Hope you are all having a wonderful holiday vacation so far!!  I have listed the back requirements for homework for the winter break.  I will add some added resources for you to review as well.

 

REad and take excellent notes on :

Chapter 18, 19, 20 (into the Civil War)

.

I will assign workbook tasks as well.  And discussion questions.  We will

have 4 days of discussion groups when you return.  I will assign you each a question from each chapter to lead the discussion. 

 

This semester will be a big push!  I will be giving more assignments, require

more information on tests, request Decades papers, and give tests and essays that will be time to the minute.  I will post more about this...not to cause anxiety, but to let you know that our expectations will be much higher this semester.  YOu will have to work harder, memorize much more, and prepare for the AP test in May.

 

You will have a study group this semester.

More to come.  I just wanted those of you who wish to get started the opportunity to start the reading before Christmas.

 

 

 

Almost back for the second semester of APUSH!  

Padded assignments:  complete all of the workbook tasks for ch 17-20. As I said e we will be discussing the questions from the workbook at the end of each chapter .

 

Rainy day!!

 

see you soon! 

Go to APUSHreview and watch his videos on Periods 1-4.  Very good.

REview the AP College Board website.  Review the curriculum as we saw

in the video.  Make sure you have all the BIG IDEAS, EVENTS, NAMES, etc. in

your notes and listed in your Decades Papers!!

 

Final will be Multiple Choice and Short answer or DBQ.

Do your best, make an effort, and you will do well.  It will take time and repetition.

You should study 4-5 times between today and Thursday.  Make sure you refresh

your memory in the time you have just before the test!!  Good LUCK!

HW: go to College Board at:

https://advancesinap.collegeboard.org/english-history-and-social-science/us-history

Read the course and exam description. Take notes or print out and highlight/annotate.

Click on and Listen to Presentation on Rubrics and Thinking Skills. Take notes.

Click on Writing and Exam Practice Tips; print out and highlight/annotate

Click on Course, Exam and Practice Tabs at top of page. Print out and highlight/annotate

­

­

NOW.....Review your chapter notes for the test.  Study for the tests below!!

Now, Take 10 practice tests at: http://college.cengage.com/history/us/kennedy/am_pageant/12e/students/ace/index.html

Choose 10 different Chapters and take the test. Record your score; this is for you to measure your understanding Of the material in the chapter. Do 5 each day of the weekend. If you like, take them all!! See what you remember from previous chapters.  Check your score out of 30 for each set of questions.

THEN....Go back to the College Board.Choose one of the sample questions in the Practice Tab  Choose one that Is relevant to any of the chapters we have read.... and write a response.  Try without a reference,then refer to your text and rewrite.

The test will consist of multiple choice and a DBQ or essay.

Finish Reading Chapter 17.  Complete A, B

Answer Q for PART III

1, 4, 5, 6, 7, 8

 

Prepare your notebook.

3 ring; folders for papers; period dividers; tabs for note, decades papers, etc.

organize all AP handouts for the TEST.

 

25 points credit for completing thoroughly.  This should be organized so you can begin to rely on it as a study guide and know where materials are located.

I will check your work tomorrow;  make sure you have a response to the documents assignment from Period 4.  We will continue our discussions.

 

Read and Take Notes on Chapter 17.  Also, listen to the APUSH AMerican Pageant lecture on Chapter 17. 

REad THE SISTERHOOD OF REFORMS in Period 5 Essays.

Describe the reforms and the abolitionist movement.  How were the reforms connected?  Morally, practically, or politically?

Come prepared for a Roundtable discussion of the Questions on p. 150  III

Deepen your understanding of the slavery issue by reading and writing

Say Mean Matter for 5 of 9 documents.  Your choice. Go to Gilder Lehrman and Read document 1-9s.  Be prepared to present one of these documents.

 

Watch Gilder Lehrman Period 5 overview video.

