Welcome to Miss Padgett's AP United States History (APUSH) Page.
Report Cards were sent home THURSDAY 1/28/2010
Tuesday 2/2/10 & Wednesday 2/3/10
Groups read pages 481-488 & made graphic representations of their assigned section (topic: Reconstruction)
Monday 2/1/10
Reading Practice (Cornell Notes) - Read pg 477-481 students will focus on
1. Problems the South faced after the War
2. Problems faced by the nation as a whole after the war
3. Responses of whites (esp. Southerners) to the end of slavery
4. Responses of former slaves to the end of slavery
Friday 1/29/10
review chapters 18-21
Tuesday 1/26/10 - Thursday 1/28/10
Quiz
Group Work: read and make a graphic representation of the assigned section
The War in the West pg 464-466 (TOTAL WAR / consequences)
Sherman Scorches Georgia pg 466-468 (TOTAL WAR / consequences)
The Politics of War pg 468-469 – (what does that mean / consequences)
The Election of 1864 pg 469-471 – (major issues)
Grant Outlasts Lee pg 471-472 – (major events)
Students will write a summary of each group's presentation
Homework: Were the costs of the Civil War worth the results to the nation as a whole? What issues (do you think) were settled by the war and waht new problems were created?
Monday 1/25/10
Review timeline
Discussion:
How did the early success of the South – hurt the South?
How did the early defeats of the North – help the North?
Student Work Period: Read 457-464 – add to the annotated timeline
Northern victories
Emancipation Proclamation – how did it unofficially free slaves
Role of African-Americans in the Civil War
Lee @ Gettysburg
Thursday 1/22/10
Classwork / Homework: read pages 451-456 make an annotated timeline of the early battles of the Civil War (beginning at Bull Run) - especially in terms of the early succes of the South.
Thursday1/14/10, Friday 1/15/10 & Tuesday 1/19/10
Read assigned section pages 441-446 - make a poster to GRAPHICALLY represent the main idea of the section
Class will summarize after each group presents
HOMEWORK: read 447-450 identify the economic positives and negatives of the war for both the North and the South.
Wednesday 1/13/10
Quiz – chapter 18
Read “The Presidential Campaign of 1860” pg 434-436 in The American Spirit
Pair with a classmate to answer #5 on pg 436 (be sure to support your answer with the PSD’s)
Was Lincoln’s election an excuse or a reason for secessions? Did the white Southerners have solid grounds for fearing a Republican administration?
Homework: Read 434-441 (stop @ Dethroning King Cotton)
What events helped to galvanize both sides for the war
Explain the early struggle for Border States – what was the outcome?
What were the strengths and weaknesses of the north and south at the outbreak of the Civil War?
Tuesday 1/12/10
Self-assessment for Unit 3 test
Classwork/Homework:Read pg 426-431 take Cornell notes
i.Although the South lost the election – in what ways were they still (politically)in good shape
ii.Describe the events of succession and the formation of the Confederate States of America
iii.Identify the reasons Pres. Buchanan did nothing to stop the secessions
iv.Why was compromise not an option?
v.From the Southern point of view - what reasons did the South have for leaving the Union?
Friday 1/8/10 & Monday 1/11/10
Group Work: Groups were assigned a section of the textbook to read – and to make a poster to display their info
“Bully Brooks and His Bludgeon pg 414-415
How the issue of slavery turned violent (pre-civil war)
“Old Buck” vs. “The Pathfinder” & The Electoral Fruits of 1856 pg 415-417
What issues decided the election of 1856.
What were the effects on political parties as a result of the election of 1856
The Dred Scott Bombshell pg 417-418
What was the Dred Scott decision? How did it further divide North and South?
The Financial Crash of 1857 pg 418-419
What caused the Panic of 1857? How did this help the Republican Party?
