deceleration of Independence - What do you SEE?
  • The Deceleration of Independence
    • Jigsaw the above document
    • Weaknesses of the Articles of Confederation, view and answer the following:
      • 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?

APUSH Ch. 8.pptx
APUSH Ch. 8.pptx
APUSH Ch. 8.pptx

Home Learning:

  • Unit Terms, questions, etc... and study for this Unit's Test (Chapters 6, 7, & 8) Read Chapter 9
  • A of C Activity:
The Articles of Confederation Activity.pdf
The Articles of Confederation Activity.pdf
The Articles of Confederation Activity.pdf

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


  • Primary Source: OPVL:
Abigail Adams.docx - Google Drive.htm
Abigail Adams.docx - Google Drive.htm
Abigail Adams.docx - Google Drive.htm
How: Compare the Articles of Confederation with the US Constitution:
A of C compared to the Constitution.pdf
A of C compared to the Constitution.pdf
A of C compared to the Constitution.pdf

  • Launching a New Nation:
Launching a New Nation Honors Style.pptx
Launching a New Nation Honors Style.pptx
Launching a New Nation Honors Style.pptx

slide Spring-boards for discussion
slide Spring-boards for discussion
slide Spring-boards for discussion
Home-learning: Read Chapter Ten

  • Opportunity?
    • A of C Activity:
The Articles of Confederation Activity.pdf
The Articles of Confederation Activity.pdf
The Articles of Confederation Activity.pdf

October 6


What: The Confederation and the Constitution
How:



    • In pairs, complete the following:

APUSH U3 (Chapter 9).pptx
APUSH U3 (Chapter 9).pptx
APUSH U3 (Chapter 9).pptx

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)

  • 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):

  • Ch 10
APUSH U3 (Chapter 10).pptx
APUSH U3 (Chapter 10).pptx
APUSH U3 (Chapter 10).pptx
  • 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



(You) Complete the entire chart

HOME 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:

ap15_frq_us_history.pdf
ap15_frq_us_history.pdf
ap15_frq_us_history.pdf
      • Federalists v. Anti-federalist:
Struggle for ratification-1.ppt
Struggle for ratification-1.ppt
Struggle for ratification-1.ppt

  • 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.
      • Preview of Chapter 11: Highlights (WE Discuss)
Ch 11 Highlights.doc
Ch 11 Highlights.doc
Ch 11 Highlights.doc
      • Powerpoint from the 15th ed. for Ch. 11:
apush_chapter_11_powerpoint.pdf
apush_chapter_11_powerpoint.pdf
apush_chapter_11_powerpoint.pdf

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:

electoral college ppt.pdf
electoral college ppt.pdf
electoral college ppt.pdf
  • 'Revolution' of 1800:

chapter%2010.5%20election%20of%201800.ppt
chapter%2010.5%20election%20of%201800.ppt
chapter%2010.5%20election%20of%201800.ppt
  • (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:

Powerpoint Unit 4 Chapter 11.pptx
Powerpoint Unit 4 Chapter 11.pptx
Powerpoint Unit 4 Chapter 11.pptx

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:

Unit 4 Guide Syllabus 2015-2016.doc
Unit 4 Guide Syllabus 2015-2016.doc
Unit 4 Guide Syllabus 2015-2016.doc


October 22

What: Chapter 12
Bell Ringer: AP Question of the day

Intro: Finish Ch. 11:
Powerpoint Unit 4 Chapter 12.pptx
Powerpoint Unit 4 Chapter 12.pptx
Powerpoint Unit 4 Chapter 12.pptx
    • Monroe Doctrine
Monroe_Doctrine.ppt
Monroe_Doctrine.ppt
Monroe_Doctrine.ppt
      • 406 KB
    • The Missouri Compromise of 1820
      • Background to the document
      • "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

Home Learning: Read Chapter 13
Chapter 11 & 12 Review Concepts: Use this to start studying for the eventual huge unit test:
APUSH Ch. 11 & 12 Key concepts.doc
APUSH Ch. 11 & 12 Key concepts.doc
APUSH Ch. 11 & 12 Key concepts.doc
  • 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:

Unit 4 Guide Syllabus 2015-2016.doc
Unit 4 Guide Syllabus 2015-2016.doc
Unit 4 Guide Syllabus 2015-2016.doc

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

    • Deal or No Deal: The Lesson--
dealornodeal.pdf
dealornodeal.pdf
dealornodeal.pdf
jacksonian_democracy__antebellum_south_notes_version.ppt
jacksonian_democracy__antebellum_south_notes_version.ppt
jacksonian_democracy__antebellum_south_notes_version.ppt
(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:

  • Westward Expansion 1800-1850: (ME)


Home Learning: Read Chapter 15


October 30th: (Planning Day)


No School for Students



November 2


What: Chapter 15

FINISH:



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)

  1. PBS: US/Mexican War of 1846-1848 Overview (STOP at 6:26)
    1. Future Great American Generals fight in this and later use their skills against each other during the Civil War.
  2. "I am the Hardest Working Man in the USA" (Start at 19:52, End at 24:00)
  3. A Just War With Mexico?
  4. The War's end: The Treaty of Guadalupe-Hidalgo

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
  1. Texas Conflict (1823 - 1844),
  2. Maine Conflict (1840s),
  3. Oregon Conflict (1819 - 1846)
  4. Mexican-American War (1846 - 1848)The Treaty of Guadalupe-Hidalgo (1848) What was It?, What were its Terms & Significance
    1. Immediate Causes of the War, the Wilmot Proviso, and actions of 3 Major American Personalities
  5. The Clayton-Buler Treaty (1850) & the (Wm.) Walker Expedition (1853-1860), Facts & Significance, and
  6. The Gadsden Purchase (1853) Terms and Specific Significance(s)
  7. Add If Necessary.


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

  1. 3-5 Minute presentations from last class.
  2. Break into 6 groups for today's research lesson (see below).

The 1850's Quizlet


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.

How:
Each group will research and present: (You)

Review of the Major Compromises up until the 1860's.
  • 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:

  1. The Great/Connecticut Compromise (1787),
  2. the Three-Fifths Compromise (1787),
  3. the Compromise of 1820,
  4. the Compromise of 1850,
  5. the Kansas-Nebraska Act (1854), and
  6. 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)


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!

  1. The Great/Connecticut Compromise (1787),
  2. the Three-Fifths Compromise (1787),
  3. the Compromise of 1820,
  4. the Compromise of 1850,
  5. the Kansas-Nebraska Act (1854), and
  6. 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)


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 day

Nice Sites:

Activity



The Class will use group information in order to develop a Three-column Chart

Home Learning: Read Chapter 21


December 3

What: Chapter 21
Bell Ringer: AP Question of the day

Introduction Clip


Talking Points: 21:

DETAILED Powerpoint:


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?



    • Describe the condition of the United States following the Civil War.
    • What questions needed to be answered after the end of the Civil War? Why was finding answers to these questions complicated?
    • Explain Abraham Lincoln’s plan for Reconstruction.
    • What effect did Abraham Lincoln’s assassination have on Reconstruction?





  • The Civil War Amendments
    • What does the 13th Amendment establish? What problem did this present?
    • Explain the rule that was established in the 14th Amendment.
    • What did the 15th Amendment establish?
    • Explain the relationship among these three amendments.



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.

  • 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.




Home learning: Reread Chapter 23

December 15


What: Chapter 23 The Gilded Age (Introduction)


What: The Gilded Age: Mark Twain v. Samuel Clemens

... Day In History • FEB. 3, 1863: SAMUEL CLEMENS USES MARK TWAIN
... Day In History • FEB. 3, 1863: SAMUEL CLEMENS USES MARK TWAIN


Bell Ringer: AP Question of the day



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."
  1. Read an excerpt from: The Lords of Industry (1884)

  2. The Building of Carnegie Hall

  3. Sherman Anti-trust Act
  4. Slides: Overview

  5. Clip: Introduction

    1. Stop and discuss the highlights, take notes

Home Learning: Read Chapter 24-



December 17


What: Chapter 24
Bell Ringer: AP Question of the day

  1. Slides: Overview

the-rise-of-big-business.pptx
the-rise-of-big-business.pptx
the-rise-of-big-business.pptx
    1. Clip: Introduction of the period
    2. The Gilded Age Presidents 1865-1895

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


—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





Home Learning: Read 25/26


January 6

LP:

Extra Optional Opportunity: 25/25

  • Read Robber Barons or Captains of Industry
    • Courtesy of The Gilder Lehrman Institute of American History
    1. Summarize the article in one paragraph, and
    2. 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.
    3. 'Turnitin' by 10-Jan-2016 11:56AM

What: Chapter 24: Industry Comes of Age


1. Bell Ringer: AP Question of the day (YOU)

Election of 1876
external image Tilden-Hayes.jpg

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.?

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
  • Waves of Immigration
  • Impact of Immigration-Pros and cons
    • Cultural diversification
    • Anti-Semitic Pogroms
    • Nativitism
    • Chinese Exclusion Act of 1882
  • Economic Disasters
    • 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

  • Finish remaining parts from Wednesday's lesson:

    • Reporting out of reading
    • Review short writing format
    • Model, Practice

  • Urbanization: Pros and Cons



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.