  Write a general outline of the entire  Period as you listen to the video

Ch 16 Workbook

Complete sections A, BDEF

Answer Part III  2,3,457

 

Go back through your decades papers and at the top or bottom build a chronological timeline of the events/people/movement that you list as examples of the learning concepts.

 

REad Chapter 16.  Take notes. 

Watch the American Pageant video review on http://www.apushreview.com/textbook-chapter-review-videos-2/chapter-review-videos-2/

 

Add relevant information to your notes. 

Workbook assignment:  Applying what you have learned, p. 141

Answer 1,2,3, 4,6,7, 8

Be prepared to discuss these questions.  They are very good short answer

questions.

 

Finish Readings, and take notes: Ch 14, 15

Complete Workbook for 14 ABFG  CH. 15 ABF

Gilder Lehrman Period 4 documents:  start with American Colonization Society and finish with the Amistad Case.  Write a Say Mean Matter for Each Document.

DBQ A110 Women on Friday.

per. 1  wxt wor env

per  2  id wor cul

per  3  id peo pol wor

1. Find PERIOD 1 in the AP Course Guide for the College Board---it starts on page 31

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf

3. Copy and paste the relevant concepts for each theme at the top of your paper
4. Peruse the text book and Gilder Lehrman for illustrative examples for this particular theme.

     Repeat for the other themes in this Period.

5. 5. Write your Decades Paper in 3 paragraphs. Be specific, not general. You will want to mention the major events or developments during this Period related to the Theme.   Then you will list the illustrative examples below.

Follow the example you were given for Period 7.

You should use the resources on Gilder Lehrman; especially the timeline under each period.  The video overview of the period will also be helpful as well.  It will make is easier to write the paper if you use these sources

6. Repeat for each Period.

Read, and take notes: Ch 14, 15

TEST on Chapter 13 Tuesday after Thanksgiving

­Review :  PERIOD 4 1800-1848
Watch American Pageant Videos 11-12-13

­

­HW:   Finish your Ch. 13 notes if you did not!!  I will check again Friday. 

Chapter 13; answer ABDEF in workbook for hw

Watch: APUSH REVIEW; period four;  it talks about the key concepts and provides examples which will help with you decades papers!!!'
http://www.apushreview.com/new-ap-curriculum/period-4-1800-1848/

 

NOTE:  If you want to pass class and score a C or better,

you must make the effort to complete the homework.  Anyone who actually gives their best effort everyday will

do well in the class.  If you 'show up' only half the time you will not pass this AP class this semester.

I will check your homework from last night on Thursday.

 

Complete reading of Ch. 13.. Complete notes

Read Essay on Expansion and Reform.  Annotate each paragraph. 

Label themes as per a Decades paper. 

Underline significant events, etc. that would be 'illustrative' of this period and any theme. For example, in English:

 

You guys did great today.  Participation was high.  Let's make sure our production is high and of high quality as well!

 

see attached files

 

 

Finish Chapter 13 and your notes for 13.

I will check your work from last night and your notes on Thursday.

 

Read Expansion and Reform Essay.  Annotate the essay.

 

Annotations are a record of your reading experience:

It was a good class today.  A lot of active participation.  Let's keep up the involvement and work production as we start the Decades Papers!!

HW: Enriching your understanding of Period Read/listen to Gilder Lehrman Timeline for Per 4; up to Battle of Thames

Add these notes to your chapters 11, 12

Documents: Read; notes on docs 1-9

Listen to All Videos on Slavery; write a kwl as you watch

1.  What I know....

2.  What I want to know more about...

3.  What I learned that is new....and I can share with the class.

Write At An Glance on Slavery using the video

Read Chapter 13.  pp. 257-268  election of 1824-Trail of Tears

 

Take notes.

Describe the election of 1824.  Describe the problems, the controversy and the outcome in your notes.

 

Prepare for your Panel question.

