Tuesday

 Today we are going to start chapter 19.

Monday

 Today we are going to discuss chapter 18 and the LEQ. We will also discuss the FINAL.

I will give you some time to read chapter 18 in class as well.

READING SCHEDULE for BREAK:

This week chapter 19.

December 21-27 chapter 20

December 28- January 3 chapter 21

January 4 - 10 chapter 22 

 

Presidents leading up to the Civil War

James K Polk

Zachary Taylor

Millard Fillmore

Franklin Pierce

James Buchanan 

Jefferson Davis: https://parks.ky.gov/fairview/parks/historic/jefferson-davis-state-historic-site

Abraham Lincoln Birthplace: http://www.abrahamlincolnonline.org/lincoln/sites/birth.htm

Wednesday LEQ

 

Directions: You are advised to spend 5 minutes planning and 30 minutes writing your answer. Cite relevant historical evidence in support of your generalizations and present your arguments clearly and logically.

To what extent did the War of 1812 constitute a “second American revolution”? In your answer be sure to address EACH of the following.

Foreign relations

Economic development

Limit your answer to the period through the 1820s.

 We are going to begin reading chapter 18.

 Unit 5: 1846-1877 – The American Pageant, chapters 18-22; Don’t Know Much About History pages 127-165

Content: As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war – the course and aftermath of which transformed American society.  Tensions over slavery; reform movements; imperialism; Mexican War; Civil War; and Reconstruction.

Key Concepts:

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

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

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

Activities:

History Log – notes and short answers to reading assignments.

Primary Source Analysis: Narrative of the Life of Frederick Douglass, Accounts about poor Whites, Fugitive Slave Law, Dred Scott v. Sanford, The Impending Crisis in the South, the Lincoln –Douglas debates, Lincoln’s 2^nd Inaugural Address, Emancipation Proclamation, Mississippi Black Codes, map delineating southern session, two paintings of Manifest Destiny, Civil War photos.

Viewpoints: John Brown – Terrorist or Hero?

Viewpoints: Who Freed the Slaves – Students will present their viewpoint on who freed the slaves from one of the following groups: Congress, Lincoln, Military, or African-Americans.  In addition students will explain why the other three groups were not as effective.

Students will read “Popular Sovereignty Should Settle the Slavery Question” by Stephen A. Douglas; “Slavery Should Not Be Allowed to Spread” by Abraham Lincoln from Opposing Viewpoints.  Students will identify major arguments of each man, and then debate whose argument was most persuasive.  Their analysis should address at least two of the following features from each of the documents: audience, purpose, point of view, format, argument, limitations, and content germane to the evidence considered.

Six Degrees of Separation: From 1776 to the Compromise of 1877.

Chronological Reason: Students look at the evolution of public policies related to slavery and racial inequality to 1877. 

UNIT Test – multiple-choice questions, short answer questions, DBQ and Long Essay (on public policies related to slavery).

During this unit students will discuss possible answers to the following essential questions:

Identity: How did migration to the United States change popular ideas of American Identity and citizenship as well as regional and racial identities?  How did the conflicts that led to the Civil War change popular ideas about national, regional, and racial identities?  How did the conflicts that led to the Civil War change popular ideas about national, regional, and racial identities throughout this period?

Work, Exchange, and Technology: How did the maturing of northern manufacturing and the adherence of the South to an agricultural economy change the nation economic system by 1877?

Peopling: How did the growth of mass migration to the United States and the railroad affect settlement patterns in cities and the West?

Politics and Power: Why did attempts at compromise before the war fail to prevent the conflict?  To what extent, and in what ways, did the Civil War and Reconstruction transform American political and social relationships?

America in the World: How was the American conflict over slavery part of larger global events?

Environment and Geography: How did the end of slavery and technological and military developments transform environment and settlement patterns in the South and West?

Ideas, Beliefs, and Cultures: How did the doctrine of Manifest Destiny debates over territorial expansionism and the Mexican War?  How did the Civil War struggle shape Americans’ beliefs about equality, democracy, and national destiny? 

UNIT GOAL:  Students will be able to analyze and evaluate how the United States intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues led the nation into civil war.

 

Monday

 Today we need to discuss The 2nd Great Awakening, Social Reform in the early - mid 1800s, and tomorrow's Unit 4 TEST.

