AP US History
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1. Review The New Republic - slideshow
2. Watch: Thomas Jefferson and His Democracy - Crash Course 3. Watch: The Rise of POLITICAL PARTIES & the Age of JEFFERSON [APUSH Review 4.2] 3. Did Jefferson remain true to Republican ideals as President? A. Click here for the Graphic Organizer - or download from the Google Classroom assignment. Using the info below complete the:
B. Thomas Jefferson's Republican Values:
HW: Continue to prepare for the Period 3 Exam
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1. The colonists win the war and turn the world upside down... 2. Back to the HIPP-Hop Off
For each statement below, your group must determine whether the HIPP statement is correct, or false. If false, you must modify the statement (change/delete incorrect info) to make it true. The group with the most correct answers will win 3 Parise Dollars for each member of the group. Historical Context - The context of the cartoon is the political instability experienced in the years immediately following the American Revolution as the nation confronted the structural weaknesses of the Articles of Confederation, and debated the need for a less-powerful national government. Intended Audience - The American Public Purpose - To demonstrate the inability of the Articles of Confederation (and the national government it created) to effectively unite the states and deal with the early dangers of independence. POV - The country needed a weaker national government (and stronger state governments) to properly govern the nation. ...so what comes next? 3. The AoC and Road the Constitution 4. The New Republic - slideshow ...I know him... HW: Begin studying for Period 3 Test on Monday 11/2
1. The American Revolution - A more nuanced (and complicated) perspective?
2. Back to How Revolutionary was the American Revolution? 3. HIPP-Hop-Off For each statement below, (as a class) you must determine whether the HIPP statement is correct, or false. If false, you must modify the statement (change/delete incorrect info) to make it true. If, as a class, you get all four correct, everyone earns +3 Parise Dollars! Choose a class captain to lead the discussion record your "official answers. Historical Context - The context of the cartoon is the political instability experienced in the years immediately preceding the American Revolution as the nation confronted the structural weaknesses of the Articles of Confederation, and debated the need for a less-powerful national government. Intended Audience - The American public and national leaders Purpose - To demonstrate the inability of the Articles of Confederation (and the national government it created) to effectively unite the states and deal with the early dangers of independence. POV - The country needed a weaker national government (and stronger state governments) to properly govern the nation. 1. Self-Asses French and Indian War Paragraph
2. Investigating Thomas Paine's "Common Sense" Memes 3. The ignoring of the Olive Branch Petition, the long and short term "roots" of rebellion, and Thomas Paine's "Common Sense" all made it time to BREAK UP WITH KING GEORGE and DECLARE INDEPENDENCE! 4. America’s First Civil War: Alan Taylor’s new history poses the revolution as a battle inside America as well as for its liberty. HW: In the end, we must ask, How Revolutionary was the American Revolution?
1. French and Indian War DBQ Practice (15 mins)
A. The DBQ question: Analyze the ways in which the French and Indian War (1754-1763) altered the relationship between Britain and its American colonies in the period between 1740-1766. B. Write a single paragraph (body paragraph) that explains how/why (analyze) one way that the French and Indian War changed the relationship between England and the colonies. C. You paragraph must utilize as evidence at least one document from the DBQ (the document you analyzed last class, or any other). D. In writing about your document, you must describe the document in your own words (NO QUOTING), and use one historically significant HIPP element of the document to support the argument you are making in the paragraph. (not all HIPP elements are historically significant for every document) D. To "use" a HIPP element you need to identify it (describe), and clearly use it to support an argument in the paragraph E. Submit to "French and Indian War DBQ Paragraph" on Google Classroom 2. Investigating Thomas Paine's "Common Sense" Complete the following with your assigned excerpt and group:
3. The ignoring of the Olive Branch Petition, the long term "roots" of rebellion, and Thomas Paine's "Common Sense" all made it "Too Late to Apologize"for Great Britain and time to DECLARE INDEPENDENCE! HW:
1. Closely review The "Road the Revolution" - slideshow
2. Use the above slideshow, your reading, and the Heimler History videos you've seen so far for period 3 to complete the Path to Revolution "Turning Point Events" (Reverse Timeline and Notesheet).
3. Watch Crash Course #6 - Prelude to the Revolution 1. Period 1&2 test - update
2. Crash Course Episode 5 - The Great Awakening and the Seven Years War (French and Indian War) 3. French and Indian War and Colonial Rivalries - slideshow 4. French and Indian War DBQ - practicing doc. analysis
5. Sample DBQ essay about French and Indian War
HW and looking ahead:
1. Essay Outline Workshopping
2. Review APUSH DBQ Rubric (for this essay)
1. Context Point (1 pt) - Describes a broader historical context relevant to the prompt. To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or reference. 2. Thesis point (1 pt) - Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. 3-5. Document Points (3 pts) - Describe/Support (2 pts): The response must accurately describe — rather than simply quote — the content of each document. In addition, the response must use the content from the document to support an argument in response to the prompt. -Explain (1 pt): explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. To earn this point, the evidence must explain how or why — rather than simply identifying — the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each document. 6. Evidence Beyond the Document point (1 pt) - Each paragraph includes one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. To earn this point, the evidence must be described and must be more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization. 7. Organization/Written Expression (1 pt) - The response is organized in the correct type, number and order of paragraphs. Additionally the response is free from an abundance of written errors. 3. The French and Indian War HW:
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August 2023
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