HW: In American Pageant:

DBQ:  A108 DBQ 3

In Complete p. 112 G

Test Monday. Ch. 12; ABDEF

after the test we will discuss the questions and answers you were to lead for Ch. 11;

 

Chapter 11 Test

A, b, D, E, F,

 

any of These questions might be on the test!!  I will choose 2.

III.  Q.   2, 4, 5, 6, 7, 8

 

Please read chapter 12. Take thorough notes. Watch videos of your choice. Be prepared to share one in lasts for clarification and discussion. Answer last questions in the workbook---the short answer questions. Be prepared to lead discussion on two question. 

Complete workbook for CH. 11, A-F

Start your Period 4 Review Notes; using Ch 11

Watch Gilder Lehrman videos; or APUSH American Pageant Videos

Prepare to present one of the videos; describe 3 major points that help understand a concept in Ch 11; 

 

Everyone should research Jefferson and Hemmings, and , Marbury vs. Madison.  Use the textbook website video or other.  Be prepared to present the video for us  to discuss in class

 

I will collect notebooks tomorrow! 

Watch the videos on Federalist vs. Anti Feds!! 

They will enlighten you!!

 

Prepare for the test on Ch. 9 on Friday:  Complete the following sections in your workbook.

A., B, D, F

 

p. 182  Interpreting a chart

q. 1-3

H.  Map mastery Answer 1-7

 

Tomorrow we will finish the DBQ and correct the mult choice, etc from the Ch. 8 test.

Watch Videos:

Fed #10, #51 #78, #70; Take notes on the arguments presented on both sides.

Famous Quote from Fed #51 James Madison “”If men were all angels there would be no need for government”

 

 1.  Read the Article/organizer (see attached file) about John Locke's Two Treatises and how they influence the Declaration of Independence. Highlight big ideas....Complete a SAY MEAN MATTER chart for this.....  What did Locke say?  How did it influence the writing of the Dec of Ind?  What did it mean for the colonists?  Why did it matter when declaring Independence?

see attached file below.............

Now read :http://www.studentpulse.com/articles/6/john-locke-and-the-second-treatise-on-government?utm_expid=22625156-1.Wovr3IOcQ7OKnauEqV69-g.0&utm_referrer=https%3A%2F%2Fwww.google.com

and add to your notes on John Locke.

2.  Read pp. 176-77.   Shay's Rebellion.  Describe the rebellion.  What were the reasons for the rebellion?  What was the result of the rebellion?  How did it influence the colonists in their quest for a workable government? How did it influence the writing of the Constitution?

3.  Watch video on the Federalists vs. Anti Federalists.  List the ideas of each side of this debate.  Use the video and your textbook in Ch. 9.  go to website listed below.....

https://www.youtube.com/results?search_query=federalists+vs.+anti+federalists

 

 

1. You must read Chapter 9 FIRST and complete your notes!!  NOW!!

Use the organizer for the Articles of Confederation.  To write to the prompt, you will need to go to:http://www.history.com/topics/articles-of-confederation

and Period 3 in Gilder Lehrman, Articles of Confederation.  Read them both, take notes, write your notes in your organizer and your thesis.  You will need more paper perhaps than the space on the organizer.

 

2.  Read the Article/organizer about John Locke's Two Treatises and how they influence the Declaration of Independence.  Complete a SAY MEAN MATTER chart for this.....  What did Locke say?  What did it mean for the colonists?  Why did it matter when declaring Independence?

 

3.  On Gilder Lehrman, listen to the videos in Period 3

Significance

Costs

Washington's Act

Slavery

Constitutional Convention

 

Take notes on each video.  I will ask each of you to present what each lecture

provides beyond the text book.  I will check all work on Monday.  Enjoy the weekend.

 

 

 

Please read ch 9. Take notes. 

We will work on the articles of confederation and shays rebellion. Also, the clash of the federalists and anti feds

Complete writing assignments. 