Friday

 Today - we are going to discuss the Market Revolution and Social Reform in the early to mid-19th century.

Tuesday

 So, today we are going to work on writing DBQs. First, I will put you in breakout rooms to discuss the documents that you read last night, and to discuss how you might use the documents.

Then, I will have you start the DBQ - share it will me as you go.

DBQ - due Thursday.

Chapter 15 - due Friday.

Monday

 Today, we are going to discuss chapter 16, slavery, the dividing nation, and the Market Revolution.

I'm also going to give you time to read the DBQ question/sources that I gave you last week, and begin to write the DBQ. 

The DBQ will be due Thursday.

 

his question is based on the accompanying documents. The documents have been edited for the purpose of this exercise.

In your response, you will be assessed on the following.

• Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.
• Describe a broader historical context relevant to the prompt.
• Support an argument in response to the prompt using all but one of the documents.
• Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.
• For at least three documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.
• Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

 

Evaluate the extent to which the institution of slavery changed in the period from 1754 to 1850.

 

Document 1

Source: George Washington, advertisement placed in the Maryland Gazette, 1761.

Ran away from [my] Plantation . . . on Dogue Run in Fairfax [Virginia], on the 9th [of this month], the following Negroes. . . . Peros, . . . Jack, . . . Neptune, . . . [and] Cupid. . . .

As they went off without the least Suspicion, Provocation, or Difference with any Body, or the least angry Word or Abuse from their Overseers, tis supposed they will hardly lurk about in the Neighbourhood, but steer some direct Course . . . in Hopes of an Escape. . . .

Whoever apprehends the said Negroes, so that [I] may readily get them, shall have, if taken up in this County, Forty Shillings Reward, beside what the Law allows.

Document 2

Source: Petition from enslaved African Americans in Massachusetts to the British colonial governor, 1774.

[We] apprehend we have in common with all other men a natural right to our freedoms without Being deprived of them by our fellow men, as we are free-born People and have never forfeited this Blessing by any compact or agreement whatever. But we were unjustly dragged . . . and Brought hither to be made slaves for Life in a Christian land. . . .

We therefore Beg your Excellency and Honor . . . that you will accordingly cause an act of the legislature to be passed that we may obtain our Natural right[s], our freedoms, and our children be set at liberty.

Document 3

Source: An Act for the gradual abolition of slavery, passed by the New York state legislature, 1799.

Be it enacted by the people of the state of New York . . . , That any child born of a slave within this State after the fourth day of July next, shall be deemed . . . to be born free: Provided nevertheless that such Child shall be the servant of the legal [owner] of his or her mother until such servant if a male shall arrive at the age of twenty eight years, and if a female at the age of twenty five years.

Such [owner] . . . shall be entitled to the service of such child until he or she shall arrive to the age aforesaid, in the same manner as if such Child had been bound [required] to [be a servant].

Document 4

Source: An Act to Prohibit the Importation of Slaves, law passed by the United States Congress, 1807.

Be it enacted, That from and after the first day of January, [1808], it shall not be lawful to import or bring into the United States or the territories thereof from any foreign kingdom, place, or country, any negro, mulatto, or person of colour, as a slave, or to be held to service or labour.

Document 5

Source: Harriet Jacobs, formerly enslaved African American who escaped from North Carolina, describing in her autobiography events in 1831.

Not far from this time [in 1831] Nat Turner’s insurrection [in Virginia] broke out; and the news threw our town into great commotion. Strange that they [White slaveholders] should be alarmed, when their slaves were so “contented and happy”! . . .

It was a grand opportunity for the low whites, who had no negroes of their own. . . . They exulted [rejoiced] in such a chance to exercise a little brief authority, and show their subserviency to the slaveholders, not reflecting that the power which trampled on the colored people also kept themselves in poverty, ignorance, and moral degradation. . . . At night they formed themselves into patrol bands. . . . No two people that had the slightest tinge of color in their faces dared to be seen talking together.

Document 6

Source: Seal of the Philadelphia Female Anti-Slavery Society, an interracial abolitionist group founded in Pennsylvania in 1833.

 

“Am I Not a Woman and a Sister?,” Pennsylvania Abolition Society Papers [490], Historical Society of Pennsylvania.