Classwork: during poster presentations - students summarized what they heard and saw in 1-2 sentences
Homework: read 420-426 (stop @ Upheaval…) & take notes
Explain the “Freeport Doctrine” and how it ultimately hurt Stephen Douglas
Explain the events surrounding the Raid on Harpers Ferry
How did this event effect attitudes in both the North and the South
Explain why the Democrats nominated 3 separate Presidential Candidates for the Election of 1860
What was the Republican platform during the 1860 Election…why was Lincoln nominated over other better known candidates
Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of each of the following:
·Compromise of 1850
·Kansas-Nebraska Act
Classwork / Homework: Complete the FCAT graphic organizer in prep for in-class essay (next class)
Tuesday 1/5/10
Discussion Questions:
How similar was the Compromise of 1850 to the Missouri Compromise of 1820?
How did each sectional compromise affect the balance of power between North and South?
Lecture: Franklin Pierce (powerpoint)
Homework: Read 405-408.
What were Douglas’ motives for his Kansas-Nebraska act
What was his proposal?
What obstacles would have to be overcome? What were the sectional reactions?
What were the political and social effects of the Kansas-Nebraska Act?
Monday 1/4/10
Quiz chapter 17 (assigned over the break)
Preview unit 4 (look at chapters 18-22)
Classwork: read 392-395 –
What led to the movement toward California
how did the growth of the US contribute to the problem of slavery
what role did the underground railroad play in the slave issue
Homework: read 396-401 – take notes on the Compromise of 1850 (not only the provisions, but who supported it / opposed it, and what actions they took
Reminder!! Winter Break Assignment - Read Chapter 17 - take notes - there will be a quiz on Monday 1/4/10!!
Happy Holidays!!
Monday 12/14/09 - Tuesday 12/15/09
Unit 3 Test (multiple choice)
Turn in HISTORY FAIR Project
Friday 12/11/09
PowerPoint Lecture (art / literature)
Assignment/ Homework: review notes Chapter 13-16:
Jacksonian Democracy; Immigration / Westward Movement / industrialization; Reform and Literature Movements; Southern Economy / Cotton / Slavery / Abolition
Wednesday 12/9/09 - Thursday 12/10/09
Students worked in groups to read assigned section and come up with 2 WORDS / 2 SENTENCES / 2 PHRASES from the text that best explains their section: (major movers, reasons why, success or failure) - pg 324-332
Assessment: PICK 1 of the FOLLOWING
What were the successes and failures of the many American reform movements of the early 19th century? Was the failure of some of them due to entrenched social conservatism or to weaknesses in the movements themselves?
How did the first American feminists propose altering the condition of women, and what success did they have?
Tuesday 12/8/09
Completed group presentations from chapter 13
Assessment - paragraph (finish for homework):
Compare the 2-party political system of the 1830’s “New Democracy” with the 1st 2-party system of the Early Republic.
In what ways were the 2 systems similar, and in what ways were they different?
Were both parties of the 1830’s correct in seeing themselves as heirs of the Jeffersonian Republican tradition rather that the Hamiltonian Federalist tradition?
Monday 12/7/09
In-class essay: Compare the experiences of TWO of the following groups of immigrants during the period 1830 to 1860: English, German, Irish
Homework: Read pg 320-324; identify new movements in religion during this era; include how these movements related to social classes and sectionalism.
Tuesday 12/1/09 - Friday 12/4/09
Individual presentaions from ch. 13
Monday 11/30/09
Opening: Read Intro (pg 256) to chapter 13 & “Varying Viewpoints” – What was Jacksonian Democracy? (pg 285)
Classwork: Each student will be assigned their own section of chapter 13. They must read it, identify the important political, social and economic issues in the section and organize the information concisely to be presented (as notes for the class). Students must also either create a visual or find an online visual to help the class understand the main issue of their section.
Be sure to be able to explain WHY this visual is representative of your section and what its message is.