2.  Read the Article/organizer about John Locke's Two Treatises and how they influence the Declaration of Independence.  Complete a SAY MEAN MATTER chart for this.....  What did Locke say?  What did it mean for the colonists? How does it show up in the Dec of Ind? Why did it matter when declaring Independence?

 

 

 

Please review the document attached below before you write your DBQ.  Make sure you spend enough time organizing before you write.  I promise you that every minute more you spend organizing themes, ideas, and facts into a cohesive argument the better your score will be....by 10-20 points!

Prepare for Debate.

Find evidence (events, documents, etc.) to support Paine or a Loyalist point of view.

Find evidence to support or counter each argument Paine makes----6 arguments

Write notes to bring to your groups for the debate.  You should be able to express your support for your side of the argument;  you will not be able to have one 'lawyer' for the group!!

 

Read and further Annotate the DBQ .  How will you shape your essay---by crafting

a THESIS and choosing a method of organization.

Complete the following workbook sections for chapter 8

A, B,C,D, F, G (1-3)

Applying: p. 74  1, 2, 4, 6, 9

 

I know, its more than the usual.  There is much to review and understand. 

Complete all of your notes for Chapter 8; include required videos; Monday

 

Complete the reading on Common Sense and the questions/analysis. 

1.  Make a list of all the arguments that Thomas Paine makes for separation from England. 

2.  Now make a list of counter arguments....as a Loyalist in favor of staying in the British Empire.

Read and Outline Chapter 8  pp. 140-55 

Listen/watch the podcasts/videos on Gilder Lehrman

in Period 3

1. 1763  2. taxation  3. emotion and common sense  4.women in the Revolution

5. significance of American Revolution  6. Costs of the Revolution

 

In a different color pen, add enriching notes from each video to your outline.

Test Chapter 7 on Monday

PRE WRITING ACTIVITY.  Use the following to plan your writing.

Complete your brainstorming for the prompt you selected.

Complete the attached Pre-writing planning sheet. (attaches file below)

Complete and outline using the following:

1. Analyze the Prompt: What is it asking you to do? Era? Context? Historical thinking skills?

1. Thesis:  Develop and argument or claim that you will support.
2. Address the argument in the topic sentences:  Create topic sentences
3. Evidence to support topic sentence: list the evidence under topic sentences
4. Tie the evidence back to the thesis:  topic sentences/paragraphs should prove your argument.

Chapter 7 Review

Make sure you watched the videos I listed yesterday.

 

Workbook:  Road to Revolution

Answer: ABDF

Applying what you know:  1, 2, 6, 8

 

Test on Monday; Short Essay Take Home over the weekend (included in the test)

Take the ACE practice test http://college.cengage.com/history/us/kennedy/am_pageant/12e/students/ace/  I scored an 80%.

 

Present wednesday: Use

apparts or soapstone,

follow with a simple Say

mean Matter, connect to

concept and theme for

Period 3. (see ap docs I

gave you)

Read Ch. 7.  Take notes. 

Your notes look good!!  Good notebooks as well.  Keep it up.

Tues we will correct Tests and discuss parts of Ch 7.

 

You will present Wednesday.

TESt Monday on Ch. 5-6

 

I will use the following sections for the test.  You should do very well if you prepare from these sections.  I will also ask you to analyze a document or do a short DBQ as a take home part of the exam.

 

Happy Trails!!  good luck!!

 

Workbook Test Sections:  Chapter 5.  ABDF

Chapter 6.  ABD

7 Years War:  Borders and Boundaries

Look at all the maps in Chapter 6.  Describe the changes and the reasons behind these changes.  Create your own map that blends the maps and describes the

alterations in territories for the French and English

 

Read the Proclamation of 1763 on Gilder Lehrman.  Complete a SAY MEAN MATTER table.

 

Take the practice test for Chapter 5 and 6.  Write down your score.   Its an interesting

challenge.  PS:  I did not ace the tests!!