Document 7

Source: James Henry Hammond, United States Congressman from South Carolina, speech in the United States House of Representatives, 1836.

In northern latitudes, where no great agricultural staple is produced, . . . there is an accurate division of [workers’] labor; . . . in the higher departments a degree of skill must be attained, [for] which stronger stimulants are necessary than can be ordinarily applied to slaves. . . .

Slavery is said to be an evil. . . . But it is no evil. On the contrary, I believe it to be the greatest of all the great blessings which a kind Providence has bestowed upon our glorious region. For without it, our fertile soil and our [fruitful] climate would have been given to us in vain.

 

Link to a sample DBQ: https://apclassroom.collegeboard.org/1/question_bank/create?page=1&searchFor=keywords&searchTerm=DBQ
 

lpA true daughter of the confederacy has written what should be the last words on the monuments:

By Caroline Randall Williams

June 26, 2020

I have rape-colored skin. My light-brown-blackness is a living testament to the rules, the practices, the causes of the Old South.

If there are those who want to remember the legacy of the Confederacy, if they want monuments, well, then, my body is a monument. My skin is a monument.

Dead Confederates are honored all over this country — with cartoonish private statues, solemn public monuments and even in the names of United States Army bases. It fortifies and heartens me to witness the protests against this practice and the growing clamor from serious, nonpartisan public servants to redress it. But there are still those — like President Trumpand the Senate majority leader,Mitch McConnell — who cannot understand the difference between rewriting and reframing the past. I say it is not a matter of “airbrushing” history, but of adding a new perspective.

I am a black, Southern woman, and of my immediate white male ancestors, all of them were rapists. My very existence is a relic of slavery and Jim Crow.

According to the rule of hypodescent (the social and legal practice of assigning a genetically mixed-race person to the race with less social power) I am the daughter of two black people, the granddaughter of four black people, the great-granddaughter of eight black people. Go back one more generation and it gets less straightforward, and more sinister. As far as family history has always told, and as modern DNA testing has allowed me to confirm, I am the descendant of black women who were domestic servants and white men who raped their help.

It is an extraordinary truth of my life that I am biologically more than half white, and yet I have no white people in my genealogy in living memory. No. Voluntary. Whiteness. I am more than half white, and none of it was consensual. White Southern men — my ancestors — took what they wanted from women they did not love, over whom they had extraordinary power, and then failed to claim their children.

What is a monument but a standing memory? An artifact to make tangible the truth of the past. My body and blood are a tangible truth of the South and its past. The black people I come from were owned by the white people I come from. The white people I come from fought and died for their Lost Cause. And I ask you now, who dares to tell me to celebrate them? Who dares to ask me to accept their mounted pedestals?

You cannot dismiss me as someone who doesn’t understand. You cannot say it wasn’t my family members who fought and died. My blackness does not put me on the other side of anything. It puts me squarely at the heart of the debate. I don’t just come from the South. I come from Confederates. I’ve got rebel-gray blue blood coursing my veins. My great-grandfather Will was raised with the knowledge that Edmund Pettus was his father. Pettus, the storied Confederate general, the grand dragon of the Ku Klux Klan, the man for whom Selma’s Bloody Sunday Bridge is named. So I am not an outsider who makes these demands. I am a great-great-granddaughter.

And here I’m called to say that there is much about the South that is precious to me. I do my best teaching and writing here. There is, however, a peculiar model of Southern pride that must now, at long last, be reckoned with.

This is not an ignorant pride but a defiant one. It is a pride that says, “Our history is rich, our causes are justified, our ancestors lie beyond reproach.” It is a pining for greatness, if you will, a wish again for a certain kind of American memory. A monument-worthy memory.

But here’s the thing: Our ancestors don’t deserve your unconditional pride. Yes, I am proud of every one of my black ancestors who survived slavery. They earned that pride, by any decent person’s reckoning. But I am not proud of the white ancestors whom I know, by virtue of my very existence, to be bad actors.

Among the apologists for the Southern cause and for its monuments, there are those who dismiss the hardships of the past. They imagine a world of benevolent masters, and speak with misty eyes of gentility and honor and the land. They deny plantation rape, or explain it away, or question the degree of frequency with which it occurred.