Opening: FINISH 3-2-1 on Immigrants & Anti-foreigners (nativism)
Group Work: students were assigned to 1 of 6 groups. Students needed to read their assigned section and identify the most important topics from their section(pg 304-318)
"Workers and Slave Wages"
"Women and the Economy"
"Western Farmers Reap a Revolution in the Fields" & "The Market Revolution"
"Highways and Steamboats"
"Clintons Big Ditch in New York" & "The Iron Horse"
"Cables, Clippers, and Pony Riders" & "The Transport Web Binds the Union"
Group Presentations: each group will present and students will do a 3-2-1 based on the presentations
Thursday 11/19/09
Opening: Review Reading
Group Work: Students were assigned 1 section from the reading on pages pg 292-297 – groups used the 3-2-1 reading strategy (3 important facts, 2 intersting things, 1 question I still have or word I leanred) & presented to class
Pg 297-304 – take Cornell notes on changes to American society & economy do to the Industrial Revolution.
Wednesday 11/18/09
Quiz: Abolition
Review test Self-Assessment (how to fill out / expectations)
Homework: Read 287-292
Describe life for westward movers (women and men)
How did the settlers change the environment of the west – how did they try to preserve it?
Describe the changes in population that occurred during this time what were the causes and effects of population growth?
Tuesday 11/17/09
Write FCAT November prompt (45 minutes)
To what extent was the election of 1800 aptly named the "Revolution of 1800"? Respond with reference to THREE of the following areas:
Economics
Foreign Policy
Judiciary
Politics
Friday 11/13/09 - Monday 11/16/09
Classwork: read 366-368
Notes on reactions of the South to abolition as well as arguments used against Northeners. Reasons why northerners were against abolition and radical actions taken against abolitionists.
Notes on Abolition:
Abolition Movements
Early Abolition
•Quakers (religious group) were active in the movement since the American Revolution
•American Colonization Society est. in 1817 to transport freed slaves back to Africa
–Country of Liberia was est. for this purpose
–15,000 former slaves were transported to Liberia
Radical Abolitionism
•William Lloyd Garrison – influenced by the Second Great Awakening (religious movement) – he was also a pacifist.
•1831 began publishing the anti-slavery paper The Liberator.
•At times he called for the North to secede from the South (but how would this end slavery??) – eventually he would back proponents of war
Other Abolitionists
•1833 the American Anti-Slavery Society was formed by Wm. L. Garrison and his followers
•A supporter Wendell Phillips showed his dedication by boycotting products that were the result of slave labor (i.e. sugar cane or cotton clothing)
African American Abolitionists
•David Walker – advocated violent end to white supremacy
•Sojourner Truth – worked not only for the emancipation of slaves but for women’s rights as well
•Martin Delaney – wanted to relocate former slaves to Africa
Frederick Douglass
•Former slave (escaped) who gave speeches against slavery
•Autobiography – Narrative of the Life of Frederick Douglass – depicted his life as a slave
•He and others attempted to end slavery through the political process (backing candidates that were pro-abolition)
–Supported Liberty Party, Free Soil Party & Republicans
Thursday 10/15/09
Reading Quiz -
Groups read PSD's related to Shay's Rebellion
Homework: read 179-183
identify concerns and compromises
conservative and democratic elements of the constitution
process of ratification
Explain the positions of the Federalists and Anti-Federalists (who were the major players on both sides and what segment of the population supported each group?)
Wednesday 10/14/09 - no class due to the PSAT
Tuesday 10/13/09
Students wrote an essay in class for the following prompt: Analyze how the ideas and experiences of the revolutionary era influenced the principles embodied in the Articles of Confederation.
Homework: Read pg 175-179 use Cornell Notes to:
Identify the relations between the US and foreign countries
Economic and political problems at home; include how the new nation dealt with (or failed to deal with) these issues
What led to the “revision” of the Articles of Confederation?
Monday 10/12/09
Students received History Fair #2 Assignment handout (due November 2)
Reviewed Articles of Confederation reading assignment - filled out graphic organizer for upcoming essay)
Friday 10/9/09
Reading quiz
Classwork: Read 168-171 - take Cornell notes on the following:
What did the state constitutions have in common with each other
What were the positive and negatives provisions of these constitutions
Explain what his quotes means? “It is highly significant that in the United States, economic democracy, broadly speaking, preceded political democracy.” Pg 170
Explain the economic benefits and drawbacks of independence
Homework:
Assess student sample of French & Indian War DBQ and
Read 171-175 (top) – take Cornell Notes on:
How America dealt with new land
Powers under the Articles of Confederation –
Strengths and weaknesses of the Confederation
How this related to their protest against Britain
Thursday 10/8/09
Library - Research for HISTORY FAIR
Wednesday 10/7/09 (Early Release)
Students finished DBQ posters
Tueday 10//6/09
Reading quiz
Students worked on DBQ posters
Homework: read pg 166-171 take Cornell notes:
in what ways did the country move towards political and social equality?