CLASH OF THE EMPIRES

HW: Duel for N. America: Read Chapter 6

Watch American Pageant Video;  on APUSHreview website; it will help you understand and reinforce BIG IDEAS.

Write your notes for Ch. 6  As you write notes, identify themes  identified in your AP Documents.  Remember, we must learn to identify themes and reference them.

Complete Workbook Ch. 6; A B D G

Part III You will discuss in class and respond in your notebook

Review of , Chapter 5

go to:http://www.ushistory.org/us/7c.asp and read about the Trial of Peter Zenger.

Complete Say, Mean, Matter.  Be prepared to discuss.

Workbook A,B,D, F, H (map mastery)

 

THATS ALL FOLKS

Read and take notes on Chapter 5-- Include these issues in your notes.

AP US History Curriculum: Period 2 (1607 – 1754)

Republican Presidential Candidate Debate 8 pm  CNN

preview top 5 candidates at:

 

Questions to consider:

Make a chart with the headings below:

What does Trump, Carson, and Fiorina say about: (fill in at least 3 lines

Abortion

Military

Immigration

Women

Obama or Obama Care

Iran

Key Question: How does the media (TV) and social media how we see the candidates?  How does this candidate 'look' on TV?  Is s/he confident?  Knowledgeable? Inspiring?  A 'leader'?  Immigration?  Who won?  Why?

Are they kind to each other?  Do they attack?  How?

Make sure you turn in your King Phillips essay tomorrow.  You will lose 20 points.  It is imperative that you work on writing a succinct thesis and well organized (outlined) essay with supporting evidence.

 

In list form, contrast the views on the Spanish conquest of Natives in the Americas

Juan de Sepulveda with that of Bartholome de las Casas.  Then, Write what you think would be a good prompt for this comparison. 

 

 

with Bartholome de las Casas

and  click on view this item in collection

 

 

 

 

Write your essay!!  Good Luck!!  Make sure you include the necessary elements,

including a strong thesis/argument you will prove! 

 

SUBMIT ON TURNITIN by Monday 6 pm.

 

I will add some additional reading.  Some documents I think you will need to be familiar with.  They will be located on the Gilder Lehrman website..

 

extra credit:  Go to the BEACH!!

'Complete Outline for King Phillip's War;  9-11

9-11 Background for students

Thirteen years ago on the morning of Sept. 11, 2001, members of the Islamic extremist group al-Qaeda hijacked four planes in a coordinated terrorist attack. Two planes crashed into the Twin Towers in downtown New York City, a third plane flew into the Pentagon building in Washington, D.C., and the final plane was brought down by passengers, who had become aware of the other attacks, in a field in Pennsylvania. 2,977 people died in the attacks.

In response to the attacks, President George W. Bush announced that any nation that supported terrorism or was found to be harboring terrorists would be considered an enemy of the United States. At that time, the government of Afghanistan was ruled by the Taliban, an extremist Muslim political movement, who refused to shut down known terrorist training camps or give up suspected terrorists to the United States. Within a month, the United States invaded Afghanistan and began a war against al-Qae

Go to 9-11 Memorial Website

Go to the Timeline.  (you will need to go to full page to scroll through the events)

Look, watch, listen.  As you go through the timeline, choose 3 events.  Describe the primary source.  Describe what you are learning about 9-11.  Which event or image on the timeline impacts you emotionally?  Explain

 

 

Go to APUSHreview.com Review online; take notes on rebellions

Watch King Phillips War

Watch Pueblo Revolt

 

Now, on same website, Go to AP texts and select American Pageant

Watch Chapter 3

Then Complete video Guide beneath the video

What do you think of the video guide as a note taking format?