To those people it is my privilege to say, I am proof. I am proof that whatever else the South might have been, or might believe itself to be, it was and is a space whose prosperity and sense of romance and nostalgia were built upon the grievous exploitation of black life.

The dream version of the Old South never existed. Any manufactured monument to that time in that place tells half a truth at best. The ideas and ideals it purports to honor are not real. To those who have embraced these delusions: Now is the time to re-examine your position.

Either you have been blind to a truth that my body’s story forces you to see, or you really do mean to honor the oppressors at the expense of the oppressed, and you must at last acknowledge your emotional investment in a legacy of hate.

Either way, I say the monuments of stone and metal, the monuments of cloth and wood, all the man-made monuments, must come down. I defy any sentimental Southerner to defend our ancestors to me. I am quite literally made of the reasons to strip them of their laurels.

 Caroline Randall Williams(@caroranwill) is the author of “Lucy Negro, Redux” and “Soul Food Love,” and a writer in residence at Vanderbilt University.

Monday

 Today we are going to discuss James K. Polk and The Mexican-American War.

Polk kept his four platform promises:

1) Settle the dispute of the Oregon territory with Britian

2) Acquire California

3) Lower tariff rates

4) Create a new federal depository system 

 

 

Chapter 13 - The Texas Revolution

Today we will finish chapter 13. We are moving into Texas.

 

Friday - JACKSON

 Today, we need to read chapter 13.

Homework: Finish chapter 13 for Monday. Also, finish graphic organizer for chapter 12.

Thursday

 Today we are going to look at "The Monroe Doctrine" and move on to the Jacksonian Era (chapter 13).

 HOMEWORK: SOAPSTone. 

Era of Good Feelings

 Today, we need to discuss your SOAPSTones and continue with chapter 12.

Madison's War Message asked congress to declare war on Great Britain for four reasons:

1) Impressment of U.S. citizens by the British Navy

2) The cut off of trade from ports other than Great Britain (by blockade)

3) The arousal of the Native Americans against settlers in the west

4) The seizure of U.S. cargo

First Eleven Presidents

1) George Washington (1789-1796)

2) John Adams (1709-1800)

3) Thomas Jefferson (1801-1808)

4) James Madison (1809-1816)

5) James Monroe (1817-1824)

6) John Quincy Adams (1825-1828)

7) Andrew Jackson (1829 - 1836)

8) Martin Van Buren (1837 - 1840)

9) William Henry Harrison (1841)

10) John Tyler (1841-1844)

11) James K. Polk (1845 - 1848)

War of 1812

 Today we are going to read Madison's War Message to Congress and begin chapter 12 of your textbook.

HW: SOAPSTone the primary source. 

https://www.battlefields.org/learn/primary-sources/james-madison-war-message-congress

 

War of 1812

 Today, we need to talk about James Madison (4th President) and the War of 1812.

First, please turn in your graphic organizers. 

https://apclassroom.collegeboard.org/d/dqwgd5kwg7?sui=1,4

Friday - Jefferson and the Revolution of 2020 (I mean 1800)

 Today we will continue to read chapter 11. Your graphic organizers are due on Monday. Also, you need to turn in your LEQ.

Thursday - UNIT 4

 1st - any questions about the LEQ? 

Today we are going to look at Jefferson's Presidency. We will look at a PowerPoint and then begin chapter 11. The Graphic Organizer will be due on Monday.

Unit 4: 1800 - 1848

 Today we will discuss your tests, and talk about an overview of Unit 4, but first - let's talk about the elections of 1800 and 1824 - the only times in American History were an election went to the House of Representatives. I will also give you a take home LEQ.