What social and racial inequalities remained the same?
Why were these inqualities tolerated?
Monday 10/5/09
"Just Do It" Now Who were the loyalists and what role did they play during the Revolution?
Classwork: Notes: The Colonists Seek Foreign Aid
Homework: Read pg 157-161 and take Cornell Notes
ID the different stages of the war
What political and military obstacles did Washington & the colonists have to overcome before achieving victory?
What were the terms of the Treaty of Paris (1783); how did the Americans outmaneuver the French?
Friday10/2/09
Notes: Thomas Paine and Thomas Jefferson
Homework: read pg 148-155 take Cornell Notes on
identify the different sides of the Loyalists / Patriot debate
what tactics did Washington use to compensate for his lack of #'s & training
what mistakes did General Burgoyne and others British generals make?
Thursday 10/1/09
Read PSD's The Clash of Arms (conflicting versions of the Battle of Lexington)
Wednesday 9/30/09
Read PSD's (arguments for and against revolution)
Homework: pg 141-144 make an annotated timeline
Tuesday 9/29/09
Quiz
Classwork: read 137-139 make an acrostic poem to summarize the text
Homework: write 1-3 paragraphs propose how you think the British and Colonists, in the period between 1763 and 1776, could have avoided the Revolution.
Monday 9/28/09
Students revisited their French / Indian War DBQ.
summarize & analyze the docs for use in the dbq
come up with at least 5 outside facts to use in the dbq
write a thesis statement for the prompt
Homework: Read 134-137 – (Cornell Notes):
Continental Congress: important figures; differing viewpoints; final decisions
What were the British strengths and weaknesses
What were the colonists strengths and weaknesses
Friday 9/25/09
Students were assigned to 1 section from pages 125-133 (6 groups)
Students will write a 1- paragraph summary of the section (include important ACTS and DATES)
Students will also produce 2 propaganda posters – 1 from the COLONIAL POINT of VIEW and 1 from the BRITISH POINT OF VIEW on the issue.
These will most likely need to be finished at home – and should be ready for presentations on MONDAY
Thursday 9/24/09
Group Work: Students began working on the French and Indian War DBQ
Wednesday 9/23/09
Lecture Notes: Origins of the French and Indian War
Homework: Read 117-121 – Cornell Notes on the effects of the French and Indian War on the colonists
Tuesday 9/22/09
Unit 1 Test
Unit 2 overview (PowerPoint)
Homework: read 106-112 take Cornell notes:
establishment of the french colony in Canada
religion and relationship with natives
conflicts between European Empires
Monday 9/21/09
Students received a copy of "Sinners in the Hand's of an Angry God" sermon and completed the ANALYZING PRIMARY SOURCES handout
Review sheet - student's studied for the UNIT 1 test
Friday 9/18/09
Student's completed their group projects
Homework: Read 100-103 take Cornell Notes on:
role of newspapers in colonial society
how were colonies governed at home and in Britain
explain the "good, bad and ugly" of folkways
Thursday 9/17/09
Completed PowerPoint (Society in Colonial America)
Discussed homework (reading assignment)
Group Work - 3 groups (pg 94-99)
Dominant Denominations - made a Venn Diagram
The Great Awakening - made a publicity poster
Schools & Colleges - made a student handbook
Wednesday 9/16/09
FCAT Essay (slave culture) turned in
Editorial on Salem Witch Trials turned in
Map Activity: students compared maps on pg 85 & 91 of the text to answer the following:
To what extent were the Scot-Irish involved in tobacco cultivation?
What agricultural activities were most of the Dutch immigrants involved in?