HW:

Workbook Ch 3 page

19 Reviewing the Chapter--Answer Questions Part 1. A 1-4

Vocab: visible saints, sedition, proprietary, blue laws commonwealth, heresy

Workbook Chapter 4.
Vocab: Headright, middle passage, militia, blue blood, corporation

page 35 Applying what you Learned; Answer 2,3,6,8,

Review Zinn Ch. 3. Focus on: Bacon’s Rebellion, conditions of indentured servants etc., class distinctions, Indian hostility, slaves

Make sure you have written this information into your notes.  We will talk about these issues on Wednesday and get ready for a DBQ on King Phillips (Metacom)

War.

Review; use websites to review.  See the links.  Use them!!  Practice quiz's are fun online.

 

Go to Gilder Lehrman website

Period 1--Read Bartolome de Las Casas

Read Essay:  Columbian exchange

Period 2--Read Essay. Origins of Slavery

 

For each document complete a SAY--MEAN--MATTER Chart.

What does is say/details?  What does it mean/analysis?  Why does it matter/to your understanding of First Contact and Colonial America?

 

Read: A People's History of the United States by Howard Zinn Online:  (see link) 

Chapter 2:  Drawing the Color Line

Chapter 3:  Persons of a Mean and Vile Condition

These Chapters will help you understand the origins of slave trade and labor in the colonies, and, Bacon's Rebellion and its significance.

 

Write your notes into your previous lines from your text reading.  I should be able to see these additions so I know you are deepening your understanding.  Analyze and quote specific passages that would help you with your recent DBQ on Northern and Southern Colonies.

 

Don't forget, I want to meet with each of you next week.  I will post a schedule for you to sign up on.  Have a nice 4 days!!

Rome and Democracy

ON page 144  Write the Section preview and Main ideas in your own words

On the map you DREW, identify Greece and Rome!!

Summarize the main idea on 145

Read p. 145. 

Describe the population of Rome.

Define Republic...in your own words.

Describe the Roman Senate and the centuriate assembly.

How was the Roman representative government similar to ours in the USA?  How was it different?  (use an internet resource to find out about our government structure)

Yes we have a president, but what 2 groups make laws and advise the president?

Locate Rome. 

p. 144 In your own words, rewrite the section preview and main ideas.

p 145  rewrite the main idea.

Read 145.  Describe the Roman population.

Explain the concept of a Republic.

describe the Roman Senate.

describe the Roman centuriate.

Compare the Roman government groups to the USA.  How is the structure of the government the same and different?  (you may need to see an internet site to make this comparison)  Draw a diagram.

 

extra credit:  GO TO THE BEACH!!

 

 

Please LOOK AT THE LINKS in my last 3 posts.  These are great sites for review.

Two are practice and the Am Pageant site is a list of major ideas in each chapter.

 

Plus, review the AP Guidebook!!!  If you review, you will do fine since this is multiple choice and TF.   Easy peasy!!

 

and....this is fun....

 

NOTE:  SEE THE NEW APUSH RUBRIC BELOW

 

 

 

Topic:  DBQ; Turnitin class enrollment

See yesterday's assignment. 

Rewrite your thesis!  Be bold!  Make a claim....then prove it!

NOTE:  Make a quick outline. There are two sample outlines at the bottom of yesterday's homework.  USE THEM!!!

 

Don't rely on Documents!!

 

SUBMIT YOUR ESSAY ON TURNITIN

class # 10308896   password:  steinpeeps

To enroll in a class using your pre-existing account, please do the following:

1. Go to www.turnitin.com (or www.turnitinuk.com for accounts located in the UK).
2. Click on the "Log In" button located toward the top right hand corner
3. Log into your account by typing the email address and password* you used previously.
4. Once logged into your account, click on the “Enroll in a Class” tab to the upper left of the screen.  Type the numeric class ID# and the case-sensitive class enrollment password that your instructor has given you.
5. Your class will show on your homepage, after being added to your account.
6. Click on the class name and you will see the assignments and submissions for that class

 

Outlining a DBQ essay.  Use the attached outlines to organize your ideas and evidence.  See below.