  • In lieu of the test, I will leave work that will allow you to continue to get ready for the test on Thursday.
    • As always, please bring your text book to class.
  • The American West: Myth.Reality:



Soon:
Home Learning: Read Chapter 27


January 14


TODAY IS the last day for ALL extra opportunity work for this nine-week period


What Test on Chapters 23-24-25-26

  • Tuesday's test was pushed back until today due to my absence due to the County's Social Studies Department Monthly Meeting


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:



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

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
MA 07 Expansion - 1898 11-14-2008 SHORT.ppt
MA 07 Expansion - 1898 11-14-2008 SHORT.ppt
MA 07 Expansion - 1898 11-14-2008 SHORT.ppt
      • Imperialism: Charts, etc...
Imperialism.pdf
Imperialism.pdf
Imperialism.pdf
    • Ch. 28
MA 06 Progressive Era 10-07-2008 SHORT.ppt
MA 06 Progressive Era 10-07-2008 SHORT.ppt
MA 06 Progressive Era 10-07-2008 SHORT.ppt

Slides:
Philippine War Political Cartoons and Warm Up.ppt
Philippine War Political Cartoons and Warm Up.ppt
Philippine War Political Cartoons and Warm Up.ppt
15th ed. Study Help: People in US History to Know:
US History People to know.pdf
US History People to know.pdf
US History People to know.pdf
15th ed. Ch. 27
Ch. 27_15.ppt
Ch. 27_15.ppt
Ch. 27_15.ppt
15th ed. Ch. 28
Ch. 28_15.ppt
Ch. 28_15.ppt
Ch. 28_15.ppt

America Becomes a world power Part 1

Home Learning: Read Chapter 28 & 29

Jan. 26

Chapter 29


Current Events (April 1912)

Review

  • Reasons for American Imperialism:
    • European expansion
    • Social Darwinism
    • Anglo-Saxonism
    • Defending U.S. interests overseas
    • Mahan's influence
    • Congressional approval

Focus Question
  1. What were the main issues in the election of 1912 and how was Woodrow Wilson a minority president?
  2. Chapter 29 Slides:
Ch. 29.ppt
Ch. 29.ppt
Ch. 29.ppt
Review Material
  • 27
C. 27 APUSH.ppt
C. 27 APUSH.ppt
C. 27 APUSH.ppt
  • 28
c. 28 apush.ppt
c. 28 apush.ppt
c. 28 apush.ppt
  • 29
c. 29 apush.ppt
c. 29 apush.ppt
c. 29 apush.ppt
WWI Review

Jan. 28

TEST 27-28-29


Introduce Chapter 30 WWI (M.A.I.N.S. & Unrestricted Submarine Warfare and the Zimmerman Telegram)

  • Mandatory Terms (20) "SIGNIFICANCE" for Each, total 40 Points:
CH. 30 Terms.docx
CH. 30 Terms.docx
CH. 3


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
      CH. 30 WWI APUSH.ppt
(Approximately first half of slides Feb. 1st, and finish the remainder on Feb. the 3rd)
    • How successful was the Progressive Movement in America?
Success of the Progressive Movement.pptx
Success of the Progressive Movement.pptx
Success of the Progressive Movement.pptx
rubrics-ap-histories-historical-thinking-skills.pdf
rubrics-ap-histories-historical-thinking-skills.pdf
rubrics-ap-histories-historical-thinking-skills.pdf
  • Sas' AICE:
9389 Component.docx
9389 Component.docx
9389 Component.docx

Sites of Interest:

  1. Redesigned APUSH

  2. Opening/Introductory Paragraph Advice for 'FRQs' & 'DBQs'

  3. More Updated APUSH Writing Advice

  4. LEQ Information



Feb. 5

What: Assessment for Chapter 30 (M/C & 'Long Essay Question' (LEQ) Timed 30 Minutes

  • Terms are due (40 Points)


Feb. 9th

  • 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)

Detailed Slides

  • Small Group Activity (JIGSAW) : Each Assigned One area of the Chapter
    • Text/Phone Research
    • Report out prioritize the top three most significant items and explicitly explain why
  • Look ahead to Ch. 32 The Politics of Boom or Bust: The Republican Governments of the 20s
    • Harding's Adm. & Corruption
    • Coolidge to Hoover
    • The Home-Run King , by George H. Ruth:
The Home-Run King.docx
The Home-Run King.docx
The Home-Run King.docx
  • Roaring 20's Overview:
Roaring 20's.pdf
Roaring 20's.pdf
Roaring 20's.pdf