With what part of the agricultural economy were African-American slaves most involved?
Which major immigrant group may have had some involvement in the colonial iron industry?
Lecture: Society in Colonial America (PowerPoint)
Homework: READ pg 90-94
Identify the different careers and economic opportunities in the colonies
Identify examples of the “global economy”
Identify early examples of manufacturing
How were transportation issues solved and what were the effects these innovations
Tuesday 9/15/09
"Just Do It" Now - Students read from PSD's of the Salem Witch trials
R.A.F.T. Assignment - be sure to consider New England values when writing this piece
ROLE - Editor-in-Chief of the Salem Times
AUDIENCE - Reading Public
FORMAT - Opinion Piece (editorial) - pro or con
TOPIC - Wtich Trials with a focus on either: gender OR economic OR religion
Homework: finish RAFT plus finish polishing FCAT essay
Monday 9/14/09
"Just Do It" Now - students copied a peer edit sheet
Classwork: completed "Life in New England" PowerPoint
Students exchanged essays with classmates for peer revision - revised essays are due WEDNESDAY
Homework: Read pg 79-81 – Salem Witch Trials:
Take Cornell Notes on the different causes of the trials as well as the effects.
Friday 9/11/09
"Just Do It" Now - Class discussion based on 9/11
Turned in essay
Explain how African Americans used religion, music and oral traditions to create a distinctive slave culture.
Lecture (PowerPoint) "Life in New England"
Thursday 9/10/09
"Just Do It" Now: students completed a free write based on a picture depicting a scene from the colonial slave era.
Reviewed article students read for homework.
ESSAY: Students wrote an essay based on the following prompt:
Explain how African Americans used religion, music and oral traditions to create a distinctive slave culture.
ESSAY IS DUE FRIDAY @ THE BEGINNING OF CLASS. ESSAY MUST BE WRITTEN IN INK
Wednesday 9/9/09
Reading Quiz
Cornell Note practice: read 74-75 as a class (Slavery) and made Cornell Notes (to be finished @ home)
Homework: handout - Slavery in America - students need to read - they can highlight or annotate as necessary
Tuesday 9/8/09
PowerPoint: "Colonial Life" - students took notes
Homework: Read pg 70-76 about Slavery and Southern Society. Students will either take Cornell Notes on the section OR create a mini-graphic novel.
Monday 9/7/09 - No School :)
FRIDAY 9/4/09
Students were placed in groups to read about the Quakers and the Middle Colonies (pages 59-62)
Groups summarized the sections by choosing 1 word, 1 phrase and 1 sentence from the pasage.
Homework: Write a 1-2 paragraph response to the following.
What economic, social and ethnic conditions typical of the early southern colonies were generally absent in the New England and middle colonies? What characteristics did the middle colonies have that were not generally present in the South?
THURSDAY 9/3/09
completed "New England" PowerPoint
discussed reading assignment
Group Work: Groups read pg 59-62 - and summarized with a SENTENCE / PHRASE / WORD
HOMEWORK: label a map of the colonies
WEDNESDAY 9/2/09
Review Thesis statments
Lecture (PowerPoint) "New England" - will finish Thursday
HOMEWORK: Read 53-59 - take Cornell Notes
TUESDAY 9/1/09
Finished "Plantation Colonies" presentation
Reading Quiz (Puritans)
HOMEWORK: Write a thesis for the following prompt - "analyze the extent to which there was religious freedom in the North American colonies prior to 1700"
MONDAY 8/31/09
Discussed Jamestown reading assignment
Group Work: "Plantation Colonies" (1 sentence, 1 word, 1 phrase)
HOMEWORK: Read 43-48 "Puritans" & take Cornell Notes
Tuesday August 25, 2009
Students set S.M.A.R.T. Goals for the upcoming academic year
Notes: Students copied the THEMES that we will study in APUSH this year
PowerPoint: UNIT 1 overview
Monday August 24, 2009
What a great 1st day of school!!
Students received their APUSH syllabus (scroll down to the "Downloads" section).
Writing Assignment: How can this year's theme, "Just Do It" apply to you doing this academic year?