 

Differences between Northern and Southern Development.....  Go to the AP College Board.  AP US History. 

THe DBQ assignment is on the AP College Board website at:

 

 

Go to this page and click on "DBQ Writing Assignment"

This includes the prompt and the documents

Get out your DBQ RUBRIC and consider including these elements in your essay.

 

Then,

1.  Group the documents (as least by north and south!)

2.  Write outside information you know that will provide context for the information in the document. 

3.  main idea

4.  significance of this idea (to answering the prompt).

Write outline or the essay itself if you prefer.  Remember to revise your thesis

statement into one that shows the ability to 'analyze and synthesize' information not just organize and repeat the main ideas of the documents.

5 REMEMBER:  Documents do not write an essay!!  Dont start a paragraph with the Document reference.  The documents support your Topic Sentence and the topic sentence supports your THESIS!!  See attached outlines.

 

 

To understand the experience of the early settlers Watch short film on Jamestown (Chesapeake)  and Plymouth (pilgrims). 

Where would you rather have lived---Jamestown or Plymouth?  Explain. Be specific.  What stories inform your choice?

 

 

Please review the American Pageant videos if you did not do so.

Read Chapter 4 on the Southern Colonies. Write notes in one of the following forms:

cornell, outline, heading and bullet points; organizer with Concepts (I gave you this)

Watch the Chapter 4 review.

 

Based upon your new reading, rewrite your thesis, and create a more comprehensive list of supporting evidence.

 

On Monday, you will get the attached primary source documents.  We will analyze in class and group them to support your thesis. (two are rather long, but interesting) On Monday night, for homework, you will write your complete essay using notes from the text and primary sources.

 

 

1.  Watch American Pageant chapter 1-2 video review; use the videos to embellish your notes.  Listen to the review and highlight/add to your notes.  I will check.

Watch power point review for Chapter 3 on same site.

Again, highlight/add to your notes as you listen.

 

2. 

Now, write a thesis statement that fully addresses the following question. Then, list six pieces of evidence you will use to support your thesis (use your prior knowledge and the review video).  You may also want to look ahead/skim Chapter 4 which introduces the Southern Colonies. (included in next assignment)   Bring this thesis and evidence to class tomorrow. (you may want to review what a good thesis statement contains.

"Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur?"

We will work with you thesis, evidence, and primary source documents tomorrow in class.

 

Go to Gilder Lehrman website  (this website contains a Study

Guide for each "Period" for APUSH. 

Click on the Timeline. Read through the timeline.  List and Add 5 pieces of information which will help you understand concepts and events.  Use the 'play' button on key slides.  Include,

 

Workbook:

Glossary:  paraphrase the glossary

Answer True False

Answer Multiple Choice

Answer Matching People

Answer Cause and Effect.

 

 

Read American Pageant pp. 43-63

Complete the Concept organizer for this chapter as well. Period 2.  See same file as yesterday.

We will not use the workbook tonight.

Come to class ready to review your work so we can discuss this note taking process.

Read American Pageant pp. 8-23

Use file for note taking:  College Board Concept Outline; see attached file

Revise/paraphrase each Key Concept and subordinate topics and complete

sections/examples.  Draw your own table in your notebook.

Use your notebook; paraphrase Glossary p. 1-2; 

Answer Multiple Choice p. 3

Identification, Matching and Putting things in order p. 5-6

 

 

 Read and answer questions from 3 documents about the Columbian Exchange.  You completed Document 1 on Wednesday.