1800 Election

https://en.wikipedia.org/wiki/1800_United_States_presidential_election

1824 Election

https://www.history.com/this-day-in-history/presidential-election-decided-in-the-house

 

Unit 4: 1800-1848 – The American Pageant chapters 11-17; Don’t Know Much About History pages 141-195.  Content: Definition of democratic practices; expansion of the vote; market revolution; Louisiana Purchase, War of 1812, territorial and  demographic growth; two-party system; Andrew Jackson; and role of the federal government in slavery and the economy. Activities: Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them. Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities. Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives. History Log – notes and short answers on reading assignments. Primary Sources Analysis: Letter to Mercy Otis Warren, Monroe Doctrine, The Nullification Proclamation, Self Reliance, Jackson’s First Message to Congress, Jackson’s Veto of the Bank, John O’Sullivan on Manifest Destiny, William B. Travis Letter from the Alamo, contrasting illustrations of the “Trail of Tears”, James Madison’s War Message.  Viewpoints: Looking at various sources students will decide whether the War of 1812 was the 2nd War for Independence or a War for Territory. Six Degrees of Separation: From Jefferson to the Reform Era. Students will reflect on Seneca Falls – in what ways was it a consequence of pre-1848 reform activities and what did it contribute to the movement for women’s rights afterward?  Students will write an essay that makes an argument in response to this question. During this unit students will discuss possible answers to the following essential questions: Identity: How did debates over American democratic culture and the proximity of many different cultures living in close contact affect changing definitions of national identity? Work, Exchange, and Technology: How did the growth of mass manufacturing in the rapidly urbanizing North affect definitions of and relationships between workers, and those for whom they worked?  How did the continuing dominance of agriculture and the slave system affect southern social, political, and economic life? Peopling: How did the continued movement of individuals and groups into, out of, and within the United States shape the development of new communities and the evolution of old communities? Politics and Power: How did the growth of ideas of mass democracy, including such concerns as expanding suffrage, public education, abolitionism, and care for the needy affect political life and discourse? America in the World: How did the United States use diplomatic and economic means to project its power in the western hemisphere?  How did foreign governments and individuals describe and react to the new America Nation? Environment and Geography: How did environmental and geographic factors affect the development of sectional economics and identities? Ideas, Beliefs, and Cultures: How did the idea of democratization shape and reflect American arts, literature, ideals, and culture?

 

Tuesday

 TEST on UNIT 3.

Tomorrow we will go over UNIT 4 and I will give you a LEQ for take home. This LEQ will be due on Thursday.

Monday - SNOW in the New World

Today we are going to discuss the two essays - Gordon Wood and Howard Zinn. How are they different? How are they similar? 

Then we are going to discuss your LEQs. 

Tomorrow - Unit 3 TEST. You might want to look over MC questions on AP Classroom. You might want to think about some possible short answer questions.

I will give you a LEQ tomorrow for take home.

Scoring on LEQ

5-6 A+

4 A-

3 B

2 C

1 D

Friday

 Today we need to discuss chapter 10 and your essay.

HOMEWORK: Read Zinn and Gordon Wood (articles below) and watch assigned videos on AP Classroom.

https://drive.google.com/file/d/0B5vavBjY1OrWRFFGTklabGVwXzA/view?usp=sharing

https://drive.google.com/file/d/0B5vavBjY1OrWaEtQb09UOWRTdjQ/view?usp=sharing

Below is a link to notes on Washington's Farewell Address:

https://www.tomrichey.net/uploads/3/2/1/0/32100773/washingtons_farewell_address_notes.pdf

John Adam's Adminstration

 

 

 

Wednesday

 Today we are going to discuss chapter 9 of The American Pageant (The Articles of Confederation, The Constitutional Convention, and slavery).

The Great Compromise

3/5 Compromise

1807 - End of the Slave Trade

1787 Northwest Ordinance 

FOR Friday - two things: 1) Read Chapter 10 and 2) Answer the prompt: "What was the primary reason the colonies were able to win the Revolutionary War"

Monday

 Today we need to discuss the LONG ESSAY - also know as the LEQ (Long Essay Question). First let's look at the rubric, and an easy sample LEQ (Question: What was the primary reason the colonies were able to win the Revolutionary War). We also need to discuss THE ARTICLES OF CONFEDERATION (and Shays Rebellion).

HOMEWORK: By Wednesday read chapter 9 (note I can give you a graphic organizer but I will not collect it).

LEQ (remember - contextualization): "In order to understand the _________ you must first understand the context behind the  _________ .

Also - THESIS answer the prompt - meaning use part of it if needed: The primary reason the colonies won the American Revolutionary War was _________ .

Wednesday

 Today we are going to discuss 1) Lexington and Concord; 2) The Road to Saratoga; 3) Thomas Paine.

Thomas Paine - Common Sense

Thomas Paine - The American Crisis