February 16 Politics of Boom and Bust


  • APUSH LEQ Writing Guide(Courtesy of


    (www.ltisdschools.org)
APUSH_LEQ_Writing_Guide.pptx
APUSH_LEQ_Writing_Guide.pptx
APUSH_LEQ_Writing_Guide.pptx
  • One-Hundred & fifty-seven -59-61:


    USA The Twenties Overview.pdf
    USA The Twenties Overview.pdf

USA The Twenties Overview.pdf

  • Slides


    1920s_politics_of_boom__bust.ppt
    1920s_politics_of_boom__bust.ppt

1920s_politics_of_boom__bust.ppt

  • ABC: The Century 1920s From Boom to Bust

    • To be Completed:
Boom to Bust Video Questions.pdf
Boom to Bust Video Questions.pdf
Boom to Bust Video Questions.pdf

Read Chapter 32:

Ch. 32.ppt
Ch. 32.ppt

Ch. 32.ppt


February 22 A Day Test 2/24/16



  • Great Depression Slides (VIP):
Ch. 33.ppt
Ch. 33.ppt
Ch. 33.ppt
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


  • Chapter 34:
Ch. 34.ppt
Ch. 34.ppt
Ch. 34.ppt
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
Ch. 35 WWII.ppt

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?

American Foreign Policy 1920-1941.ppt


1944



FEBRUARY 27th
TEST DAY

TERMS DUE- 100 OR 50 POINTS
100 POINTS REQUIRES MAXIMUM EFFORT AND WORK SHOWN

March 1 Chapter 35

35.ppt
35.ppt
35.ppt
WWII America.pdf
WWII America.pdf
WWII America.pdf


March 3


Review Materials :
Review Book:
REVIEW TEXTBOOK.pdf
REVIEW TEXTBOOK.pdf
REVIEW TEXTBOOK.pdf

CH. 36: Early Cold War: 1945 - 1952

Ch. 36 Early Cold War 1945-52.ppt
Ch. 36 Early Cold War 1945-52.ppt

Ch. 36 Early Cold War 1945-52.ppt

  • Cold War Origins Study Guide:


    Origins of Cold War Study Guide.docx
    Origins of Cold War Study Guide.docx

Origins of Cold War Study Guide.docx

  • Cold War Reading:


    Origins of Cold War Chapter Reading.docx
    Origins of Cold War Chapter Reading.docx

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
apush-review-complete the one that i would use and am using parts of in class.pdf

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)


Containment-Reading-Worksheet.docx
Containment-Reading-Worksheet.docx
Containment-Reading-Worksheet.docx

March 11 Test on Chapters 36 and 37


March 15:


  • 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.
  • Eisenhower Era Terms:
  • 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.


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:
  • The Cold War Begins 1945-1952 (6 Review M/C Questions as part of the test)
  • The Eisenhower Era, 1952-1960, and
  • The Stormy 60s, 1960-1968



April 5


Video review of 1945 - Present: Gilder-Lehrman


Review Cards (Quizlet) 1945- Present


Stalemate of the 70's:

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

  1. Cut Federal Spending,

  2. Reduction of Income Tax,

  3. Economic Deregulation, and

  4. Control the Money Supply (Tighten it up/ less money made available)

Resurgence of Conservatism 1980-1992:

The Reagan Years



April 12


America Confronts the Post- Cold War Era, 1992-2011:


  • We will watch a tad of this, consider finishing it later: "Power Posing."

  • 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

The American People Face a New Century (Perhaps before the actual):





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


  • Overview from Native Americans, Colonial Experience, Background to the American Revolution, Articles of Confederation, and the Constitution
  1. Economics of the Mid-Nineteenth Century
    1. Market Revolution (Mid-nineteenth century)
  2. Major Causes of the American Civil War
    1. Sectionalism
    2. Slavery
    3. Westward Expansion
    4. Breakdown of Compromise
      1. Missouri Compromise of 1820
        1. (36/30)
      2. Compromise of 1850 (Lands added due to Mexican American War (1846-1848)
        1. Popular Sovereignty
      3. Kansas-Nebraska Act,1854
        1. "Bleeding Kansas" 1855-1856
      4. Dred Scott Decision, 1857
        1. Role of SCOTUS
      5. John Brown's Raid, 1859
    5. John C. Calhoun's (SC Senator)
      1. Nullification/Secession Crisis

April 25, 27, 29


  • AP Review (content, and Structure)




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.











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!