Document 2

The Impact of Disease

The charge of genocide is largely sustained by figures showing the precipitous decline of the Indian population. Although scholars debate the exact numbers, in Alvin Josephy's estimate, the Indian population fell from between fifteen and twenty million when the white man first arrived to a fraction of that 150 years later. Undoubtedly the Indians perished in great numbers. Yet although European enslavement of Indians and the Spanish forced labor system extracted a heavy toll in lives, the vast majority of Indian casualties occurred not as a result of hard labor or deliberate destruction but because of contagious diseases that the Europeans transmitted to the Indians. The spread of infection and unhealthy patterns of behavior was also reciprocal. From the Indians the Europeans contracted syphilis. The Indians also taught the white man about tobacco and cocaine, which would extract an incalculable human toll over the next several centuries. The Europeans, for their part, gave the Indians measles and smallpox. Since the Indians had not developed any resistance or immunity to these unfamiliar ailments, they perished in catastrophic numbers.

Source: “The Crimes of Christopher Columbus” Dinesh D'Souza

1.What is the topic being discussed in this document?

2.The term genocide should be familiar from the holocaust, what is the words meaning?

4.The Source is from a book “The crimes of Christopher Columbus” Why do you believe the author chose that title for the book?

6.The author shows bias in their writing. What do you believe their bias to be? Provide support.

7.Natives were the first slaves in America, And this took its toll on the native population. But what was the number one killer of the natives? Why did the natives die from such things.

Document 3

Agricultural Change

Exchanging crops proved to be a far more intricate, involved process than ever could have been imagined at the time. Remarkably, the people of the Americas realized that crops with higher caloric value could not only feed more people, but also allowed people to work harder because they were more energized. This led to an adoption of American crops by European peasantries that changed entire cuisines in various cultures and spread rapidly through the Americas, Europe and finally, Africa. An important crop in Europe was potatoes, as they could be left in the ground until they were ready to be eaten and allowed many Europeans to evade taxes, as tax collectors did not go so far as to dig up not yet harvested crops. Similarly, potatoes were also a helpful crop and food source because when armies invaded and rounded up food for themselves, they were similarly unable to steal the potatoes; thereby, leaving food for the European people. Animals were also a key part of the Columbian Exchange. Horses, pigs, sheep, and cattle were all European animals that flourished rapidly in the Americas because they were able to reproduce without being hindered by predators. Pigs were also a key animal used during ocean travels because they could be dumped on the way to a country or place and then picked up and eaten on the way back. The horse, too, was also a very useful animal as it helped with battle; it allowed for faster travel, it allowed for the surprising of opponents, and allowed people to fight from a higher level.

“Columbian Exchange” March 31, 2006 Lauren Rees

1.What is being discussed in document 3?

2.What is the source of this document?

3.What were the benefits of the crops from the Americas? How did these crops effect European culture?

4.The potato became an important crop in Europe, why?

5.Animals played an important role in the Columbian Exchange. Which animal do you believe had the biggest impact in America? Support your answer.

 Document 4

A New Economic System

When they established colonies in the Americas, the Spanish created a new economic system, the encomienda system, in which Native Americans worked on Spanish-owned estates. The basis for that system was laid out in a letter from King Ferdinand and Queen Isabella to the governor of Hispaniola in 1503.

“Our desire is that the Christians not lack people to work their holdings and to take out what gold there is. It also is our desire that the Indians live in community with the Christians, because they then will help each other cultivate and settle the island, take out the gold, and bring profit to Spain. Therefore, we command you, our governor, to compel the Indians to associate with the Christians. The Indians should work on the Christians’ building, mind the gold, till the fields, and produce food for the Christians. This the Indians shall perform as free people, which they are, and not as slaves. Also, see to it that the Indians are well treated, with those who become Christians better treated than the others. Do not consent or allow any person to do them any harm or oppress them.”

1.What is the topic of document 4?

2.Define encomienda system.

3.What is the source of this text? How do you know?

4.By reading the above text was seemed to be the main goal of the Spanish? Why?

Explain how the author(s) of the text felt the natives should be treated. Was everyone to be treated the same, why or why not

This will be the new page for finding ALL THING APUSH!!  Course information, documents, syllabus, assignments, test information, web resources and links, etc.

I will further develop this page in the coming week.  Stay Tuned!!